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The MacArthur-Bates Communicative Development Inventories User's Guide and Technical Manual - Softcover

 
9781557668844: The MacArthur-Bates Communicative Development Inventories User's Guide and Technical Manual
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This easy-to-read manual provides professionals with a thorough introduction to the standardized, parent-completed report forms designed by top language researchers to assess language and communication skills in young children ages 8–30 months. The second edition of the English User’s Guide and Technical Manual includes:

  • more demographically balanced normative data
  • norms up to 17-18 months for the CDI: Words & Gestures
  • more directions on administrating and scoring the CDIs
  • an introduction to the automated CDI Scoring Program
  • guidance on how scores for various subpopulations should be interpreted
  • expanded information on machine scanning and a new option using desktop scanners
  • key updates on research, clinical findings, and reliability and validity
  • detailed information and normative values for the CDI-III, an extension for children 30–37 months of age

This manual is part of the MacArthur-Bates Communicative Development Inventories (CDIs). The CDIs and their Spanish adaptation, the Inventarios, are standardized, parent-completed report forms that track young children's language and communication skills. Top language researchers developed the report forms, designing them to focus on current behaviors and salient emergent behaviors that parents can recognize and track.

Learn more about the CDIs and the Inventarios.

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About the Author:

Larry Fenson, Ph.D., is Professor of Psychology at San Diego State University in California. Dr. Fenson has published research on infant attentiveness, early symbolic development, categorization, children's drawing skills, play, and early language development. He received his doctorate in child psychology from the University of Iowa. He served as Assistant Professor at the University of Denver and was a National Institute of Child Health and Human Development postdoctoral fellow with Jerome Kagan at Harvard University. Dr. Fenson is Chair of The CDI Advisory Board.

Virginia A. Marchman, Ph.D., is Associate Professor in School of Behavioral and Brain Sciences at the University of Texas at Dallas, Richardson, Texas. Dr. Marchman holds a master of arts degree and a doctorate in developmental psychology from the University of California, Berkeley. She has been an assistant professor at the University of Wisconsin, Madison, and a postdoctoral fellow at the Center for Research in Language at the University of California, San Diego. She has conducted research in several areas of language and cognitive development, language disorders, and early childhood development. Her most recent work focuses on the identification of precursors of language delay and individual differences in lexical and morphological development in monolingual English and bilingual (Spanish and English) speakers. She is on the editorial board of the Journal of Speech, Language, and Hearing Research and was named Distinguished Scholar at the Callier Center for Communication Disorders. Dr. Marchman has worked on the MacArthur Communicative Development Inventories and the MacArthur Inventarios del Desarrollo de Habilidades Comunicativas for the last 15 years. She is author of the CDI Scoring Program.



Donna J. Thal, Ph.D., holds a master of science degree in speech pathology and audiology from Brooklyn College and a doctorate in speech and hearing sciences from the Graduate School and University Center of the City University of New York (CUNY). She has been a postdoctoral fellow at the Center for Research in Language at UCSD, an assistant professor at Hofstra University, and an assistant professor at Queens College of CUNY. Dr. Thal is a developmental psycholinguist and a certified and licensed speech-language pathologist who has conducted research in a number of areas, including normal and disordered development of language and cognition, children with focal brain injury, and children with delayed onset of language. She has also carried out studies of language development in Spanish-speaking infants and toddlers. Her most recent work focuses on early identification of risk for clinically significant language impairment and is funded by a grant from the National Institute of Deafness and Other Communicative Disorders (NIDCD), within the National Institutes of Health. Dr. Thal is an editorial consultant for language for the Journal of Speech, Language, and Hearing Research and the American Journal of Speech-Language Pathology. She was the California State nominee for the American Speech-Language-Hearing Foundation Outstanding Clinical Achievement Award in 1996, received the Monty Distinguished Faculty Award from SDSU 1998 and the Albert W. Johnson Research Lecturer Award from SDSU in 1999, and was the Wang Family Excellence Award nominee from SDSU in 2000. She served a 4-year term on the Communicative Disorders Review Committee for the NIDCD from 1998 to 2002. Dr. Thal is a co-author of the MacArthur Communicative Development Inventories.



Philip S. Dale, Ph.D., is Professor in Departments of Psychology, Linguistics, and Speech and Hearing Sciences at University of Washington. Dr. Dale's research interests include assessment of young children's language, language development in exceptional populations including linguistically precocious children, early language and cognition, and the effects of various models of intervention for young children with disabilities.



