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At least 217 records · Page 12Linked to original sources
PubMed2000

Corpus callosum size in children with developmental language disorder.

Using high-resolution in-vivo magnetic resonance morphometry of the midsagittal area of the corpus callosum (CC) and four callosal subareas in 21 children with developmental language disorder (DLD) of the phonologic-syntactic type we found no significant anatomical differences in comparison to an age- and gender-matched normal control group. There was also no significant between-group difference when the approximately 7% smaller forebrain volume among children with DLD was accounted for by relating CC measures to forebrain volume. Only a tendency towards a larger anterior and middle CC in relation to forebrain volume was found in DLD children. In our DLD children we found the same relationship between CC midsagittal size and forebrain volume as recently reported for normal adults, namely, that the CC area increases to the two-third power of forebrain volume.

Child↗
PubMed1999

Technology applications in intervention for preschool-age children with language disorders.

Preschool-age children are capable of using computers and benefiting from developmentally appropriate software. Computer technology has been used successfully in therapy for young children with speech and language disorders; however, the clinician is a crucial factor in such success. Clinicians choose communication goals and appropriate software, plan precomputer activities, provide appropriate models and opportunities during the computer activity, and provide postcomputer activities that ensure the generalization of new skills. In this article, we discuss and illustrate the characteristics of developmentally appropriate computer-based activities and the role of clinicians in planning and implementing these activities for young children.

Child↗
PubMed1986

A treatable language disorder: pharmacological treatment of pervasive developmental disorder.

Results of treatment of four patients are described. All of the patients had pervasive developmental disorder (PDD), a tic disorder, and a characteristic pattern of speech and language impairment. The patients were treated with haloperidol for their tic disorders, and concomitant with the reduction of the frequency and severity of tics was marked improvement in language. The patients averaged 3 months of language gain for each week of speech therapy directly after the initiation of haloperidol treatment for tics. Progress in speech and language therapy was extremely slow during the years prior to treatment with haloperidol. To the authors' knowledge, no language disorder has been described in the literature which shows such a predictable and marked response to pharmacological treatment. The authors hypothesize that tic disorders in individuals with PDD may be a marker for a more positive response to dopamine antagonists like haloperidol.

Child↗
PubMed1998

Treatment research in speech, language and swallowing: lessons from child language disorders.

Three major types of treatment research methodologies are described. Studies on child language intervention are reviewed as examples of trends and methodological issues characterizing treatment research in speech, language, and swallowing within the last 2-3 decades. Principles are drawn from that literature and suggestions for future directions are discussed with particular attention to recent efforts to support clinical trials and treatment outcomes research.

Child Language↗
PubMed1991

A minority perspective in the diagnosis of child language disorders.

The effective diagnosis and treatment of persons from diverse minority language backgrounds has become an important issue in the field of speech and language pathology. Yet, many SLPs have had little or no formal training in minority language, there is a paucity of normative data on language acquisition in minority groups, and there are few standardized speech and language tests appropriate for these groups. We described a diagnostic process that addresses these problems. The diagnostic protocol we have proposed for a child from a Black English-speaking background characterizes many of the major issues in treating minority children. In summary, we proposed four assessment strategies: gathering referral source data; making direct observations; using standardized tests of non-speech and language behavior (cognition, perception, motor, etc.); and eliciting language samples and probes.

Black or African American↗
PubMed2000

Dyslexia: a developmental language disorder.

The acquisition of literacy in an alphabetic script such as English makes heavy demands on linguistic skills. The relation between spoken and written language however, is far from straightforward. This article reviews the research that suggests that phonological processing skills are crucial in the translation of symbols to sounds, and the development of rapid and automatic decoding skills. It examines research that indicates that children whose phonological processing skills are compromised in some way, are at-risk of experiencing difficulties in the acquisition of literacy; it supports the suggestion that dyslexia can be viewed as lying on the continuum of developmental language disorders. It goes on to relate theory to practice and discusses the responsibilities of health care professionals in relation to the early identification of dyslexia, and makes suggestions regarding intervention. In particular, it looks at the responsibilities of speech and language therapy services in the care and management of children with dyslexia.

Child↗
PubMed1977

Judgments of grammaticality by normal and language-disordered children.

