The importance of educational transitions.
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Results for “Language Therapy”
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Characteristics of children attending language units in England: a national study of 7-year-olds.
The present investigation examined the characteristics of 7-year-old children attending language units in England. The study involved 242 participants who represented a randomized sample of all 7-year-old children spending 50% of more of the school week in a language unit. Results are discussed in terms of the following questions: what is the non-verbal ability of children attending language units?; do children attending language units fit the discrepancy criteria between verbal and non-verbal ability diagnostic of specific language impairment (SLI)?; and what types of language difficulties do children with SLI attending language units have?
Child↗
Relevance theory and pragmatic impairment.
This paper summarizes aspects of relevance theory that are useful for exploring impairment of pragmatic comprehension in children. It explores data from three children with pragmatic language difficulties within this framework. Relevance theory is seen to provide a means of explaining why, in a given context, a particular utterance is problematic. It thus enables one to move on from mere description of problematic behaviours towards their explanation. The theory provides a clearer delineation between the explicit and the implicit, and hence between semantics and pragmatics. This enables one to place certain difficulties more firmly within semantics and others within pragmatics. Relevance, and its maximization in communication, are squarely placed within human cognition, which suggests a close connection between pragmatic and cognitive (dis)functioning. Relevance theory thus emerges as a powerful tool in the exploration and understanding of pragmatic language difficulties in children and offers therapeutically valuable insight into the nature of interactions involving individuals with such impairments.
Adolescent↗
Barriers to collaboration: an analysis of systemic barriers to collaboration between teachers and speech and language therapists.
A systems approach is used to examine the barriers to collaboration found in the working practices of speech and language therapists and teachers. Functional, structural and systems-environment barriers are found, but few process barriers, which may explain why good collaborative practice can be found in the field. The differences that serve as barriers are listed and discussed, with a view to fostering mutual understanding between teachers and speech and language therapists.
Humans↗
Group training in communication skills for carers of adults with aphasia.
This study describes a communication skills group programme for four carers of adults with aphasia that ran once a week for 6 consecutive weeks. The content of the group was based on an approach previously not described in the literature in any detail. Conversation analysis (CA) was used to guide individualized advice that was incorporated into the group by the use of written advice sheets. Intervention was motivated by the results of a newly developed assessment tool--the Conversation Analysis Profile for People with Aphasia (CAPPA)--and a quantitative and qualitative analysis of collaborative repair. The CAPPA utilizes the methodology of conversation analysis (CA) as a means of both characterizing and comparing the relationship between the carers' perception of the aphasia and what is occurring in natural conversation. During the group, accurate perceptions and strategies that minimized the disruption to the conversation were reinforced, while inaccurate perceptions and strategies that appeared to impede interaction were discouraged. The use of the CAPPA results and a quantitative/qualitative analysis of repair management to measure change pre- and post-group was explored. The post-intervention analyses examined three questions in particular: (1) did the carers demonstrate more accurate perceptions of their relatives' aphasia?; (2) did the carers report a decrease in the problem severity of the aphasia?; and (3) was there a change in the time taken to repair a trouble source and was this attributable to a change in the management of repair by the carer? The study was essentially an investigation of whether this type of approach was beneficial to the carers involved. The results suggested that focusing on individualized advice and targeting conversation management in the group setting was a useful way of providing advice to carers. Furthermore, the CAPPA and a quantitative/qualitative analysis of repair management seem to have the potential for motivating the individualized advice and measuring the effectiveness of an intervention.
Aged↗
Brain mechanisms for reading in children with and without dyslexia: a review of studies of normal development and plasticity.
In this article we review our experience with the application of magnetic source imaging (MSI), the newest of the functional imaging methods, to the study of brain mechanisms for reading among children who read normally and among those with dyslexia. After giving a general description of MSI, we present evidence for reliable and valid maps of the brain mechanism for aural language comprehension as well as for reading. Next, we present data from 39 normal readers, 40 children with dyslexia, and 30 younger children at risk for developing a reading disability. These data show different brain activation maps for individual children with dyslexia and children at risk for dyslexia than for those of normal readers. Such differences most likely reflect aberrant brain organization underlying phonological decoding, rather than variables such as degree of effort. Finally, we present preliminary data demonstrating that the aberrant activation profiles of children with dyslexia may return to normative patterns as a result of a successful reading intervention that enables children to improve phonological decoding skills.
Adolescent↗
Group intervention changes brain activity in bilingual language-impaired children.
This investigation assessed the effectiveness of a phonological intervention program on the brain functioning of bilingual Finnish 6- to 7-year-old preschool children diagnosed with specific language impairment (SLI). The intervention program was implemented by preschool teachers to small groups of children including children with SLI. A matched group of other bilingual children with SLI received a physical exercise program and served as a control group. Auditory evoked magnetic fields were measured before and after the intervention with an oddball paradigm. The brain activity recordings were followed by a behavioral discrimination test. Our results show that, in children with SLI, the positive intervention effect is reflected in plastic changes in the brain activity of the left and right auditory cortices.
Adaptation, Physiological↗
Involving parents in the treatment of severely communication-disordered children.
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Child↗
Re: Computer-aided preoperative planning of tissue expansion.
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Humans↗
Longitudinal outcome of verbal discourse in children with traumatic brain injury: three-year follow-up.
