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PubMed1982

Interpreting the Leiter IQ: performance profiles of young normal and language-disordered children.

Language-disordered children with normal range performance IQ may nevertheless evidence cognitive deficits. This suggests the need for content validity studies of performance tests of intelligence. In the current investigation, items from the Leiter International Performance Scale (LIPS) were analyzed for their conceptual versus perceptual character; these item groupings were then used to create intratest LIPS profiles for 16 language-disordered children and 16 children with normal language, aged 4:4-5:5, who were matched for CA, sex, and Leiter IQ. Interjudge (N = 4) reliability for determination of item type was 96%, and the results of the item analysis revealed that 65% of LIPS items in the 2-8 year range were perceptual in nature. A repeated-measures ANOVA indicated that subjects performed relatively better on the perceptual items regardless of group (p less than .01) and that there were no significant group differences. Analysis of individual subject profiles, however, revealed accentuated intratest profiles for two of the language-disordered subjects and reversal of the dominant perceptual greater than conceptual trend for four of the language-disordered subjects. These results indicate that LIPS scores for children under age 8 primarily represent their ability to assess the physical characteristics of visual stimuli and may not adequately reflect the transforming, interpretive aspects of nonverbal cognition.

Age Factors↗
PubMed1982

A practical method for screening psychiatric disorder in children with speech and language disorders.

Children with speech and language disorders have been found to have a prevalence rate of psychiatric disorder of 50%. The authors sought to develop an efficient screening procedure to distinguish such children who have psychiatric disorder and those who do not. Cutoff scores for easily administered parent and teacher behavior rating questionnaires were investigated in a population of 256 children with speech and language disorders and known presence or absence of psychiatric disorder. It was learned that when the questionnaires are used together, a cutoff score of 31 or greater on either questionnaires are used together, a cutoff score of 31 or greater on either questionnaire has a positive predictive value of 74.1% and a negative predictive value of 76.1%. This screening method shows promise in assisting speech pathologists in comprehensive evaluation and treatment planning for children with speech and language disorders.

Adolescent↗
PubMed1997

Children with a pervasive developmental disorder, children with a language disorder and normally developing children in situations with high- and low-level involvement of the caregiver.

The social behaviour of low-functioning children with a Pervasive Development Disorder (PDD), high-functioning children with a PDD, children with a Language Disorder (LD) and normally developing children (ND) was investigated in a playroom session while they were interacting with one of their parents. High-functioning children with a PDD were found to differ from the other groups in social responsivity. Low-functioning children with a PDD differed from high-functioning children with a PDD in the total number of social bids, type of social bids, number of looks at parent and social responsivity. When parents structured the behaviour of their children, this resulted in an increase in number of social bids and looks in the low-functioning children with PDD.

Attention↗
PubMed1993

Differentiating pervasive developmental disorder not otherwise specified from autism and language disorders.

Features useful in distinguishing children with pervasive developmental disorder (PDD) from those with autism or language disorder were developed from a retrospective chart review using groups of children with PDD-NOS and MA- and sex-matched autistic and language-disordered groups. Charts were reviewed using a list of 80 items compiled from various sources. Items that had adequate interrater reliability and significantly discriminated the PDD-NOS cases from the language-disordered or autistic cases were then evaluated using a second set of cases and signal detection methods. Fewer items significantly discriminated cases with autism from those with PDD-NOS as compared to cases with language disorder. Clinical implications are discussed.

Autistic Disorder↗
PubMed1998

Normal intrasylvian anatomical asymmetry in children with developmental language disorder.

Symmetry of posterior intrasylvian cortices (e.g., planum temporale, planum parietale) has been suggested to represent a risk factor for developmental disorders of language and reading. Using high-resolution magnetic resonance morphometry, we studied 21 right-handed children with developmental language disorder of the phonologic-syntactic type, and found normal left-right asymmetry of the planum temporale and planum parietale when compared with 21 matched controls. The planum temporale was bilaterally smaller in the affected children, a finding accounted for by their approximately 7% smaller forebrain size. Our data do not support a role of gross visible unilateral or bilateral abnormalities of posterior intrasylvian ontogenesis in this disorder.

