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At least 1,135 records · Page 63Linked to original sources
PubMed1993

[Cerebral symptoms in pre- or perinatally HIV-infected children].

Eight of 13 children pre- or perinatally infected with the HIV virus subsequently developed neurological symptoms. Three children also had other nonspecific symptoms (fever, lymphadenopathy, diarrhoea, hepatosplenomegaly, failure to thrive and mucocutaneous thrush). Five children developed illnesses associated with AIDS (opportunistic infections, cachexia and lymphocytic interstitial pneumonia). The neurological abnormalities predominantly affected motor functions, only later also involving sensory ones. Motor, cognitive and language development was impaired in all eight children. A loss of developmental milestones occurred in three children with HIV encephalopathy: they have since died. In all the children the HIV infection caused symptoms within the first year, progressing more quickly in the three with encephalopathy. There were no discernible risk factors to account for the difference in the course of the disease.

AIDS Dementia Complex↗
PubMed2002

The structure of language abilities at 4 years: a twin study.

Normal language development was studied in 310 pairs of 4-year-old twins born in the United Kingdom in 1994. Twins were assessed individually in their homes on a diverse battery of language and nonverbal measures. Rotated factor analyses indicated the presence of a general Language factor (L) as well as a general Nonverbal (NV) factor. Moderate genetic influence was found for both L and NV abilities. Bivariate genetic analysis estimated a genetic correlation of .63 between L and NV abilities, implying that over half of the genetic influence on L overlaps with genetic influence on NV. These results suggest that at age 4, genetic influences on individual differences in language overlap substantially with genetic influences on individual differences in other cognitive abilities, although perhaps less so than later in development.

Child Language↗
PubMed2001

Hearing loss in speech-language delayed children.

An infant begins to communicate with his/her environment from the first months of life. However, true words do not appear until the age of 12-15 months, following a rather predictable sequence. Delay or failure of normal language development is not a rare situation in childhood and may be due to a variety of reasons. Among these, hearing undoubtedly plays a leading part in the language acquisition process. The purpose of this study was to assess the percentage of hearing-impaired children in a group of phenotypically healthy children presenting with speech-language delay. Between March 1993 and March 1999, 726 speech-language delayed children were examined in our department. In 72 of them, various diseases or syndromes had already been diagnosed and so they were excluded from the study. The remaining 654 apparently healthy children entered the study and underwent a thorough audiological assessment for determination of their hearing thresholds. Eighty-seven children (13.3%) showed various degrees of hearing loss. Most of them (55 children, 8.4%) suffered from sensorineural hearing impairment, while in 32 children (4.9%) a conductive hearing loss was discovered. The increased prevalence of hearing impairment found in our population mandates a thorough hearing evaluation for every case of speech-language delay, even for those children who show no evidence of other handicaps. This will help in the early diagnosis of hearing loss, allowing proper management to be instituted as early as possible.

Audiometry↗
PubMed1989

Rhyme and alliteration in poems elicited from young children.

Attempts were made to elicit poems from 133 children between the ages of 2 and 6. Seventy-eight of the children produced 606 poems between them. Sixty per cent of the poems contained phonological devices; 42% contained rhyme and 26% contained alliteration. There was no obvious age trend as regards the use of rhyme but the frequency of alliteration declined with age. There were no significant age differences as regards the relative frequency with which different phonemes were manipulated in rhyme and alliteration. The possible functions of such sound-based language play in language development are discussed, with special reference both to children's sound play in crib speech, and to the development of phonological awareness and its importance in learning to read.

Child↗
PubMed1987

Developmental consultation services in two communities.

This study reports on the characteristics of children referred for developmental services in two different communities. Delayed language development was the most frequent presenting complaint. Children seen at the less affluent setting had significantly more severe problems at presentation. They were referred for evaluation of language problems at a significantly later age. Parents at both settings were aware of their children's problems. Recommendations for improving the early detection of developmental disabilities are outlined.

Child↗
PubMed2007

Attachment in toddlers with autism and other developmental disorders.

Attachment was assessed in toddlers with Autistic Disorder (n=20), Pervasive Developmental Disorder (n=14), Mental Retardation (n=12), Language Development Disorder (n=16), and a non-clinical comparison group (n=18), using the Strange Situation Procedure (SSP). Children in the clinical groups were more often disorganized and less often securely attached. Severity of autism was associated with more attachment insecurity, and lower developmental level increased the chance for disorganized attachment. Attachment disorganization was related to increased heart rate during the SSP. Controlling for basal cortisol and developmental level, more autistic symptoms predicted lower cortisol responses to the SSP. The findings support the importance of disorganized attachment for children with autism.

