The Relation Between Infant Construction Strategy and Language Development in Toddlers

Infants learn from interaction with physical objects in their environments. Object construction, or merging individual objects into a single structure, has been linked previously to language. Items and toys can be structured and combined with similarity to word combinations (Greenfield, 1991). Infants initially combine 2 objects and then graduate on to combine 3 pieces or more. Words are put together in comparable ways, with each word corresponding to an object, and a sentence corresponding to a single structure. The purpose of this project is to explore how construction ability in infants affects language ability in toddlers. We hypothesize that the more advanced the infant’s construction ability at 14 months, the more advanced their language ability will be at 24 months. Methods: At 14 months of age, 47 infants were given 2 sets of nesting cups to assess construction strategy while video-recorded (Greenfield, Nelson, & Saltzman, 1972). Construction strategies coded included “nothing,” (no cup combination), “pairing,” (one cup placed on or inside another cup), and “potting,” (two or more cups placed in or stacked on a third cup). Expressive and receptive language was assessed at 2 years of age using the Preschool Language Scales, 5th edition. Data was analyzed with a regression model, using Hierarchical Linear Modeling 7 (Student version). Results: Infants who combined objects scored higher on expressive language (βs 9.52-14.3, ts(44) 2.19-2.62, ps 0.01-0.03), than infants who did not combine objects at 14 months (β00=92.82). No differences were found for construction strategy and receptive language (βs 5.49-11.79, ts(44) 1.67-0.98, ps \u3e 0.102). Conclusion: The ability to combine cups at 14 months is related to higher expressive language scores. We speculate that the ability to combine toys lays a foundation for combining words into sentences, while language comprehension may originate from other mechanisms. Further studies may assess the number of objects paired successfully and the complexity of construction with success and complexity of sentence structure at different time points throughout early childhood.https://scholarscompass.vcu.edu/uresposters/1217/thumbnail.jp

A Physical Therapy Intervention to Advance Cognitive and Motor Skills: A Single Subject Study of a Young Child with Cerebral Palsy

Background: Physical therapy interventions for children with severe motor impairments do not address the relationship between motor and cognitive development. Purpose: Evaluate the potential of a physical therapy intervention focusing on enhancing cognitive and motor outcomes in a child with severe motor impairments. Design: AB phase design without reversal. Methods: One child participated in 8 assessments from 4 to 29 months of age. The START-Play intervention was provided for 3 months following 4 baseline assessments over 12 months. Total Gross Motor Function Measure (GMFM), Sitting, Reaching, and Problem Solving assessments were completed. Visual inspection, 2 standard deviation (SD) Band Method, and percent of nonoverlapping data methods evaluated change. Results: This child had improved GMFM total and sitting scores, increased frequency of toys contacts, and increased rate of problem-solving behaviors following intervention. Conclusion: START-Play shows promise for children with severe motor impairments. Additional research is needed to evaluate efficacy. Video Abstract: For more insights from the authors, access Supplemental Digital Content 1, available at: http://links.lww.com/PPT/A273. (Pediatr Phys Ther 2019;31:347-352)

A Physical Therapy Intervention to Advance Cognitive and Motor Skills: A Single Subject Study of a Young Child with Cerebral Palsy

Background: Physical therapy interventions for children with severe motor impairments do not address the relationship between motor and cognitive development. Purpose: Evaluate the potential of a physical therapy intervention focusing on enhancing cognitive and motor outcomes in a child with severe motor impairments. Design: AB phase design without reversal. Methods: One child participated in 8 assessments from 4 to 29 months of age. The START-Play intervention was provided for 3 months following 4 baseline assessments over 12 months. Total Gross Motor Function Measure (GMFM), Sitting, Reaching, and Problem Solving assessments were completed. Visual inspection, 2 standard deviation (SD) Band Method, and percent of nonoverlapping data methods evaluated change. Results: This child had improved GMFM total and sitting scores, increased frequency of toys contacts, and increased rate of problem-solving behaviors following intervention. Conclusion: START-Play shows promise for children with severe motor impairments. Additional research is needed to evaluate efficacy. Video Abstract: For more insights from the authors, access Supplemental Digital Content 1, available at: http://links.lww.com/PPT/A273. (Pediatr Phys Ther 2019;31:347-352)