Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Language Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,063 records · Page 59Linked to original sources
PubMedDate not supplied

[Parenting Stress Index and specific language impairment].

The aim of the present study was to get a differentiated view of stress experience of mothers of children with a specific language impairment with a standardised questionnaire. Our sample consisted of 63 mothers of language impaired children between 3.0 and 6.5 years consecutively recruited at the University-ENT clinic of Vienna. Parenting stress was assessed by the "Parenting Stress Index" of Abidin (1995) and the results were compared to mothers of a control group matched by sex and age of the children. The results showed significant mean differences between mothers of the clinical and the control group. In nearly all subscales mothers of language impaired children have higher stress scores than mothers of the control group. 68% of mothers of the clinical group are exposed to above-average stress levels whereas only 1.5% of mothers of children with normal language development show above-average parenting stress. For a successful intervention on children with a specific language impairment it seems to be very important to identify parental stressors and to treat and support parents too.

Adult↗
PubMedDate not supplied

Psychology of the hearing-impaired and differential psychological reactions to prosthetic rehabilitation.

The present paper discusses the results of classic research on psychological aspects of the hearing impaired and emphasizes the fact that, today, because of the possibility of early hearing aid fitting, the psychological profile of the hearing impaired presents differential features depending upon several factors. In particular, the influence of the mother's education attitude on the psychological reactions to prosthetic rehabilitation and its efficacy depending upon the degree of prosthesis acceptance are analyzed. Finally, the relationship between the hearing aid use and language development is considered.

Adolescent↗
PubMed1982

Validation of an early language milestone scale in a high-risk population.

Detailed language evaluations were obtained by interviewing the parents of 191 healthy children aged 0 to 3 years, and by testing the children themselves. From these data, normative values were derived for 41 language milestones in the first 36 months of life. These values were used to construct the Early Language Milestone Scale (ELM Scale), a brief language assessment tool suitable for use by general pediatricians. Physician use of the ELM Scale in a population of 119 children considered at high risk for the presence of developmental disability yielded 97% sensitivity and 93% specificity for the ELM Scale as a detector of developmentally delayed children, when compared with more formal developmental measures as applied by a clinical psychologist or speech pathologist. Early language milestones are a sensitive indicator of developmental integrity; delayed achievement of early language milestones strongly suggests the presence of a significant underlying developmental disability. The ELM Scale may be adopted as a valid measure of developmental status among children considred at high risk for the presence of developmental disabilities.

Cerebral Palsy↗
PubMed1980

Understanding and assessing communicative disorders in children.

The pediatrician is frequently confronted with the problem of diagnosis and treatment of preschool-aged children suspected of having middle ear disease and speech / language impairments. Guidelines for referral of these children (otolaryngologist, audiologist, speech therapist) have not been clearly defined. The use of tympanometry and acoustic reflex testing was described to assist in the diagnosis of middle ear pathology, to provide an objective way to monitor spontaneous or antibiotic-induced remissions and to determine more accurately when a referral for surgical intervention is needed. A 35-item screening test is described, permitting speech and language assessments in the office and quantifying and comparing with age peers: vocabulary, articulation, receptive language and expressive language abilities. These office interventions enhance the physician's ability to judiciously recommend consultations.

Acoustic Impedance Tests↗
PubMed1979

Development of children with early cytomegalovirus infection.

To find out whether cytomegalovirus (CMV) infection during the first months of life influences child development, developmental assessment at the age of 2 years was performed on 116 Finnish children chosen at random in a maternity hospital and followed from birth for the occurrence of CMV infection. Two of the children had congenital infection and 39 were infected after birth but before the age of 6 months. Another five children were infected between the ages of 6 and 12 months, and 70 remained non-infected. The developmental assessment, based principally on the Denver Development Screening Test (DDST), included 7 items for gross motor skills, 6 items for fine motor skills, and 4 items for language development. Significantly more perinatally infected children (7/39) were delayed in speech, compared with the non-infected children (3/70). Furthermore, some items assessing fine motor development were passed better by the non-infected than the perinatally infected children, but the difference in total score was not significant. The performance of the two children with congenital CMV infection did not differ from that of the non-infected children.

Child Development↗
PubMed2007

Risk factors for psychiatric disturbance in children with intellectual disability.

BACKGROUND: Children with intellectual disability (ID) have a higher risk for psychiatric disturbance than their peers with normal intelligence, but research data on risk factors are insufficient and partially conflicting. METHOD: The subjects comprised 75 children with ID aged 6-13 years. Data were obtained from case files and the following four questionnaires completed by their parents or other carers: Developmental Behaviour Checklist, American Association of Mental Deficiency (AAMD) Adaptive Behavior Scale, a questionnaire on additional disabilities, and a questionnaire on family characteristics and child development. RESULTS: The risk of psychopathology was most significantly increased by moderate ID, limitations in adaptive behaviour, impaired language development, poor socialization, living with one biological parent, and low socio-economic status of the family. CONCLUSIONS: The risk of psychopathology in children with ID is increased by factors related to family characteristics and child development. Identifying these factors will help diagnose and possibly prevent psychiatric disorders in these children.

Activities of Daily Living↗
PubMed1977

The development of language-like communication without a language model.

Deaf children who are unable to acquire oral language naturally and who are not exposed to a standard manual language can spontaneously develop a structured sign system that has many of the properties of natural spoken language. This communication system appears to be largely the invention of the child himself rather than of the caretakers.

Child, Preschool↗
PubMedDate not supplied

A developmental exploration of language used to accompany symbolic play in young, normal children (2-4 years old).

Observation of play can provide crucial information about a child's developmental level of language. To make this information available categorization and measurement are necessary. By defining, from a cognitive and pragmatic point of view, separate but parallel measures of play and language it was possible to define four different levels of symbolic functioning: representational play; conceptual play; programmatic play; and script play. Careful longitudinal descriptions of language used to accompany symbolic play of ten 2-4-year-old children are presented. Interesting developmental trends in play and cognitive and pragmatic organization of language were found. Gradually language production was considered as the primary mode for symbolic expression between the ages of 2;6 (2 years; 6 months) and 3 years. Language production increased dramatically between the ages of 3 and 3;6, and became better differentiated from the play context. The scientific study of child language using an analytic tool, such as a play procedure, to describe and analyse spontaneous production of spoken language, with a cognitive and pragmatic framework contributes not only a more accurate understanding of normal play and language development, but may also have an efficient clinical value. Suggestions for and implications of exploring components of language used in a standardized play situation are discussed in reference to developmentally disabled children.

Child Language↗