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PubMed2001

Early cognitive and communication development in children with focal brain lesions.

Early cognitive and language development of children with congenital focal brain lesions, documented by magnetic resonance imaging, was studied in 18 cases, 9 with left-hemisphere damage and 9 with right-hemisphere damage, at about 2 (Time 1) and 4 years of age (Time 2). All of the children showed normal cognitive development, but their global Griffiths Developmental Scales scores were lower at Time 2, and developmental profiles across individual subscales revealed side-specific effects, resembling the adult left/right cerebral hemisphere lesion model. Expressive lexicon and grammar were delayed, more often in left-hemisphere-damaged than in right-hemisphere-damaged children, at Time 1 and Time 2. Functional findings were not related to the size and location of the brain lesion, whereas the presence of epilepsy was a highly significant predictor of cognitive and language outcome, irrespective of the side of the lesion. The stable disadvantage in the verbal domain shown by left-hemisphere-damaged children within the age range of this study might suggest that the left hemisphere has some initial bias for language learning. The effects of right-hemisphere damage were more variable and emerged at a later stage of language development.

Age Factors↗
PubMed1986

Development of language comprehension in preschool children: a picture identification test in the assessment of the comprehension of grammatical structures.

A language comprehension test based on picture identification was administered to 180 normal children aged between 3 1/2 and 6 years. Of the 20 test items 11 correlated with age and with the development of linguistic abilities. The test is sufficiently discriminant in respect of comprehension of morphological-syntactic structures between the ages of 4 and 6 years.

Child↗
PubMed2000

Editorial.

It is nearly 30 years since the publication of the edited book by Rutter and Martin (1972), The child with delayed speech (London: Heinemann), which drew attention to the two-way relationship between language and behaviour. In the book the mechanisms whereby psychiatric disorders can have an involvement with language development were identified. Also, Mike Rutter suggested various ways in which delayed language development could impinge upon other aspects of psychological development. The current issue of the JCPP has a number of papers that examine the relationship between language development and aspects of cognition and behaviour. These include a long-term follow-up for a group of individuals with receptive language disorder who were first studied at about the time that the 1972 book was published.

Journal Article↗
PubMed1999

The development and predictive relations of play and language across the second year.

The play and language development of 171 toddlers was examined at 14 and 18 months by observing their activities on the Symbolic Play Test and by assessing their language skills using the MacArthur Communicative Development Inventories (MCDI) and the Reynell Developmental Language Scales. Additionally, data from the Bayley Scales of Infant Development and the MCDI were obtained at 24 months, in order to investigate how play and language measures taken at 14 and 18 months predict children's development at the age of 2 years. The results showed that the vocabulary production and symbolic play of the 14-month-old toddlers made a unique contribution to their language and cognitive skills at the age of 2 years, while at 18 months only language variables made a similar contribution. Other-directed pretense discriminated between the children's subsequent language and cognitive skills best, whereas nonsymbolic play had no independent predictive contribution. Significant gender differences were found in the use of nonsymbolic and symbolic play acts already at 14 months. Gender did not, however, contribute to the prediction of the children's subsequent skills, whereas maternal education significantly added to the prediction of the 2-year-olds' maximum sentence length and that of their cognitive development.

Analysis of Variance↗
PubMedDate not supplied

A study of language skills in severely subnormal children.

A study of 37 severely subnormal children, comparing their language development with their non-verbal ability, is described. The test scores obtained by the 17 children with Down's syndrome were compared with those of the remaining 20 children ("others); a cross-sectional examination of the effects of increasing chronological age was made; and an assessment of speech intelligibility was compared with language scale scores. The results show that the children as a group had a language deficit compared with their non-verbal ability, and that their verbal comprehension tended to be poorer than their expressive language ability. Children with Down's syndrome tended to have inferior language ability through the differences between their scores and those of the "others" were not statistically significant. An association between poor intelligibility of speech and low expressive language scores was demonstrated. The results are discussed in the context of other studies. Possible reasons for the patterns of language development observed are suggested, and the practical implications, particularly the need for careful attention to the language development of severely subnormal children from an early age, are considered.

Child↗
PubMed1992

Measuring bilingual children's receptive vocabularies.

Receptive vocabulary of Hispanic children in Miami was tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imágenes Peabody (TVIP-H). 105 bilingual first graders, of middle to high socioeconomic status relative to national norms, were divided according to the language(s) spoken in their homes. Both groups, whether they spoke only Spanish in the home (OSH) or both English and Spanish in the home (ESH), performed near the mean of 100 in Spanish receptive vocabulary (TVIP-H means 97.0 and 96.5); in contrast, ESH group children scored more than 1 SD higher in English than OSH group children (PPVT-R means 88.0 and 69.7, respectively). It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language. Furthermore, an analysis of translation equivalents, items shared by both tests, shows that a statistically significant portion of bilingual children's lexical knowledge does not overlap in their 2 languages and is therefore not reflected in single-language scores.

