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PubMed1993

Early language and intelligence development and their relationship to future criminal behavior.

The relationship between intelligence, measured regularly from the ages of 3 to 17 years, and registered criminality was investigated for boys (N = 122) in a birth-to-maturity study. Significant negative correlations appeared at several ages, even for intelligence assessed as early as at the age of 3. The hypothesis was advanced that the early language development of the boys would be negatively associated with future criminality. Information on language development, obtained by applying the Brunet-Lézine psychomotor developmental test for infants, substantiated this hypothesis. Significant correlations with registered criminality appeared for language development at 6, 18, and 24 months. Further support for the hypothesized link was provided by psychologists' ratings of children's verbal behavior and by maternal reports of their child's speech at the ages 3 to 5. The role of early language retardation in contributing to later criminality is discussed.

Adolescent↗
PubMedDate not supplied

The language teaching device.

An overview is presented which seeks to describe the typical behaviours and features which characterize communicative acts between caregivers and young infants from birth through to the early stages of language acquisition. These behaviours are held to be significantly different from those which may be observed in adult-to-adult discourse. They are automatically adjusted to the received level of language development in the child and are dependent upon the parent-child relationship. It is hypothesized that these special properties of maternal communicative behaviour are crucial in enabling children to substantiate their language learning capacities. To this extent these properties may be perceived as language teaching strategies even though they are not employed with conscious didactic intent. Because these strategies apparently occur universally and with natural spontaneity in the communicative behaviour adopted by adults towards children, the term 'language teaching device' is proposed to encapsulate them. A short consideration is given to the educational implications of the language teaching device for professionals working with children and concerned with promoting language development. Particular reference is made to the very young, the impaired and the developmentally delayed.

Communication↗
PubMed2001

Language, cognition, and short-term memory in individuals with Down syndrome.

The developmentally emerging phenotype of language and cognition in individuals with Down syndrome is summarized on the basis of the project's prior work. Identified are a) the emerging divergence of expressive and receptive language, b) the emerging divergence of lexical and syntactic knowledge in each process, and c) the emerging divergence within cognitive skills of auditory short-term memory and visuospatial short-term memory from other visuospatial skills. Expressive syntax and auditory short-term memory are identified as areas of particular difficulty. Evidence for the continued acquisition of language skills in adolescence is presented. The role of the two components of working memory, auditory and visual, in language development is investigated in studies of narrative and longitudinal change in language skills. Predictors of individual differences during six years of language development are evaluated through hierarchical linear modelling. Chronological age, visuospatial short-term memory, and auditory-short term memory are identified as key predictors of performance at study entry, but not individual change over time, for expressive syntax. The same predictors account for variation in comprehension skill at study outset; and change over the six years can be predicted by chronological age and the change in visuospatial short-term memory skills.

Cognition Disorders↗
PubMed2005

The BAHA Softband. A new treatment for young children with bilateral congenital aural atresia.

OBJECTIVE: To evaluate the validity of a bone-anchored hearing aid (BAHA) Softband (fitted unilaterally and bilaterally) in young children with bilateral congenital aural atresia. SUBJECTS: Two children with severe bilateral congenital conductive hearing loss, who had been fitted with a transcutaneous BAHA Softband at the age of 3 and 28 months, respectively. The latter child had been fitted with a conventional bone-conduction hearing aid at the age of 3 months; at 28 months, this child had received the BAHA Softband and after 5 months of unilateral application, the BAHA Softband was fitted bilaterally. Follow-up in the two children was 31 and 17 months, respectively. METHODS: Using the artificial mastoid, gain and maximum output were studied in this new transcutaneous application of the BAHA, with the BAHA Classic and the BAHA Compact as sound processor. Results were compared to those obtained with a conventional bone-conduction device (Oticon E 300 P). Aided thresholds and sound lateralization scores were assessed with double visual reinforcement audiometry (VRA). To test the validity of the BAHA Softband, the speech and language development of the children was assessed by means of age-appropriate tests (the preverbal Symbolic play test and the Dutch non-speech test for receptive and expressive language and the Dutch version of the Reynell language test). RESULTS: The electro-acoustic measurements showed minor differences in gain between the three devices. At a reduced volume setting, the mean input level at which the output levelled off was largely comparable between the BAHA Classic and the conventional device, but somewhat poorer with the BAHA Compact. Both children showed speech and language development that was in accordance with their cognitive development. CONCLUSIONS: The BAHA Softband was a valid intervention in children with congenital bilateral aural atresia who were too young for percutaneous BAHA application.

Bone Conduction↗
PubMed2004

Stress during pregnancy affects general intellectual and language functioning in human toddlers.

