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PubMed2001

Development of language in Rett syndrome.

Ninety-nine cases of Rett syndrome (RTT) diagnosed clinically (age range 3 years 6 months to 29 years 9 months) were evaluated for the ability of language. The presence of meaningful words, vocabularies, and ages at the start and disappearance of speech were assessed. Phenotype/genotype correlation was evaluated in 22 cases in whom mutations of the genes of methyl-CpG-binding protein 2 (MECP2) existed. Fifty-five cases (55.5%) could speak some words, and of them eight cases (14.5%) spoke two-word sentences. No case had more than 40 words. The vocabularies were mainly bilabial words, known as the characteristics of the initial words in normal children. They began to utter a word between 12 and 48 months, and most of them (85.4%) before 20 months. Those who spoke two-word sentence(s) began to utter a word earlier (10.4+/-3.7 months) than others (17.1+/-9.8 months). Thirty-three cases lost their word(s) in 12-36 months. Among 22 gene-proven cases two cases with mutation of R133C and two cases with R294X had word(s), but another two cases with T158M had not. In RTT a delay in the neuronal systems involved in normal speech development was suggested and its severity seemed to depend on the loci of mutation.

Adolescent↗

PubMed1990

Language and cognitive development: a systematic behavioral program and technology for increasing the language and cognitive skills of developmentally disabled and at-risk preschool children.

Behavioral research in teaching verbal behavior to language-delayed and developmentally disabled preschool children has progressed greatly during the past 30 years. It is now possible to produce improvements in the verbal behavior of language-delayed and developmentally disabled children that previously would have been considered impossible. Not only is it possible to teach language-delayed children a wide variety of individual elements and forms of speech, such as plurals, adjectives, syntax, and grammar, but it is also possible to achieve functional language in nonverbal children and produce total recovery in some autistic and functionally mentally retarded preschool children. The results of our research with the TALK Language Development Program provide techniques, procedures, and new directions to further advance the technology of verbal behavior. First, development of a standard procedure for the analysis, reinforcement, and recording of verbal behavior provides a precise and standard method for evaluating the effect of contingencies of reinforcement on verbal behavior. Second, the TALK program, by systematizing and operationalizing the process of shaping functional language, provides a program that is relatively easily learned by therapists, teachers, speech pathologists, and others. Third, the robustness and reliability of the TALK program, as demonstrated by replication across diagnostic groups, settings, and therapists, makes it an attractive program for use with a variety of developmentally disabled children. Fourth, the identification of specific parent-child reinforcement paradigms that appear to be functionally related to language delay may facilitate research in the prevention of language delay. Finally, our research with functionally retarded children and normal infants has led to the development of a behavioral strategy and technology for the prevention of and total recovery from some cases of language delay and functional mental retardation. At least two important opportunities now exist for making a substantial social impact through the technology of verbal behavior. First, the passage of Public Law 99-457 has created a major need for effective language programs that can be used by public school teachers of handicapped preschool children. The need will increase as more programs for the birth to 3 population are mandated. This presents a major opportunity for transferring the technology of verbal behavior to other professionals who are in daily contact with young handicapped preschool children, such as teachers, speech pathologists, pediatricians, and social workers.(ABSTRACT TRUNCATED AT 400 WORDS)

Autistic Disorder↗

PubMed2003

Language skills of young children with unilateral cleft lip and palate following infant orthopedics: a randomized clinical trial.

OBJECTIVE: To investigate the effects of infant orthopedics (IO) on the language skills of children with complete unilateral cleft lip and palate (UCLP). DESIGN: In a prospective randomized clinical trial (Dutchcleft), two groups of children with complete UCLP were followed up longitudinally: one group was treated with IO based on a modified Zurich approach in the first year of life (IO group); the other group did not receive this treatment (non-IO group). At the ages of 2, 2(1/2), 3, and 6 years, language development was evaluated in 12 children (six IO and six non-IO). Receptive language skills were assessed using the Reynell test. Expressive language skills of the toddlers were evaluated by calculating mean length of utterance (MLU) and mean length of longest utterances (MLLU); in the 6-year-olds, the expressive language skills were measured using standardized Dutch language tests. PATIENTS: The participants had complete UCLP without soft tissue bands or other malformations. RESULTS: IO did not affect the receptive language skills. However, the expressive language measures MLU and MLLU were influenced by IO. At age 2(1/2) and 3 years, the IO group produced longer utterances than the non-IO group. In the follow-up, the difference in expressive language between the two groups was no longer significant. CONCLUSIONS: Children treated with IO during their first year of life produced longer sentences than non-IO children at the ages of 2(1/2) and 3 years. At 6 years of age, both groups presented similar expressive language skills. Hence, IO treatment did not have long-lasting effects on language development.

