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Results for “Language Development”

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At least 289 records · Page 16Linked to original sources
PubMed2003

Language development of a multiply handicapped child after cochlear implantation.

The presence of additional handicaps in hearing-impaired children makes the prediction of language ability after cochlear implantation unreliable. Only limited follow-up data on developmental improvement after implantation among multiply handicapped children is available. The present study reports the course of development (audiological and linguistic) after cochlear implantation in one subject with moderate mental retardation. Preoperatively, his language development showed 34 months delay when compared to chronological age. The difference had shortened to 23 months by 2 years post-surgery. The subject's cognitive delay had not changed upon 2-year follow-up. The cochlear implant can be credited to his improvement in language development.

Child↗
PubMed1997

[Language development disorders in preschool children: almost 4 years later].

Twenty-five children with specific language impairments (15 boys, 10 girls) who were assessed initially at a mean age of 4 years 11 months were followed up 3 to 4 years later and were tested with standardized instruments (Coloured Progressive Matrices, Illinois Test of Psycholinguistic Abilities [ITPA, German version], Heidelberger Sprachentwicklungstest [H-S-E-T]). A control group of normal children matched for age and gender was also assessed. Nonverbal intelligence in both samples was average (mean T-score: 54). At follow-up 52% of the children who had been identified as having specific language disorders had mild speech articulation problems. Forty-two percent continued to show evidence of language disorders. The main outcome findings were linguistic deficiencies in automatic and sequential processes of language usage (serial auditory memory, imitation of grammatical structures), in the processing of morphological structures (derivation of adjectives) and in syntactic production. There were significant differences between the groups in imitation of grammatical structures, syntactic production and correction of semantically inconsistent sentences (H-S-E-T subtests), and in the subtest "auditory association" of the ITPA.

Articulation Disorders↗
PubMed1991

Very-low-birthweight children and speech and language development.

Very low birthweight (VLBW) is often considered to be a risk factor for speech and language disorders, yet data are equivocal. The present study compared speech and language comprehension and production between 249 very-low-birthweight (VLBW: less than 1.5 kg) and 363 normal-birthweight 8-year-olds, randomly sampled in a geographic area. Mean performance for the entire group of VLBW children and for the group when 24 VLBW children with major neurologic abnormalities were excluded, was significantly lower than for controls on the majority of speech and language measures. Further analyses addressed the clinical significance of these statistically significant differences. Test scores were converted to standard scores and grouped according to standard deviation intervals, thus portraying each child's performance in terms of the magnitude of discrepancy from each test's mean. When the 24 children with major neurological abnormalities were excluded, no significant differences between the VLBW and control children were observed. Using discrepancy between WISC-R performance IQ and language to define specific language impairment (SLI), a higher percentage of control than VLBW children were identified as having SLI. Neonatal risk factors did not differentiate between VLBW children with or without SLI. A higher proportion of VLBW than control children did present subnormal language associated with IQ less than 85, hearing deficits, and/or major neurological impairments. Thus, SLI is not more common among VLBW than control children. Language deficits accompanied by more general developmental problems, however, are more frequent.

Chi-Square Distribution↗
PubMedDate not supplied

Language development in a non-vocal child.

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

Attention↗
PubMed1996

[Language development in children with cleft palate].

Children with cleft palate often suffer from hearing and speech and language problems. Detailed knowledge about the long-term outcome of various therapeutic strategies including velopharyngoplasty or speech therapy seems mandatory to design an efficient rehabilitation plan for affected children. In this follow-up study 417 children with cleft palate (excluding isolated cleft lip) were examined in an interdisciplinary approach by maxillofacial surgeons, orthodontists, otolaryngologists, audiologists and speech and language pathologists. We found that 92% of the children had speech or language disorders. 80% of those children frequently had mild or severe conductive hearing loss, with or without clinical signs of otitis media with effusion. In 58 children (14%) with rhinolalia aperta not being improved by speech therapy for at least 1 year, velopharyngoplasty with a cranially based pharyngeal flap was performed. Language skills did not correlate with the type of cleft palate, but with the frequency and degree of hearing loss. Using this interdisciplinary approach for early detection and therapy of disorders related to cleft palate, only 49% of affected children had to undergo speech and language therapy. Based on the results of this follow-up study presented here we propose that otologic examination, such a thorough audiometric testing, and a detailed speech and language evaluation are important cornerstones in the rehabilitation management of children with cleft palate.

