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Results for “Language Development Disorders”

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PubMed1980

[Retarded development of speech and language because minimal cerebral dysfunction (author's transl)].

Retarded development of speech and language may represent a facultative symptom of minimal cerebral dysfunction. The current neurologic and psychologic or psychiatric considerations in children are reviewed, and follow the author's experiences in speech and language. The treatment for this in patients with minimal brain dysfunction is based on four principles: a) Consultation with patients; b) exercise proceedings in patients involved; c) psychological or pedigogical methods; d) drug therapy. The prognosis for effective therapy in these patients is considered to be quite good.

Attention Deficit Disorder with Hyperactivity↗
PubMed2003

Speech, language, and cognitive development in children with isolated sagittal synostosis.

This study investigated the occurrence, nature, and severity of speech, language, and cognitive impairment in 76 children (61 males, 15 females) with isolated sagittal synostosis (ISS) aged 9 months to 15 years 7 months. There was no increased prevalence of global cognitive impairment in the group but there was a high prevalence rate of speech and/or language impairment with 28 (37%) displaying impairment of whom 20 (71%) had moderate or severe impairments that fulfilled the criteria for specific impairments. Prevalence rates were only increased for children over two years of age. Expressive language impairment occurred most frequently. Raised intracranial pressure, peri-neonatal risk factors, otitis media, or being operated were not associated with impairment. Surgery at a later age and a family history of speech and language impairment were both associated with impairments but numbers were small. The findings suggest that children with ISS are at an increased risk of developing speech and language impairment.

Adolescent↗
PubMed2005

Social communication in children with autism: the relationship between theory of mind and discourse development.

This longitudinal study investigated the developmental trajectory of discourse skills and theory of mind in 57 children with autism. Children were tested at two time points spaced 1 year apart. Each year they provided a natural language sample while interacting with one parent, and were given standardized vocabulary measures and a developmentally sequenced battery of theory of mind tasks. The language samples were coded for conversational skills, specifically the child's use of topic-related contingent utterances. Children with autism made significant gains over 1 year in the ability to maintain a topic of discourse. Hierarchical regression analyses demonstrated that theory of mind skills contributed unique variance to individual differences in contingent discourse ability and vice versa, when measured concurrently; however, they did not predict longitudinal changes. The findings offer some empirical support for the hypothesis that theory of mind is linked to communicative competence in children with autism.

Adolescent↗
PubMed2007

Social cognition and externalizing psychopathology: an investigation of the mediating role of language.

The present study integrates findings from three lines of research on the association of social cognition and externalizing psychopathology, language and externalizing psychopathology, and social cognition and language functioning using Structural Equation Modeling (SEM). To date these associations have been examined in pairs. A sample of 354 clinic-referred children (aged 7 to 14 years) recruited from a children's mental health centre were tested on measures of language, social cognition, working memory, and child psychopathology. We compared a hypothesized model presenting language functioning as a mediator of the association between social cognition and externalizing psychopathology to a model presenting the independent contribution of language and social cognition to externalizing psychopathology. As hypothesized, we found that the mediation model fits the data better than the alternative model. Our findings have implications for developing and modifying intervention techniques for children with dual language and externalizing psychopathology.

Adolescent↗
PubMed2005

A retrospective journal-based case study of an infant with autism and his twin.

This report describes the development of an infant who was later diagnosed with autism, and a direct comparison of his development to that of his twin, from a prenatal period through the age of 4 years, through the examination of personal journals and medical records kept by the mother of the twins. Examination of these journals revealed several differences in development between the twins, some as early as 6 months of age. In the first year of life, the infants already differed in language development, social development, sleep patterns, and sensitivity to pain. This rare opportunity to view early autistic development gives direction to developmental theories of autism and clinically useful cues to early signs of autism.

Autistic Disorder↗
PubMed1985

Otitis media and language performance in a cohort of Apache Indian children.

Language performance was evaluated in 167 healthy Apache Indian children aged 6 to 8 years, who had contrasting histories of otitis media and who had been followed since birth. All children received pneumatic otoscopy, tympanometry, pure tone audiometry, and a battery of language measures. Groups were similar with respect to age, sex, school experience, family income, housing, primary language spoken, and nonverbal intelligence. No statistically or clinically significant differences in language performance were observed between groups of children with frequent episodes of otitis media and those from the same cohort with infrequent otitis. While frequent otitis media was associated with abnormalities on tympanometry and otoscopy, bilateral hearing loss (greater than 25 dB) was observed in only 1% of the children.

Acoustic Impedance Tests↗
PubMed1984

Generality in the verbal tacting of autistic children as a function of "naturalness" in antecedent control.

Two autistic children were taught to emit verbal tacts under two conditions--one employing verbal antecedent stimuli in the training process and the other employing so-called naturalistic antecedent stimuli. Although acquisition was more rapid when verbal antecedents were used, the generality of learning was substantially better for language taught under naturalistic stimulus control. Implications of these findings for the instruction of autistic children are considered in the context of current information on stimulus control.

Autistic Disorder↗
PubMed2005

Delayed automatic detection of change in speech sounds in adults with autism: a magnetoencephalographic study.

