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Skip to Search Results- 4Adams, Kim
- 4Pollock, Karen
- 4Volden, Joanne
- 3MacLeod, Andrea A.N.
- 3Multilingual Families Laboratory*
- 3Schneider, Phyllis
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2012-05-31
The following review aimed to discover what elements in AAC interface design best facilitate AAC use in play in order to support children with complex needs in their linguistic, cognitive, and social development. The review explored how AAC use helps in development and how AAC effectiveness can...
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Effect of a Child-Controlled Robot on Mother’s Communicative Dominance during Play Interaction with a Child with Cerebral Palsy: a Case Study
Download2014-06-30
Soriano, Adrielle, Yuen, Amanda
Children who have severe physical disabilities often have great difficulty interacting and learning through play, and their expressive language is commonly limited. During play, mothers are frequently more directive in their interaction with children with disabilities. This might change if the...
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2012-01-01
Beriault, Rikki, Klatt, Jodi, Ditmars, Melanie
Children with autism spectrum disorder (ASD) are said to interpret language literally. If so, they would have trouble understanding figurative language, independent of their language level. Idioms (e.g. “skating on thin ice”) are a type of figurative language that are used frequently. In this...
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2020-07-07
Salinas-Marchant, Carolina, Meloni, Geneviève, Multilingual Families Laboratory*, MacLeod, Andrea A.N.
The Multilingual Family Laboratory conducted a brief survey on Children's Communication during COVID-19, in which 201 Francophone, Anglophone and Hispanophone families participated. In this infographic, we will try to respond to one of the parents' requests.
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2011-06-09
Background. Children who stutter are teased and bullied. Langevin (1999) developed the Teasing and Bullying: Unacceptable Behaviour (TAB) program for use in schools. The TAB program includes a videotape that discusses teasing and bullying and provides information that educates students about...
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2012-06-11
Zaba, Jacklyn, Schafer, Lindsay, Sam, Shauna, Sawatzky, Angela
This is a resource for parents of children with physical limitations. Typically developing children learn and develop their cognitive, language, social, and motor skills by interacting with their environment. For example, playing with toys and physically manipulating objects help children learn...
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2013-05-09
Wu, Tong, Nickel, Liane, Reimer, Ashley
The number of children who are adopted internationally has been steadily increasing. However, there is a limited amount of research on how language typically develops in this population. This study followed 20 children under the age of 5 who were adopted from Ethiopia to North America....
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2015-06-16
Diffusion tensor imaging (DTI) proves to have great potential for investigating the white matter network of the brain. The ability to study these pathways may offer important insight into the neurological differences of people with communication disorders. However, due to the high level of...
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2014-07-21
Ritz, Rebecca, Pollock, Karen, Frigon, Paula, Baines, Crystal, Chung, Hyunju
Many children have difficulty producing /r/ sounds. In this study we are interested in children’s production of vocalic forms of /r/, otherwise known as rhotic vowels. Rhotic vowels can be monophthongs (/ɝ/and/ɚ/), as in words like stir and tiger, or diphthongs (e.g., /ɑ͡ɚ/ or /ɪ͡ɚ/), as in car...
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2015-06-30
Sanders, Kaitlin, Borger, Paige, Charest, Monique, Schneider, Phyllis, McFarlane, Lu-Anne, Yip, Beatrice
BACKGROUND INFORMATION There is compelling evidence that, for the majority of children with specific language impairment (SLI), language difficulties are longstanding. Other research, however, has reported that a high proportion of affected preschool-age children recover by about kindergarten...