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PubMed2001

Using language in psychiatry.

Much of the diagnosis and definition of psychiatric disorders depends on language behaviour. Both the lay and clinical communities recognize that some atypical language behaviour helps to the identify psychiatric disorders. A functional approach to language provides the means to classify the atypicalities in meaning and in wordings that are associated with psychiatric disorders. Culture levels, register, genre, context, vocabulary-grammar, and sound must all be taken into account in considering language atypicalities. Language simultaneously conveys 3 kinds of meaning--ideational, interpersonal and textual. Individually or combined, these 3 kinds of meaning can be used to describe the atypical language behaviour associated with psychiatric disorders.

Adult↗
PubMed2003

Behaviour in children with language development disorders.

OBJECTIVE: The objective of the study was to explore the univariate and multivariate differences in behavioural problems among children with disorders in expressive or mixed receptive-expressive language development and children with unimpaired language development. METHOD: Ninety-four children with language development disorders (LDD) between the ages of 4 and 6 years and 94 children (matched by age and sex) without disorders of language development were compared concerning behavioural problems, as measured by the German version of the Child Behavior Checklist/4-18. RESULTS: Thirty-two children (34%) with LDD showed behavioural problems in the clinical range, whereas only 6 control subjects (6%) had scores in this range. Univariate group comparisons between patients and control subjects showed significant differences in all 8 syndromes and the scale "other problems," with patients having higher scores. Multivariate stepwise discriminant analysis showed a significant discriminant function by the scales "other problems," "social problems," "anxious-depressed," "thought problems," "attention problems," and "delinquent problems." CONCLUSIONS: In general, our results agree with several studies that report that children with speech and language disorders are at special risk for developing behavioural problems. Neurodevelopmental immaturity may be one factor underlying both the disorder in language development and the behavioural problems.

Age Factors↗
PubMed1990

Characterization of the basal temporal language area in patients with left temporal lobe epilepsy.

We evaluated 5 consecutive patients with subdural grid electrodes (including placement over the left basal temporal region) for focal resections for control of intractable epilepsy. All 5 had language dysfunction when we performed cortical stimulation over the basal temporal region (the inferior temporal gyrus, the parahippocampal gyrus) using a systematic battery of language tests. The area in which language interference could be produced began from at least 11 to 35 mm posterior to the temporal tip and ended at least 39 to 74 mm posterior to the temporal tip. The most consistently impaired language tasks were spontaneous speech and passage reading, but there was impairment of all language functions tested in some patients. Language deficits after dominant temporal lobectomy may result from resection of this area.

Adult↗
PubMed2000

"A good future for deaf children": a five-year sign language intervention project.

Deaf preschoolers and hearing family members learned sign language in a 5-year intervention project. Once weekly, each child met with a teacher who was deaf. Parents, siblings, and other relatives met about once monthly to study sign language, and all families in the project signed together about twice yearly. The present study addressed four questions asked of parents about the project: (a) How did the children learn to sign? (b) Did both the parents and the children benefit from the project? (c) What was the position of sign language in the family? (d) Did the project have some impact on the family's social network? The families indicated satisfaction with the project; they learned to sign and their social networks expanded. Parents favored bilingual education: Sign language was the main language but learning Finnish was also important. Learning sign language was not easy, especially for the fathers. The families that were most actively involved in the lessons learned the most.

Adult↗
PubMed2005

Language-related activations in the left prefrontal regions are differentially modulated by age, proficiency, and task demands.

It remains to be elucidated how cortical activations are modulated by factors of age, proficiency, and language task demands when mastering first language (L1) and a second language (L2). Using functional magnetic resonance imaging, we tested subjects aged 13 (the age 13 group) and 19 (the age 19 group), thereby comparing the cortical activations involved in past-tense verb identification with those involved in verb matching. We found that the activation in the dorsal triangular part of the left inferior frontal gyrus (IFG) was lower, corresponding to a higher proficiency in English (L2) in the older subjects, suggesting that the proficiency level plays a major role in the activation of this region during L2 acquisition. Moreover, the lower activation in the triangular and orbital parts of the left IFG (F3t/F3O) for the irregular past tense corresponding to a higher proficiency in L2, together with the nonsignificant activation for the regular past tense when its performance almost reached perfection for age 19, suggests that the modulation of the left F3t/F3O activation reflects language task demands for identifying correct past-tense forms. On the other hand, the left F3t/F3O activation in Japanese (L1) for age 13 was significantly greater than that for age 19, despite the matched performances in L1. These results suggest that the left IFG subserves language-specific functions that are critically required when mastering any language.

