Pivotal behavior as the mediator of the relationship between parental responsiveness and children's symbolic behavior.

Previous research with parents and children with developmental disabilities indicated that the relationship between mothers' responsive style of interaction and children's rate of development was mediated by the simultaneous relationship between mothers' responsiveness and children's social engagement, or pivotal behavior. In this study, we attempted to determine whether children's pivotal behavior might also mediate the relationship between responsiveness and child development in a sample of 165 typically developing toddlers and their Taiwanese parents. Child development was assessed with a parent report measure of children's symbolic behavior. Parental responsiveness and children's pivotal behavior were assessed from observations of parent-child play. Results indicated that parental responsiveness was correlated with children's pivotal behavior, and that both of these variables were correlated with children's symbolic behavior. Structural equation models indicated that the relationship between responsiveness and children's symbolic behavior was fully mediated by children's pivotal behavior.

The preliminary analysis of the reliability and validity of the Chinese Edition of the CSBS DP.

This study marked a preliminary attempt to standardize the Chinese Edition of the Communication and Symbolic Behavior Scales Developmental Profile (Wetherby & Prizant, 2002; CSBS DP) to assist in the early identification of young children with special needs in Taiwan. The study was conducted among 171 infants and toddlers aged 1-2. It also included a follow-up study one year after the initial test. Three domestically developed standardized child development inventories were used to measure the concurrent validity and predictive validity. The Chinese Edition of the CSBS DP demonstrated overall good test-retest and inter-rater reliability. It also showed good concurrent and predictive validity. The current study yields preliminary evidence that the Chinese Edition of the CSBS DP could be a valuable assessment tool worthy of wider distribution. Future research should employ random sampling to establish a true national norm. Additionally, the follow-up study needs to include atypical groups and to expand to children aged 6-12 months to strengthen the applicability of the instrument in Taiwan.

Adaptation of the Chinese edition of the CSBS-DP: a cross-cultural comparison of prelinguistic development between Taiwanese and American toddlers.

This study was conducted with 171 toddlers aged 1-2 in Taiwan using the Chinese version of the Communication and Symbolic Behavior Scale-Developmental Profile (CSBS-DP). A significant difference in the scores for the symbolic subscale was observed between the test subjects in Taiwan and the norm established in the original CSBS-DP in the United States. Furthermore, this difference varied across the three assessment tools of the CSBS-DP: the Infant-Toddler Checklist, the Caregiver Questionnaire, and the Behavior Sample. In the checklist and caregiver questionnaires, the scores in the language comprehension cluster and the object use cluster were significantly lower for Taiwanese toddlers than for their counterparts in the United States. In the behavior samples, however, the toddlers in Taiwan scored significantly higher than their peers in the United States in the object use cluster and lower than their American counterparts in the language comprehension cluster. This discrepancy suggests that cultural factors have a potential impact on performance, and thus such factors need to be considered in future endeavors to improve upon the Chinese version of the CSBS-DP.

The development of a multimedia online language assessment tool for young children with autism.

This study aimed to provide early childhood special education professionals with a standardized and comprehensive language assessment tool for the early identification of language learning characteristics (e.g., hyperlexia) of young children with autism. In this study, we used computer technology to develop a multi-media online language assessment tool that presents auditory or visual stimuli. This online comprehensive language assessment consists of six subtests: decoding, homographs, auditory vocabulary comprehension, visual vocabulary comprehension, auditory sentence comprehension, and visual sentence comprehension. Three hundred typically developing children and 35 children with autism from Tao-Yuan County in Taiwan aged 4-6 participated in this study. The Cronbach α values of the six subtests ranged from .64 to .97. The variance explained by the six subtests ranged from 14% to 56%, the current validity of each subtest with the Peabody Picture Vocabulary Test-Revised ranged from .21 to .45, and the predictive validity of each subtest with WISC-III ranged from .47 to .75. This assessment tool was also found to be able to accurately differentiate children with autism up to 92%. These results indicate that this assessment tool has both adequate reliability and validity. Additionally, 35 children with autism have completed the entire assessment in this study without exhibiting any extremely troubling behaviors. However, future research is needed to increase the sample size of both typically developing children and young children with autism and to overcome the technical challenges associated with internet issues.