Brenda Salley
Biographic Data
| ID | 5759465 |
|---|---|
| NAME | Brenda Salley |
| GIVEN NAMES | Brenda |
| FAMILY NAME | Salley |
| SIGNATURE | SALLEY B |
| AFFILIATIONS | University of Kansas Medical Center |
| ORCID | 0000-0001-8780-1641 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The impact of a community-based music program during infancy on the quality of parent–child language interactions
The early language environment, especially high-quality, contingent parent–child language interactions, is crucial for a child's language development and later academic success. In this secondary analysis study, 89 parent–child dyads were randomly assigned to either the Music Together® (music) or play date (control) classes. Children were 9- to 15-month old at baseline, primarily white (86.7%) and female (52%). Measures of conversational turns (C…
A Feasibility Study of a Music Enrichment Program on Relative Reinforcing Value of Food and Home Environmental Enrichment among Families of Low Socioeconomic Status
Music enrichment programs may be a high-impact, low-cost strategy to address socioeconomic disparities
Parent book choices
Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into considerati…
Shared book reading intervention for parents of infants and toddlers
Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptabilit…
A Survey of Neonatal Nurses Perspectives on Voice Use and Auditory Needs with Premature Infants in the Nicu
A gap in knowledge regarding the importance of early exposure to voice sounds may be a barrier to nurses using their voices to support early auditory development
Preverbal communication complexity in infants
The development of prelinguistic communication in typically developing infants is marked by changes in complexity as well as frequency, yet most measures focus on frequency. In the current study, we used the Communication Complexity Scale (CCS) to measure prelinguistic complexity of typically developing infants in a cross‐sectional sample of 6‐, 8‐, 10‐, and 12‐month‐olds ( N = 204) during semi‐structured play interaction. For each toy/interactiv…
Infants’ early visual attention and social engagement as developmental precursors to joint attention
This study examined infants' early visual attention (at 1 month of age) and social engagement (4 months) as predictors of their later joint attention (12 and 18 months). The sample (n = 325), drawn from the Maternal Lifestyle Study, a longitudinal multicenter project conducted at 4 centers of the National Institute of Child Health and Human Development Neonatal Research Network, included high-risk (cocaine-exposed) and matched noncocaine-exposed …
Conceptualizing Social Attention in Developmental Research
The term social attention has become widely used during the last decade, appearing within behavioral neuroscience and developmental neurocognitive literatures to characterize a variety of activities and cognitive processes that emerge in the presence of conspecifics. We provide here an overview of the current status of social attention as a construct, as reflected in its appearance in research studies, and we offer a framework for characterizing …
Separable Attentional Predictors of Language Outcome
The aim of this study was to examine the combined influences of infants' attention and use of social cues in the prediction of their language outcomes. This longitudinal study measured infants' visual attention on a distractibility task (11 months), joint attention (14 months), and language outcomes (word–object association, 14 months; MBCDI vocabulary size and multi‐word productions at 18 months of age). Path analyses were conducted for two diff…
Infants’ early visual attention and social engagement as developmental precursors to joint attention
This study examined infants' early visual attention (at 1 month of age) and social engagement (4 months) as predictors of their later joint attention (12 and 18 months). The sample (n = 325), drawn from the Maternal Lifestyle Study, a longitudinal multicenter project conducted at 4 centers of the National Institute of Child Health and Human Development Neonatal Research Network, included high-risk (cocaine-exposed) and matched noncocaine-exposed …
Conceptualizing Social Attention in Developmental Research
The term social attention has become widely used during the last decade, appearing within behavioral neuroscience and developmental neurocognitive literatures to characterize a variety of activities and cognitive processes that emerge in the presence of conspecifics. We provide here an overview of the current status of social attention as a construct, as reflected in its appearance in research studies, and we offer a framework for characterizing …
Shared book reading intervention for parents of infants and toddlers
Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptabilit…
Separable Attentional Predictors of Language Outcome
The aim of this study was to examine the combined influences of infants' attention and use of social cues in the prediction of their language outcomes. This longitudinal study measured infants' visual attention on a distractibility task (11 months), joint attention (14 months), and language outcomes (word–object association, 14 months; MBCDI vocabulary size and multi‐word productions at 18 months of age). Path analyses were conducted for two diff…
Conceptualizing Social Attention in Developmental Research
The term social attention has become widely used during the last decade, appearing within behavioral neuroscience and developmental neurocognitive literatures to characterize a variety of activities and cognitive processes that emerge in the presence of conspecifics. We provide here an overview of the current status of social attention as a construct, as reflected in its appearance in research studies, and we offer a framework for characterizing …
Infants’ early visual attention and social engagement as developmental precursors to joint attention
This study examined infants' early visual attention (at 1 month of age) and social engagement (4 months) as predictors of their later joint attention (12 and 18 months). The sample (n = 325), drawn from the Maternal Lifestyle Study, a longitudinal multicenter project conducted at 4 centers of the National Institute of Child Health and Human Development Neonatal Research Network, included high-risk (cocaine-exposed) and matched noncocaine-exposed …
Preverbal communication complexity in infants
The development of prelinguistic communication in typically developing infants is marked by changes in complexity as well as frequency, yet most measures focus on frequency. In the current study, we used the Communication Complexity Scale (CCS) to measure prelinguistic complexity of typically developing infants in a cross‐sectional sample of 6‐, 8‐, 10‐, and 12‐month‐olds ( N = 204) during semi‐structured play interaction. For each toy/interactiv…
A Survey of Neonatal Nurses Perspectives on Voice Use and Auditory Needs with Premature Infants in the Nicu
A gap in knowledge regarding the importance of early exposure to voice sounds may be a barrier to nurses using their voices to support early auditory development
Parent book choices
Book-sharing with young children is an established vehicle for promoting early language development and pre-literacy skills. Although parents are widely encouraged to read to their child and existing interventions provide instruction on book-sharing strategies, there is a prominent lack of guidance for parents on how to choose the book itself. Importantly, there is a foundational lack of knowledge on the factors that parents take into considerati…
Shared book reading intervention for parents of infants and toddlers
Shared book reading is a well-established vehicle for promoting child language and early development. Yet, existing shared reading interventions have primarily included only children age 3 years and older and high quality dialogic strategies have been less systematically applied for infants and toddlers. To address this gap, we have developed a book-sharing intervention for parents of 12- to 36-month-olds. The current study evaluated acceptabilit…
The impact of a community-based music program during infancy on the quality of parent–child language interactions
The early language environment, especially high-quality, contingent parent–child language interactions, is crucial for a child's language development and later academic success. In this secondary analysis study, 89 parent–child dyads were randomly assigned to either the Music Together® (music) or play date (control) classes. Children were 9- to 15-month old at baseline, primarily white (86.7%) and female (52%). Measures of conversational turns (C…
A Feasibility Study of a Music Enrichment Program on Relative Reinforcing Value of Food and Home Environmental Enrichment among Families of Low Socioeconomic Status
Music enrichment programs may be a high-impact, low-cost strategy to address socioeconomic disparities
Psychology (9 works) · Developmental psychology (7 works) · Language Development and Disorders (5 works) · Child and Animal Learning Development (4 works) · Infant Development and Preterm Care (4 works) · Medicine (4 works) · Psychiatry (4 works) · Reading and Literacy Development (4 works) · Cognition (3 works) · Cognitive psychology (3 works)