Prenatal maternal stress has been shown to impair functioning in nonhuman primate offspring. Little is known about the effects of prenatal stress on intellectual and language development in humans because it is difficult to identify sufficiently large samples of pregnant women who have been exposed to an independent stressor. We took advantage of a natural disaster (January 1998 ice storm in Québec, Canada) to determine the effect of the objective severity of pregnant women's stress exposure on general intellectual and language development of their children. Bayley Mental Development Index (MDI) scores and parent-reported language abilities of 58 toddlers of mothers who were exposed to varying levels of prenatal stress were obtained at 2 y of age. The hierarchical multiple regression analyses indicated that the toddlers' birth weight and age at testing accounted for 12.0% and 14.8% of the variance in the Bayley MDI scores and in productive language abilities, respectively. More importantly, the level of prenatal stress exposure accounted for an additional 11.4% and 12.1% of the variance in the toddlers' Bayley MDI and productive language abilities and uniquely accounted for 17.3% of the variance of their receptive language abilities. The more severe the level of prenatal stress exposure, the poorer the toddlers' abilities. The level of prenatal stress exposure accounted for a significant proportion of the variance in the three dependent variables above and beyond that already accounted for by non-ice storm-related factors. We suspect that high levels of prenatal stress exposure, particularly early in the pregnancy, may negatively affect the brain development of the fetus, reflected in the lower general intellectual and language abilities in the toddlers.

Birth Weight↗
PubMed1984

The social and educational adjustment of abused children.

Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life.

Achievement↗
PubMedDate not supplied

A new approach to parental involvement in language intervention programmes.

The approach used was based around the concept of a videocourse. This consisted of five videotape programmes illustrating ways thereby parents can help their child's early language development, a handbook which summarized main points and a series of specific activities which parents were expected to carry out at home after viewing each programme. In all, 33 mothers and fathers have taken the course and their reactions are very favourable. More importantly though, the course did bring about significant changes in the way they talked to their children and marked improvements in most of the children's language usage. These were maintained some 4 months after the course had ended. It is argued that videocourses are easily disseminated to other services and thus seem to be a feasible way whereby all parents can have the opportunity to get specific and detailed information on helping their child's language development.

Child↗
PubMed2001

Vowel perception by adults and children with normal language and specific language impairment: based on steady states or transitions?

The current investigation studied whether adults, children with normally developing language aged 4-5 years, and children with specific language impairment, aged 5-6 years identified vowels on the basis of steady-state or transitional formant frequencies. Four types of synthetic tokens, created with a female voice, served as stimuli: (1) steady-state centers for the vowels [i] and [ae]; (2) voweless tokens with transitions appropriate for [bib] and [baeb]; (3) "congruent" tokens that combined the first two types of stimuli into [bib] and [baeb]; and (4) "conflicting" tokens that combined the transitions from [bib] with the vowel from [baeb] and vice versa. Results showed that children with language impairment identified the [i] vowel more poorly than other subjects for both the voweless and congruent tokens. Overall, children identified vowels most accurately in steady-state centers and congruent stimuli (ranging between 94%-96%). They identified the vowels on the basis of transitions only from "voweless" tokens with 89% and 83.5% accuracy for the normally developing and language impaired groups, respectively. Children with normally developing language used steady-state cues to identify vowels in 87% of the conflicting stimuli, whereas children with language impairment did so for 79% of the stimuli. Adults were equally accurate for voweless, steady-state, and congruent tokens (ranging between 99% to 100% accuracy) and used both steady-state and transition cues for vowel identification. Results suggest that most listeners prefer the steady state for vowel identification but are capable of using the onglide/offglide transitions for vowel identification. Results were discussed with regard to Nittrouer's developmental weighting shift hypothesis and Strange and Jenkin's dynamic specification theory.

Adult↗
PubMed2006

The role of language in mathematical development: evidence from children with specific language impairments.

A sample (n=48) of eight-year-olds with specific language impairments is compared with age-matched (n=55) and language matched controls (n=55) on a range of tasks designed to test the interdependence of language and mathematical development. Performance across tasks varies substantially in the SLI group, showing profound deficits in production of the count word sequence and basic calculation and significant deficits in understanding of the place-value principle in Hindu-Arabic notation. Only in understanding of arithmetic principles does SLI performance approximate that of age-matched-controls, indicating that principled understanding can develop even where number sequence production and other aspects of number processing are severely compromised.

Child↗
PubMed2004

A cluster-randomised trial of screening for language disorders in toddlers.

OBJECTIVE: To assess the screening performance of a specific language-screening instrument at 18 and 24 months of age and to assess its effect on the early detection and prognosis of language delay. DESIGN: Child health care physicians were randomised to the intervention group, in which specific language screening was conducted twice (at age 18 months and 24 months), or to the control group (usual care). The specific screening instrument consisted of a uniform set of questions for the parents and test elements for the child, with scaled scores to assess responses. SETTING: Child health care in the Netherlands and referral of screen-positive children. SUBJECTS: 5734 children in the intervention group and 4621 in the control group. MAIN OUTCOME MEASURES: Test characteristics and disorders at 24 months, and confirmed diagnoses of a language disorder before 36 months in both groups. Gold standard based on reports of parents, specialists and expert panel. Prognosis estimated from two diagnostic language development performance scores at 36 months (in questionnaire). RESULTS: In the intervention group, 3147 of the 5734 children (55%) were screened with the specific screening instrument and 73 of the screened children (2.3%) were screen-positive. Of the screen-positive children, 41 (55%) had confirmed language delay (diagnostic assessment and/or reported treatment). The estimated sensitivity of the test ranged between 24-52% depending on the severity of language disorders. The prevalence of language disorders in three-year olds was estimated to be 2.4-5.3%. In the intervention group, 1.25-2 times more children with language delay had been diagnosed before 36 months. The assessment of language development at 36 months showed no statistically significant differences between the intervention and the control groups. CONCLUSIONS: The inclusion of a specific language-screening instrument in child health centre activities resulted in the earlier detection of children with language delay. Short-term health benefits could not be demonstrated. Large-scale introduction cannot be recommended on the basis of this information alone.