PURPOSE: This study compared changes in discourse ability between two groups of children age 5 to 10 years after brain injury: those with severe traumatic brain injury (TBI) and those with mild/moderate injury over 3-year follow-up testing. MATERIALS AND METHODS: Forty-three children with TBI were recruited from a larger research project examining cognitive and linguistic recovery after injury. Twenty-two of these patients had severe injuries and 21 sustained mild/moderate injuries. All children were presented an ordered sequence of pictures and asked to verbally produce a story/narrative discourse. Each child was then asked to produce a lesson relating to the story. RESULTS: The severe group performed significantly worse than the mild/moderate group when performance across all four discourse domains was considered. Both groups improved across time on selected discourse measures. Qualitative analysis suggested that the severe group showed differential rates of improvement across the individual discourse variables over the 3-year interval. CONCLUSIONS: Severe TBI can have a pernicious effect on discourse abilities in children years after injury compared with children with mild/moderate injuries. The major caveat is that the discourse measures must be sufficiently challenging when used to assess older children and children with milder forms of TBI.
Analysis of Variance↗
Pictures to print: a software scaffold to written literacy.
BACKGROUND: Successful school placements require effective written literacy skills. When a student has traumatic brain injury (TBI), written literacy instruction may need to be individualized and intense to facilitate optimal reintegration into the school program. Software products can provide a method that assists in creating the needed individualized, intense experiences. Written literacy-learning experiences span a continuum from preconventional messages expressed through pictures, to conventional printed expressions designed to convey meaning, to the literate writing needed to create stories and reports. DESIGN: This article is designed to familiarize rehabilitation and research professionals in TBI with the range of written literacy software and to stimulate clinical applications and research related to their use with students who have sustained a TBI.
Adolescent↗
Training with cognitive sequences improves syntactic comprehension in agrammatic aphasics.
A major open question in cognitive neuroscience concerns the modularity of language: does human language rely, in part, on neural processes that are not language specific? Such reliance would predict that learning should transfer between non-linguistic and linguistic domains via this common neural basis. To test this prediction, we studied effects of non-linguistic cognitive sequence training on syntactic comprehension of six left-hemisphere damaged aphasic patients. Syntactic comprehension impairment was quantified before and after 10 weeks of training on a non-linguistic sequence processing task. This task used a transformational rule specifically corresponding to the transformation required for understanding a particular type of sentence referred to as relativised. Non-linguistic sequencing improved significantly with training (day effect: F(9,45)=3.7, <0.005). Moreover, a significant transfer of this improvement was observed for relativised, but not active nor passive sentences (pre-post x type interaction: F(2,10)=4.72, <0.05). The specificity of this transfer indicates that language relies partially on functional and neural processes that are not language specific.
Aged↗
Intra- and intermodal discrimination transfer in auditory and visual discrimination training.
The purpose of this study was to investigate intra- and intermodal discrimination generalization-transfer in auditory and visual "same-different" discrimination training. Two subjects were trained in an auditory discrimination task, two in a visual discrimination task and two received no training. Discrimination performance was assessed on 12 visual and 12 auditory stimulus conditions at pre- and posttraining intervals for all subjects. The 4 subjects receiving training also were probed for performance at three intervals during the training. Results indicate that subjects trained to a task in one sensory modality demonstrate improved discrimination performance on untrained stimulus discrimination within (intra-) and between (inter-) sensory modalities, whereas, untrained subjects tended to show less improved performance.
Auditory Perception↗
The role of the speech-language pathologist with hearing-impaired infants.
The educators of the deaf, the audiologists, and other similar professional groups appear to have reasonably clearly delineated roles to play in the management of the hearing-impaired child. Not so with the speech-language pathologist. This paper specifies such a role and offers a model for the delivery of speech-language pathology services to the hearing-impaired infant.
Child Development↗
Otitis media, hearing loss, and language learning: controversies and current research.
This article reviews research on the possible linkage of otitis media with effusion (OME) to children's hearing and development, identifies gaps, and directions for research, and discusses implications for healthcare practices. About half of children with an episode of OME experience a mild hearing loss while about 5-10% of children have moderate hearing loss. Recent prospective and randomized clinical trials suggest none to very small negative associations of OME to children's later language development. Based on both retrospective and prospective longitudinal studies, associations between OME and perceiving speech in noise and tasks that require equal binaural hearing have been reported but have not been adequately studied with regard to functional outcomes. Thus, on average, for typically developing children, OME may not be a substantial risk factor for later speech and language development or academic achievement. However, these conclusions should be interpreted cautiously, since most of these studies used OME rather than hearing loss as the independent variable (although hearing loss rather than OME is hypothesized to affect language development) and many studies did not control for important confounding variables such as socioeconomic status (SES).
Attention↗
Changes in verbal transactions with induced altered brain function.
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Brain↗
Speech modifications algorithms used for training language learning-impaired children.
In this paper, the details of processing algorithms used in a training program with language learning-impaired children (LLI's) are described. The training program utilized computer games, speech/language training exercises, books-on-tape and educational CD-ROM's. Speech tracks in these materials were processed using these algorithms. During a four week training period, recognition of both processed and normal speech in these children continually increased to near age-appropriate levels. We conclude that this form of processed speech is subject to profound perceptual learning effects and exhibits widespread generalization to normal speech. This form of learning and generalization contributes to the rehabilitation of temporal processing deficits and language comprehension in this subject population.
Algorithms↗
Home teaching for pre-school handicapped children - a cognitive approach.
A case study was carried out to investigate and evaluate a home-teaching scheme, with a cognitive bias, for parents of pre-school handicapped children. The scheme linked teaching at the pre-school assessment unit with teaching by the parents in the home. A speech therapist, acting as home-teacher, demonstrated activities to the parents of a Down's syndrome child during weekly visits. The follow-up assessment areas of development. As a result of this study the scheme is to be extended and finance sought.
Attention↗