Session 1D: Parental Responsiveness to Typically-Developing Children and Children with Early Brain Injury
Session Number
Session 1D: 4th Presentation
Advisor(s)
Özlem Ece Demir-Lira, University of Chicago
Location
Room A155
Start Date
28-4-2017 8:30 AM
End Date
28-4-2017 9:45 AM
Abstract
We report on the progress of an ongoing study on the effect of parental responsiveness, socioeconomic status (SES), and early brain injury on language development in preschool children. Parental responsiveness has been shown to influence language development in children, but the effect of parental responsiveness in atypically developing has not been researched. Typically-developing children and children with early unilateral brain injury participating in an ongoing longitudinal study of language development were chosen to reflect different SES levels. After reading previous research in this field, a coding scheme was developed to classify utterances based on continuous discourse to measure parental responsiveness.
Session 1D: Parental Responsiveness to Typically-Developing Children and Children with Early Brain Injury
Room A155
We report on the progress of an ongoing study on the effect of parental responsiveness, socioeconomic status (SES), and early brain injury on language development in preschool children. Parental responsiveness has been shown to influence language development in children, but the effect of parental responsiveness in atypically developing has not been researched. Typically-developing children and children with early unilateral brain injury participating in an ongoing longitudinal study of language development were chosen to reflect different SES levels. After reading previous research in this field, a coding scheme was developed to classify utterances based on continuous discourse to measure parental responsiveness.