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PubMed1986

Sensitivity of the Denver Developmental Screening Test in speech and language screening.

A retrospective study was undertaken to determine whether the Denver Developmental Screening Test (DDST) language sector is a sensitive screen of speech and language development. Seventy-one children between 18 and 66 months of age with suspected developmental problems were referred to screening clinics conducted by a child evaluation team. Each child was screened using the DDST (revised) and another screening measure of speech and language development. Statistically significant differences were found between the DDST language sector and the speech-language screening in identification of expressive language and articulation problems. No significant difference was found with receptive language. The DDST failed to identify more than one half of the children with expressive language and/or articulation problems. These results demonstrate that the DDST may fail to identify children with speech and language impairment. Professionals involved in developmental screening need to be advised of alternative speech and language screening measures.

Child↗
PubMed2005

[Comparison of vocalization development between normal and congenitally hearing impaired infants during pre-language period].

OBJECTIVE: To compare the characteristics of vocalization and relevant perceptual characteristics between normal hearing infants and congenitally hearing impaired infants during pre-language period. METHODS: Speech spectrograms were analyzed, and the presentation time and frequency of pre-canonical babbling, canonical babbling, pointing behaviors and meaningful words were compared and statistically analyzed among 18 normal hearing infants, 11 profoundly congenitally hearing impaired infants that were divided into 2 groups: group A of deaf infants (n = 11) to be aided before 8 months of age and group B of deaf infant (n = 17) to be aided after 8 months of age. RESULTS: There was no significant difference in the presentation time and frequency of pre-canonical babbling among the 3 groups. Canonical babbling, pointing behaviors and meaningful words occurred the earliest and with the highest frequency in the normal hearing group, followed by the group A of deaf infants and group B of deaf infants in succession. CONCLUSION: Pre-canonical babbling appears in profoundly hearing impaired infants, suggesting that it is a kind of phonation activity free of hearing feedback. Better language development can be achieved when early intervention is carried out for congenitally hearing impaired infants within 8 months of age.

Age Factors↗
PubMed1979

Early childhood language delay: the otolaryngologist's perspective.

Many etiologic factors have been implicated in delayed language development in the preschool child including: low birth weight, perinatal insults to the CNS, and chronic/recurrent middle ear disease with conductive hearing impairment during the first years of life. The results of an in-depth evaluation of 24 children, who manifested preschool language delay significant enough to require remedial intervention, are reported. A suggested early identification model employing High Risk Factors and a Developmental Screening Questionnaire for use by otolaryngologists, pediatricians and audiologists is presented.

Adolescent↗
PubMed2006

A multiple case study of verbal short-term memory in velo-cardio-facial syndrome.

BACKGROUND: Velo-cardio-facial syndrome (VCFS, 22q11.2 deletion) is characterized by severely delayed language development. The current study explored the integrity of verbal short-term memory (STM), a cognitive function critically involved in language development, in eight children with VCFS. METHODS: Using a multiple case study design, we presented a series of STM tasks exploring immediate serial recall for word and non-word lists to eight children with VCFS (aged 8-12 years) and to chronological-age-matched control groups. A first task assessed the integrity of phonological coding in verbal STM by comparing recall for phonologically similar and dissimilar words. Subsequently, the interaction between verbal knowledge and STM capacity was investigated by comparing recall for high- and low-imageability words, for high- and low-frequency words, and for words and non-words. A final task assessed short-term serial order recognition for digit sequences. RESULTS: When computing the number of items recalled in the word recall tasks, independently of their serial position, only one child presented consistent difficulties. Short-term recall of non-words was normal in each child. Phonological similarity and verbal knowledge influenced STM performance to a similar extent in children with VCFS and controls. On the other hand, when applying a strict serial recall criterion, difficulties with the word and non-word recall tasks were observed in most children. Half of the patients were also impaired in the serial order recognition task. CONCLUSIONS: Despite mild intellectual disability, it is possible for short-term retention capacities for verbal item information to be at an age-appropriate level in VCFS. However, STM for serial order information could be impaired more specifically.

Child↗
PubMed1992

Mental development of 2-year-old children exposed to alcohol in utero.

In a prospective follow-up study, 60 children exposed to alcohol in utero were assessed by a psychologist (Bayley Mental scale) and a speech therapist (Reynell Verbal Comprehension scale) at a mean age of 27 months. Many mothers had been able to reduce their alcohol consumption during pregnancy, so the children could be divided into those exposed to heavy drinking during the first trimester only (group 1, n = 20), those exposed during the first and second trimesters (group 2, n = 20), and those exposed throughout pregnancy (group 3, n = 20). Forty-eight nonexposed children were examined to set the -2 SD limit for subnormal performance on the Bayley and Reynell tests. No definite effect of alcohol exposure on mental or language development was found in group 1. Children in group 3 scored significantly lower than children in group 1 both on the Bayley Mental scale and on the Reynell Verbal Comprehension scale; delay in language development was seen more often in group 2 than in group 1. The diagnosis of fetal alcohol syndrome was made in seven children (one in group 2 and six in group 3) and the diagnosis of fetal alcohol effects in 13 children (one in group 1, three in group 2, and nine in group 3). Efforts should be made to identify and find proper treatment for women who drink alcohol early in their pregnancies.

