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PubMed1986

Kinetics of 3H-serotonin uptake by platelets in infantile autism and developmental language disorder (including five pairs of twins).

The kinetics of 5-HT uptake by platelets was studied in cases of infantile autism and developmental language disorder (DLD) and normal subjects. Two patients of the autism group were twins, and the seven patients of the DLD group were members of four pairs of twins. The Vmax values (means +/- SD) for autism and DLD were 6.46 +/- .90 pmol 5-HT/10(7) cells/min and 4.85 +/- 1.50 pmol 5-HT/10(7) cells/min, respectively. These values were both significantly higher than that of 2.25 +/- .97 pmole 5-HT/10(7) cells/min for normal children. The Km values of the three groups were not significantly different. Data on the five pairs of twins examined suggested that the elevated Vmax of 5-HT uptake by platelets was determined genetically.

Autistic Disorder↗
PubMed1992

Research in child language disorders: what do we know and where are we going?

Advances in understanding the nature of language impairment in children over the past decade have been abundant. In this paper, several recurring hypotheses about the nature of the clinical disorder of language impairment in children and underlying etiologies are explored and the ways in which we are moving forward in our understanding of them are considered. Specifically, in the first part, the recent thinking on the nature of specific language impairment as a clinical concept is examined. Characteristics of the population are reviewed and the search for causation is considered. Literature on the relations between language and cognition and between language and social cognition is probed for contributions to our understanding of developmental disorders of language. Two areas in which we have seen marked progress and which hold promise for development in the coming decade are the focus of the second part of the paper. The focal areas are: computer-assisted language sample analyses and neurophysiological contribution to understanding language impairment in children. Thoughts about future directions for work in the area of developmental disorders of language are offered in conclusion.

Adolescent↗
PubMed1988

The role of the school psychologist in the examination of complex language disorders.

In this article we shall first attempt to show in a summary fashion how the concept of language has changed over the last 20 to 40 years. This will serve as a background and aid to understanding the current view that language disturbances are of such a complex nature that they can only be understood, analysed and treated by means of an interdisciplinary approach. A look at the recent developments in the sciences that touch upon the comprehension of language disturbances elucidates our current view of them. It can help to clarify the role of the psychologist, especially the school psychologist who works with children and adolescents in the diagnosis, counseling, in some cases in the treatment and often in cooperation with other professionals of lingual disturbances. Conclusions can also be drawn as to the specific professional qualifications required and as to the methodology of the psychological examination.

Child↗
PubMed1986

A model for clinical-quantitative classification. Generation I: Application to language-disordered preschool children.

A model is presented for the integration of clinical-inferential and quantitative approaches to classification. In this, the first application of the proposed model, preschool children with developmental language disorders were classified on the basis of clinical interpretations of performance on psychometric subtests. Five hypothesized subgroups were validated on the basis of (a) consensus among five clinical neuropsychologists, (b) language pathologists' reports, (c) comparisons with subgroups defined by a cluster analytic approach, and (d) comparisons among subgroups on variables not used for classification. Results are discussed in terms of the feasibility of the integrated approach, commonalities with other typologies, and the implications of this work to issues of subtype stability, remediation, predictions of later reading achievement, brain-behavior relationships, and generalizability to other clinical groups.

Auditory Perception↗
PubMed1978

A follow-up study of children with articulation and language disorders.

Thirty-six subjects, 18 language-impaired and 18 articulation-impaired children, were followed up with respect to communication skills and educational performance 13 to 20 years after their initial contact with the Speech and Hearing Clinic. According to their parents, nine language-impaired subjects continued to exhibit communication problems as adults, compared to only one of the articulation-impaired subjects. Standardized educational testing conducted while the subjects were in elementary and secondary schools indicated that the language-impaired group consistently achieved at a lower level than the articulation-impaired group, particularly in reading. Differences between the groups were also exhibited in the types of postsecondary education attempted by the subjects. Clinical, educational, and research implications of these results are discussed.

Achievement↗
PubMed1986

A treatable language disorder: pharmacological treatment of pervasive developmental disorder.

Results of treatment of four patients are described. All of the patients had pervasive developmental disorder (PDD), a tic disorder, and a characteristic pattern of speech and language impairment. The patients were treated with haloperidol for their tic disorders, and concomitant with the reduction of the frequency and severity of tics was marked improvement in language. The patients averaged 3 months of language gain for each week of speech therapy directly after the initiation of haloperidol treatment for tics. Progress in speech and language therapy was extremely slow during the years prior to treatment with haloperidol. To the authors' knowledge, no language disorder has been described in the literature which shows such a predictable and marked response to pharmacological treatment. The authors hypothesize that tic disorders in individuals with PDD may be a marker for a more positive response to dopamine antagonists like haloperidol.

