Sentence examples for language scale and from inspiring English sources

At 24 months of age, 1.4% of children exhibited impaired development and 39.0% were affected on the cognitive scale, 1.4% were impaired and 17.6% affected on the language scale, and 0.5% were impaired and 3.3% affected on the motor scale.

At age 3 years (May 2009 to March 2010), parents completed the MacArthur-Bates Communicative Development Inventory III (MCDI-III) and Child Behavior Checklist, and research assistants again visited the home to administer the Preschool Language Scale and the Expressive Vocabulary Test.

At 12 months of age, 0.3% of children exhibited impaired development (score < 70) and 3.5% were affected (score < 85) on the cognition scale, 1.3% were impaired and 18.1% affected on the language scale, and none were impaired and 3.0% affected on the motor scale.

At baseline and week 24, correlations between the SIB-derived language scales and the ADCS-ADL-sev and CIBIC-plus were moderate, but the correlations were stronger between the language scales and the MMSE scores.

However, correlations between the language scales and the MMSE were substantially stronger for baseline and week 24 scores (r ≈ 0.7) than for change from baseline scores (r ≈ 0.35).

Furthermore, correlations between changes in scores on the SIB-derived language scales and baseline ADCS-ADL-sev and CIBIC-plus scores were also weak.

In contrast, correlations between scores on the SIB-derived language scales and CIBIS-plus/CIBIC-plus scores were weaker at week 24 than at baseline.

Importantly, it should be noted that in the context of our general linear model, the percentage variance in each component accounted for by language scales and their interactions with age was reasonably small.

The criteria for inclusion in SLIC were (1) a normal karyotype; and (2) language skills more than 1.5SD below that expected for their age on the Clinical Evaluation of Language Fundamentals 15 expressive or receptive language scales; and (3) a non-verbal IQ above 80; and (4) no other obvious explanation for the impaired language, such as an ASD.

Children in the play intervention and the comparison group were assessed using the Child-Initiated Pretend Play Assessment (play), Goal Attainment Scaling (behaviour), the Preschool Language Scale (language) and the Penn Interactive Peer Play Scale (social skills) at baseline and at follow up.

Language was evaluated using Preschool Language Scale-IV and reported as language quotients.