Analysis of Variance↗

PubMed2003

Abnormal brain lateralization in high-functioning autism.

Disturbances in lateral preference in autism are of interest because of their potential to shed light on brain maturational processes in this disorder. Forty-seven autistic individuals with a history of disordered early language development and 22 autistic individuals with normal early language acquisition were matched with 112 healthy individuals and compared on a standardized measure of lateral preference, the Edinburgh Handedness Inventory. Autistic individuals with a history of early language disturbance showed more atypical cerebral dominance than both healthy participants and autistic individuals with normal early language skills. The data indicated maturational disturbances in establishing lateral preference rather than increased rates of left handedness. Atypical establishment of cerebral dominance may be one cause of disordered language development in autism.

Adolescent↗

PubMedDate not supplied

From command to request: the development of language in the treatment of a symbiotic psychotic child.

A discussion of "Separation-Individuation and Transitional Objects in a Four-Year-Old Psychotic Child" by Stavroula Beratis, M.D., Robert Miller, M.D., and Eleanor Galenson, M.D. The case study of the treatment of a four-year-old symbiotic psychotic child is presented. The child is in therapy at a day treatment program at the Psychological Center of the City University of New York as part of an ongoing research program studying the relationship of cognition and object relations in autistic and psychotic children. The development of the child's language and self-concept in the course of two years of treatment is discussed. His language is regarded as an indicator of the level and quality of self-object differentiation. A distinction is drawn between the pathological symbiotic state and the normal symbiotic stage, and maturation along the lines of separation-individuation is discussed in terms of the development of dialogue.

Child, Preschool↗

PubMed1981

Relationship between language and sensorimotor development of Down syndrome and nonretarded children.

The relationship between sensorimotor and language development of Down syndrome and nonretarded children was investigated. The Ordinal Scales of Psychological Development (Uzgiris & Hunt, 1975) and the Receptive and Expressive Emergent Language (REEL) scale (Bzoch & League, 1970) were administered to 18 Down syndrome and 18 nonretarded children who had matched developmental ages of approximately 17 months. Comparison of the resulting scores indicated that although there were no differences between the groups on four subscales of the Uzgiris-Hunt, there were significant differences in favor of the nonretarded children on the Vocal Imitation subscale of the Uzgiris-Hunt and on Receptive and Expressive measures of the REEL. These results indicate that Down's syndrome children are delayed in their language development compared to nonretarded children of the same developmental age. This language delay appears to be related to deficiencies in vocal imitation skills but is not related to general sensorimotor functioning.

Child, Preschool↗

PubMed2005

Early language growth in children adopted from China: preliminary normative data.

Normative data on English language development in children adopted from China are needed to determine whether a child's language skills are within normal limits or significantly delayed relative to his or her peers who are other children adopted from China. A longitudinal survey of children adopted from China, modified from a similar survey used by Glennen and Masters (American Journal of Speech-Language Pathology 2002;11:417-433) with children adopted from Eastern Europe, was used to collect information on English language development from over 150 children at 3-month intervals. Preliminary results are presented here, based on 808 surveys from 141 children grouped by age at time of adoption. In general, children adopted at older ages used more words and produced longer sentences at each 3-month interval postadoption, but had further to go to "catch up" to norms for nonadopted monolingual English-speaking peers of the same age. Individual profiles illustrate the variation seen within groups, with some children performing at or above age level and others showing varying levels of "delay" relative to nonadopted monolingual English-speaking peers and/or adopted peers.

Adoption↗

PubMed1998

[Development of different linguistic systems in children with a cochlear implant].

The authors have studied a population of 21 pre-lingually deaf children equipped with a cochlear implant for at least 24 months. Their linguistic progression after implantation has been compared with the standard language development in normally hearing children, using a model published by Marie Therese Le Normand in 1996. 3 types of development can be distinguished: Profile 1 (shown by 9 children) in which language development after implantation is rapid and homogeneous: profile 2 (shown by 8 children), in which it is slower and more heterogeneous, with a longer pre-linguistic phase; Profile 3 (shown by 3 children) in which there are diverse problems with development. The authors then searched to establish the influence of the age at implantation and the mode of communication on this development.

Child↗

PubMed1991

Play-language relationships in young children with developmental delays: implications for assessment.

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects' play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

Child, Preschool↗

PubMed1997

Neurodevelopment of children exposed in utero to antidepressant drugs.

