Purpose: Language development in children aged 3– 6 years is shaped by their pre-linguistic abilities, communication patterns and play behaviors along with parental communicative roles. Little is known about how these aspects are distributed among children with receptive expressive language disorder (CWRELD) in comparison to typically developing children (CWTDL). The present research explores these differences between the two groups using a video-based analysis with a belief that an understanding of these aspects may facilitate age-appropriate speech and language acquisition in children with language delay.
Methods: A video-based analysis of parent–child interactions was carried out for 10 children each with receptive expressive language disorder and typical language development, respectively. The two groups were compared for the child’s turn-taking skills, eye contact span, autonomous instances, communication patterns, play behaviors and parental communication roles.
Results: Children with receptive expressive language disorder exhibited significantly fewer proportion of turns and autonomous instances along with a greater proportion of eye contact to objects than the parent. Majority of the children with language delay were at the “Requester” or “Early communicators” stage and demonstrated either “Exploratory” or “Functional play” behaviors. Most of the typically developing children were at the “Partner stage” of communication and exhibited “Functional”, “Constructive” or “Symbolic Play”. Parents of children with language delay mostly exhibited “Helper” type communicative roles while parents from typically developing groups showed “Partner” type communicative profile.
Conclusion: A quantitative planning and monitoring of pre-linguistic skills, determination of communicative patterns and play behaviors is important for clinicians working with children having a language delay. Assessing and modifying parental communicative roles are also crucial. Understanding the distribution of these research variables among CWRELD in comparison to CWTDL may help clinicians in planning precise treatment goals, monitoring specific linguistic progress, ensuring better parental participation and delivering better outcomes during language therapy.

Keywords: receptive expressive language disorder, pre-linguistic skills, communication stages, play behaviors, parental communication roles, parent–child interaction


中文翻译：

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孩子、父母和游戏——使用基于视频的分析深入了解有和没有接受性表达性语言障碍的儿童的这些维度

目的： 3-6 岁儿童的语言发展取决于他们的语言前能力、交流模式和游戏行为以及父母的交流角色。与正常发育的儿童 (CWTDL) 相比，这些方面在接受性表达性语言障碍 (CWRELD) 的儿童中的分布情况知之甚少。本研究使用基于视频的分析来探索两组之间的这些差异，并相信对这些方面的理解可能有助于语言延迟儿童的适合年龄的言语和语言习得。
方法：对 10 名分别患有接受性表达性语言障碍和典型语言发展的儿童进行了基于视频的亲子互动分析。比较两组孩子的轮流技巧、目光接触时间、自主实例、沟通模式、游戏行为和父母沟通角色。
结果：与父母相比，接受性表达性语言障碍的儿童表现出明显更少的转弯和自主实例的比例以及更大比例的对物体的目光接触。大多数语言迟缓儿童处于“请求者”或“早期交流者”阶段，表现出“探索性”或“功能性游戏”行为。大多数发育正常的儿童处于交流的“伙伴阶段”，表现出“功能性”、“建设性”或“象征性游戏”。语言发育迟缓儿童的父母大多表现出“帮手”型交际角色，而来自典型发育群体的父母则表现出“伙伴”型交际角色。
结论：对语言前技能的定量规划和监测、交流模式和游戏行为的确定对于与语言迟缓儿童一起工作的临床医生来说非常重要。评估和修改父母的交流角色也很重要。与 CWTDL 相比，了解 CWRELD 中这些研究变量的分布可能有助于临床医生规划精确的治疗目标、监测特定的语言进展、确保更好的父母参与并在语言治疗期间提供更好的结果。

关键词：接受性表达性语言障碍，语言前技能，沟通阶段，游戏行为，父母沟通角色，亲子互动