Arousal↗
PubMed1991

Communication and socialization skills at ages 2 and 3 in "late-talking" young children.

Twenty-one apparently normal children between 18 and 34 months of age with slow expressive language acquisition were compared to a group of normally speaking children matched for age, SES, and sex ratio, on the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984). The late talkers (LTs) scored significantly lower not only in expressive communication, but also in receptive communication and socialization. A follow-up study of the same subjects, seen at age 3, showed nearly half the 3-year-olds with a history of LT remained delayed in expressive communication and socialization, while one third remained behind in receptive language. The data suggest that social skills are particularly vulnerable to disruption in children with late expressive language development, even after communication skills have moved into the normal range. They suggest, further, that receptive deficits do not seem, in themselves, to increase the risk of continued language delay. Clinical implications of these findings are discussed.

Child Language↗
PubMed1998

Acquired neurologic deficits in young children: a diagnostic journey with Dora.

Young children with limited communication abilities are often difficult to diagnose. When a neurologic insult occurs prior to language development, the communication effects tend to be less predictable than when the same event occurs in an older child or in an adult with a history of "normal" language use. Information in the medical chart regarding status during prelinguistic periods for cognition, motor, and verbal function should be helpful in predicting outcomes in some instances, but a series of decisions, over time, are likely to be necessary to reach a definitive communication diagnosis. As children become more verbal, the characteristics of the motor speech system can lead to new or changing diagnoses.

Apraxias↗
PubMed1998

Collaboration in Glasgow's primary school language units.

The quality of collaboration between teachers and speech and language therapists (SLTs) in Glasgow's four primary language units is discussed with reference to a scale of three levels of co-operation: nominal, convenient and committed. Although there are some aspects of the relationships that exist between teachers and SLTs which would be typical of committed co-operation, the overall quality appears to be at the level of convenient co-operation. In particular, inadequate role definition and a lack of structure are discussed with reference to joint work on language development and several suggestions are included as ways forward in this area. The need to evaluate models of working critically is discussed in relation to collaborative working.

Child↗
PubMed2004

Phonological memory as a predictor of language comprehension in Down syndrome: a five-year follow-up study.

BACKGROUND: This study reports the language and memory progress over five years of 30 adolescents and young adults with Down syndrome, and investigates the relationship of earlier phonological memory abilities to later language development. METHODS: Tests of nonverbal ability, receptive vocabulary, grammar comprehension, digit span and nonword repetition were administered at two points in time. RESULTS: For the sample as a whole, there were significant gains in nonverbal ability, receptive vocabulary and grammar comprehension, but no increases in phonological memory measured by nonword repetition or digit span. However, there were considerable individual differences in progress which, in part, were related to chronological age. Phonological memory improved in many younger participants but there were signs of decline in some older ones. Partial correlations between earlier nonword repetition scores and later language scores, controlling for nonverbal ability and earlier language scores, indicated a significant role for phonological memory in the acquisition of vocabulary knowledge. There was similar evidence of a role for phonological memory in grammar comprehension, but only for younger participants. Earlier receptive vocabulary also predicted later nonword repetition scores, particularly for participants with higher levels of vocabulary knowledge. CONCLUSION: Relationships among the processes involved in language and memory development in Down syndrome may be similar to those established for typical development.

Adolescent↗
PubMed1993

Chronic otitis media and early speech development: a case study.

A case study of the speech development in a male infant with chronic otitis media is reported. The phonetic behavior characterizing the child's vocalizations was sampled monthly between the ages of 11 and 21 months, as he progressed from pre-speech to early speech periods of language development. Results of monthly phonetic inventory analyses indicated age-appropriate types of consonants in his pre-word and later-word vocalizations. However, the child's repertoire of consonants was considerably reduced as he first began to produce meaningful speech. Results of phonetic diversity analyses revealed an overall lack of phonetic complexity in his vocalizations throughout the course of study. In general, the child's early sound productions were characteristic of developmental delay, closely resembling the speech patterns found among severely hearing-imparied children. Findings are discussed with respect to the probable influence of chronic otitis media with effusion on a child's eventual speech development.

Chronic Disease↗
PubMed1989

Autism, Asperger's syndrome and semantic-pragmatic disorder: where are the boundaries?

