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PubMed1997

Developmental language disorders and epilepsy.

The association of speech and language disorders with epilepsy is well-known in children with acquired epileptic aphasia, involving such entities as Landau-Kleffner syndrome (LKS), continuous spike wave in slow wave sleep (CSWSS) epilepsy and benign partial epilepsy with centro-temporal spikes (BPECTS). The possible association between epilepsy and a subgroup of children with developmental dysphasia is reported less frequently. Lack of controlled prospective studies of sleep electroencephalograms (EEG), and the use of medication, in children with developmental dysphasia, may deny appropriate treatment strategies to children with severe developmental speech and language disorders.

Child↗
PubMed2001

Evaluation of attention problems in children with autism and children with a specific language disorder.

Children with autism and children with a specific language disorder show additional attention deficits. The literature on the neuropsychological investigation of attention in both groups of children suggests that the nature of their attention problems might be different. The purpose of this study is to examine the attention test profiles in these two groups of children with developmental disorders. Nineteen children and adolescents with autism, 17 subjects with a specific language disorder and 19 control subjects participated in the study. Non-verbal intelligence was normal for all subjects. The "Testbatterie zur Aufmerksamkeitsprüfung" was administered to all subjects. This instrument provides the possibility to examine a wide range of attention functions and executive functions. The results showed that the autistic individuals had deficits in executive functions, whereas the language impaired children had deficits in auditory sustained attention, in auditory selective attention, and in the domain of executive functions. It is concluded that although both groups of developmentally impaired subjects showed attention problems, the deficits are not the same in both groups. The different neuropsychological profiles probably reflect different mechanisms in the pathogenesis of the attention deficits in both types of developmental disorders.

Adolescent↗
PubMedDate not supplied

Effects of speech and language disorders on raters' perceptions.

Using semantic differential scales with nine trait pairs, 465 students at two universities rated five descriptions, one portraying an individual without a disorder and four depicting communicative disorders. Statistical analyses indicated that the descriptions with no disorder and with a language disorder were rated significantly lower in ambition than those depicting stuttering, voice, or articulation disorders. Other differences emerged when the raters were divided by geographical location and age. Location was a significant factor in the responses for the traits of social adjustment, employability, and ambition. Age of respondent correlated significantly with ratings of tension and employability.

Adolescent↗
PubMed1983

An assessment of cerebral dominance in language--disordered children via a time-sharing paradigm.

A time-sharing paradigm was used to assess language lateralization in language-disordered and normal children aged 4-7 years. Several expressive language tasks as well as a vocal, but nonlinguistic, task were administered concurrently with unimanual finger tapping. Dependent variables were percent disruption scores and number of syllables produced per concurrent trial. All language concurrent tasks produced tapping reductions for both hands for both groups. This result contrasts to similar time-sharing studies claiming asymmetrical interference and hence language lateralization in children (N. White & M. Kinsbourne, 1980, Brain and Language 10, 215-223; J. Obrzut, G. Hynd, A. Obrzut, & J. Leitgeb, 1980, Brain and Language 11, 181-194). A multiple regression analysis revealed a significant interaction effect differentiating language-disordered from normal children. Normals exhibited a parallel response pattern for speech and tapping (both increased or decreased in rate) under all lateralization conditions. Language-disordered children exhibited an inverse response pattern (e.g., if speech output increased, tapping rate decreased) only under left-hemisphere time-sharing.

Child↗
PubMed1983

Inappropriate word extensions in the speech of young language-disordered children.

The purpose of this study was to determine the frequency of inappropriate word extensions in the spontaneous speech of young language-disordered children, and how these extensions should be characterized. Inappropriate word extensions were identified and tested, first in a production task and then in a comprehension task for nine language-disordered children (age 2:8 to 3:4). Results indicated that the percentage of inappropriate word extensions seen in the speech of these children was comparable to that seen in normal children at the same level of linguistic development. As with normal children, these inappropriate word extensions reflected varying levels of lexical knowledge. The findings of this study are discussed in terms of their clinical applicability for lexical training with language-disordered children.

Child, Preschool↗
PubMed1998

Collaborative working with specific speech & language disorder in mainstream education.