J. Steven Reznick, Ph.D., is an affiliate of the Department of Psychology at the University of North Carolina at Chapel Hill.

Dr. Bates was a founding member of the Cognitive Science Department at University of California at San Diego (the first of its kind in the world), the Director of the federally-funded UCSD Project in Cognitive and Neural Development, a founding co-director of the innovative Joint Doctoral Program in Language and Communicative Disorders at San Diego State University and UCSD, and the Director of the Center for Research in Language and Professor of Cognitive Science at UCSD. With strengths in developmental psychology, linguistics, neurology, and cognitive science, she carried out many creative and influential collaborative studies on the interrelations among language acquisition, brain function, symbolic growth, and other key aspects of development. During her extensive career, she directed cross-linguistic studies on 4 continents and authored or co-authored 10 books and more than 200 scientific publications. Her work was interdisciplinary, influencing diverse fields such as neuroscience, linguistics, biology, psychology, computer science, and medicine.
Excerpt. © Reprinted by permission. All rights reserved.:

Excerpted from Chapter 1 of MacArthur–Bates Communicative Development Inventories User's Guide and Technical Manual SECOND EDITION, by Larry Fenson, Ph.D. Donna J. Thal, Ph.D. Virginia A. Marchman, Ph.D. Philip S. Dale, Ph.D., & Elizabeth Bates, Ph.D.

Copyright © 2007 by The CDI Advisory Board. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

OVERVIEW

Parents notice the emergence of language. A child's first words are eagerly awaited, often dutifully recorded in baby books and diaries, and always shared with family and friends. Subsequent progress is noted and enjoyed until the child's language is so far along that it is finally taken for granted. Popular books for parents abound with advice for fostering early communication and guidelines suggesting when language milestones should be reached, but there is no question that early language is salient for parents, and they need no impetus to notice this remarkable aspect of early development. From this perspective, it is surprising that only since the 1980s have parents come to be viewed as a reliable source of information about the young child's communicative skills. The obvious obstacle was to find a technique that allows researchers and clinicians to harvest the parent's rich view of the child's language.

The first systematic attempts to use questionnaires to tap parents' knowledge about their children's language skills were reported by Bates and her colleagues in the 1970s and 1980s (e.g., Bates, Camaioni, &Volterra, 1975). These questionnaires evolved into a set of inventories with detailed questions about vocabulary and grammar. At around the same time, Rescorla (1989) developed a 310–item parent–report checklist of productive vocabulary that was designed as a screening tool for detecting language delay in 2–year–old children. The Mac– Arthur–Bates Communicative Development Inventories (CDIs) build on the foundations laid by each of these earlier initiatives (see section ‪Origins of the Instruments‪ in Chapter 4). The first two CDIs (sometimes called Inventories in this manual) were published in 1992. These were the CDI: Words and Gestures and the CDI: Words and Sentences. Since that time, the CDIs have been expanded to include one–page brief versions of CDI: Words and Gestures and CDI: Words and Sentences (Fenson, Pethick, et al., 2000). The MacArthur–Bates Communicative Development Inventory—III (CDI–III; described in detail in Chapter 6) was also designed to be used with children from 30 to 37 months of age.

Members of the CDI team have also developed Mexican Spanish versions of CDI: Words and Gestures and CDI: Words and Sentences, as well as brief versions of each of these instruments. The Spanish CDIs and an accompanying manual were published in 2003 (Jackson–Maldonado et al.). In addition, the CDI Advisory Board has authorized and encouraged the adaptation of the CDI forms into a number of other languages. These adaptations are not direct translations to other languages but, rather, assessment tools that take linguistic and cultural differences into account (see Dale, Fenson, &Thal, 1993, &http://www .sci.sdsu.edu/cdi/suggestions_adaptations.htm). A number of these instruments are now available for public use, many with supporting normative data (see the CDI web site, http://www.sci.sdsu.edu/cdi/adaptations.htm, for a complete list of non–English versions of the CDIs). Finally, the CDIs will soon be available in an adaptive–testing format, which uses a computer–based administration of a dynamically selected subset of CDI questions to converge on relevant language parameters quickly and efficiently.

There are two distinct advantages to the strategy of using parents as informants regarding the child's language. First, because the CDIs tap knowledge that most parents and caregivers have about their young children's communicative development, the CDIs lead to a more ecologically valid assessment (Crais, 1995) than commonly used laboratory and clinical measures. Second, the CDI strategy is responsive to Part H of the Education of the Handicapped Act Amendments of 1986 (PL 99–457), Part C of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (PL 105–17), and the Individuals with Disabilities Education Improvement Act of 2004 (PL 108–446)—all of which require parent input in child evaluation procedures. Because of these advantages, the CDIs have found wide application among researchers and clinicians.