Adolescent↗
PubMed1992

The effects of hearing loss and age of intervention on some language metrics in young hearing-impaired children.

This study examined the oral language production abilities of a group of young children with bilateral sensorineural hearing impairments (greater than 25 dB HL). The effects of age of intervention-as indexed by age of detection, referral, first appointment and hearing-aid fitting-and of the severity of their hearing impairments on spoken language and communication were the foci of the study. Children were aged between 27 and 80 months with hearing threshold levels ranging from 32 to 98 dB in the better ear. All were audio- and video-taped in their own homes, in an unstructured play setting with the mother. Measures of expressive language ability were extracted including mean length of utterance, vocabulary size, words per min., total utterance attempts per min., proportion of non-verbal utterances and the proportion of questions asked by the child. No significant correlations were found between the children's hearing impairments and their scores on the language measures once age at interview had been statistically controlled. However, significant correlations were found between the language measures and the ages at which the children received intervention for their hearing impairments, in particular for vocabulary and those language measures denoting the rate and quality of the child's interaction during the episode recorded. This finding is consistent with some of the arguments to be found in the small body of data addressing the question of early intervention.

Age Factors↗
PubMed2001

Comparing language profiles and learning impairment in pupils in special schools.

Children were selected from schools for pupils with learning difficulties. Non-verbal ability measures classified them with what was previously termed moderate learning difficulties (MLD). A Surrey Speech, Language and Communication Profile (Surrey Profile) (Cave and McGregor 1996) was completed for each child and the children's cognition scores were compared. Specific language impairment (SLI) was determined by the discrepancy between general language functioning and non-verbal ability, with a focus on three Surrey Profile items. Three groups were derived using a discrepancy model to view the relationship between language and cognition. Groups 1 and 2 showed commensurate and mild language difficulties in relation to cognition. For Group 3 results indicate that difficulties in learning are due to severe and specific language difficulties. Implications emerge for assessment, educational placement, provision and intervention.

Child↗
PubMed1981

Influence of sensory integration procedures on language development.

The relationship between language development and sensory integration was explored through single case experimental studies of one female and three male aphasic children ranging in age from 4 years, 0 months to 5 years, 3 months. Other agencies had assessed all the children in the area of language development at least 6 months before the start of occupational therapy. Three of the four children had received either speech therapy, special education specific to aphasia, or both, before starting occupational therapy. Additional baseline data on language expression and comprehension, as well as on sensory integrative functioning, were gathered before beginning a year of occupational therapy that involved sensory integration procedures. Inspection of rate of language growth before and after starting occupational therapy showed a consistent increase in rate of growth in language comprehensive concomitant with occupational therapy compared to previous growth rate. The two children with depressed postrotary nystagmus demonstrated notable gains on expressive language measures.

Aphasia↗
PubMed2000

Children's language learning: an interactionist perspective.

This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of cross-disciplinary work on language disorders and the biology of learning to future theories. It concludes that the study of children's language development is converging on an interactionist perspective of how children learn to talk, incorporating the contributions of both nature and nurture to emergent, functional language systems. Language learning is viewed as an integration of learning in multiple domains.

Child↗
PubMed2002

[Communication and language in the autistic spectrum: autism and dysphasia].

INTRODUCTION: The alterations of language and communication seen in children with autistic spectrum disorders (TEA) have some similar and some dissimilar features to those seen in children with specific language disorders (TEL). The basic disorder of TEA seems to be due to alterations in the social and mental use of codes of communication, both verbal and non verbal. Children with TEL however have better non verbal and practical abilities. OBJECTIVE: In view of this, we decided to determine the qualitative difference in function in communication and language between the two populations. PATIENTS AND METHODS: The great heterogeneity between persons with autistic spectrum disorders and even variation between individuals makes investigation of large groups difficult. It is therefore necessary to study individual cases or groups with small numbers. If we fix our attention on language and communication, it is important to define subtypes of function with the population affected by the autistic spectrum of disorders at an early age, in the fields of communication, receptive language and expressive language in our small sample of persons; taking the normal course of development in each field as the parameter for comparison. This is a pilot study within a long term research project. RESULTS: The results reported here are the preliminary findings of what will be a more extensive study with fuller analysis of the results. CONCLUSIONS: The preliminary findings suggest that there are different linguistic and communication function profiles in the different populations compared.

Aphasia↗
PubMed2005

MorphoSaurus--design and evaluation of an interlingua-based, cross-language document retrieval engine for the medical domain.

