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At least 325 records · Page 18Linked to original sources
PubMed2003

Effects of semantic treatment on verbal communication and linguistic processing in aphasia after stroke: a randomized controlled trial.

BACKGROUND AND PURPOSE: Semantic deficits, deficits in word meaning, have a large impact on aphasic patients' verbal communication. We investigated the effects of semantic treatment on verbal communication in a randomized controlled trial. METHODS: Fifty-eight patients with a combined semantic and phonological deficit were randomized to receive either semantic treatment or the control treatment focused on word sound (phonology). Fifty-five patients completed pretreatment and posttreatment assessment of verbal communication (Amsterdam Nijmegen Everyday Language Test [ANELT]). In an on-treatment analysis (n=46), treatment-specific effects on semantic and phonological measures were explored. RESULTS: Both groups improved on the ANELT, with no difference between groups in overall score (difference, -1.1; 95% confidence interval [CI], -5.3 to 3.1). After semantic treatment, patients improved on a semantic measure (mean improvement, 2.9; 95% CI, 1.2 to 4.6), whereas after phonological treatment, patients improved on phonological measures (mean improvement, 3.0; 95% CI, 1.4 to 4.7, and 3.0; 95% CI, 1.2 to 4.7). CONCLUSIONS: No differences in primary outcome were noted between the 2 treatments. Our findings challenge the current notion that semantic treatment is more effective than phonological treatment for patients with a combined semantic and phonological deficit. The selective gains on the semantic and phonological measures suggest that improved verbal communication was achieved in a different way for each treatment group.

Adult↗
PubMedDate not supplied

Accuracy of teacher assessments of second-language students at risk for reading disability.

This study examined the accuracy of teacher assessments in screening for reading disabilities among students of English as a second language (ESL) and as a first language (L1). Academic and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for reading failure and completed rating scales assessing academic and oral language skills. Scholastic records were reviewed for notation of concern or referral. The criterion measure was a standardized reading score based on phonological awareness, rapid naming, and word recognition. Results indicated that teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-expressed concern had lower sensitivity. Finally, oral language proficiency contributed to misclassifications in the ESL group.

Child↗
PubMed1997

Interactive effects of age and hypertension on volumes of brain structures.

BACKGROUND AND PURPOSE: Advanced age and hypertension have each been associated with changes in brain morphology and cognitive function. To investigate the interaction of age and hypertension with structural brain changes and neuropsychological performance in otherwise healthy patients with essential hypertension, we compared young-old (ages 56 to 69 years) and old-old (ages 70 to 84 years) hypertensive patients (n = 27) with 20 age-matched normotensive healthy control subjects, using quantitative volumetric MRI and a battery of neuropsychological tests. METHODS: Quantitative regions of interest and segmentation analyses were applied to MRI scans of brain to measure volumes of different brain structures and of cerebrospinal fluid (CSF). Severity of white matter hyperintensities (WMHs) was qualitatively rated in the MRI scans. A battery of neuropsychological tests was administered to each subject. RESULTS: The combined hypertensive group (young-old and old-old) had smaller volumes of thalamic nuclei and larger volumes of CSF in the cerebellum and temporal lobes and showed poorer performance in memory and language tests than did the control subjects. Main effects for age were significant in multiple brain regions of interest. The old-old hypertensive patients and age-matched control subjects demonstrated volume reductions in brain structures and increases in ventricular and peripheral CSF volumes compared with the younger subjects. There was a significant group x age-group interaction in temporal and occipital CSF, not related to WMH, with the old-old hypertensive patients having significantly larger CSF volumes in these regions than the young-old hypertensives and both healthy control groups. CONCLUSIONS: Hypertension exacerbates the morphological changes accompanying advanced age. Temporal and occipital regions appear most vulnerable to brain atrophy due to the interactive effects of age and hypertension.

Aged↗
PubMedDate not supplied

Foreign accent-like syndrome during psychotic exacerbations.

OBJECTIVE: The goal of this investigation was to describe the neurologic and psychiatric findings in a patient with foreign accent-like syndrome occurring during episodes of psychotic exacerbation. BACKGROUND: Foreign accent syndrome has been reported in several patients with disorders such as cerebral infarction, cerebral hemorrhage, and head trauma but not in a patient whose primary problem was psychosis. Most patients with this syndrome exhibit some degree of aphasia, and some are dysarthric. METHOD: A schizophrenic patient with foreign accent-like syndrome occurring during a psychotic exacerbation was evaluated by examination and interview, language testing, magnetic resonance imaging, electroencephalography, and other investigative methods. RESULTS: The patient exhibited a prominent British accent, which persisted throughout the duration of his psychotic exacerbation and resolved with improvement of his psychosis. Magnetic resonance imaging revealed no lesions, and no abnormality of language or articulation was present. A single-photon emission computed tomography scan could not be obtained. CONCLUSIONS: This represents the first reported case of a patient with foreign accent-like syndrome during psychotic exacerbations.