Child↗
PubMed1991

A minority perspective in the diagnosis of child language disorders.

The effective diagnosis and treatment of persons from diverse minority language backgrounds has become an important issue in the field of speech and language pathology. Yet, many SLPs have had little or no formal training in minority language, there is a paucity of normative data on language acquisition in minority groups, and there are few standardized speech and language tests appropriate for these groups. We described a diagnostic process that addresses these problems. The diagnostic protocol we have proposed for a child from a Black English-speaking background characterizes many of the major issues in treating minority children. In summary, we proposed four assessment strategies: gathering referral source data; making direct observations; using standardized tests of non-speech and language behavior (cognition, perception, motor, etc.); and eliciting language samples and probes.

Black or African American↗
PubMed1977

Judgments of grammaticality by normal and language-disordered children.

Fifteen linguistically normal children and 15 linguistically deviant children were presented with three types of agrammatical sentences. The subjects were asked to judge the sentences as right or wrong and to change the sentences judged as wrong, rendering them correct. The three types of agrammatical sentences represented rule violations of syntactic agreement (Type A), lexical restrictions (Type B), and word order (Type C). The two groups of children were compared in terms of the number of sentences of each type that were agrammatical. Those productions which represented the child's correction of agrammatical sentences were subjected to descriptive analyses (percentages) with specific reference to the number of attempted changes and the number of those changes which demonstrated corrections of the specific deviation from well formedness. Results indicated that the two groups of subjects were significantly different in their ability to recognize grammatical errors in sentence Types A and C, but did not differ in their ability to recognize errors in sentence Type B. The descriptive comparison of the groups' verbal corrections reflected this trend, in that the language-disordered subjects made corrections specific to the error on more of the Type B sentences (for example, "The dog writes the food.") than on Types A (for example, "She will pick some flowers last week.") or C (for example, "Get and come your dinner."1.) Linguistically normal children accurately corrected 90.7% of the sentences judges as agrammatical; this percentage did not vary more than 1% across sentence types.

Child↗
PubMed1992

Genetic aspects of idiopathic speech and language disorders.

At the outset of this article, we posed the question of whether or not the current evidence from genetic studies of DLD and stuttering indicate that it would be fruitful to conduct studies aimed at determining the gene location for each of these disorders. As we pointed out, because these are behavioral development disorders, phenotypic variations and changes in characteristics through the life span pose problems when attempting to determine who is and is not affected. Further, because these disorders can be either idiopathic or secondary to a variety of causes, any genetic study must rule out or take account of cases secondary to other factors. Few studies conducted thus far have taken these problems into account, and the results must be considered tentative. Given these reservations, the results certainly point to a genetic component in both disorders, although the data collected thus far on DLD suggest a mendelian form of transmission. If further more intensive studies continue to support this model for DLD, linkage studies on this disorder are likely to be productive.

Articulation Disorders↗
PubMed1978

[Quasi-aphasia associated with thalamic lesions: relation between the language disorder and elective activation of the left hemisphere in 4 cases of left and right thalamic lesions].

The authors report on four patients with vascular lesions of the thalamus, three on the left side and one on the right, two of which were due to haemorrhage and two to infarcts. Language difficulties were observed in those cases with left thalamic lesions only. Speech was either slower or faster than normal, and there were verbal perseveration, semantic paraphasia, and more especially, reduction in verbal fluency with loss of control of logic, causing a true jargon in some tests in certain cases. Articulation, and phonemic programming were unaffected, as were comprehension, reading and writing. A comparison is made between these findings and those reported in the literature. Among the hypo-theses suggested, the authors subscribe to that which accepts the predominant role played by the interruption of the activating system of the left hemisphere by the thalamic lesion. The relative inactivation resulting from this could produce modifications in language dynamics and disturbances in attention in relation to language. The semantic paraphasia could be related to the intrusion of the right hemisphere apparatus into language, because of the lack of balance between the activation of each of the two hemispheres. The fact that thalamic lesions are characterized by language disorders would tend to show that sub-cortical dynamic factors constantly regulate the activation of the hemispheres.

Adult↗
PubMed1992

Differentiating the language disorder in dementia from dysphasia--the potential of a screening test.

A considerable amount of information is now available about the way in which senile dementia of the Alzheimer type (SDAT) affects language performance. Speech and language therapists may have the requisite knowledge to work in the field, but they have few assessment materials to facilitate improved differential diagnosis between language breakdown in dementia and dysphasia. This study highlights the differential diagnostic potential of a short screening test with a weighted scoring system. The best discriminatory effect was in the areas of action picture description, verbal description and confrontation naming. Neither age nor sex appears to have a significant effect on results, and re-test results contribute little to the test's discriminatory power in terms of differential diagnosis between the two groups. The possibilities for future test usage and development are discussed.

Aged↗