OBJECTIVE: Autism is a form of pervasive developmental disorder in which dysfunction in interpersonal relationships and communication is fundamental. This study evaluated neurophysiological abnormalities at the basic level of language processing, i.e. automatic change detection of speech and non-speech sounds, using magnetoencephalographic recording of mismatch response elicited by change in vowels and tones. METHODS: The auditory magnetic mismatch field (MMF) was evaluated in 9 adults with autism and 19 control subjects using whole-head magnetoencephalography. The MMF in response to the duration change of a pure tone or vowel /a/ and that in response to across-phoneme change between vowels /a/ and /o/, were recorded. RESULTS: The groups were not significantly different in MMF power under any conditions. However, the autism group showed a left-biased latency prolongation of the MMF particularly under the across-phoneme change condition, and this latency delay was significantly associated with greater symptom severity. CONCLUSIONS: These results suggest that adults with autism are associated with delayed processing for automatic change detection of speech sounds. These electrophysiological abnormalities at the earliest level of information processing may contribute to the basis for language deficits observed in autism. SIGNIFICANCE: These results provide the first evidence for delayed latency of phonetic MMF in adults with autism.

Acoustic Stimulation↗
PubMed1995

Stuttering, language, and cognition: a review and a model of stuttering as suprasegmental sentence plan alignment (SPA).

Extant models of stuttering do not account for the emergence of stuttering at the onset of productive language use; the greater incidence of stuttering during spontaneous speech, on complex sentences, and at sentence-initial positions; the greater incidence of stuttering in bilinguals' 2nd language; the apparent deficiency of stutterers in expressive and receptive language skills; the prevalence of spontaneous recovery from stuttering; and the lack of chronic physiological or articulatory deficits in stuttering children's fluent speech. The author presents a model of stuttering as points of suprasegmental sentence plan alignment (SPA). Such alignment processes occur when, due to on-line sentence production processes, SPAs adopted prior to utterance initiation need to be aligned with revised SPAs. This model parsimoniously accounts for the findings reviewed in the article.

Adult↗
PubMed1984

Hypothesis-testing and nonlinguistic symbolic abilities in language-impaired children.

This study sought to clarify further the cognitive abilities of language-impaired children by examining their hypothesis-testing and nonlinguistic symbolic abilities. A discrimination learning task and a concept formation task were used to measure hypothesis-testing abilities, and a haptic (touch) recognition task was used to assess nonlinguistic symbolic abilities. Subjects were 10 language-impaired and 10 language-normal children matched for performance Mental Age. Measures of expressive and receptive language were also obtained from each child. The language-impaired children were found to perform significantly poorer than their MA controls on the haptic recognition task and on a portion of the discrimination learning task. No differences were found between the two groups' concept formation abilities. Correlational analyses revealed a particularly strong positive relationship between performance on the Peabody Picture Vocabulary Test and the haptic recognition tasks. It was speculated that this relationship was motivated by the symbolic demands of these tasks. One implication of this speculation is that a symbolic representational deficit might better explain the receptive language deficit than the expressive one.

Age Factors↗
PubMed1992

Diagnosing specific language impairment in adults for the purpose of pedigree analysis.

Two sets of diagnostic measures were administered to a group of 35 adults with well-documented histories of specific language impairment and to a control group of 35 normal language users. These measures involved the comprehension and production of words and sentences in formal and spontaneous speaking activities as well as measures of verbal memory and auditory temporal perceptual ability. One set of tasks was administered in a standard face-to-face setting and the other set was given over the telephone. Multivariate and univariate tests indicated that the adults with a history of specific language impairment performed more poorly on all tasks administered. A discriminant analysis of the two sets of measures indicated that four measures in each set identified language-impaired individuals with 97% accuracy for the face-to-face battery and 95% accuracy for the telephone battery. These results suggest that it should be possible to diagnose specific language impairment in the adult family members of children with specific language impairment and therefore permit accurate construction of pedigrees for specific language impairment.

Adult↗
PubMed1996

Preschool speech and language screening: further validation of the sentence repetition screening test.

A recent review indicated that only one speech and language screening test (the Sentence Repetition Screening Test; SRST) designed for preschoolers has been successfully validated in a representative population. This study sought to replicate the SRST validation study using a somewhat younger age group and to compare predictive indices to typical measures of parent concern and teacher judgment. A sample of (N = 343) prekindergarten children (ages 54 to 66 months) attending school registration in the spring before kindergarten entry was tested with the SRST. A stratified sample of 76 returned for criteria testing within 2 months. Teacher ratings were obtained 5 months later. Outcome measures were standard language (Bankson and Illinois Test of Psycholinguistic Abilities) and speech articulation (Arizona) tests. With a prevalence of 11%, SRST prediction of language outcomes resulted in the following indices: sensitivity, .62; specificity, .91; predictive validity, .44; overreferral, 8.4%; and underreferral, 4%. Prediction of the articulation outcome with a prevalence of 11% resulted in indices as follows: sensitivity, .57; specificity, .95; predictive validity, .75; overreferral, 3.7%; and underreferral, 8.3%. Teacher ratings and a parent questionnaire (Speech and Language Screening Questionnaire) approached the same rate of prediction of articulation but with a higher overreferral rate. The predictive indices from the SRST exceeded the comparison measures for language outcomes.

Articulation Disorders↗
PubMed1987

Language delay and hyperactivity in preschoolers: evidence for a distinct subgroup of hyperactives.

The possibility of a separate subgroup of language-delayed hyperactive preschoolers was explored. Cognitive and demographic variables of a series of cases at the Royal Ottawa Hospital Preschool Program were examined. A group of language-delayed hyperactive preschoolers was compared with a non-language delayed group of hyperactives and a non-hyperactive clinical comparison group. Significant differences between the language-delayed hyperactives and the two comparison groups were found on such variables as IQ, expressive language, receptive language, and visual-motor integration. The evidence presented supports the possibility of a separate subgroup of hyperactive preschoolers with language delay and hyperactivity. The implications for both practice and theory are discussed and suggestions are made for further research.

Attention Deficit Disorder with Hyperactivity↗