Child, Preschool↗
PubMed2005

Interdisciplinary and prospective studies necessary to increase insight into developmental language disorders.

UNLABELLED: The study of developmental language disorders is discussed from an interdisciplinary perspective. It is argued that retrospective studies have provided valuable information on developmental language disorders that needs to be integrated into a theoretical model capable of capturing the basic mechanisms of language development. CONCLUSION: It is concluded that interdisciplinary and prospective studies and theoretical work are necessary to increase insight into developmental language disorders.

Child↗
PubMedDate not supplied

Language-based learning disabilities.

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

Adolescent↗
PubMed2006

Linguistic features of Japanese twins at 3 or 4 years of age evaluated by Illinois test of psycholinguistic abilities.

In general, twins have delayed language development early in childhood compared with singletons. The purpose of this study was to clarify the overall linguistic features of twins. A Japanese version of the Illinois Test of Psycholinguistic Abilities (ITPA) was administered in 24 twin pairs (aged 3 to 4 years) at their own homes. The overall language abilities of the twins were in the normal range (based on ITPA normative data: mean scale score 36.0 +/- 6.0 points), and for the ITPA subtests only, Auditory Reception fell within the range of language disorder (mean scale score 24.9 +/- 5.1 points). The findings suggest that in 3- to 4-year-old Japanese twins, overall language abilities are not delayed. However, there may be specific difficulties with auditory reception skills.

Asian People↗
PubMed2000

Language disorders: a 10-year research update review.

OBJECTIVE: To review the past 10 years of research in child language or communication disorders, which are highly prevalent in the general population and comorbid with childhood psychiatric disorders. METHOD: A literature search of 3 major databases was conducted. The child language literature, describing the domains of language development--phonology, grammar, semantics, and pragmatics--is reviewed. RESULTS: Disorders of grammar, semantics, and pragmatics, but not phonology, overlap significantly with childhood psychiatric disorders. Receptive language disorders have emerged as high-risk indicators, often undiagnosed. Language disorders and delays are psychiatric risk factors and have implications for evaluation, therapy, and research. However, they are often undiagnosed in child mental health and community settings. The research has focused mostly on monolingual English-speaking children. CONCLUSION: Awareness of basic child language development, delay, and deviance is crucial for the practicing child and adolescent psychiatrist, who must diagnose and refer relevant cases for treatment and remediation. Future research needs to address the growing language diversity of our clinical populations.

Adolescent↗
PubMed2004

Relations among joint attention, amount of intervention and language gain in autism.

The purpose of the present study was to investigate the unconditional and conditional relations between amount of intervention and language development in children with autism. Joint attention skills were proposed as child characteristics that might moderate this relation. The results replicated previous findings that better joint attention skills were associated with greater language development. The results further indicated that the relation between amount of intervention and gain in language age was conditional; it depended upon the child's ability to respond to bids for joint attention from others and initial language skills. The current study demonstrated the utility of employing characteristics of children as moderators of relations between interventions and developmental outcomes.

Attention↗
PubMedDate not supplied

[Use and comprehension of prepositions by children with Specific Language Impairment].

BACKGROUND: The ability of children with Specific Language Impairment (SLI) to use and comprehend closed-class words. AIM: Acknowledging the increasing search for the characterization of linguistic performance of this population in different languages, as well as the findings of international literature that stress the difficulty of these children in using closed-class grammatical morphemes, the aim of this study was to analyze the performance of children with SLI in tests of production and comprehension of prepositions. The purpose of this research was also to compare the performance of these children to that of their typical language developing peers, in terms of the overall index of correct answers and the most frequent types of errors in both groups. METHOD: An objective test was developed in order to analyze production and comprehension of four types of prepositions that are used to establish the following semantic relations: with (company relation); by (way relation); in, on or at (place/position relations); and to (destination relation). This test was carried out with 19 SLI children and 29 typically developing children (CG--control group), one year younger than the research group. RESULTS: SLI children presented the same pattern of results, although delayed, of children in the CG in the comprehension test. In the task involving production, however, the performance of SLI children was quantitatively and qualitatively inferior to their typical developing controls. This performance was mainly characterized by the omission of prepositions. CONCLUSION: The findings corroborate the view that grammatical words constitute a challenge for SLI children, since they presented many errors that suggest difficulties in the domain of prepositions. The results also emphasized, for the SLI group, deficits in the expressive language.

Age Distribution↗
PubMed1986

Development of creative language devices in signed and oral production.

