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PubMed2005

What's /depsilonr/? An anomalous error in a child with specific language impairment.

This longitudinal case study describes an anomalous error produced by a child with specific language impairment (SLI), MM, whose language development was documented from ages 3 through 7 years. Twelve spontaneous language samples were analysed. Across nine language samples MM produced the phonetic sequence /depsilonr/ in ungrammatical contexts as if it were the nominative third person plural pronoun, for example, with a past tense form (e.g. */depsilonr/ ate dinner). The phonetic sequence /depsilonr/ may have been either their, a case error, or they're, inclusion of a form of BE in an unexpected context. In this paper, we examine and describe the distribution of /depsilonr/ and the development of pronominal forms and the verb BE in order to account for the anomalous error.

Age Factors↗
PubMed1991

Weissenbacher-Zweymuller syndrome: long-term follow-up of growth and psychomotor development.

A child with the distinguishing characteristics of Weissenbacher-Zweymuller syndrome (WZS), a rare syndrome characterized by multiple skeletal and radiological abnormalities, dwarfism and developmental delays, was followed from birth to eight years. Follow-up showed that the radiographic anomalies eventually disappeared, and that height, motor, cognitive and language development returned to normal by eight years of age. The child's normal development at school age supports the theory that WZS is a dysmaturational, rather than dysplastic, syndrome. Diagnosis of the syndrome at birth is essential to ensure proper management of the child and counselling for the parents.

Abnormalities, Multiple↗
PubMed1991

Mean length of utterance and the acquisition of Irish.

One of the most widely used indices of language development is a measure of utterance length in morphemes (MLUm). This study examines the applicability of MLUm to the acquisition of Irish. MLUm was calculated for data from Cian, aged 1; 11-3; 0. Even when an attempt was made to 'assume the maximum' by counting all possible morphemes, the correlation between a morpheme MLU (MLUm) and a word count MLU (MLUw) was very high (0.99). This points to MLUw being as effective a measure of Irish development as MLUm, as well as being easier to apply and more reliable. MLUw was calculated for the two younger children in the study (Eibhlís 1; 4-2; 1 and Eoin 1; 10-2; 6). An examination of the relationship between the three children's MLUw values and their grammatical complexity as measured on ILARSP (the Irish adaptation of LARSP) indicates that MLUw is a useful preliminary index for early development in Irish. However, further data are necessary to check whether MLUw loses its predictive relationship with grammatical complexity after a certain point. The study emphasizes the caution necessary in applying MLU to languages whose acquisition has not hitherto been studied, and underlines the role of MLU as a preliminary measure, which must not be overinterpreted.

Age Factors↗
PubMed1981

Effects of vestibular stimulation on spontaneous use of verbal language in developmentally delayed children.

The relationship between vestibular stimulation and language development in a group of five primary trainable mentally deficient and five developmentally retarded preschoolers was studied. Subjects received vestibular stimulation prior to a free play situation and were monitored for spontaneous recognizable language use. Results indicated an increase in spontaneous verbal language use for both groups immediately after the stimulation periods, and suggest vestibular stimulation as an effective nonverbal intervention method for the facilitation of spontaneous language.

Child↗
PubMedDate not supplied

[Language acquisition in CLP children. 3. Results].

Following part I "Fundamentals" and part II "Procedures", this third part presents the findings about language acquisition and the conditions governing this process in 315 CLP children. It has been shown that early language programs for CLP families leads to the linguistic rehabilitation of these children before they reach school age. Semantically and syntactically complex sentences at the age of 2-3 years results in good articulation at age 5-6. Early precision of articulation is usually associated with an increased risk for psychosomatic complications. The complexity of the cleft at birth is of minor importance for language acquisition, whereas early treatment, parents' compliance and avoidance of corrections and sensitizations are decisive for the successful course of the child's language development at the age of 5-6 years.

Child↗
PubMed1986

Infantile autism.

Infantile autism is a developmental disability characterized by onset of disturbances in social and language development before the age of 30 months. It must be distinguished from several disorders, including mental retardation and schizophrenia. Most evidence supports an organic basis for the syndrome. Treatment consists of training in language and communication skills, behavioral modification and, occasionally, chemotherapy. Supportive counseling and education for parents are vital to treatment. The prognosis for achieving a life of complete independence is poor.

Autistic Disorder↗
PubMed1996

Acquisition of speech, pre- and post-cochlear implantation: longitudinal studies of a congenitally deaf infant.

