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PubMed1989

Memory scanning speed in language-disordered children.

Twelve students from classrooms for children with severe language disorders and 12 age-matched controls were evaluated for short-term memory scanning speed using the Sternberg task. Sets of two, three, and four digits were presented via earphones as memory sets, followed by single-probe digits. Reaction time was measured for a verbal response of "yes" or "no" indicating whether the probe was a member of the initial set. Average per-item scanning speed for the normal children was 66 ms, which was significantly different from the 253-ms average scanning speed of the language-disordered group. Many similarities were noted in the performance of the two groups on the memory scanning task. No differences were found in estimates of encoding and response speed, in percentage of errors or in serial or numerical position effects across groups. Results indicate that children with developmental language disorders may demonstrate reduced processing speed or memory retrieval time, which could contribute to linguistic deficits.

Adolescent↗
PubMed2002

Single photon emission computerized tomography in children with developmental language disorder--a preliminary report.

Developmental language disorder (DLD) is a diagnosis given to a nonautistic child who has inadequate language acquisition despite adequate hearing, sensorimotor, and cognitive skills. We used high-resolution single photon emission computerized tomography (SPECT) with labeled technetium-99m-D, L-hexamethyl-propylene amine oxime (99mTc-HMPAO) to measure regional cerebral blood flow (rCBF) in 11 children with DLD. Their mean age was 5 years 10 months (range, 4 yr 2 mo to 10 yr 9 mo) and mean nonverbal IQ was 107 (range, 82-137). When inter-hemispheric flow discrepancy was defined as a bilateral rCBF difference of more than 10%, 10 children (90.9%) had discrepant blood flow. Temporal lobes were involved in all 10 children: lateral-temporal in five, medial-temporal in four, and mesial-temporal in four. Though the study was small and the results are preliminary, results suggest that DLD may be a consequence of an underlying neurobiologic problem in areas of the brain known to be involved with language.

Cerebrovascular Circulation↗
PubMed1992

Language disorders in disruptive behavior disordered homicidal youth.

Eight homicidal youths were assessed for language disorders and psychiatric diagnoses using a battery of standardized language tests and the Diagnostic Interview for Children and Adolescents. Both language disorders and Diagnostic and Statistical Manual III-R psychiatric diagnoses were present in all subjects.

Adolescent↗
PubMed1982

Childhood autism: deficits of communication and symbolic development. I. Distinctions from language disorders.

The present paper reviews, outlines, and explores the literature concerned with the speech-language disorder of childhood autism. The problems of communication of the autistic child are compared and contrasted with those of children with a variety of other language disorders (e.g. receptive developmental dysphasia). Based upon the review of normal preverbal communicatory and symbolic development, it is concluded that childhood autism involves a pervasive language disorder encompassing communication in general, as well as certain symbolic-representational abilities necessary for language. An overview of the attempts to teach speech to autistic children in then undertaken with special emphasis on the possible implications of developmental knowledge for these training pursuits. Finally, the role of neurologic substrates in the language and communication disorder of autism is presented.

Aphasia↗
PubMed2002

Evaluation of neuromotor deficits in children with autism and children with a specific speech and language disorder.

Several studies have described problems in motor functions in children with autism and children with a specific speech and language disorder. The purpose of this study was to identify neuromotor deficits in these neurodevelopmentally impaired children. A standardised neurological examination was performed in 11 children with childhood autism, 11 children with an expressive language disorder, 11 children with a receptive language disorder and 11 control children. The children were matched for age and non-verbal IQ, not for gender. All children had a non-verbal IQ above 85. The neurological examination procedure allowed for a qualitative and quantitative assessment of five specific neurological subsystems: fine and gross motor functions, balance, coordination and oral motor functions. The high-functioning children with autism and the children with a specific language disorder (expressive or receptive) had more motor problems than the control children on most neurological subsystems. There were few statistically significant differences between the three groups of developmentally impaired children. The frequent co-occurrence of verbal and non-verbal, in particular neuromotor, deficits in developmentally impaired children put an additional burden on the development of these children and should be diagnosed as early as possible.

Autistic Disorder↗
PubMed1998

Morphology of the inferior frontal gyrus in developmentally language-disordered adults.

The inferior frontal gyrus has traditionally been considered an important cortical region for language and may be important for understanding developmental language disorders. The morphology of the inferior frontal gyrus, as it appeared on T1-weighted sagittal magnetic resonance imaging (MRI) scans, was evaluated using a classification system that distinguished between seven basic morphological variants of the gyral and sulcal patterns in this region. This classification scheme was applied to the MRI scans of 41 neurologically normal adult subjects. To examine the relation between sulcal morphology and subject status, these subjects were sorted first by family history for developmental language disorders and then resorted by expression of behavioral signs consistent with a diagnosis of this disorder as determined by standardized testing. Morphological types that included an extra sulcus in the inferior frontal gyrus were statistically associated with the behaviorally based classification of subjects, but not with a positive family history for developmental language disorders. Because gyral patterns are prenatally determined, this finding is consistent with the theory that altered prenatal development contributes to the expression of a developmental language disorder.

