The present study attempted to investigate the effect of cognitive-behavioral play therapy (CBPT) on the improvements in the expressive linguistic disorders of bilingual children. The population consists of all bilingual children with expressive linguistic disorders studying in preschools. Considering the study's objectives, a sample of 60 people, in three groups (experimental, control, and pseudo-control), were selected using WISC, TOLD, and clinical interviews. The experimental group members participated in CBPT training sessions. The training consisted of twelve 90-min sessions, three times per week programs held every other day. The pseudo-control group received training different from play therapy. The experimental group members were subjected to the follow-up test 2 months after the end of the intervention. All three groups sat the TOLD3 test before and after the experiment. Data analysis was carried out using ANCOVA. The results of data analysis suggested that CBPT can improve the expressive language disorders of bilingual children.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8770813 | PMC |
| http://dx.doi.org/10.3389/fpsyg.2021.626422 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Corrigendum: Bilingualism as a risk factor for false reports of stuttering in the Early Childhood Longitudinal Study (ECLS-K:2011).
Front Psychol
January 2025
Department of Linguistics, University of California at Berkeley, Berkeley, CA, United States.
[This corrects the article DOI: 10.3389/fpsyg.2023.
View Article and Find Full Text PDFCross- and Within-Language Associations Between Phonological, Lexical, and Grammatical Domains in Mandarin-English Bilingual Preschoolers in Singapore.
J Speech Lang Hear Res
January 2025
Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, China.
Purpose: This study aims to examine the associations of phonological, lexical, and grammatical skills within and between languages in Mandarin-English bilingual preschoolers.
Method: Sixty-three Singaporean Mandarin-English bilingual children aged 3-5 years were assessed for articulation, receptive vocabulary, and receptive grammar using standardized instruments in English and compatible tools in Mandarin. Regression analyses were performed on each language outcome, with other language variables as predictors, controlling for age, nonverbal working memory, and home language environment.
Tip-of-the-pen states in Mandarin handwriting: The effect of brief non-target language exposure.
Mem Cognit
January 2025
Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, Ministry of Education, and Center for Studies of Psychological Application, School of Psychology, South China Normal University, 55 West Zhongshan Ave, Guangzhou, 510631, Guangdong, China.
The tip-of-the-pen (TOP) is a phenomenon in which individuals fail to completely retrieve the orthographic information of a known character, and mainly occurs in Mandarin (a non-alphabetic language in which the orthography is largely independent of the phonology). The present study examined whether and how long-term language experience and brief exposure to non-target language affected TOP rates in Mandarin handwriting. In Experiment 1, high and low proficiency Mandarin-English bilinguals completed a Mandarin character dictation task before and after watching a short English movie.
View Article and Find Full Text PDFDifferent paths to multilingualism in Autism Spectrum Disorder (ASD): Naturalistic and non-interactive.
J Child Lang
January 2025
Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel.
This study is one of the few research efforts investigating unexpected non-interactive foreign language acquisition in children with Autism Spectrum Disorder (ASD). Participants included 46 English-Hebrew-speaking children (ages 4;10 to 12;0): 14 autistic children who acquired English via non-interactive input (ASD-NI); 12 autistic children (ASD-Nat), and 20 non-autistic children with typical language development (TLD-Nat) who acquired English and Hebrew naturalistically. Morpho-syntactic abilities were assessed using Sentence Repetition tasks in both languages.
View Article and Find Full Text PDFUtility of Parent and Teacher Behavior Ratings for Self-Regulatory Outcomes of Preschool Children: A Multi-Study Examination.
Res Child Adolesc Psychopathol
January 2025
Department of Psychology and the Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA.
Despite frequent reliance on teacher and parent ratings of children's behavior for multi-informant assessment, agreement between teachers' and parents' ratings is low. This study examined the predictive utility of teacher and parent ratings for children's self-regulatory outcomes (i.e.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!