Aged↗
PubMed1986

Relations between sensorimotor attainments and development of language comprehension in retarded children.

Although cognitive precursors of language production have received considerable attention, the relationship between cognitive development and language comprehension is still largely unknown. We report here on an investigation into the relationship between sensorimotor attainments and receptive language skills in normal and retarded infants aged 12-26 months. A major goal of this study was to translate some current notions about onset of representational language and its cognitive prerequisites into some clinically useful procedures both for early diagnosis and treatment of disabled infants. The Uzgiris-Hunt ordinal scales and receptive language tests were administered to 32 infants with motor delay and to 15 normal infants matched for chronological age. Comparison of the resulting scores indicated significant differences in favor of the normal infants on the six Uzgiris-Hunt scales and on the receptive language measures. The cognitive profile of the retarded infants was not homogeneous, some sensorimotor areas (object permanence, vocal and gestural imitation, schemes in relation to objects) showing later onset and slower development than others. Evidence for the parallel emergence of representational ability in language and thought was not as strong as stated by Piagetian theorists. No single stage of sensorimotor functioning prerequisite to language comprehension could be discerned, especially in the retarded infants, who showed considerable gaps between the two domains.

Age Factors↗
PubMed1999

Neuropsychological functioning and MRI signal hyperintensities in geriatric depression.

OBJECTIVE: The purpose of this study was to examine the relationship between signal hyperintensities--a probable marker of underlying pathology--on T2-weighted magnetic resonance brain scans and neuropsychological test findings in elderly depressed and normal subjects. METHOD: Elderly subjects with a DSM-III-R diagnosis of major depression (N=41) and normal elderly comparison subjects (N=38) participated in a magnetic resonance imaging study (1.0-T) of signal hyperintensities in periventricular, deep white matter, and subcortical gray matter. Hard copies of scans were rated in random order by research psychiatrists blind to diagnosis; the modified Fazekas hyperintensity rating scale was used. Cognitive performance was independently assessed with a comprehensive neuropsychological battery. Clinical and demographic differences between groups were assessed by t tests and chi-square analysis. Relationships between neuropsychological performance and diagnosis and hyperintensities and their interaction were analyzed by using analysis of covariance, with adjustment for age and education. RESULTS: Elderly depressed subjects manifested poorer cognitive performance on several tests than normal comparison subjects. A significant interaction between hyperintensity location/severity and presence/absence of depression on cognitive performance was found: depressed patients with moderate-to-severe deep white matter hyperintensities demonstrated worse performance on general and delayed recall memory indices, executive functioning and language testing than depressed patients without such lesions and normal elderly subjects with or without deep white matter changes. CONCLUSIONS: Findings validate cognitive performance decrements in geriatric depression and suggest possible neuroanatomic vulnerabilities to developing particular neuropsychological dysfunction in depressed subjects.

Aged↗
PubMed1992

The communicative Effectiveness Index: its use with South African stroke patients.

The functional communication of a group of 28 South African stroke patients was examined using the Communicative Effectiveness Index (CETI). It was translated into Afrikaans, Sotho and Zulu and administered to the significant others of 22 aphasic patients with left hemisphere damage and 6 patients with right hemisphere damage. Results were related to the results of standardized language testing and to case history factors such as cultural factors and time since onset. The CETI was readministered in the case of eight of the aphasic subjects after a mean period of six months in order to assess its sensitivity to recovery. Results showed that the CETI seems applicable across different language groups, that it is sensitive to change across time as well as sensitive to the communication disorders resulting from both right and left hemisphere damage. Further it appears to correlate well with overall level of severity. It does not appear to differentiate patients in terms of time since onset. Its potential use as a relatively culture free assessment tool in the South African context is discussed.

Adult↗
PubMed2006

A pilot study of use-dependent learning in the context of Constraint Induced Language Therapy.

This investigation reports the results of a pilot study concerning the application of principles of use-dependent learning developed in the motor rehabilitation literature as Constraint Induced Therapy to language rehabilitation in a group of individuals with chronic aphasia. We compared treatment that required forced use of the language modality, Constraint Induced Language Therapy, (CILT) to treatment allowing all modes of communication. Both treatments were administrated intensively in a massed practice paradigm, using the same therapeutic stimuli and tasks. Results suggest that whereas both interventions yielded positive outcomes, CILT participants showed more consistent improvement on standard aphasia measures and clinician judgments of narrative discourse. These findings suggest that CILT intervention may be a viable approach to aphasia rehabilitation.