The development of linguistic and cognitive flexibility was examined by evaluating nonliteral language use by 20 deaf and 20 hearing children aged 7;11 to 15;0 years. Each subject was videotaped telling stories on two experimenter-supplied themes. Deaf subjects' stories were translated and transcripts for both samples were scored for gesture, pantomime, linguistic modifications, and inventions as well as novel and frozen trope. Results indicated deaf children produced just as much figurative language in sign language as their matched hearing age-mates did in English. Deaf subjects exceeded their hearing peers in other types of creative productions. They also evidenced a "literal period" in language development, comparable to hearing children but delayed approximately 4 years. Findings are discussed in terms of their implications for understanding both language and cognitive flexibilities of deaf children.

Adolescent↗
PubMed2003

[Follow-up of low birth weight infants: language acquisition].

The objective of this work was to follow-up language development of full-term infants/small for gestational age (RNT/PIG) and preterm infants/adequate for gestational age (RNPT/AIG). The assessments were done monthly, up to their 18th months of age. Twenty infants were evaluated, 10 of each group. The Ethical Committee of the institution approved the project. It was used the Protocol for Anamneses and the Early Language Milestone Scale - ELM Scale. Both groups were compared with 47 full term, adequate for gestational age infants. The results had shown that up to the 6th month, the infants showed a normal performance for their age. In the 9th month, there was a delay in babbling production. In the 12th month, infants of the RNT/PIG group showed a significant statistically delay expressing polysyllabic babbling and infants of the RNPT/AIG group showed delay in the production of the first words. In the 18th month, the delay persisted in one infant of the RNT/PIG group.

Apgar Score↗
PubMed2005

Intervention with linguistically diverse preschool children: a focus on developing home language(s).

PURPOSE: This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English. METHOD: A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak? CONCLUSION: SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI.

Child, Preschool↗
PubMed2002

Grammatical morphologic development in pediatric cochlear implant users may be affected by the perceptual prominence of the relevant markers.

The goal of this study was to test 2 hypotheses about language development in pediatric cochlear implant (CI) users. The "language instinct" hypothesis states that children with CIs will develop language in the same sequence as children with normal hearing, but in a delayed fashion. In other words, noun plurals will develop first, and the use of the uncontractible copula and regular past tense will follow. An alternative hypothesis (the "perceptual prominence" hypothesis) is that the pattern of language development in CI users will be strongly affected by the perceptual prominence of the relevant morphological markers. This hypothesis predicts that the uncontractible copula will develop first, followed by noun plurals, and then by regular past tense. A sentence completion task was used to measure the performance of 9 pediatric CI users and compare it to that of several groups of children with normal hearing. The results from the CI users were consistent with the perceptual prominence hypothesis. In particular, the scores for the copula probe were higher than those for the noun plural probe for 8 of the 9 CI users. This result represents a rather striking inversion with respect to the usual development pattern in children with normal hearing and even in children with specific language impairment. If the perceptual prominence hypothesis receives further support in future studies, clinicians who work in language rehabilitation of CI users may choose to target those aspects of grammar that are less acoustically prominent to these children. In addition, and from a theoretical standpoint, these results suggest that although there may well be an innate language acquisition mechanism, patterns of language development can be strongly affected by the acoustic input.

Acoustics↗
PubMed2002

Breaking the barrier? Children fail to translate their preverbal memories into language.

We examined children's ability to translate their preverbal memories into language following a period of substantial language development. Children participated in a unique event, and their memory was assessed 6 months or 1 year later. At the time of the event and at the time of the test, their language skills were also assessed. Children of all ages exhibited evidence of verbal and nonverbal memory. Their language skills also improved over the delay. By the time of the test, children of all ages had acquired most of the vocabulary necessary to describe the target event. Despite this, they did not translate preverbal aspects of their memory into language during the test. In no instance did a child verbally report information about the event that was not part of his or her productive vocabulary at the time of encoding. We conclude that language development plays a pivotal role in childhood amnesia.

Analysis of Variance↗
PubMed2000

Children's language learning: an interactionist perspective.

This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of cross-disciplinary work on language disorders and the biology of learning to future theories. It concludes that the study of children's language development is converging on an interactionist perspective of how children learn to talk, incorporating the contributions of both nature and nurture to emergent, functional language systems. Language learning is viewed as an integration of learning in multiple domains.

Child↗
PubMed2001

[The importance of proficiency in the German language in development and treatment of psychiatric diseases].

The study investigates the relations between proficiency in German language and manifestation and course of psychiatric diseases in migrants from Eastern Europe. Analyses were conducted for all migrants, who were treated in the local psychiatric state hospital between 1990 and 1996. Results showed that migrants with low language proficiency fall sick earlier, are admitted to the hospital faster and are kept in hospital treatment longer than those with good German language proficiency.

Adolescent↗