The clinical utility of the CDIs is particularly noteworthy. Clinicians have found that the CDIs are useful in screening and developing a prognosis for children with language delays (Crais, 1995; Heilmann, Weismer, Evans, &Hollar, 2005; Miller, Sedey, &Miolo, 1995; Thal, Reilly, Seibert, Jeffries, &Fenson, 2004; Yoder, Warren, &McCathren, 1998). Researchers have used the CDIs extensively with a wide variety of populations, including children with language delay, children with Down syndrome and Williams syndrome, bilingual children, children in child care, children from different socioeconomic status (SES) groups, babies who were born preterm or with focal lesions, and so forth (see Chapter 3 for a review of the diverse applications of the CDIs).

This new edition of the manual expands the information presented in the first edition (Fenson et al., 1992/1993) in a number of significant ways:

1. We present an expanded set of normative data that is more demographically balanced than the original norms. The expanded norms also extend the upper age of the CDI: Words and Gestures form to 18 months (formerly 16 months).

2. We provide an overview of the brief versions of the CDIs that parallel the CDI: Words and Gestures form and the CDI: Words and Sentences form.

3. We present detailed information and normative values for the CDI–III, a brief adaptation that is applicable to children 30—37 months of age.

4. More detail is presented on the administration of the Inventories.

5. More detailed directions are provided in the text and appendices on how to tabulate scores for the various sections of the Inventories. Guidelines for scoring the three longest utterances and deriving a mean score (in terms of the mean length of the three longest sentences [M3L]) are greatly expanded, and directions for avoiding common scoring errors are provided.

6. Specific guidelines are provided for using the normative tables for the CDI: Words and Gestures form and the CDI: Words and Sentences form.

7. The section on machine scanning is greatly expanded, and a section is provided on the new option of using desktop scanners.

8. A new CDI automated scoring program is introduced.

9. A new section presents recent data on SES variations in CDI performance and addresses the issue of how scores for various subpopulations should be interpreted.

10. The section on research and clinical applications is updated to reflect new findings.

11. The sections on reliability and validity are greatly expanded, incorporating new data.

One additional change in the CDIs calls for special notice. In December 2003, our beloved colleague Elizabeth Bates died after a long battle with pancreatic cancer. The role that Liz played in the development of the CDIs was vital. The instrument itself was created within Liz's vision of a productive science of child language development, its early stages of development benefited greatly from Liz's nurturance and encouragement, and the continued evolution and impact of the CDIs reflect Liz's influence in every aspect. The CDI team has renamed the Inventories the MacArthur–Bates Communicative Development Inventories to reflect Liz's many contributions.

ORGANIZATION OF THIS MANUAL

The main body of this manual is divided into five chapters. In Chapter 1, methods of assessing early language development are reviewed, the role and value of parent report is considered, and the instruments themselves are described in detail. Chapter 2 provides directions for administering, scoring, and interpreting the CDIs. Chapter 3 outlines possible applications of the CDIs for clinical and research purposes. In Chapter 4, details of the developmental trends for the norming sample are presented, the intercorrelations among the various components of each inventory are described, and measures of the reliability and validity of the instruments are reported. Chapter 5 presents percentile tables and figures for major variables separately for boys and girls and for both sexes combined. Chapter 6 describes the CDI–III.

There are three appendices at the end of the book. Appendix A is the original Basic Information Form that was used in the normative studies to record demographic and other background information about the child and family. Appendix B offers an expanded, photocopiable Basic Information Form that was used in the Spanish normative study and by some of the investigators who contributed data for the expanded CDI norms presented in this book. Appendix C presents the Child Report Forms that provide templates for creating summary sheets for reporting scores. The photocopiable Child Report Forms are useful for research or clinical applications and for distribution to physicians and/or parents when accompanied by an interpretive letter. Versions of these forms are automatically generated by the CDI Scoring Program (see Chapter 2).

METHODS OF ASSESSING EARLY LANGUAGE SKILLS

The language assessment techniques used in research and clinical assessment of infants and toddlers fall into three categories: structured tests, language samples, and parent report. We consider the advantages and disadvantages of each approach.

