background and aim: one of the main objectives of cochlear implant surgery for parents, specialists, and trainers is that children can realize their needs using verbal communication skills. this is while there are a few instruments for evaluating children’s communication performance after cochlear implant surgery. the present study was conducted with the aim of adapting and investigating psycho...

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument no...

Most research on working memory (WM) training for children with developmental dyslexia (DD) has focused on western alphabetical languages. Moreover, most of these studies used a combination of training tasks targeting a variety of WM components, making it difficult to determine whether WM training generates a general improvement in overall reading, or improves specific cognitive skills correspo...

PURPOSE This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between young and older school-age children. METHOD Expos...

An approach based on Skinner's (1957) theory of verbal behavior has been developed to understand and teach elementary communication skills to children with autism and developmental disabilities (Sundberg & Partington, 1998). However, few studies have directly examined the characteristics of emerging language in children with developmental disabilities. The purpose of this study was to develop a...

Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in each group. Children with ID performed on par wit...

Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. 22 children were included in each group. Children with ID performed on par with the MA ...

The phonological memory skills of a group of children with disordered language development were compared with those of two control groups, one group matched on verbal abilities and the other matched on nonverbal intelligence. The language-disordered children were poorer at repeating single nonwords and recalling word lists than even the younger children of matched verbal abilities. The language...