The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American S
- PDF / 1,821,819 Bytes
- 14 Pages / 595.276 x 790.866 pts Page_size
- 39 Downloads / 152 Views
The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language Naomi K. Caselli 1 & Amy M. Lieberman 1 & Jennie E. Pyers 1
# The Psychonomic Society, Inc. 2020
Abstract Vocabulary is a critical early marker of language development. The MacArthur Bates Communicative Development Inventory has been adapted to dozens of languages, and provides a bird’s-eye view of children’s early vocabularies which can be informative for both research and clinical purposes. We present an update to the American Sign Language Communicative Development Inventory (the ASL-CDI 2.0, https://www.aslcdi.org), a normed assessment of early ASL vocabulary that can be widely administered online by individuals with no formal training in sign language linguistics. The ASL-CDI 2.0 includes receptive and expressive vocabulary, and a Gestures and Phrases section; it also introduces an online interface that presents ASL signs as videos. We validated the ASL-CDI 2.0 with expressive and receptive in-person tasks administered to a subset of participants. The norming sample presented here consists of 120 deaf children (ages 9 to 73 months) with deaf parents. We present an analysis of the measurement properties of the ASL-CDI 2.0. Vocabulary increases with age, as expected. We see an early noun bias that shifts with age, and a lag between receptive and expressive vocabulary. We present these findings with indications for how the ASL-CDI 2.0 may be used in a range of clinical and research settings Keywords language deprivation . sign language . vocabulary acquisition
A central characteristic of language development during the first years of life is a rapidly growing vocabulary. Vocabulary growth is predicted by differences in the environment (e.g., input) and in the individual (e.g., processing speed and attentional skills), and crucially, vocabulary in turn predicts later language and literacy abilities (Bates et al., 1994; Duff, Reen, Plunket, & Nation, 2015). For more than 25 years, the MacArthur-Bates Communication Development Inventory (MB-CDI; Fenson et al., 1994), a parent checklist of children’s spoken vocabulary and communication skills, has offered great insight into the earliest stages of vocabulary development and has been able to identify children at risk for language delay (Heilmann, Weismer, Evans, Holler, 2005; Sachse & Electronic supplementary material The online version of this article (https://doi.org/10.3758/s13428-020-01376-6) contains supplementary material, which is available to authorized users. * Naomi K. Caselli [email protected] 1
Wheelock College of Education and Human Development, Boston University, 2 Silber Way, 3rd Floor, Boston, MA 02215, USA
Von Suchodoletz, 2008). Because vocabulary predicts many aspects of language development and is an early emerging linguistic competence, it is an ideal locus of assessment of the early language skills of signing deaf children. To date, the MB-CDI has been adapted to American Sign Language (ASL) to test expressive vocabula
Data Loading...
