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Results for “Language Development Disorders”

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At least 73 records · Page 4Linked to original sources
PubMed2003

Deficient speech-sound processing, as shown by the electrophysiologic brain mismatch negativity response, and naming ability in prematurely born children.

Very low birth weight (VLBW, <1500 g) preterm birth has been associated with anatomic abnormalities in brain development and cognitive and language disorders. We examined object naming ability, and an electrophysiologic index of auditory sensory discrimination of speech sounds (the mismatch negativity, MMN) in 4-year-old VLBW prematurely born children. We found that half of the VLBW children were inferior to their controls in the object naming ability. Also the MMN amplitudes were smaller in the preterm group as compared with the controls. Further, the MMN amplitude varied as a function of children's performance on object naming, such that the weaker object-naming performance of the preterm group was paralleled by the diminished MMN amplitudes. Therefore, difficulties in auditory discrimination seem to be implicated in language difficulties encountered in VLBW prematurely born children.

Acoustic Stimulation↗
PubMed1983

Learning disabilities with communicative disorders as related handicaps: a two-year study.

This study presents a demographic profile of learning-disabilities children with communicative disorders as related handicaps, and attempts to determine the analytical impact of including these children with children manifesting communicative disorders as primary handicaps. The purpose of this investigation emerged as a result of problems stemming from current definitions of learning disabilities as they relate to speech--language pathology and audiology, and from unavailable data on communicative disorders as related handicaps. The findings indicate that 0.35% of the school population were learning-disabled with communicative disorders as secondary handicaps; these children represented 30.2% of the service delivery for communicative disorders. The white: black ratio of 1.8: 1 did not coincide with the population ratio; this finding was unfavorable for blacks. Sex and race were confounding variables, with sex as the stronger one. Further, the study indicated that service delivery for language disorders and males were greater than in other communicative disordered populations.

Child↗
PubMed1984

Specific syndromes and associated communication disorders: a review.

The purpose of this review is to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes that involve a speech, language, or hearing component. Both genetic and environmental etiologies are discussed. A description is provided for some of the physical anomalies associated with selected syndromes that also include speech and language deficits. These are presented to provide a rationale for the speech-language pathologist as well as special educators to become more active team members in the identification of syndromes, promote early remedial intervention, and increase interaction with other disciplines in dealing with the multihandicapped child.

Child↗
PubMed1990

Fetal alcohol syndrome: a description of oral motor, articulatory, short-term memory, grammatical, and semantic abilities.

Formal communication skills assessments were completed on eight children with diagnosed forms of fetal alcohol syndrome (FAS) ages four and one-half to nine and one-half years. Non-FAS children ages three and one-half to six and one-half years matched for ethnic background, living situation, and nonverbal cognitive ability served as controls. All but one of the FAS subjects demonstrated abnormalities of the speech mechanism within at least one major valve along the vocal tract. Mental age inconsistent articulation abilities were found in three FAS subjects when matched for nonverbal cognitive ability. The FAS children exhibited mental age inconsistent abilities in the comprehension and use of grammatical markers both in repetition and in spontaneous language tasks. Further, the FAS subjects also demonstrated reduced capacity to process and store critical elements when compared with non-FAS children. Clinical implications for the assessment of children with FAS are outlined.

Articulation Disorders↗
PubMed1985

Constructive comprehension abilities exhibited by language-disordered children.

Constructive comprehension abilities were compared in a group of 12 language-disordered children (second graders) and two groups of children acquiring language normally (12 second graders matched to the language-disordered subjects on nonverbal cognitive skills and 12 kindergartners matched on language comprehension). Differences were examined in proficiency of the children in constructing spatial and causal inferences associated with short stories presented in a Verbal Task and Picture Task. The language-disordered group scored significantly lower on inference items than the cognitively matched control group of second graders on both tasks. A conditional analysis indicated that even when the language-disordered subjects appropriately answered the relevant premise items, they were significantly less likely than the second-grade controls to correctly respond to inference items on both tasks. There was no significant difference between the language-disordered and kindergarten children for either the overall or conditional analysis. The finding that language-disordered children evidenced difficulty in inference construction for both verbal and pictorial material was interpreted as being indicative of a cognitive deficit.