Fifteen linguistically normal children and 15 linguistically deviant children were presented with three types of agrammatical sentences. The subjects were asked to judge the sentences as right or wrong and to change the sentences judged as wrong, rendering them correct. The three types of agrammatical sentences represented rule violations of syntactic agreement (Type A), lexical restrictions (Type B), and word order (Type C). The two groups of children were compared in terms of the number of sentences of each type that were agrammatical. Those productions which represented the child's correction of agrammatical sentences were subjected to descriptive analyses (percentages) with specific reference to the number of attempted changes and the number of those changes which demonstrated corrections of the specific deviation from well formedness. Results indicated that the two groups of subjects were significantly different in their ability to recognize grammatical errors in sentence Types A and C, but did not differ in their ability to recognize errors in sentence Type B. The descriptive comparison of the groups' verbal corrections reflected this trend, in that the language-disordered subjects made corrections specific to the error on more of the Type B sentences (for example, "The dog writes the food.") than on Types A (for example, "She will pick some flowers last week.") or C (for example, "Get and come your dinner."1.) Linguistically normal children accurately corrected 90.7% of the sentences judges as agrammatical; this percentage did not vary more than 1% across sentence types.

Child↗
PubMed1997

Evidence from imaging on the relationship between brain structure and developmental language disorders.

This article discusses findings using various imaging techniques regarding the neurological underpinnings of developmental language and learning disorders. Evidence from magnetic resonance imaging, functional magnetic resonance imaging, single photon emission spectroscopy, and positron emission tomography implicates the left perisylvian regions in the processing of phonemes and auditory information, as had been predicted from lesion data and from neurobiological theory. The areas of the planum temporale and angular gyrus have been found to be compromised in children and adults with dyslexia or language impairment. Emerging evidence suggests that these differences are also present in members of families with a history of developmental language disorders, which provides support for a transmittable, biological factor involved in such disorders. Dynamic imaging procedures are beginning to provide an understanding of the relationship between structure and function in normal and abnormal language acquisition.

Adult↗
PubMed1997

Typical pattern of the Kaufman-Assessment Battery in children with developmental language disorder.

In this study we used the Kaufman-Assessment Battery for children (K-ABC), which assumes a dichotomy of sequential versus simultaneous processing of intelligence, in order to describe the typical pattern of processing in 25 children with normal nonverbal intelligence and developmental language disorder (DLD) of the phonologic-syntactic subtype, a mixed receptive-expressive DLD with grammatical and phonologic deficits. The results of the K-ABC showed a significant deficit in auditory sequential processing, whereas simultaneous processing was normally performed.

Child Language↗
PubMed1992

Genetic aspects of idiopathic speech and language disorders.

At the outset of this article, we posed the question of whether or not the current evidence from genetic studies of DLD and stuttering indicate that it would be fruitful to conduct studies aimed at determining the gene location for each of these disorders. As we pointed out, because these are behavioral development disorders, phenotypic variations and changes in characteristics through the life span pose problems when attempting to determine who is and is not affected. Further, because these disorders can be either idiopathic or secondary to a variety of causes, any genetic study must rule out or take account of cases secondary to other factors. Few studies conducted thus far have taken these problems into account, and the results must be considered tentative. Given these reservations, the results certainly point to a genetic component in both disorders, although the data collected thus far on DLD suggest a mendelian form of transmission. If further more intensive studies continue to support this model for DLD, linkage studies on this disorder are likely to be productive.

Articulation Disorders↗
PubMed2000

Improving the positive predictive value of screening for developmental language disorder.

In a previous study, we reported the results of an early language screening program in which 306 children were screened using a parent-report questionnaire sent through the mail (Klee et al., 1998). A sample of the children screened were given clinical evaluations within a month of screening (n = 64) and again 1 year later (n = 36). Although the screening program correctly identified 91% of 2-year-olds with language delay, it produced a large number of over-referrals. In the present study we examine a revised screening criterion designed to reduce the number of false positives. The revised criterion generated fewer positive screens overall than the original and resulted in improved specificity (96% vs. 87%) and positive predictive value (77% vs. 51%), while maintaining the high sensitivity (91%) and negative predictive value (98%) of the original criterion. We also propose a screening score based on the new criterion, designed to inform the process of deciding which children to bring in for further evaluation.

Child, Preschool↗