Adult↗
PubMed2006

Response time in 14-year-olds with language impairment.

PURPOSE: To determine whether children with language impairment were slower than typically developing peers at age 14, and whether slowing, if present, was similar across task domains; whether differences in response time (RT) across domains were the same for children with specific language impairment (SLI) and nonspecific language impairment (NLI); and whether RT performance at age 9 predicted performance at age 14. METHOD: Fourteen-year-old children with SLI (n = 20), NLI (n = 15), and typical development (NLD; n = 31) were administered several linguistic and nonlinguistic speeded tasks. The children had received the same tasks at age 9. RT performance was examined. RESULTS: Both the SLI and the NLI groups were significantly slower than the NLD group in motor, nonverbal cognitive, and language task domains, and there was no significant difference among domains. Individual analyses showed that most, but not all, children with SLI and NLI were slower than the NLD group mean. Slowing at age 9 and age 14 were moderately correlated. CONCLUSIONS: The results suggest that slow RT is a persistent characteristic of many children with language impairment; however, the nature of the relationship between RT and language performance requires further investigation.

Adolescent↗
PubMed2006

A study of semantic treatment of three Chinese anomic patients.

A treatment combining semantic feature analysis and semantic priming was carried out on three Cantonese-speaking brain-injured individuals with word-finding difficulties. Two of the participants with mild to moderate semantic impairment demonstrated significant progress on naming performance. Treatment effects also generalised to semantically related and unrelated untrained items. However, only one of these two participants was able to maintain the treatment gain for at least one month after the therapy was completed. The third patient with severe semantic deficits did not benefit from the intervention. The different outcomes of these participants to the same intervention were explained in terms of the nature of the treatment approach, the patients' underlying language deficits, and their level of cognitive abilities.

Adult↗
PubMed1977

Language development in 2-year-old normal and risk infants.

A variety of language measures was obtained on two groups of 2-year-old infants matched for social class but differing in terms of birth conditions. One group, a high risk group, contained infants who suffered from RDS, birth asphyxia, hypercalcemia, and hyperglycemia while another group consisted of normal infants. The results of the language tests revealed that the high risk group showed poorer performance than the normal subjects. Other tests of perceptual-cognitive development revealed little difference between the groups. The data suggest that the assessment of early trauma needs to employ a variety of measures, especially those which are related to the unfolding skills appropriate for the particular age group studied. Pediatrics, 59:982-986, 1977, LANGUAGE DEVELOPMENT HIGH RISK, BIRTH ASPHYXIA, RESPIRATORY DISTRESS SYNDROME (RDS).

Child Development↗
PubMed1992

Linguistic perseveration in dominant-side intracarotid amobarbital tests.

148 patients with medically intractable complex-partial seizures received bilateral intracarotid amobarbital tests. In 21 patients (14.2%), there were inappropriate responses (intrusions: N = 10; perseverations: N = 11) to a series repetition task (counting backwards) given immediately before amobarbital injection. Five cases from the perseveration subgroup are discussed in detail. In these patients, linguistic perseveration occurred with left-sided amobarbital injection, although they were all found to have left hemispheric speech dominance according to language testing during the amobarbital procedure. It is argued that these perseverations are best explained as a right hemispheric continuation of a speech motor program previously initiated by the left hemisphere.

Adolescent↗
PubMed2006

The treatment of anomia using errorless learning.

In the contemporary literature, errorless learning is thought to have benefits over more traditional trial-and-error methods. The most prominent investigations of errorless learning are those designed for rehabilitation of severe memory impairments, including numerous demonstrations of effective amelioration of word-finding difficulties (Baddeley & Wilson, 1994; Clare, Wilson, Breen, & Hodges, 1999; Clare et al., 2000; Evans et al., 2000). Despite this, there are very few reports on the application of purely errorless learning to people with aphasia (Fillingham, Hodgson, Sage, & Lambon Ralph, 2003). The aim of this study was to compare directly the efficacy of errorless and errorful learning in a case series of 11 aphasic people with pronounced word-finding difficulties. Previous studies of errorless learning and, more recently, studies of rehabilitation have suggested that cognition is an important factor for determining outcome (Helm-Estabrooks, 2002; Robertson & Murre, 1999). Therefore, a thorough language and neuropsychological assessment battery was completed with each participant. Naming therapy was carried out to contrast errorless and errorful therapy in a case series analysis. Errorless learning proved to be as effective as the more traditional, errorful approach in the majority of cases in terms of both immediate improvement and at follow up assessment. Without exception, the patients preferred the errorless learning therapy. Strikingly, it was found that language skill did not predict therapy outcome. Participants who responded better overall, had better recognition memory, executive/problem solving skills and monitoring ability. This replicates recent findings that frontal executive skills are crucial for rehabilitation (Robertson & Murre, 1999). Also, participants who did better at errorful treatment were those with the best working and recall memory, and attention. It is probable that these factors are essential cognitive components for providing effective monitoring and feedback systems to a more general learning mechanism.

