(GAPP): A parental checklist of Gestures, Actions and Pretend Play Checklist infants’ use of (e.g. conventional gestures such as waving goodbye communicative gestures and deictic gestures), (e.g. joining in with action games or nursery rhymes such as actions and round the garden”), as well as (e.g. playing with doll or teddy or symbolic play “round imitating an adult), adapted and extended from the words and gestures section of the MacArthur-Bates CDI (Fenson et al., 1994) by Zammit and Schafer (2011). (PLS-3 UK): Two broad subscales to assess Preschool Language Scale-3 UK Edition age-specific (including vocal development, social communication, expressive communication morphology, and syntax) and (including attention, understanding of auditory comprehension quantity, quality, spatial concepts, morphology, and integrative thinking skills) in a play context using a range of tasks, and has been standardized in a sample of 1200 children aged 2 weeks to 6 years, 11 months (Zimmerman, Steiner, & Pond, 1997). Procedure All mothers were first visited at home by the researcher when infants were aged 8 months. Mothers in the SG and BSL conditions received individual instruction on how to perform gestures for ten target items. They were instructed to model the gestures as frequently as possible in day-to-day interaction with their infants, to always accompany the gesture with the word, to establish eye contact with their infant before performing the gesture, and to pause after performing the gesture to allow the child time to respond. Mothers were given a training pack containing illustrations of the gestures and suggestions on how and when to use them. For example, mothers were taught the sign for and were encouraged more to use this gesture at meal times and other opportunities throughout the day, such as asking their child if they would like tickles”, book reading”, or singing”. “more “more “more Mothers were informed that they would be interviewed by telephone every two weeks and were given a copy of the interview template. Mothers were not requested to keep written
Gestures, Actions and Pretend Play Checklist (GAPP): A parental checklist of infants’ use of communicative gestures (e.g. conventional gestures such as waving goodbye and deictic gestures), actions (e.g. joining in with action games or nursery rhymes such as “round and round the garden”), as well as symbolic play (e.g. playing with doll or teddy or imitating an adult), adapted and extended from the words and gestures section of the MacArthur-Bates CDI (Fenson et al., 1994) by Zammit and Schafer (2011). Preschool Language Scale-3 UK Edition (PLS-3 UK): Two broad subscales to assess age-specific expressive communication (including vocal development, social communication, morphology, and syntax) and auditory comprehension (including attention, understanding of quantity, quality, spatial concepts, morphology, and integrative thinking skills) in a play context using a range of tasks, and has been standardized in a sample of 1200 children aged 2 weeks to 6 years, 11 months (Zimmerman, Steiner, & Pond, 1997). Procedure All mothers were first visited at home by the researcher when infants were aged 8 months. Mothers in the SG and BSL conditions received individual instruction on how to perform gestures for ten target items. They were instructed to model the gestures as frequently as possible in day-to-day interaction with their infants, to always accompany the gesture with the word, to establish eye contact with their infant before performing the gesture, and to pause after performing the gesture to allow the child time to respond. Mothers were given a training pack containing illustrations of the gestures and suggestions on how and when to use them. For example, mothers were taught the sign for more and were encouraged to use this gesture at meal times and other opportunities throughout the day, such as asking their child if they would like “more tickles”, “more book reading”, or “more singing”. Mothers were informed that they would be interviewed by telephone every two weeks and were given a copy of the interview template. Mothers were not requested to keep written
To_Sign_or_Not_to_Sign._Kirk_Pine_Howlett_Fletcher..docx