Adult↗
PubMed1988

Language learning and retention in young language-disordered children.

Simultaneous sign and spoken language training was conducted with young, language-disordered children under standardized training and follow-up conditions with a stringent learning criterion to determine if language learned was stable over time. Twenty-one children between 36 and 86 months with no or nonfunctional language participated in the study. Diagnoses included autism, mental retardation, combined autism and mental retardation, and developmental aphasia. Children completed a mean of 74 signed speech training sessions. Sessions were twice daily, 5 days a week. Follow-up evaluations were made approximately 6 months after training. Of the 21 children, 17 learned at least one word and 7 children learned multiple-word phrases during the training. Most language learned in training was found to be retained at follow-up approximately 6 months later. Gestural imitation, play style, language age, developmental age, and fine motor skills had strong correlations with language learning and retention.

Aphasia↗
PubMed1986

Family history of children with developmental language disorders.

The present study shows the increased incidence of language-related disorders among family members of children with language disorders. The family histories of 74 children with developmental language disorders and 36 normal children were compared. The children with language disorders had significantly more family members who reported speech, stuttering, reading, and language disorders than the normal control group.

Articulation Disorders↗
PubMed1977

A comparative study of infantile autism and specific developmental receptive language disorders. III. Discriminant function analysis.

A psychometric, observational, and interview study was undertaken with 47 boys, aged 4 1/2 to 10 years, with nonverbal IQs of 70+ and a severe developmental disorder of language comprehension. Separate discriminant function analyses, based on behavioral, language, or cognitive features, showed little overlap between clinically defined autistic and dysphasic subgroups. Moreover, the discrimination could be made as clearly on language or cognitive characteristics as on social or behavioral critera. Language abnormalities and behavioral features also intercorrelated within the autistic subgroup. It is concluded that autism and dysphasia differ in important ways and that a cognitive deficit is an essential part of the syndrome of autism.

Autistic Disorder↗
PubMed1984

Language disorders and behavioral problems in preschool children.

Preschoolers who present with resistant behavioral problems may have an accompanying language disorder. This paper describes a representative case of a child whose behavioral problem improved subsequent to identification of a language disorder, modification in parents' expectations and responses, and involvement in early education. Possible relationships among behavioral and language disorders, attentional and activity problems, and otitis media are discussed, and recommendations for early diagnosis and remediation are presented.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Clinical diagnostic and intervention studies of children with semantic-pragmatic language disorder.

The diagnosis of semantic-pragmatic language disorder (SPLD) has been the subject of a number of research studies over the last two decades. Classification and diagnostic debates, while illuminating, have done little to develop tools to improve services to these children. In this paper, two children whose communication difficulties are suggestive of an SPLD diagnosis but who have differing profiles are studied. Using existing models of psycholinguistics and pragmatics to guide assessment and intervention, the diversity of language and social communicative behaviours that are covered by the label SPLD are exemplified. Consideration is given to whether the term SPLD is appropriate for both children or whether Bishop's revision of the diagnosis to 'pragmatic language impairment' might be more useful. Methods of intervention and evaluation for semantic and pragmatic deficits in these two cases are described. It is argued that existing tools can enable accurate explanation and modelling of the communication of children with SPLD and that there is a role for intervention studies in helping to refine those tools, to improve therapies and to understand the nature of the condition more fully.

Child↗
PubMed2005

[Clinical observation on children with language disorder of cerebral palsy treated by acupuncture].

OBJECTIVE: To observe therapeutic effect of acupuncture on language disorder of cerebral palsy. METHODS: Ninety-eight cases of language disorder of cerebral palsy were randomly divided into an acupuncture group (n = 76) and a control group (n = 22). The acupuncture group were treated by needling main acupoints Sishenzhen, Niesanzhen, Naosanzhen, Zhisanzhen, Shesanzhen, Fengchi (GB 20) and Yamen (GV 15), and the control group by oral administration of pyrithioxine 0.1-0.2 g and gamma-aminobutyric acid, thrice each day, and intramuscular injection of 2 mL nerve growth factor, once daily. They all were treated for 4 months. RESULTS: The total effective rate was 86.8% in the acupuncture group and 59.1% in the control group with very significant difference between the two groups (P < 0.001), and early treatment in the acupuncture group had a better therapeutic effect. CONCLUSION: Acupuncture has obvious improvement action on language disorder in the children of cerebral palsy.

Acupuncture Points↗
PubMedDate not supplied

[Are specific developmental language disorders caused by deficits in auditory perception?].