Adult↗
PubMed2006

Acquired dyslexia after stroke in the prereading stage: a single case treatment study with f MRI.

The authors report a treatment study of a child (CK) who suffered a left-hemisphere stroke at age 6.3 years, a few months before beginning school. Despite complete recovery of spoken language abilities, CK failed to acquire written language abilities. Neurolinguistic assessment 2 years after the stroke revealed marked impairments in working memory, deficits in acquiring a sublexical reading strategy, and a very rudimentary orthographic network. Functional imaging demonstrated activation in posterior language areas during reading of familiar words while the attempt to read unfamiliar words activated peri- and contralesional structures of the anterior language areas. It was assumed that despite sufficient neural plasticity, the acquisition of a sublexical reading strategy was prevented by severe working memory deficits. Therefore, a specific treatment intervention was developed, choosing a compensatory strategy for reading remediation. Reading development was monitored over three months before and three months after an intensive training was conducted. Data showed significant gains in reading performance only after the specific intervention. These gains remained stable in a catamnesis 2 years later.

Child↗
PubMedDate not supplied

Treatment of anomia using errorless versus errorful learning: are frontal executive skills and feedback important?

BACKGROUND: Studies from the amnesia literature suggest that errorless learning can produce superior results to errorful learning. However, it was found in a previous investigation by the present authors that errorless and errorful therapy produced equivalent results for patients with aphasic word-finding difficulties. A study in the academic literature of phoneme discrimination learning found that errorful learning produced equivalent results to errorless learning when feedback was given. In the authors' previous study, feedback was available to the participants in the errorful therapy. It is possible, therefore, that this feedback may have improved the results from errorless learning -- thereby reducing an underlying difference between the two techniques. Generally, feedback is thought to aid learning, however, there is little information in the speech therapy literature about this factor. AIMS: The present investigation was conducted as a follow-up to authors' original study to compare errorless and errorful therapy for the amelioration of aphasic word-finding difficulties. The second aim was to replicate key findings from the original study: namely, that recognition memory, executive/problem-solving skills and monitoring ability predict immediate and long-term naming improvements but not the participants' remaining language ability. METHODS & PROCEDURES: Seven of the original 11 participants took part in a multiple baseline, crossover, case series design. OUTCOMES & RESULTS: The previous results were replicated: errorless and errorful therapy produced equivalent results immediately post-therapy and at follow-up. There was no effect of omitting feedback - the participants learnt equally well without therapist's feedback about whether or not their response was correct. In addition, executive/problem-solving skills and monitoring ability again predicted immediate naming improvements not language ability. CONCLUSIONS: The findings support the view that cognitive abilities and in particular executive function are important contributors to rehabilitation.

Adult↗
PubMed2002

Narrative and procedural discourse production by severely aphasic patients.

Five cbronically aphasic subjects were trained on a computerized iconographic communication system (C-VIC). Their performance in producing single sentences scripts. and narratives was assessed using both spoken English and C-VIC. The requisite vocabulary necessary and the narrative complexity of the target productions were controlled. Subject performance using C-VIC indicates that the ability to construct discourse at the macrostructural level is largely intact. Despite significant improvements in spoken production after C-VIC training, especially at the single sentence level, the subjects' spoken discourse remains severely impaired by their failures at the microlinguistic level. These results point to the limits of currently available approaches to the remediation of aphasia and suggest avenues for future research.

Aged↗
PubMed1988

Reduced P3 amplitude of the event-related brain potential: its relationship to language ability in autism.

Several studies have found that P3 amplitude of the auditory event-related potential is smaller in autistic than in normal children. The present study investigated whether this characteristic bears any relationship to the degree of language impairment and/or level of intellectual ability of autistic persons. Seventeen autistic children, ranging from 8-19 years of age, and 17 age- and gender-matched normal children participated. Event-related potentials to phonetic ("Da") and chord (piano) stimuli were recorded from three scalp locations: vertex (Cz), right hemisphere (RH), and left hemisphere (LH), during a discrimination task. A battery of language tests was given to autistic children. Compared to normal subjects, autistic subjects showed a significantly smaller P3 amplitude to phonetic stimuli for Cz and LH recording sites. However, no group difference in P3 amplitude to the phonetic stimulus was found for the RH. Furthermore, no group differences in P3 amplitude were found for the chord stimulus at any recording site. Impaired language ability was related to greater RH P3 amplitude, particularly to the chord stimulus. The possibility of differential hemispheric involvement in the attentional deficits of autistic children is raised.

Adolescent↗