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PubMed1991

Familial aggregation of a developmental language disorder.

This paper investigates the etiology of developmental dysphasia and its linguistic properties. Data are presented that suggest that at least some cases of dysphasia are associated with an abnormality in a single dominant gene. The results of a series of tests on a large three-generation family, in which half of the members have dysphasia, are reported. These results show that abstract morphology is impaired in these subjects. It is argued further that the data are consistent with the hypothesis that the dysphasics learn the feature-marked lexical items of language as unanalyzed lexical items. They do not have the underlying capacity to learn language by constructing paradigms.

Adolescent↗
PubMed2005

Phonological skills of children adopted from China: implications for assessment.

Little is known about the acquisition of English phonology by children adopted from China. Data are summarized from three recent studies with a focus on the phonological skills of children adopted from China as infants or toddlers. Two longitudinal studies (combined n = 8) described early phonological behaviors (e.g., babbling, phonetic inventories), and found substantial individual variation. In spite of this variation by 3 years of age, nearly all of the children were performing at a level comparable to nonadopted monolingual English-speaking peers. No clear relationship between the early behaviors and outcome at age 3 was found. The third study provided descriptions of the phonological skills of preschoolers ( n = 25) who had been adopted 2 or more years earlier, and found that only a few had persistent phonological delays. Errors were predominantly common developmental errors frequently observed in nonadopted monolingual English-speaking children. These findings suggest that tests and measures developed for monolingual English-speaking children may be used cautiously with children adopted as infants or toddlers who have been in their permanent homes for 2 or more years. Prior to that time, assessment should focus on independent analyses of phonological behaviors with consideration of the child's chronological age, length of exposure to English, and development in other language domains.

Adoption↗
PubMed1989

Referral patterns after school medical examinations.

The incidence of sensory or language abnormalities and the factors influencing the clinical medical officers' decisions to refer children who failed developmental tests were studied. There were 1259 children examined and referrals for vision, hearing, and language assessment were made for 39(3.1%), 75(6.0%), and 27(2.1%), respectively. About 80% of these problems, however, were not known to the child health services when the children were 3.5 years old, mainly because children had moved to the district after the age of 3.5, and did not attend the 3.5 year screening clinics. Referrals formed only a small percentage of children who failed a test (11.0% failed vision, 19.5% hearing, and 24.6% language assessments). For vision and hearing the most important reason for the discrepancy was the clinical medical officers' wish to reassess children who failed the test before referring them. For the language test the clinical medical officer's often believed that the screening did not reflect the child's skills, which suggests that language screening as currently used in the district is not effective. Evaluation of the examination has highlighted the need to review the tests being used.

Child, Preschool↗
PubMed1992

Response patterns to central auditory tests and the clinical evaluation of Language Fundamentals--Revised: a pilot study.

Tests of central auditory function and measures of receptive and expressive language abilities were administered to 10 children suspected of having central auditory processing disorders. Eight of the 10 subjects displayed expressive language difficulties, suggesting a need to examine more closely the relationship between expressive language and central auditory processing.

Auditory Perceptual Disorders↗
PubMed2004

[Diagnosis of children with specific language impairment using a developmental scale].

Specific language impairment (SLI) should have an early diagnosis, since it can interfere with social and school adaptation of the child. The aim of this study was to verify the performance of children with SLI in comparison with normal children using the Behavior Developmental Scale of Gesell and Amatruda. Twenty-five SLI children, 3 to 6 years of age, were evaluated. This group was compared to 50 normal children of the same age. Children of control group showed better performance in all aspects of the scale. The medium value of the studied group was borderline in adaptative and social aspects, and was slightly below the medium in the language aspect. We conclude that language disorder may impair the assessment of other areas of development. Nevertheless, this scale may be useful in the evaluation of children with SLI.

Case-Control Studies↗
PubMed1991

Performance of American Indian children with fetal alcohol syndrome on the test of language development.

Alcohol is a teratogen known to have deleterious effects on the developing embryo and fetus. Language deficits secondary to central nervous system dysfunction are among the sequelae of Fetal Alcohol Syndrome (FAS). Limited information is available regarding the language deficits associated with FAS, particularly among the population of American Indians in whom FAS is highly prevalent. The TOLD-P and TOLD-I were administered to 27 American Indian children: 10 with FAS and 17 normally developing control subjects. Pure-tone screening, immittance measurement, and vision screening preceded language testing. The older FAS children presented syntactic deficits while the younger FAS subjects presented more global language deficits.

Child↗
PubMed1991

Assessing phonology in young children.