Structured Tests

In this method, responses are elicited from the child in a relatively formal manner in order to assess the child's knowledge of vocabulary and grammar. Examples of well–known structured tests include the Sequenced Inventory of Communication Development–Revised (SICD–R; Hedrick, Prather, &Tobin, 1984), the Reynell Development Language Scales: U.S. Edition (Reynell &Gruber, 1990), and the Preschool Language Scale, Fourth Edition (PLS–4; Zimmerman, Steiner, &Pond, 2002). Each of these instruments assesses several aspects of communicative development, has been normed on a representative population, and has demonstrated validity and reliability. However, the limitations of structured tests often outweigh their benefits when used with infants and toddlers. Tests require a considerable amount of time to administer, personnel must be trained, and the cooperation of the young child is essential. The latter constraint is particularly problematic for infants and toddlers, who may fear and distrust strangers (e.g., test administrators) and whose cognitive and emotional states vary significantly from hour to hour. The usefulness of structured tests is also limited by their expense, the modest validity that has been demonstrated for most of these instruments when conducted prior to 21/2 to 3 years of age, and the inherent problems that arise when standardized tests are used with linguistically and culturally diverse populations (Crais, 1995; Gutierrez–Clellen, 1996; Kayser, 1995; Lahey, 1988; Langdon, 1992b; Mattes &Omark, 1991).

Language Samples

Language sampling is a second popular technique used by researchers and clinicians to gather information about a child's language skills. The aim is to create conditions that prompt the child to talk in a typical manner so that key features of the child's speech can be evaluated. These features include vocabulary range and grammatical complexity. Researchers and clinicians are trained to follow the child's lead, to make conversational responses to the child's utterances, and to ask open–ended questions. Transcription and analysis of naturalistic language samples require highly trained personnel and a substantial amount of time. As a result, most studies incorporating language samples use small numbers of children. Special care needs to be taken when generalizing results from case studies or when data are obtained from a small sample. Another constraint associated with language sampling is that the behavior observed during interactions is highly variable across contexts and interlocutors. In all interactions between a child and another person, it is the dyad that is assessed—whether or not that is the intent of the examiner. Clearly, parent—child interactions differ from those between a child and a specifically trained clinician or researcher. They also differ across parents and across clinicians/researchers, regardless of the level of training. In addition, context has a strong effect on the nature of the behaviors that are observed, especially with young children.

Although a language sample may yield a broader reflection of a child's vocabulary and grammar than a structured test and may provide relatively detailed indices of child language, the method still assesses a restricted range of the child's linguistic abilities. Researchers and clinicians are often most interested in emerging language skills. It is precisely those skills that are unlikely to be observed in a spontaneous play interaction, in which the interlocutor tends to follow the child's lead and purposely refrains from asking pointed or difficult questions.

An additional complication of using language samples emerges from the fact that the technique was developed in the United States with middle–class children who are likely to have had extensive experience with the types of interactions used to obtain the language sample (e.g., Bloom &Lahey, 1978; Lund &Duchan, 1988; Miller, 1981; van Kleeck &Richardson, 1990). These types of interactions may be unfamiliar to children from other cultural groups (Delgado– Gaitán &Trueba, 1991; Farver, 1993; Heath, 1983; Langdon, 1992a; Roopnarine, Johnson, &Hooper, 1994), qualifying the validity of the language samples.

Differences in conversational styles during different types of play interactions are also found within the same cultural or socioeconomic group (Heath, 1983; Laosa, 1982). For example, Jackson–Maldonado (1994) compared the free play language behavior of Spanish–speaking children and parents who were from very low socioeconomic backgrounds in two different play contexts. When provided with a set of colorful plastic toys like those often used in child language research, the mothers typically did not allow their children to play with the colorful toys during the language sampling sessions, saying ‪Don't touch it‪ when the children tried to do so. When presented with common household objects found in a local market, such as clay pots, wooden spoons, and fruits or vegetables made from natural materials, however, the mothers eagerly encouraged the children to play with them (Carrillo Aranguren, Jackson–Maldonado, Thal, &Flores, 1997; Jackson–Maldonado, 1997).

Parent Report

The oldest type of parent report is the diary, which has a long and respected history in developmental psycholinguistics (e.g., Dromi, 1987, Hernández–Pina, 1984; Leopold, 1949; Llorach, 1976; López Ornat, Fernandez, Ga...

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  • PublisherBrookes Publishing
  • Publication date2007
  • ISBN 10 1557668841
  • ISBN 13 9781557668844
  • BindingPaperback
  • Edition number2
  • Number of pages208

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