This paper details the process of speech acquisition by the first British, congenitally deaf infant (without additional handicaps) to be fitted with a multi-channel cochlear implant. The infant's phonologic and phonetic level development using, firstly, acoustic hearing aids and, secondly, a cochlear implant, is thoroughly detailed by use of video- and audio-recorded data, taken at weekly intervals and across a variety of contexts. The paper examines the benefit of early implantation for spoken language development and notes the utility of Ling's model of speech acquisition for the habilitation of young, congenitally deaf implant recipients.

Cochlear Implants↗
PubMed1987

Developmental effects of child abuse: recent findings.

This paper summarizes the pre-1982 research findings on the developmental effects of child abuse and reviews recent contributions to this area. While some of the recent research continues to demonstrate deleterious developmental consequences of child maltreatment, others are pointing to a complex relationship between child maltreatment and development. Mediating variables such as the child's individual characteristics, environmental resources, and the quality of personal interactions the child is exposed to may interact with negative experiences like maltreatment and may be just as important in predicting outcome than maltreatment alone. Recent research has also been concerned with specifying the possible differential effects of different patterns of maltreatment. This has led to a clearer separation between the effects of abuse and neglect, particularly in language development. Despite the methodological improvements in recent research, there is still the need for longitudinal prospective studies on the developmental effects of child abuse, taking into account possible mediating variables.

Child↗
PubMed2006

Early motor development and later language and reading skills in children at risk of familial dyslexia.

Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child's first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were 'fast motor development', 'slow fine motor development', and 'slow gross motor development', and the two subgroups of the at-risk group were 'slow motor development' and 'fast motor development'. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.

Child↗
PubMed1994

Imitations, repetitions, routines, and the child's analysis of language: insights from the blind.

A blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and repetitions more frequently than her sighted sister, and her use of modified repetitions increased during the study. She also seemed to use IRR speech for a longer period in her development. Both children frequently used these forms as a means of maintaining conversation and to fulfil their intentions. By introducing modifications (varying some element, or expanding the model) both children, especially the blind girl, analysed language and learned to use these utterances in the appropriate circumstances with a clear pragmatic function. Such behaviour is typical of holistic language processing and acquisition.

Blindness↗
PubMed2002

Effects of age at implantation in young children.

This study examined the effects of age at implantation on the development of communication abilities in children with early implantation. The 73 participants were prelingually deafened, received a cochlear implant before 5 years of age, and used current cochlear implant technology. The children were administered a battery of speech and language outcome measures before implantation and again at successive 6-month postimplant intervals. A mixed model analysis was used to examine the rate of growth in word recognition and language skills as a function of age at time of implantation. The results revealed significant improvements in communication skills over time. Spoken word recognition improved at a faster rate in the oral children with early implantation. However, the children who underwent implantation before 3 years of age had significantly faster rates of language development than did the children with later implantation. The oral children demonstrated more rapid gains in communication abilities than did the children who used total communication.

Age Factors↗
PubMedDate not supplied

Risk markers for SLI: a study of young language-learning children.

BACKGROUND: Adequate assessment of 'normal variation' versus 'abnormal status' is particularly difficult for clinicians working with young children who are under 5 years of age and who present with slow language development. There is therefore clinical motivation to identify possible key difficulties (or 'risk markers') that may distinguish children who are likely to have specific language impairment (SLI) from the variation observed in younger, normally developing children. AIMS: The issue of 'risk markers' for SLI was explored. It is well known that the issue of markers is controversial. The view presented here is that a risk marker represents a symptom with no assumption about whether the symptom reflects a single cause or that this symptom alone identifies the disorder. METHODS AND PROCEDURES: The performance of 32 children with SLI was compared with that of 32 younger normal language-learning children on four potential risk marker tasks: non-word repetition, digit recall, past tense provision and plural marking. OUTCOMES AND RESULTS: The findings suggest that processing markers, particularly non-word repetition, have the potential for indicating SLI risk. In particular, children who fall in the bottom quarter of the normal distribution in non-word repetition (performance below the 25th centile) appear to be at risk of SLI. CONCLUSIONS: Although these results need to be interpreted cautiously, the evidence is thought to warrant the use of non-word repetition tasks in clinical practice.

Case-Control Studies↗
PubMed1990

36- and 48-month neurobehavioral follow-up of children prenatally exposed to marijuana, cigarettes, and alcohol.

