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1 1 2) * ** *** (*, **, *** ).., 2002, 7, 2, MCDI- K (SELSI),... MLUm, T NW, NDW, T TR TT R.. :,,, MCDI- K, SELSI , (F enson et al., 1993). (T hal et al., 1999), (noncommunicative) (T homblin, Shonrock & Hardy, 1989). (T hal et al., 1999). 1 BK21. 46

2 . (parent report ).., (Dale et al., 1989; Dale, 1991).,. Dale et al. (1989).,. (retrospective study ).,.. 18, 30., (inventory ) (checklist ) (recognition format )...., (Sheehan & Sites, 1989). (T hal et al., 1999). T hal et al. (2000). (1), (2),. (3) (word frequency ). (4). (5),. (6). (7) 47

3 ,.. (Sigafoos & Pennell, 1995),. Dale (1991) 24 CDI: WS (MacArthur Communicative Development Inventory : Words and Sentences, F enson et al., 1993). CDI CDI EOWPVT (Expressive One Word Picture Vocabulary T est, Gardner, 1981).73, CDI NDW (Number of Different Words ).53, T T R (T ype- T oken Ratio).74. Lyytinen et al. (1996) 94, CDI, 18 Reynell Development Language Scales (RDLS, Reynell & Gruber, 1990)., CDI RDLS, CDI (concurrent validity ) (predictive validity ). T hal et al. (2000) , IDHC: PE (fundacion MacArthur Inventario del Desarrollo de Habilidades Comunicativas, Jackson - Maldonado, Bates & T hal, 1992) NDW, MLU. 20 IDHC: PE.69, NDW.66, 28 IDHC: PE.68, NDW.54, MLU.64. T homblin, Shonrock & Hardy (1989) Sequenced Inventory of Communication Development (SICD, Hedrick, Prather & T obin, 1984), MCDI (Minnesota Child Development Inventory, Ireton & T hwing, 1974). MLU., MCDI SICD.67, MLU.68. MCDI 2 (predictor ). Diamond & Squires (1993) 48

4 ,, (task ). (SES ). (Eisert et al., 1980). Dale (1991),. Frankenburg, Coon s & Jer (1982),.,.,,. Dale (1991) 18, 30..., (Miller, Sedey & Miolo, 1995; T hal et al., 1999; Cunningham & Sloper, 1984). 1½ - 2 (1999) ,., 4 4,. 49

5 ( ). 14, (Dale, 1991)., PRES (Preschool Receptive Expressive Language Scales: :, 2000),.. < - 1>. < - 1> MCDI- K (Pae, 1993) (SELSI:, 2002). MCDI- K (, 2000), (2000) 50

6 MCDI- K. MCDI- K 656, MCDI- K %, 48 %, 4 %, 28 %, 6 %,. SELSI ,. SELSI.. (, ), (2-7 ),. 120, 84, 24, 12., 2 23, 3 22, (Dunn & Dunn, 1981), (, 1976, 1977, 1978, 1979), (1994), (1980).,,,., 80 %, 20 %..,. PRES. 5 1

7 , , 1. MCDI- K (, 2000),.,.., MCDI- K SELSI, /. SELSI 8, ,,, , ( ), ,.?,??., T CM

8 . MCDI- K, 1, 0. SELSI 1, 0, 1. 80,. MLUm (Mean Length of Utterance in morphemes ), T NW (T otal Number of Words ), NDW, T T R. (1997),,. (1996),,,. 2. 1, % 7,,. 98 %, 93 %, 96 %. 53

9 . 1. ( ). M CDI- K MCDI- K.686 (p <.01), < - 2>. < - 2> MCDI- K MCDI- K (n = 29) MCDI- K ** **p <.01. (S ELS I) SELSI.649 (p <.01), < - 3>. < - 3> SELSI SELSI (n = 29) SELSI ** **p < M CDI- K MLU m, T DW, N D W, T T R MCDI- K MLUm, T NW, NDW, T T R 54

