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PubMed1987

Language disorders in dementia of the Alzheimer type.

The language profile of a group of 18 Alzheimer patients is documented and their performance on a standard aphasia test battery compared to a group of institutionalized, nonneurologically impaired control subjects matched for age, sex, and educational level. The Alzheimer patients scored significantly lower than the controls in the areas of verbal expression, auditory comprehension, repetition, reading, and writing. Articulation abilities were the same in each group. A language deficit was evident in all Alzheimer patients. The language disorder exhibited resembled a transcortical sensory aphasia. Syntax and phonology remained relatively intact but semantic abilities were impaired. The results support the inclusion of a language deficit as a diagnostic criterion of Alzheimer's disease.

Aged↗
PubMed1988

Language disorders and attention deficit disorders in young children referred for psychiatric services: analysis of prevalence and a conceptual synthesis.

Nearly two-thirds of a group of preschool children referred for psychiatric outpatient services were found to have language disorders when assessed by standardized procedures, a higher number than reported in previous studies. Significant interrelationships between language disorders and attention deficit disorders were found. Analyses of prevalence rates, gender ratios, and selected psychosocial factors led to reformulation of approaches to assessment and treatment of young children with severe psychiatric problems.

Attention Deficit Disorder with Hyperactivity↗
PubMed1989

Brainstem and middle latency auditory evoked potentials in autism and developmental language disorder.

Brainstem auditory evoked potentials (BAEP) and middle latency responses (MLR) were studied in 8 nonretarded subjects with infantile autism (mean age = 23.3, SD = 2.8), 8 subjects with receptive developmental language disorder (mean age = 16.3, SD = 1.4), and normal control subjects matched to each group for age, gender, and Performance IQ. Click stimuli were delivered monaurally to the left and the right ear and binaurally for both the BAEPs (70-dB HL, 7/sec) and the MLRs (60-dB HL, 13/sec). Amplitudes and latencies (Waves I to VI), interwave latencies (III-V, I-V, and I-III), and Wave I/V amplitude ratio of the BAEPs were determined for each group. For the MLR study, Wave Na, Pa, and Nb latencies, and Wave Na-Pa and Pa-Nb amplitudes were calculated. There were no consistent differences in the BAEP and MLR characteristics of the control and the experimental groups. These results suggest that the abnormal cognitive processes indexed by the cognitive and attention-related event-related potential components in infantile autism and receptive developmental language disorder are not due to abnormal sensory processing in the brainstem and in areas central to the brainstem whose activity generates the BAEPs and MLRs.

Adolescent↗
PubMed1978

Pragmatics and early childhood language disorders: communicative interactions in a half-hour sample.

An early childhood language analysis and intervention program, based on two models of pragmatics, is described. The theoretical constructs of each pragmatics model are described first, followed by a discussion of how the clinicians in the program translate these constructs into procedures for the analysis of and intervention with language disorders in preschool-aged children. Mention is made in conclusion of the limitations within which the program operates.

Child↗
PubMed1976

Specific language disorders in twins during childhood.

The delay in the development of the language often found in twins is usually interpreted as being strictly connected with the twinning situation and on the assumption that a model of verbal, tendentially cryptophasic, communication would more easily exist between twins. Two types of language pathology in twins, diverging from this classic framework, are presented: (1) Developmental dyslalia (or developmental dysarthria); in these cases no abnormality could be found in the modality of verbal communication between the cotwin; (2) developmental dysphasia; in these cases not only no tendency toward cryptophasia was observed, but indeed the verbal communication between the twins was markedly reduced. These two types of language disorders, as well as the classic one, are discussed in the light of a neurolinguistic interpretation.

Child↗
PubMed1985

A symptom approach to the intervention of childhood language disorders.

This paper presents a symptom approach for the intervention of childhood language disorders. Intervention guidelines are presented in the following areas of functioning: two word utterances, auxiliaries, grammatical structures, auditory comprehension, discourse, and symbolic play. Behavioral analysis, rather than etiologic classification, forms the basis of the intervention strategies.

Child Language↗
PubMed1990

Concomitant speech and language disorders in stuttering children: a critique of the literature.

This article presents a critical review of the literature concerning concomitant speech and language disorders in stuttering children. Studies published since the 1920s that examined language onset and disorders of articulation, syntax and morphology, semantics, and word finding are analyzed. Collectively, the studies present a mixed impression of stutterers, not only because of methodological variations, but also because of the tremendous variability that exists among children who stutter. Although the evidence is not convincing that stutterers as a group are more likely than nonstutterers to have deficits in any of these areas, it is clear that some stutterers do have concomitant speech and language problems that may bear some relationship to their stuttering. The message from this body of research is that individual differences among stuttering children should not be ignored during clinical or research activities.

Articulation Disorders↗
PubMed1989

Maternal question use predicts later language development in specific-language-disordered children.

The present study used a longitudinal correlational design to test whether variation in mothers' use of information-seeking and confirmation questions predicts variation in auxiliary and copula development in a sample of specific-language-disordered children. The study's confirmatory approach provides a sound empirical basis to conclude that the results of the present study did not occur by chance. Post hoc analyses were carried out to clarify the explanation of the predictive relationships. The main finding of the study was that mothers of specific-language-disordered children who used proportionally more information-seeking questions had children who showed greater mastery of auxiliary use 12 months later.

