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PubMed2000

Active participation of mothers during speech therapy improved language development of children with cleft palate.

Whole language intervention uses the principles of natural language learning, which consider language not as an independent system but as a system intimately related to other cognitive and social abilities. This paper compares the outcome of speech therapy given in different settings to two groups of children with cleft palate. Those in the first group were treated by the speech pathologist alone (control group), whereas those in the second group were treated by the speech pathologist but were also accompanied by their mothers (experimental group). The purpose of this study was to find out if including the mother as an active participant in speech therapy sessions would improve the language development of children with cleft palate who also had additional language delays. Both groups were evaluated before and after treatment to evaluate the advance of each group. The patients accompanied by their mothers had significantly better language skills compared with patients treated without their mothers. The results support the statement that language development is related to mother-child mode of daily life interaction in children with cleft palate.

Child, Preschool↗
PubMedDate not supplied

A study of some environmental influences in language development.

A study of the language development of a group of three year old children living on a housing estate is described. Various factors in their environment are examined in relation to their development. The only significant finding was that children possessing toys which encouraged creative play were more advanced in both verbal comprehension and expressive language. The role of language in intellectual development and possible implications for pre-school facilities are discussed.

Child Behavior↗
PubMed2005

Nonword repetition and language development in 4-year-old children with and without a history of early language delay.

PURPOSE: This study examined the usefulness of the Nonword Repetition Test (NRT; C. Dollaghan & T. F. Campbell, 1998) with 4-year-old children and the relationship among the NRT, language, and other aspects of mental processing. METHOD: The NRT was administered to 64 children at 4 years of age; 44 had a history of typical language development (HTD), and 20 had a history of language delay (HLD) at 16 months of age. Study 1 compared methods of scoring phoneme errors to determine whether the NRT was appropriate for this age group. Study 2 examined whether the NRT differentiated HTD from HLD. Study 3 examined the relations among scores on the NRT and standardized tests of language and mental processing. RESULTS: The NRT was found to be appropriate for 4-year-old children. Although all children had normal language abilities at the time of the study, the NRT (and several aspects of language and mental processing) differentiated between HTD and HLD. Relations among the NRT and other measures of language and mental processing were different from those previously reported, an unexpected finding that is inconsistent with traditional accounts of working memory and its relation to language development. Potential explanations are explored, and some directions for future research are suggested.

Analysis of Variance↗
PubMed2003

Behaviour in children with language development disorders.

OBJECTIVE: The objective of the study was to explore the univariate and multivariate differences in behavioural problems among children with disorders in expressive or mixed receptive-expressive language development and children with unimpaired language development. METHOD: Ninety-four children with language development disorders (LDD) between the ages of 4 and 6 years and 94 children (matched by age and sex) without disorders of language development were compared concerning behavioural problems, as measured by the German version of the Child Behavior Checklist/4-18. RESULTS: Thirty-two children (34%) with LDD showed behavioural problems in the clinical range, whereas only 6 control subjects (6%) had scores in this range. Univariate group comparisons between patients and control subjects showed significant differences in all 8 syndromes and the scale "other problems," with patients having higher scores. Multivariate stepwise discriminant analysis showed a significant discriminant function by the scales "other problems," "social problems," "anxious-depressed," "thought problems," "attention problems," and "delinquent problems." CONCLUSIONS: In general, our results agree with several studies that report that children with speech and language disorders are at special risk for developing behavioural problems. Neurodevelopmental immaturity may be one factor underlying both the disorder in language development and the behavioural problems.

Age Factors↗
PubMed1990

Quantifying language development from birth to 3 years using the Early Language Milestone Scale.

A point-scoring technique for the Early Language Milestone Scale is described. Normative data based on the original 1982 cross-sectional sample and validation data based on a separate longitudinal sample are presented. Mean Early Language Milestone Scale point scores, standard deviations, and percentile equivalents for raw point scores are presented for all ages from birth to 36 months. Correlations between point scores on the Early Language Milestone Scale and scores on other standardized developmental tests such as the Stanford-Binet Intelligence Scale, the Peabody Picture Vocabulary Test, and the Illinois Test of Psycholinguistic Abilities are presented. The clinical and research advantages of this point-scoring technique are presented and compared with the original pass/fail scoring method.

Child, Preschool↗
PubMed1980

Assessment of speech and language development in the young child.

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

Child, Preschool↗
PubMedDate not supplied

Changes in speech and language development of a young child after decannulation.

