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PubMed2003

[Speech and language development disorders in children].

Despite their frequency and clinical relevance, disturbances in the acquirement of language skills are not infrequently overlooked or are recognized too late, in particular when the problem is speech understanding, or when behavioral disturbances predominate. Diagnostic guidelines differentiate between circumscribed articulation disorders and expressive and receptive speech problems. The diagnostic work-up must take account of the changes in symptoms occurring during the course of the child's development. Mental comorbidity may be observed in every second speech-disordered child. For the operationalized establishment of speech performance--also during the course of treatment--greater use should be made of standardized test procedures. In order to early recognize speech acquisition disorders, the regular use of pediatric routine diagnostic should be practiced. With regard to management, direct treatment of the child--especially when very young--should taken second place to training of the parents on language-furthering behavior.

Age Factors↗
PubMed2005

[Diagnosis and differentiation of children with language development disorders. What role can be attributed to intelligence?].

BACKGROUND: Specific language impairment (SLI) is defined as a developmental disorder in which language comprehension and the child's ability to use expressive spoken language is markedly below the appropriate level for his or her mental age. The intelligence of SLI children is in the normal range, while their language abilities are impaired. "Normal intelligence", the defining feature of SLI is questioned in this study. PATIENTS AND METHODS: Using IDIS (an inventory of diagnostic information in language impairment), we examined 138 children aged 5 and 6 years with severe language impairment; 108 SLI and 30 LI children. Various indicators of speech and language such as articulation, the ability to discriminate sounds, lexicon, grammar and pragmatic abilities but also auditory and visual perception, auditory and visual memory, fine and gross motor function were assessed. RESULTS: The performance of the SLI children was significantly higher in most of the tests than that of the LI children. Factor analysis showed that the two groups also differed in the structure of performance. Auditory short-term memory was reduced in most children irrespective of intelligence. CONCLUSIONS: We propose the retention of the differentiation of subgroups of developmental speech and language disorders depending on the level of intelligence.

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↗
PubMed1989

[Intelligence assessment using the Kaufman Assessment Battery for Children: a pilot study of a sample of children with language development disorders].

The German version of the Kaufman Assessment Battery for Children, which will soon be available commercially, was administered to 29 children with developmental speech and language disorders between 7;4 and 11;11 years of age who were patients on an inpatient child psychiatry unit. The correlations of the test results with the WISC-R (German version), the AID (a German intelligence test) and the Raven Coloured Progressive Matrices were calculated; furthermore, an assessment was made for differences in performance on tasks requiring sequential processing and those requiring simultaneous processing. The results of the study indicate that the K-ABC enables a relatively broad-based assessment of cognitive development in speech-and language-disordered children despite the children's verbal handicaps and that the instrument yields information of relevance in planning remedial programs.

Child↗
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↗
PubMed1998

Prosodic markers of syntactic boundaries in the speech of 4-year-old children with normal and disordered language development.

This study focuses on the potential role of prosodic "boundary features" in developmental disorders of morphosyntax. As exemplified melodically by the final portion of the falling tone and rhythmically by final syllable lengthening, boundary features mark the right edge of major constituent units in speech and thus phonetically reflect syntactic structure on the level of clauses and sentences. To resolve conflicting findings about the development of boundary features in children with specific language impairment (SLI), this study describes the falling tone and final syllable lengthening in the spontaneous speech of 10 four-year-old children with the phonologic-syntactic type of SLI and 10 four-year-old children with normal language development. The results--indicating that some prosodic boundary features are normal in preschoolers with SLI--show that impairments of morphology and syntax on the segmental level of the grammar do not implicate systematic deficits in syntax-sensitive features on the suprasegmental level. The potential dissociation between prosodic and morphosyntactic development is shown most clearly by the remarkable robustness of the falling tone, which was observed in 9 of the 10 children with SLI, in spite of the moderate to severe deficits they demonstrated in segmental phonology, morphosyntax, and mean length of utterance.

Child, Preschool↗