OBJECTIVES: We propose an interlingua-based indexing approach to account for the particular challenges that arise in the design and implementation of cross-language document retrieval systems for the medical domain. METHODS: Documents, as well as queries, are mapped to a language-independent conceptual layer on which retrieval operations are performed. We contrast this approach with the direct translation of German queries to English ones which, subsequently, are matched against English documents. RESULTS: We evaluate both approaches, interlingua-based and direct translation, on a large medical document collection, the OHSUMED corpus. A substantial benefit for interlingua-based document retrieval using German queries on English texts is found, which amounts to 93% of the (monolingual) English baseline. CONCLUSIONS: Most state-of-the-art cross-language information retrieval systems translate user queries to the language(s) of the target documents. In contra-distinction to this approach, translating both documents and user queries into a language-independent, concept-like representation format is more beneficial to enhance cross-language retrieval performance.

Abstracting and Indexing↗
PubMed1985

Mild conductive hearing loss and language development: a one year follow-up study.

Thirteen children aged 3 to 5 years with mild conductive hearing losses and histories of otitis media were pair-matched with audiologically normal children on age, sex, socioeconomic status, family intactness, and first language (English). The Test for Auditory Comprehension of Language, the Northwestern Syntax Screening Test, and the Developmental Sentence Scoring Procedure were administered. Phonology errors were tabulated from the spontaneous language sample. The language evaluation was repeated after a 1-year interval. All measures differentiated the groups at highly significant levels on the initial assessment. All tests except the Test for Auditory Comprehension of Language continued to show significant differences a year later. The results support the hypothesis that children who experience recurrent middle ear problems are at risk for persistent language delay.

Child↗
PubMed1997

Hearing, language, speech, vestibular, and dentofacial disorders in fetal alcohol syndrome.

Fetal alcohol syndrome (FAS) is characterized by congenital anomalies traditionally associated with hearing disorders. The present study sought to (a) evaluate possible central hearing loss; (b) verify and extend previous observations on sensorineural and conductive hearing losses; (c) evaluate possible vestibular disorders; (d) examine the relationships between hearing, speech, language, vestibular, and dentofacial disorders in FAS patients; and (e) evaluate the influence of patient age, race, and gender on the expression of these morbidities. A biracial group of 22 FAS patients (aged 3 to 26 years) were evaluated by standard hearing, speech, language, and vestibular tests. Dentofacial and other malformations were also assessed. Of the 22 FAS patients, 17 (77%) had intermittent conductive hearing loss due to recurrent serous otitis media that persisted from early childhood into adulthood, whereas 6 (27%) had sensorineural hearing loss in addition to the conductive hearing loss. Among the 12 patients tested for central hearing function, all (100%) were significantly impaired. Among the patients tested for speech and language ability, 18 of 20 (90%) had speech pathology, 16 of 21 (76%) had expressive language deficits, and 18 of 22 (82%) had receptive language deficits. Hearing, speech, and language deficits were not influenced by age, race, or gender. On the vestibular tests, all performed within normal limits with the possible exception of one child (n = 6). High incidences of dentofacial, temporomandibular joint, ocular, cardiac, and skeletal disorders were observed. Race and gender tended to influence dental malocclusion class. Two subjects exhibited autistic tendencies. In conclusion, new and important findings included a high prevalence of sensorineural, conductive, and central hearing deficits, the persistence of otitis proneness into adulthood, the existence of temporomandibular joint disorders, and the possible influence of gender or race on dental malocclusions. Such disorders can contribute to the learning, behavioral, and emotional difficulties seen in FAS patients and warrant early, aggressive intervention.

Adolescent↗
PubMed1997

Sensitivity and specificity of the neonatal brain-stem auditory evoked potential for hearing and language deficits in survivors of extracorporeal membrane oxygenation.