Adolescent↗
PubMed1991

[Language development and play behavior of retarded children].

The relationship of symbolic play behavior, general cognitive functioning and language in 108 mentally retarded children was studied. Correlations between play and language measures were found with mental age partialed out. Clinical implications for planning language facilitation programs with mentally retarded children are discussed.

Child↗
PubMed2004

Kinematic differentiation of prosodic categories in normal and disordered language development.

Prosody is complex and hierarchically organized but is realized as rhythmic movement sequences. Thus, observations of the development of rhythmic aspects of movement can provide insight into links between motor and language processes, specifically whether prosodic distinctions (e.g., feet and prosodic words) are instantiated in rhythmic movement output. This experiment examined 4-7-year-old children's (both normally developing and specifically language impaired) and adults' productions of prosodic sequences that were controlled for phonetic content but differed in morphosyntactic structure (i.e., content vs. function words). Primary analyses included kinematic measures of rhythmic structure (i.e., amplitude and duration of movements in weak vs. strong syllables) across content and function contexts. Findings showed that at the level of articulatory movement, adults produced distinct rhythmic categories across content and function word contexts, whereas children did not. Children with specific language impairment differed from normally developing peers only in their ability to produce well-organized and stable rhythmic movements, not in the differentiation of prosodic categories.

Adult↗
PubMed2003

[Active language development in children with severe hearing loss and deafness in relation to technical auditory management].

The extent of vocabulary depends on the success of rehabilitation in hearing, language and speech. In hearing impaired and deaf children, it is important to select the optimum technical device-hearing aid or cochlear implant. This study was performed on 30 children with hearing aids or cochlear implants using the Test of Expressive Vocabulary for Children Aged 3-6 years (Kiese-Himmel and Kozielski). The development of vocabulary was recorded over 12 months. The results were analysed dependent on the degree of hearing loss, age at primary diagnosis, duration of treatment and kind of hearing aid used. These were compared with the reference data from a normally hearing population. Cochlear implant users had better language development than hearing aid users despite a lower grade of hearing loss in the hearing aid group. In general, the extent of the expressive vocabulary was less in hearing impaired children than in the reference population. However, in terms of hearing age, the language development of some cochlear implant users was similar to that of normal children.

Child↗
PubMed1991

The influence of parenting stress and child behavior problems on parental estimates of expressive and receptive language development.

This study examined the relative contributions of parental reports of child-related and parent-related stress to their estimates of expressive and receptive language skills on the Minnesota Child Development Inventory in 152 children referred to a communicative disorders clinic. Correlational analysis showed moderately high agreement between parental estimates and objective measures of expressive and receptive language ability. Multiple-regression analyses revealed that independent measures of language acquisition accounted for the greatest amount of variance in parental estimates of expressive and receptive language skills. Stressful child behavior accounted for a small but statistically significant proportion of the variance in estimates of expressive and receptive language skills. Parental stress, in contrast, did not contribute significantly to language estimates. These findings suggest that parents are able to formulate estimates of language development which are relatively independent of personal or child-related stressors.

Child↗
PubMed2001

Measuring language development in deaf children with cochlear implants.

For the past ten years profoundly deaf children in the UK have been able to receive cochlear implants as an alternative to conventional hearing aids. The South of England Cochlear Implant Centre (SOECIC) has implanted 78 profoundly deaf children. As cochlear implantation is still a relatively new procedure it is important to record progress comprehensively. One of the main aims of implantation is to give the recipient access to sound so that, in the case of a child, they can acquire speech and language. There is a need for a test that assesses a wide range of language abilities and which is also sensitive to change. The Preschool Language Scales-3 (UK) (PLS-3)(Zimmerman et al. 1997) has been standardised on a British population and was chosen to be part of a test battery at SOECIC. The test assesses skills from birth to seven years of age and has been administered at regular intervals to the clinic population. The outcome results show that average scores improve with use following implantation.

Child↗