Child↗
PubMed1983

Cognitive abilities of language-delayed children.

The performance and verbal IQ scores for the WPPSI and WISC-R were compared for two groups of children aged 5 to 8 1/2 years, one normal and one specifically language delayed (SLD). There 34 to 38 children in each group. In accordance with selection procedures, performance IQ scores were not significantly different across the two groups. Both verbal and full scale IQ were significantly lower for the SLD than for the normal group. Profiles of verbal subtest scores differed for normal and SLD children but profiles for performance subtest scores did not. Variability of performance subtest scores was not greater for the SLD than for the normal children. The results do not support the hypothesis that language delay in children is related to a nonverbal cognitive deficit.

Child↗
PubMed1998

Treatment research in speech, language and swallowing: lessons from child language disorders.

Three major types of treatment research methodologies are described. Studies on child language intervention are reviewed as examples of trends and methodological issues characterizing treatment research in speech, language, and swallowing within the last 2-3 decades. Principles are drawn from that literature and suggestions for future directions are discussed with particular attention to recent efforts to support clinical trials and treatment outcomes research.

Child Language↗
PubMed2003

Management of auditory processing disorders.

For the initial management of auditory processing disorders, it is essential to refer to a theoretical model which conceptualizes the functioning of these processes in their interaction with the higher cognitive functions of language and its representations stored in LTM, attention and memory. Such a conceptualization highlights, therefore, the need for a multidisciplinary approach to this type of disorder. On this theoretical basis, this article proposes, firstly, to describe for each of the central auditory processes (ASHA) certain clinical signs of a disorder at this level together with the central auditory assessment tests which allow more specific targeting of these manifestations. This article then aims to group, non-exhaustively, different types of therapeutic approach proposed in the literature, according to whether they concentrate on "Bottom-Up" processing concerned in the transduction of the acoustic message and/or rather on "Top-Down" processing, activated in the interpretation of the auditory information.

Cognition Disorders↗
PubMed1981

Developmental language disability as a consequence of prenatal exposure to ethanol.

Two pre-school-aged patients with a history of prenatal exposure to ethanol had abnormal head size and developmental delay. Both children were strikingly similar in physical appearance, behavior, and cognitive dysfunction. Facial features were typical of fetal alcohol syndrome. Head circumference greater than 97th percentile without hydrocephalus and no evidence of prenatal or postnatal growth failure were unusual for ethanol teratogenicity. Each child had a similar pattern of verbal and behavioral dysfunctions characterized by (1) marked hypervigilence, (2) distractability, and (3) cognitive confusion manifested as anxiety and behavioral disorganization. It is suggested that a history of prenatal exposure to ethanol associated with (1) large head circumference, (2) facial features of fetal alcohol syndrome, and (3) early developmental delay, particularly in language acquisition, and impaired modulation of attention and arousal may represent a possible new effect of alcohol teratogenicity.

Child, Preschool↗
PubMedDate not supplied

A fluent language disorder following antepartum left-hemisphere brain injury.

This article describes the development of language in a left-handed girl with a left middle cerebral artery infarction. Seven language samples of parent-child interaction, obtained when she was between 36 and 60 months of age, were transcribed and analyzed using the Child Language Data Exchange System. At 36 months of age, only 42 (20%) of the child's 214 utterances contained words; the other 80% were composed of jargon or interactional markers such as "uh-huh" and "uhn-uhn." Jargon incorporated familiar intonational contours and prosodic features to convey emotional states and communicative functions. Between 36 and 45 months of age, her jargon became differentiated into increasing approximations of English sentences. Simultaneously, her use of words and word combinations increased. By 54 months of age, no jargon was heard. The pattern of development observed in this child can be described as a transient jargon or fluent aphasia. It may have resulted from initial reliance on an uninjured right hemisphere. However, given the similarity between this pattern and the expressive or gestalt style of learning seen in some normal children, the pattern may also be related to other variables including characteristics of the parental input.

Adult↗