10 < - 4>. MCDI- K MLUm.594 (p <.01). MCDI- K T NW NDW.673 (p <.01). MCDI- K T T R.019 T T R. < - 4> MCDI- K MLUm, TNW, NDW, TTR MCDI- K MLUm TNW NDW TT R (n = 29) MCDI- K MLUm TNW NDW TT R **p < **.673**.673** MLU m, T DW, N DW, T T R SELSI < - 5>. SELSI MLUm.770 (p <.01). SELSI T NW.778 (p <.01), T NW SELSI. SELSI NDW.744 (p <.01). SELSI T T R T T R. < - 5> SELSI MLUm, TNW, NDW, TTR SELSI MLUm T NW NDW T T R (n = 29) SELSI MLUm T NW NDW T T R **p < **.778**.744**

11 . (1). < - 6>. < - 6> (n = 15) (n = 14) MCDI- K -.626*.762** SELSI -.581*.680** MCDI- K - MLU T NW *.637**.756**.787**.752** NDW SELSI - MLU T NW.670**.637*.634**.826**.796**.746** NDW *p <.05, **p <.01.. (z = 1.148, p <.05). 56

12 , 4. < - 7>. < - 7> MLUm T NW NDW 4 (n = 12) 4 (n = 17) MCDI- K SELSI MCDI- K SELSI.605*.729*.720** *.713**.683** *.766** *.652**.253 *p <.05, **p <.01 4 SELSI.729, SELSI MLUm, T NW, NDW.713,.673,.692. MCDI- K, MCDI- K SELSI. 4 MCDI- K.720, MCDI- K MLUm, T NW, NDW.683,.766,.652. SELSI, SELSI MCDI- K. MCDI- K MCDI- K. MCDI- K MCDI- K (z =.548, p >.05). SELSI SELSI. SELSI SELSI 57

13 (z = 2.011, p <.05)., 4 SELSI 4 SELSI. 58

14 ..,.,. (, 1999). 2½ (Dale, 1991).,.. (, 1999).. (Dale, 1991)..,..,... MCDI- K.686 (p <.01). SELSI.649 (p <.01). T homblin et al. (1989) MCDI SICD.67. Dale (1991) CDI: WS CDI EOWPVT, CDI EOWPVT.73 59

15 .. MCDI- K MLUm, NDW, T NW.549,.673,.673 (p <.01). SELSI MLUm, NDW, T NW.770,.778,.744 (p <.01). T homblin et al. (1989) MCDI MLU.68. T hal et al. (2000) IDHC: PE, 20 IDHC: PE NDW.66, 28 NDW.54, MLU.64. T T R, T T R T NW NDW (Watkins et al., 1995)....,..., 4, SELSI MCDI- K., 4, SELSI MCDI- K.., MCDI- K, SELSI., 4 60

16 SELSI 4. SELSI MCDI- K. MCDI- K, SELSI.,, SELSI.,.,,. SELSI, , 7, 7.. (1997) , (2000). (PRES) :., 5(1), (2002). (Sequenced Language Scale for Infant). :. ( ).. :. 61

17 (1996).. :. (1980). (1). :. (1999). 1½- 2.. (1994).. :. (1976, 1977, 1978, 1979).. :. (1999). :. -, 4, (2000)... Cunningham, C. & Sloper, P. (1984). The relationship between maternal ratings of first word vocabulary and Reynell language scores. B ritish Journal of Educational Psychology, 54, Dale, P., Bates, E., Reznick, S. & Morisset, C. (1989). The validity of a report instrument of child language at twenty months. Journal of Child Language, 16, Dale, P. (1991). The validity of a parent report measure of vocabulary and syntax of 24 months. Journal of Sp eech and H earing R esearch, 34, Diamond, E. & Squires, J. (1993). The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17, Dunn, L. & Dunn, R. (1981). Peabody Picture Vocabulary Test-R evised. Circle Pines, MN: American Guidance Service. Eisert, D., Spector, S., Shankaran, S., Faigenbaum, D. & Szego, E. (1980). Mothers reports of their low birth weight infants subsequent development on the Minnesota Child Development Inventory. Journal of Pediatric Psychology, 5, Fenson, L., Dale, P., Reznick, S., Bates, E., Thal, D., Hartung, J. & Reilly, J. (1993). Technical manual for the MacA rthur communicative development inventory. San Diego: San Diego State University. Frankenburg, W., Coons, C. & Jer, C. (1982). Screening infants and preschoolers to identify school learning problem. In E. Edgar, N. Haring, J. Jenkins & C. Pious (Eds.), Mentally handicapped children. Baltimore: University Park Press. Gardner, R. (1981). Expressive One- Word P icture Vocabulary Test-R evised. Novato, CA: Academic Therapy Publications. Hedrick, L., Prather, M. & Tobin, R. (1984). Sequences Inventory of Communicative Development. Seattle: University of Washington Press. Ireton, H. & Thwing, E. (1974). Manual for the Minnesota Child Development Inventory. Minneapolis, MN: Behavior Science Systems. Jackson- Maldonado, D., Bates, E. & Thal, D. (1992). F undacion MacA rthur: Inventario del desarrollo de habilidades comunicativas. San Diego: San Diego State University. Lyytinen, P., Poikkeus, A., Leiwo, M., Ahonen, T. & Lyytinen, H. (1996). Parents as informants of their children s vocal and early language development. Early Childhood Development and Care, 126,