We have presented a discussion of three important concepts regarding early phonological assessment. The first is that the child's language level must be considered in collecting and analyzing a sample and in interpreting the results. For a child with age-level language abilities, the sample should consist of both a single-word test and a running speech sample; both independent and relational analyses are appropriate. For a child with delayed expressive language and a small productive vocabulary, a sample comprised of spontaneous productions is more appropriate. In this case, the sample should be analyzed in terms of sound classes and syllable and word shapes that occur; a phonological process analysis is inappropriate. Lexical selection patterns should be noted. The results of the analyses should be interpreted in view of the expectations for the child's language level. A child with a normally developing language system is expected to have more advanced phonology than a child of the same age with delayed language. Thus, a child with a large vocabulary and word combinations is expected to have an expanding phonological system, with a full range of sound classes and syllable and word shapes. If a child is delayed in language and is still within the first 50-word stage, the expectation is that the phonological system will be more limited. Critical features for the phonology of early productive vocabulary have been identified. Lack of one or more of these features is indicative of atypical phonological development at any age and language level. The second concept is that the phonological system as a whole must be considered. In particular, the analyses and expectations should be based on the presence or absence of sound classes and syllable shapes rather than on sounds per se. Lack of an entire class or syllable structure would be cause for concern; lack of a particular sound, even though it has been shown to be acquired early, would not be. Thus, lack of the entire fricative class at 36 months would be of concern, whereas errors on /f/, which according to Prather et al., 1975, is mastered by this age, would not be. The third important concept emerges from the case studies; both studies demonstrate that longitudinal assessment is necessary to document changing profiles over the course of development. A child such as David, who has a normal-but-delayed profile in language and phonology at one age, may subsequently exhibit atypical patterns as phonology and language dissociate.(ABSTRACT TRUNCATED AT 400 WORDS)

Articulation Disorders↗
PubMed2004

[Language evaluation in children with bilateral cerebrovascular disease: study of two cases].

We describe two children, aging 5 years and 6 months and 5 years and 10 months respectively, when the phonoaudiological assessment was conducted. Both children presented bilateral cerebrovascular disease (CVD), confirmed in the acute phase by means of clinical and image neurological test. During this phase, the two patients were examined by a pediatric neurologist of the Pediatric Neurology Discipline of FCM/UNICAMP, pediatric CVD ambulatory. Audiologic Assessment, Protocol for Infant Language Assessment, and Peabody Picture Vocabulary Test were used in the evaluations. The qualitative analysis of the two subjects from a phonoaudiological and neurological point of view has shown the recovery of adquired language disturbance with no influence whatsoever in the development of the first subject and subtle language and/or learning process alterations for the second subject. The cases study has revealed that the predominant aspects should be analyzed in an individual, quantitative, and qualitative basis to lead to conclusive findings.

Acute Disease↗
PubMedDate not supplied

Morphophonemic processes in children.

Classification of preschool children as language-delayed or articulation-impaired, as though these deficit areas were independent, has seldom been challenged. Three groups of ten preschool children were selected to represent normally developing, articulation-impaired, and language-delayed subjects. Their productions of /s/, /z/, /t/, and /d/ were assessed in tasks requiring application of articulatory and grammatical rules. Each group had difficulty applying both articularly and grammatical rules, normal-speaking children performing best and language-delayed children applying the rules least consistently. Each group evidenced similar response patterns which conformed to developmental expectations.

Articulation Disorders↗
PubMedDate not supplied

[Specific delays of language development in special education students].

The frequencies of specific language retardation and deficits in short term memory span are the subject of this epidemiological investigation of children attending the first grade of a special school for educationally subnormal children in Erlangen and München/Rosenheim. The children at the mean age of seven were examined according to the "Multi-axial Classification of Child Psychiatric Disorders". The following prevalences were found: 16 children (21%) of the sample from Erlangen and 24 children (33%) of the sample from München/Rosenheim had an specific language retardation, in both sample the most frequent disorders were retardations of the expressive language (11% and 21%). In both sample most children had substantially deficits in the acoustic short term memory span, while they were better on visual short term memory span. Significant correlations between acoustic short term memory span and specific language retardations were found.

Articulation Disorders↗
PubMed1989

Phonological space in the speech of the hearing impaired.

The vowels /a/, /i/, and /u/ form the extreme points of vowel triangle in Kannada language. First and second formant frequencies of these vowels were measured to determine the phonological space in the speech of the 30 deaf subjects and 30 normally hearing subjects. The phonological space was found to be reduced in the speech of the hearing-impaired subjects, and the reduction was primarily due to the lowering of the second formant of the vowel /i/. Therapeutic implications have been drawn.

Adolescent↗