Aspects of neurobehavioral development were examined in 133 36-month- and 130 48-month-old children for whom prenatal exposure to marijuana, cigarettes, and alcohol had been previously ascertained and who have been assessed since birth. Parallelling earlier observations made with this sample at 12 and 24 months, prenatal exposure to cigarette smoking was significantly associated with poorer language development and lower cognitive scores at both 36 and 48 months after statistically controlling for confounding factors. Relatively low levels of maternal alcohol consumption, which had measurable effects at 24 and 36 months, no longer had significant relationships with outcome variables at 48 months of age. At 48 months, significantly lower scores in verbal and memory domains were associated with maternal marijuana use after adjusting for confounding variables. This negative relationship is the first reported association beyond the neonatal stage, and may represent a long-term effect of the drug upon complex behavior that, at a younger age, had not developed and/or could not be assessed.

Child Development↗
PubMed1993

Event knowledge and early language acquisition.

The role of event knowledge in early language acquisition was investigated. Thirteen two-year-olds were observed interacting with their mothers over a five-week period. During weekly observational sessions, dyads interacted in both a familiar-event context and an unfamiliar-event context. Events were represented by complex toys (e.g. airport, marina, etc.). In the familiar-event, dyads interacted with the same event-toy during each observation period. In the unfamiliar-event, these same dyads interacted with a different novel toy during each observation period. The results indicated that children's increasing event knowledge facilitated their language development. Specifically, children's lexical type use, action verb use, and MLU increased in the familiar-event, but remained unchanged in the unfamiliar-event. Event knowledge also facilitated children's lexical token use. Results are discussed in terms of the role of event knowledge in language acquisition.

Child Development↗
PubMed1998

Late talker or SLI?: the story of Jay X.

Distinguishing between children who will "catch up" after delays in early language development (late talkers), and children whose early delays are a harbinger of the condition known as specific language impairment (SLI), remains one of the biggest mysteries facing speech-language pathologists who work with young children. The case of Jay X, a preschool child with a history of delayed language acquisition, illustrates the process by which the crucial pieces of clinical information are accumulated and interpreted to make this determination.

Child Development↗
PubMed1998

Object naming at multiple hierarchical levels: a comparison of preschoolers with and without word-finding deficits.

According to the storage hypothesis (Kail & Leonard, 1986), word-finding deficits in young children are not the direct results of deficient retrieval strategies; they are a manifestation of a general delay in language development that affects lexical storage. In the current study, we explored one aspect of lexical storage, the hierarchical organization of the semantic system, in 13 preschoolers with word-finding deficits (WF) and 13 preschoolers with normal language abilities (ND), ranging in age from 3;3 to 6;7. The children named a series of objects at multiple levels of the noun hierarchy in response to contrast questions (e.g. for rose they were asked, 'Is this an animal?' to elicit plant [superordinate]; 'Is this a tree?' to elicit flower [basic]; 'Is this a dandelion?' to elicit rose [subordinate]). Both groups readily named at multiple levels, providing evidence of hierarchical organization of the lexicon. However, there were several differences between WF and ND groups that suggested that WF children did not have enough stored information to discriminate between similar semantic neighbours. We conclude (1) that hierarchical organization of the semantic lexicon is a robust developmental phenomenon, apparent in both ND and WF preschoolers and (2) that the word-finding deficits of preschoolers appear to reflect insufficient depth and breadth of storage elaboration rather than deficits in hierarchical semantic organization.

Child, Preschool↗
PubMed2004

Samuel Torrey Orton Award to Jack M. Fletcher: citation.

In recognition of your commitment to effective reading instruction through your dedicated research into language development and other cognitive skills in children and adults with learning and attention difficulties.

Awards and Prizes↗
PubMedDate not supplied

Diagnostic factors bearing on the use of cued speech with hearing-impaired children.

Cued Speech is a system which utilizes eight hand configurations and four locations of either hand for supplementing the visible manifestations of normal speech in such a way as to effectively eliminate the ambiguities of lipreading. Its effects upon language development and oral communication skills, supported by research data, suggest that it is a useful technique for inclusion in the array of tools available for use with young, hearing-impaired children. Use of diagnostic teaching, in addition to audiometric and other evaluations, is recommended for evaluation of conditions which suggest or discourage the choice of Cued Speech as a communication modality. Children are exposed to diagnostic teaching sequences in a progression which begins with auditory-only, then auditory/oral, then auditory/oral/cued speech, and finally (in some cases), manually coded English. In each stage, data should be collected on significant reactions and behavior for use in recommending a choice of communication mode.

Child↗