Analysis of Variance↗
PubMed1978

The effects of pause time on auditory comprehension of language-disordered children.

Language-disordered children were presented with two types of commands in a sentence comprehension task. One 3-sec pause was placed at the same syntactic boundary in one-half of the sentences in Set I and Set II. Results indicate that the subjects' performance improved as a function of the pause in Sentence Set II but not in Sentence Set I.

Auditory Perception↗
PubMed1993

Narrative discourse in children with language disorders and children with normal language: a critical review of the literature.

This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers' rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.

Child↗
PubMedDate not supplied

Visual and verbal metaphors among children with typical language and language disorders.

Twelve children with language disorders and 12 control subjects were presented with a series of 24 photographic plates from the Metaphoric Triads Test and asked to explain all possible pairings. They also performed a similar task, matched for content, using verbally prepared stimuli. For each trial, one pairing had been designed to make highly probable a metaphoric pairing. Control subjects provided significantly more metaphoric accounts of pairings than children with language disorders, regardless of modality. In addition, photographic plates elicited significantly more metaphoric pairings than verbal preparations. No significant interactions were observed. The findings are discussed from the perspectives of (1) generalized symbolic function and (2) verbal mediation function. The authors call for more research on the role of verbal mediation in metaphoric reasoning.

Child↗
PubMed1986

Teaching subjecthood to language-disordered children.

Four language-disordered children who had not learned subject properties such as agreement morphemes, nominative case, and question inversion were taught the function of subjects in sentences. After learning subject function, the children learned the subject properties without assistance. The findings suggest that subject properties can be taught as a unit and their acquisition follows the two-step pattern that is predicted by the functional theory of language. The findings suggest that the functional theory has diagnostic and treatment implications for clinical work with language-disordered children.

Child, Preschool↗
PubMed1984

Preschoolers with language disorders: 10 years later.

Language, intelligence, academic achievement, and behavioral adjustment were assessed in a group of 20 adolescents originally studied 10 years earlier as preschoolers with language disorders. At follow-up, 20% had WISC-R IQ scores in the mentally deficient range and were being educated in EMR classrooms. Of the remaining 16, 11 (69%) had required special tutoring, grade retention, or LD class placement. The majority of non-EMR subjects continued to evidence persistent deficits in language and academic achievement and were rated by their parents as being less socially competent and having more behavioral problems than their peers. Of the initial preschool measures available, the Leiter was found to be the best single predictor of intelligence, language, class placement, and reading achievement in adolescence, although the NSST: Expressive subtest also was a strong predictor of adolescent language.

Achievement↗
PubMed1985

Verbal rehearsal and memory in language-disordered children.

Twelve language-disordered (mean age 10:7) and 12 normal children (mean age 10:10) received a series of free-recall lists composed of pictorial items. They were instructed to rehearse aloud after each item. From the rehearsal periods and recalls 12 variables were calculated. They represented retention of item and order information, semantic organization, effects of primacy and recency in input order, repetition, and intrusion errors. These variables were submitted to factor and discriminant analyses and linear regression; the intrusion errors were also classified. The analyses suggest that rehearsal and recall reflect three components: capacity for item and order information, semantic organization, and susceptibility to non-list intrusion. The predominant differences between groups were in capacity and intrusions. The memory deficits of the language-disordered subjects are described as diminished verbal capacity, a description that has implications for the relationship between language and memory and the specific nature of the disorder.

Adolescent↗
PubMed1980

A communicative interaction analysis system for language-disordered children.

Nine language-disordered children were videotaped in counterbalanced dyads (pairs) during a directed play session. A communicative analysis system was used in which communicative interactions were scored for each dyad, then classified as either successful or unsuccessful. Subject dyads varied considerably in both interaction measures. More importantly, some subjects appeared to facilitate communicative interactions while others seemed to impede interactions. The percent of successful interactions correlated with three of four receptive and expressive language measures obtained, whereas number of interactions did not correlate significantly with any ot these measures. The results suggest that communicative interaction analysis is a reliable and potentially useful procedure to aid in understanding language-disordered children.