UNLABELLED: This report reviews the speech and language development of a child who, as result of complete subglottic stenosis, was aphonic from birth until 2 years and 11 months of age at which time laryngotracheal reconstruction provided normal respiration. The boy had congenital subglottic stenosis requiring neonatal tracheostomy. The congenital subglottic stenosis progressed to complete subglottic stenosis during the neonatal period. The child's speech and language development was monitored for a 24-week period following airway reconstruction. LEARNING OUTCOMES: The reader will learn about and be able to describe: (1) the speech and language development of a child who was aphonic from birth until 35 months of age, (2) the effects of surgical repair of a tracheotomy on the child's speech and language development, (3) the likely importance of babbling in speech and language development.

Aphonia↗
PubMedDate not supplied

Symbolic functioning and language development in children with Down syndrome.

BACKGROUND: Understanding the relationship between preverbal skills and language development has important implications for identifying communication delay/disorders and for early childhood intervention. In the case of children with Down syndrome, it is well established that symbolic play is associated with the emergence of language. However, the exact nature of this relationship remains unclear, as many previous studies have addressed functional play and not actual symbolic play, which is felt to have stronger links to language development. The design of studies has also meant that adults may have inadvertently modelled the targeted behaviours, in which case it is unclear whether the children truly comprehend the symbolic acts that they produce. AIMS: This study set out to investigate further symbolic functioning and language in children with Down syndrome by exploring truly symbolic play as opposed to functional play, as well as the understanding of a graded set of novel symbols. The aim was to find out whether the symbolic behaviours would be associated with each other and with language development or non-verbal cognition. It was hypothesized that symbolic functioning on a test of symbolic play and symbolic comprehension would be significantly correlated with each other and with language abilities as they all measure underlying skills in symbolic representation. It was hypothesized that symbolic skills and language would be less closely correlated with non-verbal abilities. Another goal was to study understanding of three types of symbols: gestures, miniatures and abstract symbols. It was hypothesized that gestures would be significantly easier to understand than miniatures or abstract symbols. METHODS & PROCEDURES: Twenty-one children with Down syndrome aged between 32 and 95 months were assessed on the Test of Pretend Play and a novel symbolic comprehension task as well as on standardized language and non-verbal tests. Correlational analysis was carried out to determine the relationship between the various tests, and the children were divided into three age categories to examine how the relationship changed with development. Analysis was also carried out on the children's performance across the gesture, miniature and symbolic subtests of the symbolic comprehension task. OUTCOMES & RESULTS: When effects of chronological age were partialled out, symbolic play and symbolic comprehension were significantly correlated with each other and with expressive and receptive language, but not with non-verbal ability. The association between language and symbolic functioning was significantly stronger in the younger children, but these measures started to dissociate with increasing age and language development. The data support the proposition that language becomes more domain specific as a result of experience and development. The results from the symbolic comprehension experiment revealed that the children found gestures significantly easier to understand than miniatures or substitute objects used as abstract symbols to represent other objects. CONCLUSIONS: The findings indicate that tests of symbolic functioning offer valuable contributions to assessment with implications for intervention in children with Down syndrome and to the understanding of disorders of language and communication.

Age Factors↗
PubMed1992

Phonological behavior in toddlers with slow expressive language development.

Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to differ significantly on all three variables. Further analyses were done, breaking the groups down into narrower age ranges. These comparisons also revealed differences between late-talking and normal youngsters. Detailed analyses of the range of phonemes and syllable structures produced, as well as the appearance of phoneme classes within syllable structures and positions, revealed that late talkers showed a delayed rather than a deviant pattern of phonological development. The implications of these findings for identifying and monitoring expressive delay in toddlers are discussed.

Articulation Disorders↗
PubMed2001

Validation of the language development survey (LDS): a parent report tool for identifying language delay in toddlers.

