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PubMed2004

Normal hearing and language development in a deaf-born child.

BACKGROUND: Congenital deafness leads to major problems in speech, language, education, and social integration. Neonatal hearing screening and cochlear implantation now allow early hearing restoration. This article reports on a prospective longitudinal study of the first infant ever who received two cochlear implants in the prelexical period of her life. METHODS: The first deaf-born girl ever who received two implants at the ages of 5 and 15 months, respectively, was followed-up with repeated and detailed quantitative assessments from birth to 4 years of age. This consisted of 1) audiologic evaluation (audiometry, speech audiometry, and Categories of Auditory Performance score), 2) linguistic evaluation (monthly video analyses and tests of vocabulary, language skills, grammar, and intelligibility of the child's speech), and 3) descriptive assessment of the educational setting. RESULTS: All results lie within the 95% confidence interval of hearing peers. The audiologic performance lies at or above average from age 2 years onward. The child started babbling at the normal age of 8 months. Her linguistic skills increased from low percentiles before age 2 to above average from age 2 for comprehension and from age 3 for production. The grammar and intelligibility of the child's speech increased from low percentiles to average at age 4. The girl entered preschool at the normal age of 2.5 years, and this with only very limited special assistance. CONCLUSION: This case illustrates the fact that congenital deafness no longer has to lead to abnormal hearing and abnormal speech development. It opens the debate of the ethics of not implanting a deaf child in the first few months of life.

Audiometry, Pure-Tone↗
PubMed1988

Otitis media and language development at 1 year of age.

The effect of otitis media on emerging language was examined in a group of 1-year-olds. Based on pneumatic otoscopy, 15 babies were considered to be free of otitis media in both ears at 80% or more of their first year medical visits (otitis free) and 12 infants had bilaterally positive otoscopy results at 30% or more of their visits (otitis positive). Outcome measures at 1 year included the Bayley Scales of Infant Development (Bayley, 1969) and the Sequenced Inventory of Communication Development (SICD; Hedrick, Prather, & Tobin, 1984) Receptive and Expressive scales. No significant differences were detected on either the Bayley or the SICD Receptive scale. However, the otitis positive group exhibited significantly lower expressive language scores than the otitis free group, suggesting that impairments in language expression may be evident as early as 1 year of age in children with otitis media.

Acoustic Impedance Tests↗
PubMed1988

Maternal interaction and language development in children with and without speech-related anomalies.

This study explores relationships among maternal behavior, child language, and location of congenital structural anomaly in three groups of 24-month-old children: 21 with speech-related anomalies (SRA), 13 with non-speech-related anomalies (NSRA), and 45 normal controls. In addition to standardized assessment of intelligence and language, children and mothers were observed in a half-hour videotaped play session, later coded for maternal and child interactive behavior. SRA children showed significantly poorer performance than controls on standardized tests. Mothers of SRA children showed significantly more Physical Teaching and Initiating relative to controls. Mothers of both SRA and NSRA children used significantly more Attention Management than did controls. The pattern of poorer child performance and maternal interactive compensations is largely confined to children whose structural disabilities are speech-related. Maternal interactive behavior is not global in its response to child disability; rather, it varies with the particular pattern of child disabilities found.

Child, Preschool↗
PubMed2006

Comprehension: an overlooked component in augmented language development.

PURPOSE: Despite the importance of children's receptive skills as a foundation for later productive word use, the role of receptive language traditionally has received very limited attention since the focus in linguistic development has centered on language production. For children with significant developmental disabilities and communication impairments, augmented language systems have been devised as a tool both for language input and output. The role of both speech and symbol comprehension skills is emphasized in this paper. METHOD: Data collected from two longitudinal studies of children and youth with severe disabilities and limited speech serve as illustrations in this paper. The acquisition and use of the System for Augmenting Language (SAL) was studied in home and school settings. Communication behaviors of the children and youth and their communication partners were observed and language assessment measures were collected. RESULTS: Two patterns of symbol learning and achievement--beginning and advanced--were observed. Extant speech comprehension skills brought to the augmented language learning task impacted the participants' patterns of symbol learning and use. CONCLUSIONS: Though often overlooked, the importance of speech and symbol comprehension skills were underscored in the studies described. Future areas for research are identified.

Child↗
PubMed1998

Speech and language development of children born at < or = 32 weeks' gestation: a 5-year prospective follow-up study.

Speech and language comprehension and production were assessed at the age of 5 years in a cohort of children born preterm at < or = 32 weeks' gestational age (N=55) in comparison with children born at term and of similar age, sex, and social backgrounds. Data both including and excluding major neurological disabilities are presented. Mean performance for the entire group of preterm children was significantly lower than for the controls on most of the measures including the composite IQ scores. When the nine children who had major neurological disabilities were excluded from the preterm group, statistically significant differences were found on four of the total 12 speech and language measures. Intellectually normal preterm children without major neurological disability were slower than the controls on rapid word retrieval. In addition, difficulties in comprehending relative concepts were typical for the preterm children. The results suggest 'subtle dysnomia', which is indicative of later reading problems. On global verbal measures and on the basic speech and language aspects the study groups did not differ. Specific language impairment, defined as a discrepancy of > 1SD between Performance IQ and Verbal IQ scores, showed a tendency to be more common in the control group. Within both the study groups, the boys showed a tendency for a greater discrepancy between their Performance and Verbal IQ scores.

Child, Preschool↗
PubMed2002

The importance of rapid auditory processing abilities to early language development: evidence from converging methodologies.

The ability to process two or more rapidly presented, successive, auditory stimuli is believed to underlie successful language acquisition. Likewise, deficits in rapid auditory processing of both verbal and nonverbal stimuli are characteristic of individuals with developmental language disorders such as Specific Language Impairment. Auditory processing abilities are well developed in infancy, and thus such deficits should be detectable in infants. In the studies presented here, converging methodologies are used to examine such abilities in infants with and without a family history of language disorder. Behavioral measures, including assessments of infant information processing, and an EEG/event-related potential (ERP) paradigm are used concurrently. Results suggest that rapid auditory processing skills differ as a function of family history and are predictive of later language outcome. Further, these paradigms may prove to be sensitive tools for identifying children with poor processing skills in infancy and thus at a higher risk for developing a language disorder.

Auditory Perception↗