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Prof. Dr. Sachse, Steffi

Professorin für Entwicklungspsychologie; Fak I - Psychologie
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PH Heidelberg
Keplerstraße 87
69120 Heidelberg


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Fak I • Psychologie
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CDI Vignettes: German and Austrian German CDIs

Sachse, S., Marschik, P., Laudańska, Z. & Zhang, D. (2026). CDI Vignettes: German and Austrian German CDIs. Hrvatska revija za rehabilitacijska istraživanja (Croatian Review of Rehabilitation Research), 62(Special Issue), 124-127.

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ArtikelOpen Access · CCPeer ReviewPrintEnglish

Communicative Development Inventories (CDIs) in etiologically diverse developmental conditions: A systematic review

Laudańska, Z., Venne, P., Preis, H., Sachse, S., Schaaf, C., Borjon, J., D´Souza, H., Holzinger, D., Haman, E., Mani, N., Poustka, L., Zhang, D. & Marschik, P. (2026). Communicative Development Inventories (CDIs) in etiologically diverse developmental conditions: A systematic review. Research in Developmental Disabilities, 170(105256).

  • Linksciencedirect.com/journal/...
  • DOI10.1016/j.ridd.2026.105256
  • StichworteCommunicative Development Inventories; CDIs; Language; Autism; Down syndrome; Williams syndrome; Cerebral palsy; Angelman syndrome; DDX3X syndrome; 5p deletion syndrome; Fragile X syndrome; Genetic conditions
Abstract
The MacArthur-Bates Communicative Development Inventories (CDIs) are widely used parent-report tools for assessing early language development, including gesture use, expressive and receptive vocabulary, and early morpho-syntactic capacities. While originally developed for typically developing children aged 8 up to 36 months and aimed at detecting developmental language disorder, CDIs have been increasingly applied in studies of neurodevelopmental and genetic conditions, where language development often diverges from typical trajectories. In this review, we synthesize literature on the use of CDIs in a range of clinical populations, including autism, Down syndrome, Williams syndrome, cerebral palsy, Angelman syndrome, DDX3X syndrome, 5p deletion syndrome, fragile X syndrome, and others. We highlight condition-specific patterns of expressive vocabulary development, discuss the value of longitudinal data collection using CDIs, and visualize age trends that capture change and variability across developmental pathways. Particular attention is given to methodological considerations such as crosslinguistic adaptations, reporting biases, and the limitations of single-timepoint assessments. While CDIs show promise for tracking language trajectories and informing early support, challenges remain in ensuring their reliability, validity, and suitability as screening tools. We conclude by emphasizing the importance of longitudinal, cross-condition, and cross-cultural approaches to better understand atypical language development and to improve the utility of CDIs in both research and applied settings.
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Is motivation the key? Linking motivational orientations and mental health among novice special education teachers

Schwarzer, N.-H., Dörfler, T., Sachse, S., Sticca, F. & Dietricht, L. (2026). Is motivation the key? Linking motivational orientations and mental health among novice special education teachers. Teaching and Teacher Education, 172(105373).

Abstract
This study investigates the relationships between motivational orientations and mental health among novice special education teachers. Given the considerable challenges faced during the early stages of their careers, identifying factors that support mental health is essential. A cross-sectional survey of 695 novice special education teachers in Southern Germany assessed subject-related motivation, teaching-related motivation, and teaching-related self-efficacy. Structural equation modeling was used to test the hypotheses. Results indicated no significant associations between subject-related or teaching-related motivation and symptom severity or well-being. However, teaching-related self-efficacy was positively linked to well-being and negatively related to symptom severity. These findings suggest that teaching-related self-efficacy may serve as a key health-promoting resource for novice special education teachers. The findings underscore the importance of supporting teaching-related self-efficacy in pre-service and in-service special education teachers.
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Longitudinal tracking of vocabulary development in children with neurodevelopmental and genetic disorders using Communicative Development Inventories (CDIs)

Laudańska, Z., van der Venne, P., Preis, H., Hochreiter, C., Krieger, P., Sachse, S., Poustka, L., Zhang, D. & Marschik, P. (2026). Longitudinal tracking of vocabulary development in children with neurodevelopmental and genetic disorders using Communicative Development Inventories (CDIs). Hrvatska revija za rehabilitacijska istraživanja (Croatian Review of Rehabilitation Research), 62(Special Issue), 70-75.

Abstract
MacArthur-Bates Communicative Development Inventories (CDIs) are widely used to assess early language development and identify language delay in children, including those with neurodevelopmental and genetic conditions. This vignette reviews studies that used repeated CDI assessments to track expressive vocabulary growth over time. We identified 13 longitudinal studies including participants with autism, Down syndrome, Williams syndrome, and other rare genetic conditions. The results show that, across different conditions, expressive vocabulary development was delayed and highly heterogeneous, but few studies included more than two time points, hence limiting inferences about non-linear trajectories, plateaus, or
regression. The review highlights both the potential and current limitations of CDI-based longitudinal data and underscores the need for harmonised, multi-timepoint study designs in order to better characterise expressive language development in atypical populations.
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