Two studies are reported demonstrating the reliability, validity, and clinical utility of the Language Development Survey (LDS; L. Rescorla, 1989) as a screening tool for the identification of expressive language delay in toddlers. In Study 1, 422 children (ages 24-26 months) were screened with the LDS in an epidemiological survey. The LDS manifested excellent concurrent validity with a brief direct screening measure of expressive vocabulary. Using the Rescorla (1989) Delay 3 cutoff of fewer than 50 words or no word combinations, 9.7% of the sample were language delayed (32 boys, 9 girls). In Study 2, 33 children identified as "at-risk" by the LDS Delay 3 cutoff and 33 typically developing children, matched on age, socioeconomic status, and gender, were seen for in-depth follow-up assessment approximately 3 weeks later. The LDS test-retest reliability was .97. The LDS correlated highly with Reynell Receptive and Expressive Language Scale scores, Bayley Mental Development Index, and Vineland Adaptive Behavior Composite. Sensitivity, specificity, positive predictive value, and negative predictive value between the screening LDS and the follow-up Reynell Expressive Language Scale were generally impressive. Finally, the at-risk group scored significantly lower than the LDS-identified typically developing group on all follow-up measures except the Child Behavior Checklist/2-3.

Child Language↗
PubMed1989

The concurrent validity of the Minnesota Child Development Inventory as a measure of young children's language development.

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Child Development↗
PubMedDate not supplied

Limitations in working memory: implications for language development.

In this study, the proposal that individual differences in spoken language acquisition may be due to limitations in short-term memory abilities was investigated within a working memory framework. The relationship speech production skills and working memory abilities was examined in two groups of 4-year-old children, matched for non-verbal ability but who had either relatively good or poor non-word repetition skills. Children with better non-word repetition skills produced speech that comprised a wider repertoire of words, on average longer utterances and a greater range of syntactic constructions than did children with relatively poor non-word repetition skills. The significant association found between these indices of language development and verbal short-term memory span assessed with non-spoken recall, suggested that this relationship was not merely due to the common output requirements of the language and memory tasks. Inconsistent associations between language performance and two tasks of visuo-spatial short-term memory precluded firm conclusions being drawn regarding the specificity of the relationship to the phonological domain. Cognitive mechanisms that may underlie the association between spoken language development and working memory skills are discussed.

Articulation Disorders↗
PubMed2006

Using assessment of higher brain functions of children with GJB2-associated deafness and cochlear implants as a procedure to evaluate language development.

OBJECTIVE: While investigators have reported that patients with GJB2-associated deafness and cochlear implants have preferable language development, the mechanisms of this phenomenon remains unknown. The goal of the present study was to assess higher brain functions of patients with GJB2-related and GJB2-unrelated deafness as a method of evaluating language development. METHODS: Eight children with cochlear implants were subjected to genetic testing for GJB2 and underwent the Raven colored progressive matrices test, Rey's auditory verbal learning test, Rey's complex figure test, the standardized language test for aphasia, the picture vocabulary test, and the standardized comprehension test for abstract words. RESULTS: Three children were diagnosed with GJB2-related deafness, and five children were diagnosed with GJB2-unrelated deafness. All three GJB2-related cases demonstrated normal range higher brain functions and fair language development. By contrast, one GJB2-unrelated case showed a semantic disorder, another demonstrated a visual cognitive disorder with dyslexia, and another had attention deficit-hyperactivity disorder. CONCLUSIONS: Children with GJB2-unrelated deafness showed a high frequency of heterogeneous disorders that can affect proper language development. This difference between children with GJB2-related and GJB2-unrelated deafness may account for the improved language development in children with GJB2-related deafness and cochlear implants. Further, genetic diagnosis of the non-syndromic hearing loss represents a useful tool for the preoperative prediction of outcomes following a cochlear implant procedure.

Audiometry↗
PubMed1990

Prenatal alcohol exposure and language development.

The effects of fetal alcohol exposure on language and speech acquisition were investigated in a cohort of socioeconomically disadvantaged urban children. Language development was assessed by instruments derived from the Expressive and Receptive Scales of the Sequenced Inventory of Communication Development (SICD) at 1, 2, and 3 years, and by indices constructed from a taped speech sample at age 2 years. Three indices of maternal drinking were supplemented with birth weight and a tally of craniofacial anomalies as early indicators of fetal alcohol damage. No statistically significant relationships were found between the alcohol and language indices after statistical control for confounding variables. The anomalies tally was marginally related to reduced language scores. The statistical significance of this relationship, depended, however, on a single child with the characteristics of fetal alcohol syndrome. The pattern of results suggested that the anomalies tally, and to a lesser extent birth weight, are more sensitive indicators of fetal alcohol exposure than subsequent language development.

Child, Preschool↗
PubMed1999

Early speech and language development in children with velocardiofacial syndrome.