BACKGROUND: Many women of reproductive age have depression, necessitating therapy with either a tricyclic antidepressant drug or a drug, such as fluoxetine, that inhibits the reuptake of serotonin. Whether these drugs affect fetal neurodevelopment is not known. METHODS: We studied the children of 80 mothers who had received a tricyclic antidepressant drug during pregnancy, 55 children whose mothers had received fluoxetine during pregnancy, and 84 children whose mothers had not been exposed during pregnancy to any agent known to affect the fetus adversely. The children's global IQ and language development were assessed between 16 and 86 months of postnatal age by age-appropriate Bayley Scales of Infant Development or the McCarthy Scales of Children's Abilities (for IQ) and the Reynell Developmental Language Scales. RESULTS: The mean (+/-SD) global IQ scores were 118+/-17 in the children of mothers who received a tricyclic antidepressant drug, 117+/-17 in those whose mothers received fluoxetine, and 115+/-14 in those in the control group. The language scores were similar in all three groups. The results were similar in children exposed to a tricyclic antidepressant drug or fluoxetine during the first trimester and those exposed throughout pregnancy. There were also no significant differences in temperament, mood, arousability, activity level, distractibility, or behavior problems in the three groups of children. CONCLUSIONS: In utero exposure to either tricyclic antidepressant drugs or fluoxetine does not affect global IQ, language development, or behavioral development in preschool children.

Adult↗

PubMed1999

Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming.

Semantic priming for category coordinates (e.g. CAT-DOG; AEROPLANE-TRAIN) and for pairs of words related through function (e.g. BROOM-FLOOR; SHAMPOO-HAIR) was assessed in children with good and poor reading comprehension, matched for decoding skill. Lexical association strength was also manipulated by comparing pairs of words that were highly associated with pairs that shared low association strength. Both groups of children showed priming for function-related words, but for the category co-ordinates, poor comprehenders only showed priming if the category pairs also shared high association strength. Good comprehenders showed priming for category-related targets, irrespective of the degree of prime-target association. These findings are related to models of language development in which category knowledge is gradually abstracted and refined from children's event-based knowledge and it is concluded that in the absence of explicit co-occurrence, poor comprehenders are less sensitive to abstract semantic relations than normal readers.

Child↗

PubMed1982

Nonverbal intelligence and English language ability in deaf children.

The relationship between nonverbal intelligence and English language ability in a sample of 25 deaf children between the ages of 6-10 was examined. Intelligence measure included the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974) and the Hiskey-Nebraska Test of Learning Aptitude (Hiskey, 1966). Language measures were the Test of Language Development (Newcomer & Hammill, 1977) and the Reynell Developmental Language Scales (Reynell, 1977). Average correlations of .45 were obtained between nonverbal IQ and the language measures. The average multiple correlation between the individual subtests from the intelligence scales and language scores was .68. Subtests which require visual memory consistently entered the multiple regression equations as the best predictors of language performance. Language performance was attenuated in this sample and did not correlate with chronological age. The finding of significant correlations between nonverbal IQ and English language, in spite of the attenuated language performance, suggests that nonverbal intelligence and visual memory skills, in particular, may be important in understanding the success of some hearing-impaired children in acquiring English and the failure of others.

Child↗

PubMed1979

Parental speech to young Down's syndrome children: an intervention study.

Parents with Down's syndrome children who were at the one-two word stage of expressive language development were given a language objective to work towards with their child, but no instructions on how to attain this goal. The parents spontaneously altered their language strategies in their attempts. Some parents were more successful and differed in their strategies, using more target words in shorter "statement" utterances. Parents who used a questioning or imitating strategy were less successful. The less successful parents were then shown how to alter their language strategies more appropriately to produce a greater improvement in their child's use of the target words.

Child↗

PubMed1987

Specific language impairment as a maturational lag: evidence from longitudinal data on language and motor development.

Longitudinal language-test data on 87 language-impaired children assessed at the ages of four, 4 1/2 and 5 1/2 years were converted to age-equivalent scores to compare the rates of development of children who recover from early language delay with those who have more persisting problems. On most measures, over the 18-month period all the children progressed by about 18 months. Thus although children with good and poor outcomes were distinguished in terms of initial level of performance, they did not differ in rate of progress. Speed on a peg-moving task was closely related to language performance. Children who had a good outcome after early language delay had significantly impaired scores at four years, but subsequently were indistinguishable from a control group. Quantitative but not qualitative differences in peg-moving performance were found for children with good and poor outcomes. No association was found between presumptive aetiological factors and language or pegboard performance. These findings are interpreted in terms of a theory which attributes specific language impairment to a maturational lag in neurological development.

Child, Preschool↗

PubMedDate not supplied

Books, toys, parent-child interaction, and development in young Latino children.

