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PubMedDate not supplied

Otitis media and the development of speech and language.

Otitis media is one of the most common infectious diseases of childhood, and many children have many episodes in infancy. Fluid persists in the middle ear for weeks to months after every episode of acute otitis media in spite of apparently appropriate antimicrobial therapy. Persistent or fluctuating hearing loss accompanies middle ear fluid. Children from a high socioeconomic group with recurrent and persistent otitis media in infancy scored lower on tests of speech and language administered at 3 years of age than did their disease-free peers.

Child, Preschool↗
PubMed2000

Autism and developmental receptive language disorder--a comparative follow-up in early adult life. I: Cognitive and language outcomes.

In this paper we compare adult outcome in a group of young men with autism and a group with developmental receptive language disorders. The two groups were first assessed in early childhood, when aged 7 to 8 years of age. Although matched at that time for nonverbal IQ (mean 92-93) and expressive language ability, the Autism group was significantly more impaired on most measures of social and communication skills and stereotyped behaviours. A later follow-up, in mid-childhood, suggested that although the groups were still quite distinct, social and behavioural problems had become more apparent in the Language group. The current study was completed when the participants were aged, on average, 23 to 24 years. The findings indicated that verbal IQ and receptive language scores had improved significantly more in the Autism group than in the Language group over time. Moreover, although the Language group were less severely impaired in their social use of language, many showed a number of abnormal features in this domain. There were no differences between the groups on tests of reading or spelling. Discriminant function analysis, which had clearly distinguished between the groups as children, now showed much greater overlap between them. Regression analysis indicated that although early language ability appeared to be related to outcome in the Autism group, in the Language group there was little association between measures of childhood functioning and later progress. The implications of these findings for understanding the nature of the underlying deficit in autism and the relationship between the two disorders are discussed.

Adult↗
PubMedDate not supplied

Child rearing in poor urban Jamaica.

Child rearing practices and attitudes were investigated using a questionnaire, among 75 families with 31--60-month-old children in poor suburban Kingston. A pattern emerged of many social contacts, outdoor activities and authoritarian discipline. While teaching and preparation for school were highly regarded, there was little conscious effort to foster cognitive and language development through play. Child rearing appears to reflect the influences of an African heritage, Western urbanization and poverty. Items from the questionnaire were used to devise an index of stimulation. Developmental assessments (DQs) were performed on a subgroup of 45 children. The results correlated positively with the index of stimulation.

Child Development↗
PubMed1983

Language and social class: is verbal deprivation a myth?

A study was made of complex usages of language in the spontaneous conversation of 30 4-year-old girls, their mothers and their teachers, at home and at school. There were significant social class differences in frequency, but almost all the usages appeared in the talk of almost all the mothers and children at least once. The working class girls' language style changed more between home and school than did that of the middle class girls. The teachers' talk contained a higher proportion of these usages than the mothers', but the overall input to the children was less at school. The findings are discussed in relation to Labov's argument that verbal deprivation is a myth.

Adult↗
PubMed2006

Distinct genetic influences on grammar and phonological short-term memory deficits: evidence from 6-year-old twins.

Children with language impairments have limitations of phonological short-term memory (STM) and have distinctive problems with certain aspects of grammar. Both deficits have been proposed as phenotypic markers of heritable language impairment. We studied 173 twin pairs, selected to be over-representative of children with risk of developmental language impairment, using a battery of standardized language and intelligence tests, a test of nonword repetition to index phonological STM and two elicitation tasks to assess use of verb tense marking. As predicted, the phonological STM and the verb tense measures both discriminated children with risk of language impairment from low risk children, and DeFries-Fulker analysis showed that impairments on both tasks were significantly heritable. However, there was minimal phenotypic and etiological overlap between the two deficits, suggesting that different genes are implicated in causing these two kinds of language difficulty. From an evolutionary perspective, these data are consistent with the view that language is a complex function that depends on multiple underlying skills with distinct genetic origins.

Aging↗
PubMed1987

Psychiatric symptomatology in language-impaired children: a comparison.

This paper reports a detailed comparison of two groups of children from the same psychiatric clinic, one with a delay in language development and an age- and sex-matched control group with no such delay. The language-delay group was highly likely to have either a diagnosis of mental retardation or infantile autism. Very few psychiatric symptoms occurred more frequently in the language-delay group than in the comparison group, and those that did were characteristic of retarded or autistic children. The language-delay group was more likely to have other developmental abnormalities, hearing impairment, and evidence of central nervous system dysfunction.

Adolescent↗
PubMed2000

Comprehension and production of gestures by children with normal and impaired language at ages 4, 5, and 6.

12 children with normal verbal language, ages 4, 5, and 6, were matched with 12 children with impaired verbal language. When the two groups were compared for comprehension and production of nonverbal gestures as well as verbal language, the latter group scored more poorly in both areas. Implications for speech-language pathologists and other professionals in the assessment and remediation of language in language-impaired children are mentioned.

Age Factors↗
PubMed1985

Evaluation of the child with delayed speech or language.

Because of the relative frequency of speech/language delay, all infants and preschool children should undergo routine language screening as part of health care maintenance. Diagnostic evaluation of the child with speech or language delay should answer the following questions: What is the child's descriptive diagnosis (eg, hearing impaired, mentally retarded, DLD, etc.)? What is the child's etiologic diagnosis (eg, congenital viral infection, single gene disorder, birth asphyxia, etc.)? What is the appropriate intervention strategy (amplification, orally based speech therapy, total communication, "infant stimulation" program, etc.)? What is this child's long-term prognosis, to the extent that this is knowable? All children with speech or language delay should undergo formal audiologic testing, regardless of how well the child seems to hear in an office setting, and regardless of whether other disabilities are present which might independently explain the speech/language delay. Evaluation by a psychologist, a speech/language pathologist, or both should follow, with referral to an appropriate intervention program based upon the results of formal developmental testing. Additional medical evaluation (eg, CAT scan, EEG, karyotype), and genetic counseling must be determined on a case-by-case basis. Long-term follow-up should include an awareness that speech or language delay during the preschool years often signifies long-term developmental difficulties, warranting close follow-up of such children as they advance through the school age years.

Child, Preschool↗