Aptitude↗
PubMed1997

Temperament in late talkers.

This study examines the temperamental characteristics of children who were identified at age two as being slow in expressive language development, and those of peers with normal language history. When the children were in first grade (approximately age six), parents and clinicians rated subjects' temperamental characteristics, using a standardized temperament assessment instrument. Subjects with a history of slow expressive language development were rated significantly lower on Approach/Withdrawal--indicating shyness, aloofness, or reduced outgoingness--than peers with normal language history. Approach/Withdrawal scores were significantly correlated with average sentence length in spontaneous speech, and this measure also predicted Approach/Withdrawal scores in regression analyses. The clinical and theoretical implications of these findings for early language delay are discussed.

Child↗
PubMed2005

Language lateralization development in children with autism: insights from the late field magnetoencephalogram.

Left hemisphere dominance represents the typical language lateralization profile for the majority of neurologically healthy, right-handed individuals. We investigated hemispheric dominance for language in language-impaired children with autism and typically developing controls to investigate the hypothesis that atypical functional specialization for language represents one component of developmental language impairment in autism. Late field magnetoencephalography (MEG) recordings were used to calculate a hemispheric Lateralization Index from the neuromagnetic activity evoked by passive auditory presentation of vowel stimuli. Results indicate that children with autism and typically developing children follow opposite maturational trajectories in language lateralization; while leftward lateralization (i.e. left hemisphere dominance) emerged from bilaterally symmetric neuronal activation as age increased in our sample of typically developing children, rightward lateralization emerged from bilaterally symmetric activity as age increased in our sample of children with autism.

Acoustic Stimulation↗
PubMed2003

Bilateral cochlear implantation in children.

AIMS: to determine the benefit of bilateral cochlear implantation in a child on speech and language development. METHOD: This child got her first implant, a Nucleus 24-system, on the right side at the age of 2.5 years. The left side was implanted at the age of 4.4 years with a Nucleus 24Contour-system. On the right side she's now wearing an Esprit 24-speechprocessor (SPR). On the left side she has a Sprint-SPR. M. goes to a mainstream school and receives Speech and Language therapy in a Speech and Hearing Rehab Centre. The etiology of her deafness was hyperbilirubinemia. Auditory capacity and speech recognition tests were performed for both ears separately and together. RESULTS: Aided thresholds give a PTA of 28 dBA with the first implant, 22 dBA with the second implant and with both implants we get a PTA of 23 dBA. Results for speech identification and recognition demonstrated an increased performance when both implants are used together. Speech and language development was equivalent to the mean of age 4.5. At the time of testing M. was 4.8 years. At this time the speech and language development show no delays with normal hearing children. CONCLUSIONS: bilateral cochlear implantation in children may have additional value for their speech and language development. Also, implantation may be considered when auditory neuropathy is likely.

Child, Preschool↗
PubMed1994

Otological and habilitative management of children with Down syndrome.

It has been well-established that children with Down syndrome experience a high incidence of persistent conductive hearing loss because of their predisposition to stenosis of the external auditory canal (EAC), cerumen impaction, serous otitis media (SOM), and cholesteatoma. Because this hearing problem may be a primary cause of the spoken communication skills in these children being far below their cognitive ability, assertive management is required. The authors present an aggressive multi-discipline treatment model that is instituted during the first year of life in an infant with Down syndrome. Reconstruction of the EAC, amplification technology, and speech/language intervention that emphasizes auditory-verbal (A/V) therapy are discussed. In a pilot study, we compared the language development of six infants with Down syndrome who received aggressive treatment during their first year of life (group A) to six infants who did not (group B). The results showed age-appropriate oral language development for the infants in group A.

Child Development↗
PubMed1998

[Communication disorders in children; experiences with a multidisciplinary outpatient diagnosis].

Communication disorders in children can be caused by impaired hearing. However, also other factors can adversely influence speech and language development, such as mental retardation, lack of language stimulation and anatomical defects of speech organs. Speech and language development can be regarded as a symptom; therefore a multidisciplinary diagnostic procedure is essential to the planning of an adequate therapy programme. In the Netherlands a great variety in diagnosis and treatment exists. A child with a communication disorder is usually seen by five specialists, and the interval between recognition of the communication problem by the parents and the final diagnosis, after which therapy starts, sometimes lasts almost three years. Besides that, in a majority of cases speech and language therapy is offered. In order to change this process for the better a prospective research programme was started in the Academic Hospital Groningen, the Netherlands, with a protocolled multidisciplinary diagnostic approach. The first findings are encouraging: 89% of 209 children with supposed communication disorders were diagnosed after one visit to the outpatient clinic.

