JCPSLP Vol 23 Issue 2 2021

Table 1. Frequency and percentage of parental responses for the presence of each key measure within the sCAS, PD, DLD and TD groups

Groups

Key measures

sCAS

PD

DLD

TD

Make many sounds

Yes No

9 (45%) 11 (55%) 14 (70%) 6 (30%) 12 (60%) 8 (40%) 0 (0%) 20 (100%) 0 (0%) 2 (10%) 18 (90%) 9 (45%) 11 (55%) 9 (45%) 11 (55%)

20 (100%) 0 (0%) 18 (90%) 2 (10%) 20 (100%) 0 (0%) 11 (55%) 9 (45%) 6 (30%) 12 (60%) 2 (10%) 3 (15%) 17 (85%) 2 (10%) 18 (90%)

15 (75%) 5 (25%) 17 (85%) 3 (15%) 20 (100%) 0 (0%) 7 (35%) 13 (65%) 0 (0%) 5 (26%) 14 (74%) 9 (45%) 11 (55%) 4 (20%) 16 (80%)

20 (100%) 0 (0%) 20 (100%) 0 (0%) 20 (100%) 0 (0%) 13 (65%) 7 (35%) 8 (40% 11 (55%) 1 (5%) 3 (15%) 17 (85%) 2 (10%) 18 (90%)

Make vowel noises

Yes No/Unsure Yes No/Unsure Yes No/Unsure

Babble (reduplicated)

Babble (variegated)

Babble as much as other children a

More Same Less

Feeding problems

Yes No Yes No

Dribbling issues

Note. Data for sCAS, DLD and TD comparison groups reproduced from Highman et al. (2008). a n = 19 for DLD group on this item due to missing data for one participant.

Reduplicated babbling The children in the PD group, like both the TD and DLD groups (see Highman et al., 2008), were significantly more likely to be reported as having displayed reduplicated babbling (e.g., bababa), when compared to the sCAS group, FET p = .002. There were significant differences between groups in the age of emergence of reduplicated babbling, F(3, 64) = 9.268, p < .001, N 2 = .303, with the PD group significantly earlier than both the sCAS, p = .001, and DLD, p = .003, groups, but not TD group, p = .425. Variegated babbling More children in the PD group were reported to have produced variegated babbling (e.g., madaba), compared to the sCAS group, FET p < .001. Comparisons between the PD and the TD and DLD groups were not statistically significant. There was no significant difference in age of emergence of variegated babbling between the four Similar to the TD group, 90% of children in the PD group were reported to have babbled either the same or more than other children (compared to less). This was significantly higher than the percentage reported for the sCAS and DLD groups, FET p < .001 for both comparisons, where more children were reported to have babbled less than other children. Developmental milestones Sat upright There were significant differences between groups regarding reported age of sitting upright, F(3, 73) = 4.694, p = .005, N 2 = .162. The PD group, similar to the TD group, were reported to sit upright earlier than the sCAS group, p = .020, and the DLD group, p = .039. groups, F(2, 25) = 2.771, p = .082, N 2 = .181. Babble as much as other children

Smiled There were no significant differences between groups in reported age smiled, F(3, 65) = 2.623, p = .058, N 2 =.108. Crawling There were significant differences between groups regarding reported age crawled, F(3, 73) = 3.185, p = .029, N 2 = .116. The mean age crawled for the both the TD and PD groups was earlier when compared to the sCAS and DLD group, but this was only statistically significant for the TD group. First steps There were no significant differences between groups in reported age of first steps, F(3, 76) = 1.791, p = .156, N 2 = .066. Language milestones First words There were significant differences between groups in reported age of first words, F(3, 69) = 4.794, p = .004, N 2 = .172. The PD group, similar to TD, showed an earlier age of first words compared to the comparison clinical groups, although the contrast was only statistically significant for sCAS, p = .009, not DLD, p = . 062. Two-word combinations There were significant differences between groups in reported age of emergence of two-word combinations, F(3, 63) = 24.443, p < .001, N 2 = .538. The PD group, like TD, was significantly earlier in emergence of two-word combinations than the sCAS and DLD groups, p < .001. Feeding and dribbling Feeding There were significant differences between groups in the frequency of reported feeding difficulties, x 2 (3, N = 80) = 8.71,

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JCPSLP Volume 23, Number 2 2021

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