Examining the relationship between early locomotor development (crawling) and expressive language development.

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Examining the relationship between early
locomotor development (crawling) and expressive
language development.

• Gladys Jimenez
• IMH 501-Winter 2009

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Abstract

• The purpose of this study is to determine if
  there is interrelationship between crawling and
  language development. This relationship will be
  explored via data collected from initial speech
  and language evaluations conducted for NYC Early
  Intervention. Participants from this study will
  primarily reside in the Queens, NY area (but this
  may expand) and data will be collected over 6
  months.

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Introduction

• Locomotion is a very important part of a childs
  development. The childs ability to move from one
  place to another broadens his opportunities to
  explore his environment (Ayres, 2005). During
  this stage of development, the baby is developing
  knowledge about the space and distance between
  himself and objects thus allowing them to search
  out hidden objects (Ayres, 2005, Kermoian
  Campos, 1988).

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Introduction (contd)

• If a child has difficulty with crawling, he may
  have trouble later on judge distance and size
  (Ayres, 2005 pg. 20). Crawling also helps
  develop eye control that will later impact his
  ability to perform fine motor tasks such as
  cutting or picking up small objects (Ayres,
  2005). Motor planning skills develop as the
  child begins to formulate a plan on how to
  retrieve a desired toy even if its hidden. This
  marks the beginning of ability to mentally
  visualize objects.

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Literature Review

• There is a growing body of research that is
  finding a strong relationship between locomotor
  experience and other areas of development (Fogel
  Thelen, 1987, Kermoian Campos, 1988 and
  Viholainen, Cantell, Lyytinen and Lyytinen,
  2002). Under this principle, if there is a
  derailment in any of these areas of development,
  logic dictates that all the other areas of
  development will be impacted in some manner.

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Literature Review (contd)

• Fogel and Thelen, (1987) state that a
  communicative action cannot be performed unless
  all of the components skills are in place and
  available to the individual, because the action
  is the systems product of the essential
  cooperating elements.
• Viholainen, Cantell, Lyytinen and Lyytinen, 2002
  state that it is quite common that children
  with developmental disabilities present with
  co-morbid challenges in motor and language
  development.

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Literature Review (contd)

• As cited by Viholainen, et al 2002, Kaplan et al,
  (1998) and Johansson et al, (1995) found how
  approximately 60 of children with reading
  disability also present with some motor
  challenges. Results of the Viholainen et al
  (2002) study indicated there was no general
  relationship between motor and language
  development, unless there was a familial risk for
  dyslexia.

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Literature Review (contd)

• Kim (2008) indicated a positive correlation with
  age onset of babbling and early language
  development, but no correlation between babbling
  and later language use or babbling and
  crawling/walking.
• Kermoian Campos (1988) explored the
  relationship with mode of locomotion and duration
  of such locomotion with performance on several
  spatial performance/object permanence tasks.

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Literature Review (contd)

• Findings revealed that the longer the babies were
  moving, the better they performed on the tasks.
  However, when comparing mode of locomotion
  (belly crawling vs. hands and knees crawling),
  they found that babies who utilized the more
  efficient mode of locomotion (hands and knees)
  were more likely to benefit from the experiences
  of locomotion.

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Hypothesis

• Children who crawled before walking will achieve
  age appropriate results on the Rossetti
  Infant-Toddler Language Scale.
• Children who never crawled will present with
  expressive language delays.

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Design

• The design for this study will be an
  Observational/Correlational analysis because I
  want to examine if there is a relationship
  amongst certain variables. The variables being
  the mastery of crawling and its relationship to
  early language development such as the emergence
  of first words, (vocabulary development, and
  emerging syntax-two word productions) assessed by
  the Rossetti Infant Toddler Language Scale

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Sample

• The participants for this study will include
  children who were referred to Early Intervention
  due to either parental or pediatrician concerns
  with speech and language development as a primary
  concern.
• Subjects were collected from two different
  agencies that are DOH approved Early Intervention
  evaluation sites.
• Ages will range from 12 months of age to 24
  months of age in the Queens, New York area.

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Sample (contd)

• Data will be collected by two ASHA certified NYS
  Licensed Speech Language Pathologists over a 6
  month period to ensure an adequate sample size.
• The speech language pathologist will not have
  prior knowledge of whether or not the parent has
  signed the consent for participation in the
  study.
• Exclusion criteria will be limited to children
  with gross motor, fine motor or cognitive
  concerns as their primary concern.
• Exclusion criteria will be limited to children
  with gross motor, fine motor or cognitive
  concerns as their primary concern will not be
  included in the sample.

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Procedure

• Identification and recruitment subjects for this
  study will be all children referred to two
  approved Early Intervention evaluation site for a
  speech and language evaluation as a primary
  concern.
• The parents will be informed of the goal of the
  study, the possible benefits and risks of their
  childs participation of the study and assurance
  of confidentiality. All information regarding
  the study will be provided in written in desired
  language (Spanish/English) as part of the intake
  paperwork. The Service Coordinator (whom is
  typically the first person in the home) will
  review the study information once again and
  answer any questions. If the parent consents, a
  consent form will be obtained.

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Procedure (contd)

• Language skills assessed utilizing Rossetti
  Infant Toddler Language Scale.
• Based on the data collected the sample will be
  broken up into three groups those that (1) did
  not crawl at all, (2) crawled, (3) crawled
  sometime after walking.
• If correlation exists would then I would like to
  look closer at scattered skills as look for a
  possible common thread (of missing skills) and
  eventually analyze that information for a
  positive correlation/relationship.

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Limitations

• Cannot account for the impact of bilingual
  language development on their language
  performance.
• Cannot account for socioeconomic status as
  children from all walks of life are referred for
  early intervention services. This explored at a
  later date.
• Cultural differences. For example Hispanics
  believe in children will do things when they are
  ready versus more American culture there are age
  expectancies for certain skills. This may impact
  at what point in the childs development help is
  sought.
• This study does not take into account whether
  motoric challenges are impacting language
  development. For example, motor planning
  challenges that may explain why a child never
  crawled, and in experiencing vulnerabilities in
  expressive language only (possible verbal or oral
  apraxia).

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Limitations (contd)

• Not all the children who never crawled or present
  with delays in communication skills will get
  referred for an between the ages of 12-24 months
  or even identified at all. Basically this study
  is limited to the children who are referred for
  evaluations only. Not the general population.