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Systematic longitudinal observations were made as typically developing toddlers and young children with autism and with Down syndrome interacted with their caregivers in order to document how joint engagement developed over a year-long period and how variations in joint engagement experiences predicted language outcome. Children with autism displayed a(More)
Word and nonword identification skills were examined in a sample of 80 elementary school age students with mild intellectual disabilities and mixed etiologies who were described as struggling to learn to read by their teachers. Performance on measures of receptive and expressive vocabulary, measures of phonological awareness, and measures of word and(More)
OBJECTIVE Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual(More)
The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of(More)
Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural(More)
OBJECTIVE Using a multi-trait-multi-method technique, self-concept was analysed as a function of chronological age in children with mild intellectual disabilities. Also, relations between reading achievement and self-concept were measured. METHODS Participants were assessed on the Woodcock Reading Mastery Test-Revised, the Pictorial Scale of Perceived(More)
This study examined communication interaction patterns when one sibling had a developmental disability as well as the role of communication skills in sibling relationship quality. Thirty sibling dyads were categorized into one of three communication status groups: emerging, context-dependent, and independent communicators. Independent communicators and(More)
Mucolipidosis Type IV (ML IV) is an autosomal recessive genetic disorder characterized by severe psychomotor impairments and ophthalmologic abnormalities. Reports on the cognitive development of people with ML IV are limited, but suggest that achievement of language and cognitive milestones varies between a 3- and 18-month level. There is also variability(More)
Some people without disabilities may use patronizing speech when they talk to people with cognitive disabilities. This study asked college-aged students without disabilities to evaluate patronizing speech toward people with cognitive disabilities. They randomly read either one of two vignettes; in one vignette a cashier with no disability used patronizing(More)