OBJECTIVE: To describe the interrelationships between books and toys in the home, parent-child interaction, and child development at 21 months among low-income Latino children. METHODS: Latino mother-infant dyads enrolled in a level 1 nursery and infants were followed to 21 months. The subjects consisted of the control group of a larger intervention study. At 6 and 18 months, the number of books and toys in the home and the frequency of reading aloud were measured by the StimQ. At 21 months, child cognitive and language development and parent-child interaction were assessed by the Bayley Mental Development Index (MDI), the Preschool Language Scale-3 (PLS-3), and the Caregiver-Child Interaction Rating Scale, respectively. Eligibility for early intervention (EI) services was determined on the basis of the MDI and PLS-3. RESULTS: Data were obtained for 46 (63.0%) of 73 at 21 months. In multiple regression analysis, books provided at 18 months predicted both cognition (semipartial correlation [sr] = .49, P= .001) and receptive language (sr = .37, P= .02), whereas toys provided at both 6 and 18 months predicted 21-month receptive language (sr = .40, P= .01; sr = .32, P= .047, respectively). Reading aloud by parents > or =4 days a week was associated with decreased EI eligibility (adjusted odds ratio = 0.16, 95% confidence interval 0.03-0.99). CONCLUSIONS: Reading aloud and provision of toys are associated with better child cognitive and language development as well as with decreased likelihood of EI eligibility.

Books↗

PubMed1993

Environmental correlates of child copula verb growth.

A recurring result from studies which relate the frequency of input variables to rate of language development, is the link between auxiliary verb growth and yes-no questions addressed to children. Explanations for this relationship usually concentrate on the advantages of hearing stressed and non-contracted auxiliary forms in sentence-initial position over hearing unstressed, contracted forms in medial position in declaratives. If such accounts are correct, then it can be predicted that yes-no questions which place forms of COPULA be in initial position will also increase the rate of growth of children's COPULA verb development. This prediction was tested using a sample of 33 children, carefully matched for stage of language development at 1;9 and 2;0 years; rate of copula verb growth was then measured over the succeeding nine months. Analyses include an examination of the contribution of sub-categories of yes-no question, tag questions, and utterances containing sentence-final copulas to the growth of contracted and full copulas. Results confirm that the frequency of inverted copulas in yes-no questions predicts children's copula development. Nevertheless, caution is urged before interpreting the relationship in terms of a direct causal model.

Acoustic Stimulation↗

PubMed2004

Prelinguistic communication and subsequent language acquisition in children with cochlear implants.

OBJECTIVE: To investigate the relationship between prelinguistic communication behaviors and subsequent language development after cochlear implantation in deaf children. Evaluative tools with predictive validity for language potential in very young deaf children remain elusive. SETTING: A tertiary care cochlear implant center and a preschool setting of spoken language immersion in which oral language development is emphasized through auditory and oral motor subskill practice. SUBJECTS: Eighteen prelingually deaf children who underwent unilateral implantation at an average age of 15 months also underwent testing with the Communication and Symbolic Behavior Scales (CSBS) before device activation and with the Reynell Developmental Language Scales (RDLS) at an average of 20 months after cochlear implantation. METHODS: A prospective study correlated preoperative communication behavior assessments of 18 children who were candidates for cochlear implantation. We examined the value of prelinguistic behavioral testing with the CSBS in predicting later language level after cochlear implantation as reflected in RDLS scores. RESULTS: We found positive, though weak, correlations between prelinguistic communication skills (CSBS scores) and language learning after cochlear implantation (RDLS scores). Linear correlation between test results failed to reach statistical significance (receptive comparisons, P =.17; expressive comparisons, P =.13). CONCLUSIONS: Evaluating the quality of prelinguistic communication behaviors potentially adds important predictive information to profiles of children who are candidates for cochlear implantation. Correlative analysis suggests that early CSBS testing may provide useful clinical information. Poor CSBS scores may serve as a precaution: if children lack an appropriate prelinguistic behavioral repertoire, the emergence of age-appropriate formal language may be at risk. Observations suggest that symbolic prelinguistic behaviors are necessary, but not sufficient, for the development of strong linguistic skills. The variability of behavioral measures in very young deaf children poses challenges in designing objective measures with predictive value for later language level.

Adolescent↗

PubMed2004

Three measures of language production for Cantonese-speaking school-age children in a story-retelling task.

Little is known about language development in school-age children in Asian countries. This research reports on 3 measures of language development in 100 Cantonese-speaking children age 5 to 9 years. Word scores, structure scores, and the mean length of communication units (MLCU) were derived from a story-retelling task. The structure score was significantly different for all, except the 8- and 9-year-old groups. The word score and MLCU were significantly different in groups separated by 2 or more years of age. All 3 measures were strongly and significantly correlated with age. The structure score and word score accounted for 64% and 5% of the variance in age, respectively. The order of development of the 6 grammatical structures (e.g., subordinate clauses) included in this study is also reported.

Child↗