BACKGROUND: Specific language impairment is assumed to be caused by deficits in auditory perception and therefore the training of auditory abilities is recommended as a treatment. Our study focussed on the question of whether a correlation between language disorders and auditory perception abilities can be proven empirically. PATIENTS: 23 language impaired children and 52 controls aged 7 to 11 years were examined. METHOD: Auditory abilities were measured by means of a battery of nonverbal and verbal tests. The children had to identify tones of different frequencies, loudness, duration or patterns as well as every day sounds and mixtures of such sounds. Noise-overlaid, time-compressed and frequency-limited speech tasks, and binaural summation tasks were also used. In addition, phoneme discrimination ability and auditory memory were assessed. RESULTS: Language impaired children scored low on phoneme discrimination and auditory memory tests but not on nonverbal or verbal auditory perception tasks. There are significant correlations between their expressive language ability and their scores on phoneme discrimination, auditory memory and sound duration identification tests. CONCLUSIONS: The results do not support the assumption that developmental language disorders are associated with auditory perception deficits. However, there are indications that auditory memory and time processing are deficient. Thus, training of auditory perception does not appear to be a suitable treatment for language impaired children.

Audiometry, Pure-Tone↗
PubMed1980

Effect of elicitation variables on analysis of language samples for normal and language-disordered children.

To evaluate the effect of elicitation stimuli and situations, expressive language samples were obtained from 10 normal children and 10 language-disordered children in four location-stimulus combinations and from wireless radio telemetry. These language samples were analyzed using the procedures of Developmental Sentence Scoring, Mean Length of Utterance, and inflectional scoring. No differences existed between the locations of home and clinic, but significant differences were noted among samples elicited using pictures as oppossed to open-ended questions as compared to telemetry samples. Normal and language-disordered children responded differently to these elicitation variables. Open-ended questions and telemetry yielded the highest performances on Developmental Sentence Scoring and inflectional scoring. Telemetry samples yielded the shortest response lengths. The two groups of children also responded differently in the specific scoring categories.

Child↗
PubMed1986

The study of childhood language disorders: nineteenth century perspectives.

Childhood language disorders have been known and studied at least as far back as the early nineteenth century. The results of the early investigations, however, have essentially been forgotten. The aim of this article is to recall the investigators of the nineteenth century and their findings. Throughout most of that period efforts were directed simply at establishing the existence of mutism without deafness or "idiocy." In the last two decades an "information explosion" took place, authored by a small group of German-speaking physicians. On the basis of their clinical observations they described the disorders, offered theories on their nature and etiology, and devised therapy programs. These findings and theoretical constructions are presented, along with information on the probable sources of the authors' ideas. Although resemblances to modern concepts are often striking, it seems unlikely that the earlier work is the source of the more recent ones.

Child↗
PubMed2006

Decreased white-matter density in a left-sided fronto-temporal network in children with developmental language disorder: evidence for anatomical anomalies in a motor-language network.

The neurophysiological and neuroanatomical foundations of developmental language disorder (DLD) are still a matter of dispute. A main argument is that children with DLD show atypical anatomical asymmetries of speech-relevant brain areas, which possibly affect efficient language processing. In contrast to previous anatomical studies in DLD children, this study employed voxel based morphometry (VBM) in order to search for brain anomalies outside the classical language areas. Children with DLD (n=21) and healthy children (n=21) matched for age, sex, hand preference, and education were studied using high-resolution MRI scans. Using a new variant of the voxel-based morphometry technique (augmented VBM), the brains of children with DLD and control children were compared with respect to white matter (WM) and grey matter (GM) differences. In addition, simple hand motor tests were used to uncover possible motor impairments in DLD children. We found decreased WM volumes in a left-hemispheric network comprising the motor cortex, the dorsal premotor cortex, the ventral premotor cortex, and the planum polare on the superior temporal gyrus. In addition, DLD children exhibited motor impairments in most of the applied motor tests. These results provide strong evidence that children with DLD have anomalous anatomy in a left-sided network comprising motor and language areas. Thus, this study supports the suggestion that motor and language functions are equally impaired because the underlying anatomical underpinnings are regionally identical.

Brain↗
PubMed1985

Development of print awareness in language-disordered preschoolers.

This study examined print awareness and related oral language abilities in language-disordered and normally developing preschoolers. Twenty subjects, ages 3:1 to 6:5 (years:months), were shown high frequency environmental print in four conditions varying in the amount of non-print information present in the print setting. They were asked to match the print to the object that it signified and to provide verbal labels for the same objects. Results indicated that normal-language children were responding meaningfully to print settings that contained reduced non-print cues while the language-disordered subjects were not. General language ability was correlated with print awareness, but knowledge of specific oral lexemes was not necessary for accurate print responses. Parent questionnaire data suggested that group differences did not result from differential prior experience with the print items. Results are discussed with reference to hypothesized relationships between oral and written language.

Awareness↗
PubMed1988

Sentence comprehension strategies in children with autism and specific language disorders.

Two groups of children with language disorders--one group with autism and one with relatively specific language impairment (LI)--and two groups of normal children matched to the disordered groups for mental and receptive language age were asked to act out a series of sentences. Half the experimental sentences were in active voice, and half were the same sentences given in passive voice. Within each set, events described in the sentences were probable, neutral, or improbable. Results revealed that the autistic group made little use of a semantically based probable event strategy for acting out sentences, but were likely to use a syntactically based word order strategy. The LI group was no more likely than the autistic group to use the semantic strategy, and was equally likely to use word order. Both groups resembled normals matched for receptive language age.

Autistic Disorder↗