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At least 343 records · Page 19Linked to original sources
PubMed2005

Gesture is at the cutting edge of early language development.

Children who produce one word at a time often use gesture to supplement their speech, turning a single word into an utterance that conveys a sentence-like meaning ('eat'+point at cookie). Interestingly, the age at which children first produce supplementary gesture-speech combinations of this sort reliably predicts the age at which they first produce two-word utterances. Gesture thus serves as a signal that a child will soon be ready to begin producing multi-word sentences. The question is what happens next. Gesture could continue to expand a child's communicative repertoire over development, combining with words to convey increasingly complex ideas. Alternatively, after serving as an opening wedge into language, gesture could cease its role as a forerunner of linguistic change. We addressed this question in a sample of 40 typically developing children, each observed at 14, 18, and 22 months. The number of supplementary gesture-speech combinations the children produced increased significantly from 14 to 22 months. More importantly, the types of supplementary combinations the children produced changed over time and presaged changes in their speech. Children produced three distinct constructions across the two modalities several months before these same constructions appeared entirely within speech. Gesture thus continues to be at the cutting edge of early language development, providing stepping-stones to increasingly complex linguistic constructions.

Child, Preschool↗
PubMed1992

Language development after unilateral brain injury.

This longitudinal study describes the growth of syntactic abilities and vocabulary size in nine children with unilateral antepartum or perinatal brain injury. Five children with left hemisphere damage (LHD) and four with right hemisphere damage (RHD), ages 15 to 48 months, were evaluated on three or more occasions. Language samples generated from parent-child interaction were transcribed, coded, and analyzed using the Child Language Data Exchange System. Individual growth trajectories were constructed by graphing three dependent variables--MLU, scores on the Index of Productive Syntax (IPSYN), and number of different words--as a function of the child's age. One subject remained in a prelinguistic stage throughout the study. Simple linear functions best described the growth of MLU, IPSYN scores, and vocabulary in the other eight children. The slopes of the individual growth trajectories, the graphic representations of rates of progress, were comparable in the eight children. Seven children showed developmental delays in initial word use and five in the onset of multiword utterances. However, by age 24 months, four children with LHD and two children with RHD had syntactic capabilities comparable to those of children without brain injuries. The developmental patterns suggested that both cerebral hemispheres may play critical roles in the very earliest stages of language acquisition. Some unilateral lesions caused little discernible effect on language outcome in the toddler-preschool years after the initial developmental delays.

Brain Damage, Chronic↗
PubMed2006

Twin children's language development.

Scientific studies have consistently reported that, in group analyses, twin children have higher rates of language delay when compared with single-born children. This paper reviews the evidence on twin language by addressing five key questions:The paper concludes that language delay in twins when compared with singletons is mild yet prevalent, particularly in males and is most likely a result of experience of poorer quality of language environment compared to single born children. Occurrence of "private" or "twin" language is rare and not an explanation for the findings of generalised language delay among twins. Given that language delay in twins relates to social-language experience, appropriate intervention and remediation of language delay should focus on providing a more stimulating language environment both within and outside the home. It is recommended that future research examine, longitudinally, the developmental course and consequences of language delay in twin children and trial interventions designed to improve their language experiences.

Child↗
PubMed2003

What pediatricians should know about normal language development: ensuring cultural differences are not diagnosed as disorders.

The roles and responsibilities of speech-language pathologists and pediatricians have become greater with the changing population demographics in the United States. In some states, the majority of the population belongs to a national cultural minority, eg, New Mexico. Even a state such as Iowa, with only a 5% nonmajority population, has a school-aged population that is almost 10% nonmajority. This growth of diversity is likely to continue. Rather than viewing sensitivity to the influence of culture on language learning and other developmental areas as an "add-on" to a practice, it may be wiser to recognize that approaching all clients with as few assumptions about their behaviors as possible will guarantee nonbiased service delivery for all. Without nonbiased service delivery, incorrect diagnoses and provision of inappropriate therapy become more likely. Fortunately, many resources are available to assist pediatricians and speech-language pathologists in learning about various cultures. Institutional review boards have become more vigilant about the inclusion of a cross-section of subject populations as participants in research studies in addition to protecting the rights of all participants. Funding agencies also have expressed as a priority the inclusion of research subjects from minority populations to add to the information available about the incidence and prevalence of disorders across the range of our potential patients. In a society in which cultural differences are not just defined by race or ethnicity, but by gender, sexual orientation, age, geographic region, and religion, belief systems about disease, disability, and treatment are dynamic entities for health professionals to take into consideration. It is a challenge that speech-language pathologists and pediatricians must meet if they are to provide the best and most appropriate services for their patients.

Culture↗
PubMed1998

[Perception of stress by mothers of children with language development disorders].

Subject of this study is the maternal stress as a result of the disabilities of language impaired children. The report concentrates on the influence of the children disabilities and the maternal coping strategies on the stress in the families. The study is based on an inquiry of 98 mothers with speech and language impaired children. Nearly 50% of the mothers suffer from stress because of their children' disabilities. Special caregiving demands, family conflicts, anxiety about the child future, depressive mood, aggressive feeling or deception were often experienced by the mothers as a direct consequence of their child's problems. The correlation of this specific maternal stress with general stress factors was insignificant. The maternal stress was more due to the attention deficits and the behavioural problems of the children than to the language delay. An increased level of stress was hardly related to the severity of the impairment, but to the maternal coping strategies. Mothers applying emotion focused coping strategies experienced more stress than those who predominantly used problem focused strategies. The results prove that mothers of children with even minor disabilities feel overstrained by their children' disorders. During counseling experts should attach more importance to deal with the needs and wishes of mothers and families of language impaired children. Reduction of family stress can be achieved by intervention programs helping the mothers to improve their psychological resources.

Adult↗