Children with specific speech and language disorders are part of a special needs population whose educational and therapeutic needs have been provided for in a variety of settings over the last fifty years. Changes have been implemented in response to a range of legislation. This has also had implications for the delivery and type of provision of the children's education and therapy. The National Health Service and local education authorities (LEAs) have had to respond to legislation and continue to provide for the full range of specific speech and language disorders. This paper will outline how therapeutic input has had to adapt to the changing educational context. Changes in delivery have necessitated a redefinement of roles and adjustments in collaborative working.

Child↗
PubMed1996

Gyral morphology in the posterior Sylvian region in families affected by developmental language disorder.

This study describes the family aggregation of gyral morphology in the posterior perisylvian region in families that contain one or more children with a developmental language disorder. The probands in these families were 8 male and 2 female children referred through therapy programs and schools for children with language and reading problems. Family members included both biological parents (10 m, 10 f) and all available siblings (6 m, 4 f). Gyral morphology in the members of these families was compared with control subjects (10 m, 10 f) who were without a personal or family history of developmental language disorders. Gyral morphology was evaluated using T1-weighted sagittal scans from a GE Signa 1.5T magnet, 5 mm consecutive slices through the full brain volume. A less common type of Sylvian fissure morphology was more frequently found in the hemispheres of language-disordered subjects and their first-degree relatives than in control subjects. In addition, the pattern of Sylvian fissure morphology across generations within the families suggests that this feature might be inherited from either parent. The elevated rate of extra gyri in the posterior perisylvian region in families affected by language disorder links an anomaly within a language-related brain region with familial risk for this disorder.

Adult↗
PubMed1985

Cohesion in the narratives of normal and language-disordered children.

An adaptation of Halliday and Hasan's (1976) description of cohesion in English was applied to the spoken narratives of normal and language-disordered children. Three major questions were addressed: (a) the influence of the nonlinguistic environment on the use of cohesion, (b) the nature of language disorder as displayed in the use of cohesion, and (c) the relationship between comprehension and use of cohesion. Twenty normal and 20 language-disordered children, aged 7:6-10:6, were included in the study. Each child produced two narratives, one for an adult listener who saw a movie with the child and one who had not. Results indicate that both groups of subjects altered their use of cohesion as a function of the listener's needs in the same way. However, the normal and language-disordered subjects differed in their manner of cohesive organization, their cohesive adequacy, and their comprehension of the story.

Child↗
PubMed1983

The perception of nonverbal vocal cues of emotional meaning by language-disordered and normal children.

The purpose of this study was to compare language-disordered and normal children in terms of their ability to interpret emotional meaning from the vocal cues of an adult speaker. The findings indicated that language-disordered children were less accurate in identifying vocal cues of emotion than were normal children, although their pattern of errors was not significantly different. These findings are discussed in terms of Lubert's (1981) "acoustic feature theory" of language impairment, and suggestions for future research are advanced.

Child↗
PubMed1982

Language disorders and prognosis for reading disabilities in developmental age.

2 groups of language-disordered children were studied regarding the reading levels reached at the end of the first year of school. The first group was composed by children with language retardation mainly on phonological level, the second group was composed by children with retardation also on semantic-syntactic level. The results confirmed the strong association between reading disability and language disorders and yielded significant differences between the two groups: the reading achievement seemed to be associated mainly to semantic and syntactic competences.

Achievement↗
PubMed1978

Experimental acquisition of wh-questions in language-disordered children.

Twenty-four language-disordered children were trained, through modeling with a problem-solving set, to produce a question form involving a wh- word-who, what, or where-in a structure requiring either auxiliary is or auxiliary does. Results indicated the subsequent use of the trained auxiliary across wh- words and, to a lesser extent, the subsequent use of untrained as well as trained wh- words. These results suggest that the training of one multioperation structure may result in the acquisition of two partially independent linguistic operations. Such patterns of acquisition could result in an increase in the efficiency of language training.

Child↗
PubMed1989

A preliminary investigation of the pragmatic abilities of a group of language disordered children.

The communicative acts, conversational acts, and breakdown repair abilities of six language-disordered children with a syntactic age of +/- 3 years old as determined by the LARSP (Crystal, Fletcher, Garman: 1976) were investigated. Sampling of each subject involved two separate naturalistic interactions with a familiar adult and a language disordered peer. The data obtained from the transcriptions were analysed in terms of linguistic and nonlinguistic behaviours on the Communication Profile by Wollner and Geller (1982). Specific patterns of deficit and strengths were observed and these trends were related to recent literature in this area. The study emphasises that there is as much heterogeneity in the pragmatic skills as in the other communication skills of language disordered children, although this is due to some extent to the limitations of assessment in naturalistic settings. It also indicates individual areas of pragmatic deficit that require remediation.