Speech-language impairment is one of the most common clinical features in velocardiofacial syndrome (VCFS). This report describes the speech and language development of four children with VCFS studied longitudinally from 6 to 30 months of age and compares their performance with three groups of children: (1) normally developing children, (2) children with cleft lip and palate, and (3) children with isolated cleft palate. The data show that young children with VCFS show a receptive-expressive language impairment from the onset of language. Further, speech and expressive language development were severely delayed beyond a level predicted by their other developmental or receptive language performance. The children with VCFS showed severe limitations in speech sound inventories and early vocabulary development that far exceeded those shown by the children with cleft lip and palate and children with isolated cleft palate. This study indicates that young children with VCFS emerge from a critical speech and language learning period with severe limitations in their communicative abilities. Further studies are required to describe the later course of these early speech and language impairments and to explore the relationship to learning disabilities described for older children with VCFS. Am. J. Med. Genet. (Neuropsychiatr. Genet.) 88:714-723, 1999.

Abnormalities, Multiple↗
PubMed1987

Speech and language development in preschool twins.

While language, articulation and reading problems have been well documented in young twins, it is not clear how extensive such problems can be or how early in childhood they become evident. At the age of 30 months, twin boys in the La Trobe Twin Study were 8 months behind matched singletons and twin girls on expressive language and 6 months behind on verbal comprehension. They were also 5 months behind on symbolic play and this delay was closely related to language. "Secret" language characterised most of the twin boys but not the girls and the relation of this to articulation delays is discussed. To examine if exposure to other children helps the twin boys, 38-53 month old twins and singletons were matched on the Columbia Mental Maturity Scale at the time of starting preschool. The twin boys had more articulation problems and all twins scored much lower on a Sociability questionnaire completed by the teacher. After 8 months at preschool, all children had advanced in Sociability, but the twins remained just as far behind with poor Sociability relating to poor articulation. The role of intervention programs is discussed.

Articulation Disorders↗
PubMed2000

(Re-) constructing pre-linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skills.

BACKGROUND: Approaches to intervention with young children with delayed or deviant communication skills have tended to focus directly on the production and comprehension of linguistic forms. Research in developmental psychology, however, has highlighted the role of joint attention and action within a mutually negotiated frame in early communicative development. AIMS: An approach to intervention was developed which uses graded participation in such 'formats' to promote language development in 3- to 5-year-olds with significant delays or deviance in communication skills. This study was designed to evaluate this in comparison with a more conventional approach. SAMPLE: The sample comprised twenty 3- to 5-year-olds attending a diagnostic nursery or a speech and language support centre attached to a mainstream primary school. METHOD: In the intervention, developmentally ordered sequences of exchange games provided predictable ruled-based and structured joint contexts of action, within which verbal and non-verbal exchanges between an adult and child could be meaningfully used. In the control condition, participants received more conventional intervention focusing more directly on language per se. Level of participation in dyadic play was assessed in terms both of role and cognitive complexity, and for the present study language development was assessed using the verbal subtests of the WPPSI. The study entailed both a between- and a within-subjects design. RESULTS: Cross-sectional and longitudinal comparisons confirmed that this form of intervention was significantly more effective than the control condition in increasing children's level of participation in social game formats and in promoting their language development; moreover, these were significantly correlated. CONCLUSIONS: The results indicate that the development of language skills can be promoted more effectively through (re-) constructing the interpersonal framework of pre-linguistic communicative development than through conventional intervention focusing directly upon language per se.

Adult↗
PubMed2004

Theoretical influences on research on language development and intervention in individuals with mental retardation.

In this article, we consider the theoretical debates and frameworks that have shaped research on language development and intervention in persons with mental retardation over the past four decades. Our starting point is the nativist theory, which has been espoused most forcefully by Chomsky. We also consider more recent alternatives to the nativist approach, including the social-interactionist and emergentist approaches, which have been developed largely within the field of child language research. We also consider the implications for language development and intervention of the genetic syndrome-based approach to behavioral research advocated by Dykens and others. We briefly review the impact and status of the debates spurred by the nativist approach in research on the course of language development in individuals with mental retardation. In addition, we characterize some of the achievements in language intervention that have been made possible by the debates spurred by nativism and the various alternatives to it. The evidence we consider provides support for all three alternatives to the nativist approach. Moreover, successful interventions appear to embody elements of several of these approaches as well as other theoretical approaches (e.g., behaviorism). We conclude that language intervention must be theoretically eclectic in its approach, with different strategies appropriate for teaching different features of language, at different points in development, and for children displaying different characteristics or learning histories.

Child↗