Case-Control Studies↗
PubMed1997

Reading and metaphonological outcomes in late talkers.

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

Achievement↗
PubMed1989

Preclausal patterns in language acquisition: a study of Spanish-speaking children in Chile.

Language utterances were recorded in three groups of 1- to 3-yr.-old day care children in Valdivia, Chile. An analysis of the preclausal patterns of language development according to the model outlined by Hubbell (1988) indicated that 4 of 12 major utterances--experiencer-state, action-object, agent-action, and negation-X--accounted for 68% of the total number of utterances recorded. The results suggest that preclausal patterns in language development of Spanish-speaking children are similar to and yet different in some respects from those of children who acquire English as their first language.

Child Language↗
PubMed1985

Developmental follow-up of long-term infant tracheostomy: a preliminary report.

In a retrospective study, medical records of a randomly selected sample of all infants less than 13 months old with tracheostomy of at least 1 month's duration were reviewed with respect to medical, demographic, and perinatal variables. Standardized outcome measures were used to document physical, cognitive, linguistic, and emotional development in a cross-sectional follow-up of all tracheostomized infants who were without primary mental retardation or neurological and physical handicap. The total sample of tracheostomized infants tended to be white, male, and premature, with moderate to severe medical illness in the perinatal period. There was a high rate of mortality and morbidity, with the majority of survivors presenting with multiple physical and mental handicaps. Follow-up of survivors without other major handicapping conditions suggested that long-term infant tracheostomy may be associated with impaired physical and emotional development, even when cognitive and language development are within normal limits. Pediatricians should be aware of the complex nature of this handicapping condition in order to coordinate appropriate interdisciplinary management.

Birth Weight↗
PubMed1999

Characteristics of maternal directiveness and responsiveness with young children with visual impairments.

The purpose of this study was to investigate the relation between maternal responsive and directive behaviours and the development of young children with visual impairments. The participants were 17 mother-child dyads, and the children's ages ranged from 20 to 36 months of age. The amount, quality, and appropriateness of four maternal behaviours were rated during a free play session between mother and child and compared with a developmental outcome measure designed for young children with visual impairments. In general, the results showed that the quality of maternal control and appropriateness of directiveness were positively related to children's language development; whereas, the amount of these same behaviours was negatively related to language development. The findings also indicated that both the quality and amount of maternal goal-setting behaviours, and the quality of responsiveness were positively related to children's language skills, exploration of the environment and sensorimotor development. The findings are discussed in terms of maternal influence on child development.

Child Language↗
PubMed2004

Problem behaviors of low-income children with language delays: an observation study.

Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2-5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham and S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.

Analysis of Variance↗
PubMed2000

The Hebrew Communicative Development Inventory: language specific properties and cross-linguistic generalizations.

Cultural, linguistic, and developmental evidence was taken into consideration in constructing the HCDI, a Hebrew adaptation of the MCDI. The HCDI was then administered to a stratified sample of Israeli mothers of 253 toddlers aged 1;6 to 2;0 (M = 1;8.18). Hebrew results are presented and compared with scores from the original MCDI sample (Fenson, Dale, Reznick, Bates, Thal & Pethick, 1994). The HCDI is a reliable and sensitive measure of lexical development and emergent grammar, capturing wide variability among Israeli toddlers. In comparison with English, the relation between vocabulary size and age, as well as the shape of the growth curves for nouns, predicate terms, and closed class words relative to size of lexicon, were strikingly similar. These results indicate that conclusions concerning cross-linguistic similarities can be best documented by using parallel methods of measurement. The HCDI results support the claim that early lexical development in Hebrew and in English follow remarkably similar development patterns, despite the typological differences between the two target languages.

Child Development↗
PubMed1989

Types of repairs used by normally developing and language-impaired preschool children in response to clarification requests.

Competent communicators learn to regulate and modify speech within a conversational dyad. Speech modifications may entail selecting appropriate words, reducing the complexity of utterances, or elaborating for clarification [Leonard Top. Lang. Disord. 4:28-37 (1983)]. This study was designed to examine how 4- to 5 1/2-year-old language-impaired children respond to clarification requests; how their repairs differ from two groups of matched controls; and how type of request affects the repair. Fifteen boys served as subjects, five with language impairments and 10 controls with normal language, half matched for age and cognition and half matched for verbal competence. Three types of requests were used: requests for confirmation, neutral requests, and requests for specific constituent repetition. All three groups of children in this study overwhelmingly used revisions to repair their original utterances. The repair strategies used by the language-impaired children did not differ from the controls. The clinical implications of the findings are discussed.

Age Factors↗