Child, Preschool↗
PubMed2003

Service delivery options for secondary students with language disorders.

Numerous adolescents are still undetected, unserved, and underserved by speech-language pathologists, resulting in astronomical financial and psychological costs to them and society. The purpose of this article is to provide an overview of past and present service delivery options for adolescents with language disorders. Before illustrating the authors' recommended model, the following background is provided: an overview of the three stages of adolescent development, characteristic expectations and problems for older students with language disorders, and a rationale for adolescent speech-language services. The comprehensive service delivery model for secondary-level speech-language students, designed and reported by the authors, consists of six components: information dissemination, identification, assessment, program planning, intervention, and follow-up. Some of the unique features of the comprehensive model are presenting services as a course for credit, providing grades, and using supportive course titles such as Individualized Communication Class.

Adolescent↗
PubMed1989

Behavioral correlates of developmental expressive language disorder.

The association of behavior problems with preschool language disorders has been documented extensively. However, researchers have typically failed to differentiate subgroups of language-impaired children, to use observational data in documenting the behavior disorders, or to study children at the youngest ages. Using a multimodal assessment, this study examined parent-child interaction and behavior problems in a clearly defined subgroup of language-impaired children, those with developmental expressive language disorder (ELD). These children exhibit a delay in expressive language compared with receptive language and nonverbal cognitive skills. Subjects were identified and studied at the youngest age at which the disorder can be assessed. A group of ELD children, averaging 27 months of age, was contrasted with a group of normally developing children, matched for age, sex, and receptive language ability. Groups were compared on observed parent-child interactions as well as maternal responses on the Parenting Stress Index, the Eyberg Child Behavior Inventory, and a behavior-related structured interview. ELD children, when compared with normally developing children, exhibited higher levels of negative behavior and were perceived as different by their parents.

Child Behavior Disorders↗
PubMed1991

Evaluation for suspected language disorders in preschool children.

Pediatricians can identify a child with a developmental language disorder by expanding a traditional developmental assessment with special screening tests of language skills. They can direct parents to specialists who can define the nature of the language disturbance in more detail and predict its natural history. They must then support the parents as they learn to use the community resources available for remediation of their child. As more is learned about the biologic bases of normal and abnormal language development in children, pediatricians will undoubtedly have an even more central role in identification of patients with language disorders and education of their families.

Child Language↗
PubMedDate not supplied

Language disorder: a functional linguistic perspective.

This paper explores the issues involved in the linguistic characterisation of disordered discourse and the ways in which a Systemic Functional Linguistic framework addresses these issues. For many years, language disorders were described in terms of formal grammars, with "breakdown" discussed in terms of one or more of the traditional levels of language, i.e., phonology, syntax, and semantics. While it was acknowledged that an individual could have difficulty at one or more of these levels, each was viewed quite separately, with semantics viewed largely from a referential perspective. More recent approaches using functional grammar have broadened this view of language and have provided a model of language that re-conceptualizes the notion of meaning and embraces context as integral to its organisation. Such a model has introduced a different perspective on language into clinical fields, and has enabled researchers and clinicians to explore the skills of speakers with language disorders across a variety of situations and contextual variables, examining the linguistic resources still available to them. This paper introduces principles involved in a functional framework and provides an overview of how these principles have been applied to language disorders to date. In addition, the notion of "disorder" itself is discussed as it is situated in this alternative model.

Aphasia↗
PubMed2001

[Identification of language disorders in children. A contribution to the prevention of illiteracy].

Early identification of disorders of oral and written language development is essential for effective action before the vicious circle of educational failure and established psychosocial consequences. There has been growing awareness among health and education professionals that the means of recognizing, treating and teaching children with specific oral and written language disorders are inadequate. There is still a limited number of diagnostic tools that have not been fully evaluated. Nevertheless, considerable effort has been made in recent years to develop instruments for early detection and precise diagnostic evaluation. Developments in cognitive neuropsychology provide new approaches for the management of these disorders.

Child, Preschool↗