18 Miller, F., Sedey, L. & Miolo, G. (1995). Validity of parent report measures of vocabulary development for children with Down syndrome. Journal of Sp eech and H earing R esearch, 38, Pae, S. (1993). Early vocabulary in Korean: Are nouns easier to learn than verbs? Unpublished doctoral dissertation, University of Kansas. Reynell, J. & Gruber, C. (1990). R eynell Development Language Scales-US Edition. Los Angeles: Western Psychological Services. Sheehan, R. & Sites, J. (1989). Implications of P.L for assessment. Top ics in Early Childhood Sp ecial Education, 8, Sigafoos, J. & Pennell, D. (1995). Parent and teacher assessment of receptive and expressive language in preschool children with developmental disabilities. Education and Training in M ental R etardation and Developmental Disabilities, 30, Thal, D., O Hanlon, L., Clemmons, M. & Fralin, L. (1999). Validity of a parent report measure of vocabulary and syntax for preschool children with language impairment. Journal of Sp eech and H earing R esearch, 42, Thal, D., Jackson-Maldonado, D. & Acosta, D. (2000). Validity of a parent-report measure of vocabulary and grammar for Spanish- speaking toddlers. Journal of Sp eech, Language, and H earing R esearch, 43, T omblin, B., Shonrock, M. & Hardy, C. (1989). The concurrent validity of the Minnesota Child Development Inventory as a measure of young children s language development. Journal of Sp eech and H earing R esearch, 54, Watkin, R., Kelly, D., Harbers, H. & Hollis, W. (1995). Measuring children s lexical diversity: Differentiating typical and impaired language disorders. Journal of Sp eech and H earing R esearch, 38,

19 AB ST RACT Validity of P ar ent al Report Measur es of E xpr es sive Lan guage Developm ent durin g E ar ly Development al Stage Ji Y oung H an (Interdisciplinary Program of Communication Disorders, The Graduate School, Ewha Womans University) Y oung T ae K im (Dept. of Special Education & Interdisciplinary Program of Communication Disorders, Ewha Womans University) K y un g H e e K im (Korea Institute Curriculum and Evaluation) T he purpose of the present study was to investigate the validity of parental report on their children s expressive language. T wenty nine normal children and mothers of them participated in the study. Each mother was asked to mark expressive vocabulary of her child on the MCDI- K checklist and to give an swers to the questions of SELSI. T hen, spontaneous language sampling analysis and the Picture Vocabulary T est were administered to assess the children s expressive language ability. T he result s were analyzed with Pear son s simple product - moment correlation coefficient s. T he major findings from this study were: (1) Correlation coefficients betw een the parental report scores and Picture Vocabulary T est scores were relatively high (p <. 01); (2) correlation coefficients between the parental report scores and MLUm, T NW, NDW values were relatively high (p <. 01); (3) correlation coefficients between the parental report scores and T T R values were not significant ; (4) difference of correlation coefficients betw een boy s and girls was not significant ; (5) difference of MCDI- K correlation coefficient s betw een mother s who has brought up their children more than 4 day s in a w eek and mothers who has not w as not significant ; (6) difference of SELSI correlation coefficient s between mother s who has brought up their children more than 4 day s in a w eek and mothers who has not w as significant. T hese result s indicates that parental report is valid to as sess the infant s language ability. : : ( 1 ):, e- mail: ( ):, e- mail: youngtae@.ewha.ac.kr ( ):, e- mail: khee@kioe.re.kr 64

歯7권2호.PDF

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歯7권2호.PDF