The diagnostic criteria for autism have been refined and made more objective since Kanner first described the syndrome, so there is now reasonable consistency in how this diagnosis is applied. However, many children do not meet these criteria, yet show some of the features of autism. Where language development is impaired, such children tend to be classed as cases of developmental dysphasia (or specific language impairment) whereas those who learn to talk at the normal age may be diagnosed as having Asperger's syndrome. It is argued that rather than thinking in terms of rigid diagnostic categories, we should recognise that the core syndrome of autism shades into other milder forms of disorder in which language or non-verbal behaviour may be disproportionately impaired.

Autistic Disorder↗
PubMedDate not supplied

Is presurgery and early postsurgery performance related to speech and language outcomes at 3 years of age for children with cleft palate?

This study examined the relationship between presurgery speech measures and speech and language performance at 39 months as well as the relationship between early postsurgery speech measures and speech and language performance at 39 months of age. Fifteen children with cleft lip and palate participated in the study. Spontaneous speech samples were obtained in the children's homes at presurgery/ 9 months, postsurgery/13 months and again at 39 months of age. Correlational analyses revealed a lack of association between speech measures presurgery and early postsurgery and speech outcome measures at 39 months. Significant negative correlations were noted for true canonical babbling ratio presurgery and mean length of utterance (MLU) at 39 months, as well as for size of true consonant inventory presurgery, and both language outcome measures at 39 months (MLU and number of different words). Significant positive correlations were noted for percentage of true stops produced postsurgery and both language measures at 39 months. Variables that may have influenced speech and language development from presurgery to 39 months are discussed.

Child, Preschool↗
PubMed2004

FoxP2 in song-learning birds and vocal-learning mammals.

FoxP2 is the first identified gene that is specifically involved in speech and language development in humans. Population genetic studies of FoxP2 revealed a selective sweep in recent human history associated with two amino acid substitutions in exon 7. Avian song learning and human language acquisition share many behavioral and neurological similarities. To determine whether FoxP2 plays a similar role in song-learning birds, we sequenced exon 7 of FoxP2 in multiple song-learning and nonlearning birds. We show extreme conservation of FoxP2 sequences in birds, including unusually low rates of synonymous substitutions. However, no amino acid substitutions are shared between the song-learning birds and humans. Furthermore, sequences from vocal-learning whales, dolphins, and bats do not share the human-unique substitutions. While FoxP2 appears to be under strong functional constraints in mammals and birds, we find no evidence for its role during the evolution of vocal learning in nonhuman animals as in humans.

Amino Acid Sequence↗
PubMed1990

Speech and language skills in children with early treated phenylketonuria.

The speech and language skills of 29 children with early treated phenylketonuria (PKU) were reported. The performances of two experimental groups that differed in language development level on standardized speech/language tests were compared with the performances of appropriate control groups matched for age, sex, and socioeconomic level. No significant differences were found on speech and/or language measures between either of the two experimental groups and their respective controls. Examination of individual scores, however, did reveal linguistic impairment in a small number of persons with PKU. No pattern of linguistic deficit was found nor were there any consistent relations between individual speech/language scores, cognitive abilities, or dietary control ratings.

Adolescent↗
PubMed1991

Infants with Down syndrome: description of an early intervention approach.

Children with Down syndrome are particularly at risk for language learning problems for reasons beyond the associated cognitive deficits. An early intervention programme and the application thereof on three Down syndrome infants aged 10 months at the initiation of the programme, is described. The subjects were individually assessed prior to the treatment programme and again at the completion thereof. Comparison of pre- and post treatment levels of functioning indicated that all three subjects made satisfactory progress, although developmental lags were still evident. The intervention programme was found to be clinically successful and verifies that the language development of Down syndrome infants can be facilitated by early intervention.

Communication↗
PubMed1980

Influence of intonation on auditory sequential memory skills.

This study was designed to investigate the effect of intonation on the auditory sequential memory spans of children normal in language development and those with delay. Analysis indicated that intonation as a cue did not facilitate recall of monosyllabic nouns presented in sequences of two, three, four, and five words. Children with a language delay of six months or longer had spans of one word less than children with no language delay. Neither recall nor the memory span was related to chronological age over the range of 42 and 72 mo. for either group of children.

Child, Preschool↗
PubMed1999

Age and etiology as predictors of language outcome following hemispherectomy.

We report on the effects of etiology and age on the linguistic outcomes in a large pediatric hemispherectomy population. Four populations were considered separately: cortical dysplasia (multilobar involvement), Rasmussen's encephalitis, infarction as a primary etiology and, fourth, children who failed to develop language, regardless of etiology. We argue against the 'the-earlier-the-better' hypothesis and propose our own hypothesis that weds maturational factors to etiological factors to predict language outcomes following pervasive brain insult. The implications of our 'critical impact point' hypothesis are discussed.

Age of Onset↗