Adolescent↗
PubMed1993

Septo-optic dysplasia: the clinical insignificance of an absent septum pellucidum.

Neurodevelopmental assessments were performed on seven patients with optic nerve hypoplasia and absence of the septum pellucidum on MRI. The evaluation included neurological status, language development, neuropsychological functioning, and behavioral and emotional adjustment. Six of the seven were found to have normal cognitive development, intact neurological status, normal language development and age-appropriate behavior. Abnormal findings included early poor motor coordination, which was felt to be closely related to decreased visual acuity, as well as subtle visual attentional problems which occurred even in patients who had normal vision in one eye. Congenital absence of the septum pellucidum was not associated with significant intellectual, behavioral or neurological deficits in the majority of these patients.

Achievement↗
PubMed1975

Internal consistency of the Northwestern Syntax Screening Test.

This study was designed to evaluate the usefulness of the 40 receptive and 40 expressive items of the Northwestern Syntax Screening Test. Twenty preschoolers with normal language development, 20 preschoolers functioning within the range of normal intelligence diagnosed as language impaired, and 20 mentally retarded children comprised the three subject groups. The subjects were equated for mental age. Stable Hoyt's reliability coefficients indicated that the Northwestern Syntax Screening Test assessed consistently the syntax and morphology used by children with atypical language development. Detailed item analysis revealed the strengths and weaknesses of both receptive and expressive items.

Child↗
PubMedDate not supplied

Acute lymphoblastic leukaemia: language deficits in children post-treatment.

The language abilities of a group of 22 children (aged between 5 years and 17 years, 9 months) treated for acute lymphoblastic leukaemia (ALL) were investigated and compared with those of a group of non-neurologically impaired, age- and sex-matched controls. The language test battery included an age-appropriate measure from the Test of Language Development (TOLD) series, consisting of either the Test of Adolescent Language (TOAL--2), or the Test of Language Development--Intermediate or --Primary (TOLD--I or --P); the timed subtests of the Clinical Evaluation of Language Function (CELF); the Boston Naming Test; and one of either the Token Test or the Token Test for Children, depending on the age of the subject. As a group, the leukaemia subjects performed significantly worse than the controls on the TOAL--2, TOLD--I, TOLD--P, Token Test, and Boston Naming Test. The need for post-treatment monitoring of the language abilities of children treated for ALL to enable early remediation of areas of deficit is highlighted.

Adolescent↗
PubMed2002

Child development following exposure to tricyclic antidepressants or fluoxetine throughout fetal life: a prospective, controlled study.

OBJECTIVE: Previous work suggested that first-trimester exposure to tricyclic antidepressants or fluoxetine does not affect adversely child IQ and language development. However, many women need antidepressants throughout pregnancy to avoid morbidity and suicide attempts. Little is known about the fetal safety of tricyclic antidepressants and fluoxetine when taken throughout pregnancy. The goal of this study was to assess the effects of tricyclic antidepressants and fluoxetine used throughout gestation on child IQ, language, and behavior. METHOD: In a prospective study, mother-child pairs exposed throughout gestation to tricyclic antidepressants (N=46) or fluoxetine (N=40) and an unexposed, not depressed comparison group (N=36) were blindly assessed. The three groups were compared in terms of the children's IQ, language, behavior, and temperament between ages 15 and 71 months. The authors adjusted for independent variables such as duration and severity of maternal depression, duration of pharmacological treatment, number of depression episodes after delivery, maternal IQ, socioeconomic status, cigarette smoking, and alcohol use. RESULTS: Neither tricyclic antidepressants nor fluoxetine adversely affected the child's global IQ, language development, or behavior. IQ was significantly and negatively associated with duration of depression, whereas language was negatively associated with number of depression episodes after delivery. CONCLUSIONS: Exposure to tricyclic antidepressants or fluoxetine throughout gestation does not appear to adversely affect cognition, language development, or the temperament of preschool and early-school children. In contrast, mothers' depression is associated with less cognitive and language achievement by their children. When needed, adequate antidepressant therapy should be instituted and maintained during pregnancy and postpartum.

Antidepressive Agents↗
PubMedDate not supplied

[Specific language impairment in adolescents: a follow-up case study].

BACKGROUND: A follow-up study of an individual with Specific Language Impairment. AIM: To describe the oral and written language development of an adolescent during 13 years of intervention. METHOD: A Male subject, 16 years old, in the second year of high school, who was assessed during the years with different language and auditory procedures. RESULTS: The Subject still presents oral and written language deficits, but these do not compromise intelligibility in any level. CONCLUSION: The studied subject presented significant language development during the therapeutic process. However, corroborating with other literature data, deficits still remain.

Adolescent↗