Child↗
PubMed1985

Word, syllable, and sound awareness in language-disordered children.

The present investigation evaluated language-disordered children's metalinguistic awareness of words, syllables, and sounds. Subjects were 15 language-disordered children matched for mental age to 15 normally developing children and for language age to another 15 normally developing children. In the first task, children were asked to divide sentences, bisyllabic words, and monosyllabic words into smaller units. In the second task, children were asked several questions designed to assess their word awareness. The language-disordered children performed significantly poorer than both groups of normally developing children in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness questions as the normally developing children. These findings indicate that language-disordered children's metalinguistic deficit is not limited to difficulty making grammatical judgments. Importantly, these disordered children's lack of word, syllable, and sound awareness places them significantly at risk for future academic difficulties, in particular, learning how to read.

Awareness↗
PubMed2005

Developmental language disorders--a follow-up in later adult life. Cognitive, language and psychosocial outcomes.

BACKGROUND: Little is known on the adult outcome and longitudinal trajectory of childhood developmental language disorders (DLD) and on the prognostic predictors. METHOD: Seventeen men with a severe receptive DLD in childhood, reassessed in middle childhood and early adult life, were studied again in their mid-thirties with tests of intelligence (IQ), language, literacy, theory of mind and memory together with assessments of psychosocial outcome. They were compared with the non language disordered siblings of the DLD cohort to control for shared family background, adults matched to the DLD cohort on age and performance IQ (IQM group) and a cohort from the National Child Development Study (NCDS) matched to the DLD cohort on childhood IQ and social class. RESULTS: The DLD men had normal intelligence with higher performance IQ than verbal IQ, a severe and persisting language disorder, severe literacy impairments and significant deficits in theory of mind and phonological processing. Within the DLD cohort higher childhood intelligence and language were associated with superior cognitive and language ability at final adult outcome. In their mid-thirties, the DLD cohort had significantly worse social adaptation (with prolonged unemployment and a paucity of close friendships and love relationships) compared with both their siblings and NCDS controls. Self-reports showed a higher rate of schizotypal features but not affective disorder. Four DLD adults had serious mental health problems (two had developed schizophrenia). CONCLUSION: A receptive developmental language disorder involves significant deficits in theory of mind, verbal short-term memory and phonological processing, together with substantial social adaptation difficulties and increased risk of psychiatric disorder in adult life. The theoretical and clinical implications of the findings are discussed.

Activities of Daily Living↗
PubMed1986

Handedness and sex of children with developmental language disorders.

The handedness and sex of 4- and 5-year-old children with developmental language disorders were studied through a comparison of language disordered children and a normal control group and through a comparison of six linguistically homogeneous subgroups of language disordered children. Differences between the handedness of a generalized language disordered group and a normal control group were not found, possibly due to the multiple etiologies of developmental language disorders. Children with severe language disorders, however, were non-right-handed more often than children with mild language disorders. Furthermore, certain types of linguistic deficits were associated with non-right-handedness, whereas age and cognitive abilities were not. Males were more often language disordered than females; however, sex ratios did not significantly differ among the subgroups, possibly due to the small number of language disordered females in this study. Implications for cerebral laterality in developmental language disorders are discussed.

Child, Preschool↗
PubMed1981

Discourse devices used by language disordered children: a preliminary investigation.

Language-disordered children's use of two devices through which utterances are related to ongoing discourse, focus and substitution operations, were observed. Focus operations merely repeat, while substitutions repeat part but also alter a previous utterance in some way. Previous research with normal-language children shows that the predominant device a child uses changes developmentally, with focus operations more frequently used early and substitution operations emphasized later. The use of these devices was observed in the spontaneous conversations of three language-disordered children. Two were at a lower linguistic level (MLU's of 1.8 and 2.2) than the third (MLU 3.2). A developmental trend reflecting that of the normally developing children emerged. These results indicate that language-disordered children are not qualitatively different from normally developing children in their ability to use these particular devices for learning to participate in conversations.

Child Language↗