Child, Preschool↗
PubMedDate not supplied

A role for biogenic amines in developmental language disorders.

The authors discuss the current uncertainty regarding etiology, treatment, and classification of developmental language disorders (DLD). Referring to previous reports in the literature, they propose a specific subclass of DLD associated with a hypothesized dysfunction of the dopaminergic system of the basal ganglia. Mechanisms of dysfunction and treatment implications are discussed.

Basal Ganglia↗
PubMed1991

Patterns of discourse production among neurological patients with fluent language disorders.

Dissociations between impairments in microlinguistic and macrolinguistic abilities were examined in brain-damaged patients to assess whether these abilities are psychologically and neurologically distinct. The discourse productions of three groups of patients with equally severe fluent language disorders, but varying neuropathology and varying profiles of associated nonlinguistic cognitive impairments, were analyzed. Patients with fluent aphasia secondary to a single left-hemisphere CVA showed the greatest impairment on syntactic and lexical error measures taken to reflect microlinguistic abilities, but normal performance on measures of macrolinguistic organization (i.e., thematic coherence). Patients with probable Alzheimer's Disease were impaired on thematic coherence measures, but not on measures reflecting microlinguistic syntactic and phonological processes. Closed head injury patients whose primary clinical symptom was a fluent language disorder were impaired on both microlinguistic and macrolinguistic measures, which appears to parallel their deficits both in language-specific and in nonspecific, higher-order, diffusely organized cognitive processes.

Adult↗
PubMed1992

A study of developmental speech and language disorders in twins.

Fifty-seven same-sex twin sets (32 monozygotic and 25 dizygotic) were examined for concordance of speech and language disorders. Results showed monozygotic twins to have higher concordance than dizygotic twins. In addition, monozygotic twins were more similar in the types of disorders they presented than dizygotic twins. Positive family histories for speech, language, and learning disorders were reported in the nuclear families of the twins.

Child↗
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↗
PubMed1986

Prevalence of speech and language disorders in 5-year-old kindergarten children in the Ottawa-Carleton region.

A representative sample of 5-year-old kindergarten children was assessed for speech and/or language disorder. Of the 1,655 children tested, 180 were identified as having speech or language impairment. It is estimated that within the total reference population, between 16.2% and 21.8% would show some impairment; for the boys, the rate would be 15.5% to 20.7% and for the girls, between 19.1% and 25.1%. Most of these children would show some language impairment as opposed to speech problems only. Approximately 36% of the identified boys and 30% of the girls would have speech problems only, the remainder having speech and language problems or language problems only. Followup studies of these children are needed to ascertain their outcome and language status in middle childhood.

Articulation Disorders↗
PubMed1986

Acquisition of semantic role by language-disordered children: differences between production and comprehension.

Six 3-year-old language-disordered children were taught the relationship between semantic role and word order through either production or comprehension training. All 6 subjects successfully learned the relationship through production training as indicated by their responses to a production probe and by their use of word order to express semantic role distinctions in their conversational speech. These subjects never used word order cues to decode semantically reversible sentences on comprehension tests even after they were using word order appropriately in their conversational speech. Also, none of the subjects were able to learn word order through comprehension training. The results were interpreted to mean the subjects could learn a word-order rule by teaching them to say sentences that contrast word order and meaning but that they could not learn by being taught to respond to sentences. The problem with this latter procedure may be that it requires a mental operation that is beyond the level of cognitive development of children under the age of 4.

Child, Preschool↗
PubMed1990

Comprehension monitoring in language-disordered children: a preliminary investigation of cognitive and linguistic factors.

This study provided a preliminary investigation of the relative influence of cognitive and communicative factors in comprehension monitoring. This question was approached by studying language-disordered (LD) children for whom these abilities are presumably dissociated. Their performance on an ambiguity detection task was compared to that of two groups of control children, one matched for comprehension level and the other for cognitive level. Results revealed that LD children performed similarly to the control children who were matched for level of comprehension. The LD children's performance was examined along a continuum of the relative influence of cognitive and communicative factors, given that neither type of factor alone could sufficiently account for effective comprehension monitoring. It was concluded that communicative factors, both active primary comprehension and social communicative knowledge, had a stronger influence than the cognitive factors in our particular comprehension monitoring task.

Child↗
PubMed1986

Kinetics of 3H-serotonin uptake by platelets in infantile autism and developmental language disorder (including five pairs of twins).

The kinetics of 5-HT uptake by platelets was studied in cases of infantile autism and developmental language disorder (DLD) and normal subjects. Two patients of the autism group were twins, and the seven patients of the DLD group were members of four pairs of twins. The Vmax values (means +/- SD) for autism and DLD were 6.46 +/- .90 pmol 5-HT/10(7) cells/min and 4.85 +/- 1.50 pmol 5-HT/10(7) cells/min, respectively. These values were both significantly higher than that of 2.25 +/- .97 pmole 5-HT/10(7) cells/min for normal children. The Km values of the three groups were not significantly different. Data on the five pairs of twins examined suggested that the elevated Vmax of 5-HT uptake by platelets was determined genetically.

Autistic Disorder↗