OBJECTIVE: We determined the sensitivity and specificity of neonatal brain-stem auditory evoked potentials (BAEP) as markers for subsequent hearing impairment and for developmental problems found later in infancy and childhood. METHODS: BAEP studies were performed before discharge in infants treated with extracorporeal membrane oxygenation (ECMO), and two specific abnormalities were analyzed: elevated threshold and delayed central auditory conduction. Behavioral audiometry was repeated during periodic follow-up until reliable responses were obtained for all frequencies, and standardized developmental testing was also conducted. The sensitivity and specificity of an elevated threshold on the neonatal BAEP for detecting subsequent hearing loss, and the relationship of any neonatal BAEP abnormality to language or developmental disorders in infancy, were calculated. RESULTS: Test results for 46 ECMO-treated infants (57.5%) were normal, and those for 34 infants (42.5%) were abnormal, with either elevated wave V threshold, prolonged wave I-V interval, or both on neonatal BAEP recordings. Most significantly, 7 (58%) of the 12 children with subsequent sensorineural hearing loss had left the hospital after showing normal results on threshold tests. There was no significant difference in the frequency of hearing loss between subjects with abnormal (5/21, or 24%) and those with normal BAEP thresholds (7/59, or 12%; Fisher Exact Test, p = 0.28). Therefore the sensitivity of neonatal BAEP testing for predicting subsequent hearing loss was only 42%. Neonatal BAEP specificity for excluding subsequent hearing loss was 76%. In contrast, on language development testing, 19 children demonstrated receptive language delay. Of these children, 12 (63%) had abnormal neonatal BAEP recordings and 7 (37%) had a normal BAEP threshold, normal central auditory conduction test results, or both (p = 0.04). CONCLUSIONS: Neonatal BAEP threshold recordings were of limited value for predicting subsequent hearing loss common in ECMO-treated survivors. However, an abnormal neonatal BAEP significantly increased the probability of finding a receptive language delay during early childhood, even in those with subsequently normal audiometry findings. Because neonatal ECMO is associated with a high risk of hearing and receptive language disorders, parents should be counseled that audiologic and developmental follow-up evaluations in surviving children are essential regardless of the results of neonatal BAEP testing.

Acoustic Impedance Tests↗
PubMed2005

Utility of the MacArthur-Bates communicative development inventory in identifying language abilities of late-talking and typically developing toddlers.

The present study investigated the validity of the MacArthur-Bates Communicative Development Inventory (CDI) for a group of toddlers 30 months of age. Study 1 examined the concurrent validity of the CDI for a group of 38 late talkers. Significant correlations were found between the CDI and direct measures of language abilities. Study 2 used likelihood ratio analysis to determine how well the CDI sorted 100 toddlers (38 late talkers and 62 children with a history of normal language development) according to language status based on direct assessment measures. The analyses showed that the CDI was effective in identifying children with low language skills up to the 11th percentile and in identifying children with normal language skills above the 49th percentile.

Case-Control Studies↗
PubMed1982

Parent-child interactions in normal and language-disordered children.

Interactions between young children and their parents or guardians are critical factors in child language acquisition. The purpose of this study is to describe verbal and nonverbal communication patterns that occur in parent-to-child and child-to-parent interactions with normally developing children and children with language disorders. Thirty verbal and nonverbal behaviors were analyzed from videotapes of mother-child interactions. As a group, the mothers of normally developing children did not differ from the mothers of children with language disorders in the frequency of use of verbal or nonverbal interactions or in the mean length of utterance. There were no significant differences between the groups of children in frequency of use of each interaction pattern. What was different was the number of significant relationships between measures of linguistic maturity of the normally developing children and their mothers' interaction patterns that were not apparent for the language-disordered children and their mothers. Mothers' frequency of interactions as expansions, exact, reduction imitation, use of questions, answers, acknowledgements, providing information, total nonverbal behaviors, and use of nonverbal deixis all were related to some measures of the normal child's linguistic maturity. These relationships were infrequent with the language disordered group.

Child Language↗
PubMed1982

A comparison of request-response sequences in the discourse of normal and language-disordered children.

This study compared several discourse characteristics of linguistically normal and language-disordered children. In order to examine interactive skills, several types of request-response sequences were considered. These included choice questions, product questions, request for clarification, and the responses elicited by these speech acts. While neither the linguistically normal nor the language-disordered groups had achieved an adult level of competence, normal children were much more aware of the interactive nature of discourse than language-disordered children. Normals most often responded within the boundaries of an acceptable adult response. Language-disordered children frequently ignored and responded inappropriately to requests. Their responses were occasionally contrary to fact or totally unrelated to the expected information. Some language-disordered subjects also demonstrated linguistic strategies that facilitated the flow of conversation, but showed no understanding of the content of the communicative interchange. The clinical implications of these findings and the need for further research are discussed.

Child↗
PubMed1985

Early language abilities of high-risk infants.

Ten children with a history of prematurity and respiratory distress syndrome (RDS) were matched with 10 full-term controls on the single-word stage of language. Eleven dependent variables probed for qualitative differences between the groups. Measures of receptive language were based on two assessment procedures specifically designed for this study. Expressive language measures were taken from a parent-elicited language sample. Control subjects demonstrated superior performance on all receptive language and child verbosity measures despite their younger age.

Child Language↗