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At least 19 recordsLinked to original sources
PubMed2002

Bilingual children referred for psychiatric services: associations of language disorders, language skills, and psychopathology.

OBJECTIVE: To investigate (1) the prevalence of language deficits and disorders and (2) the relationship of bilingual language skills and psychopathology, in Spanish-English bilingual children referred for child and adolescent psychiatry services. METHOD: Bilingual language skills, emotional/behavioral problems, sociodemographics, immigration variables, and nonverbal IQ were studied in 50 consecutively referred children. RESULTS: Estimated prevalence was high for language deficits (48%) and disorders (41%), with most cases (>79%) being of the mixed receptive-expressive type. In children with clinically significant emotional/behavioral problems, bilingual language skills were strongly and inversely correlated with problem scores, particularly global problems (r = -0.67, p < .001); social, thought, and attention problems (r > or = -0.54; p < .004); delinquency (r = -0.66, p < .001); and aggression (r = -0.52, p < .01). These correlations remained significant after IQ adjustment. CONCLUSIONS: Prior findings from monolingual children were confirmed in this bilingual sample, namely (1) the high prevalence of mixed receptive-expressive and other language disorders and delays and (2) the close tie between poor language skills and emotional/behavioral problems. The data strongly suggest the clinical importance and feasibility of language assessment and the significance of receptive problems in bilingual children referred for psychiatric services. A safe approach is to fully assess language skills, rather than misattributing these children's language delays to normal bilingual acquisition processes.

Adolescent↗
PubMed2006

Severe falciparum malaria and acquired childhood language disorder.

Language disorders have been reported after severe falciparum malaria but the deficits have not been described in detail. We assessed language outcome in three groups of children aged 6 to 9 years (n=487): those previously admitted to Kilifi District Hospital, Kenya, with cerebral malaria (CM; n=152; mean age 7y 4 mo [SD 1y 1mo]; 77 males, 75 females); or those with malaria and complicated seizures (M/S; n=156; mean age 7y 4mo [SD 1y 2mo]; 72 males, 84 females); and those unexposed to either condition (n=179; mean age 7y 6mo [SD 1y 1mo]; 93 males, 86 females). Median age at hospital admission was 28 months (interquartile range [IQR] 19 to 44 mo) among children with a history of CM and 23 months (IQR 12 to 35mo) among children with a history of M/S. A battery of eight assessments covering the major facets of speech and language was used to measure language performance. Cognitive performance, neurological/motor skills, behaviour, hearing, and vision were also measured. Eighteen (11.8%) of the CM group, 14 (9%) of the M/S group, and four (2.2%) of the unexposed group were found to have a language impairment. CM (odds ratio 3.68, 95% confidence interval 1.09 to 12.4, p=0.04) was associated with significantly increased odds of an impairment-level score relative to the unexposed group. The results suggest that falciparum malaria is one of the most common causes of acquired language disorders in the tropics.

Child↗
PubMedDate not supplied

[Verbal communication disorders and language disorders in cortical dementias (I). The current state of the art in research].

INTRODUCTION: This is the first part of a research work into primary and secondary language disorders (LD) in the stages of minimum to mild pathological deterioration in the degenerative process of cortical dementias. AIMS. In this first part, in the light of recent models of symbolic computation of language processing, we review the most significant publications on the subject matter. DEVELOPMENT: We begin with an introduction to the historical development of the approaches used to deal with the subject. Following that, we briefly describe the components of the language processing system (LPS) in the light of symbolic computation models. We then analyse the publications dealing with those models. Our aim was to determine whether the LD reported in those publications are the result of a primary involvement of any of the LPS components, or whether they are only the result of disorders affecting other components of the cognitive system. In this case, the supposed LD would be secondary and thus a communication, but not language, disorder. CONCLUSIONS: Despite the important variations from one individual to another that have been systematically observed by different authors, it seems that only LD belonging to so called primary progressive aphasia are actually cases of this disorder. In all the other dementias in the above mentioned stages of the development process these disorders are secondary to the involvement of other subsystems of the LPS.

Aged↗
PubMed1987

[Infarct in the area of the left anterior cerebral artery. II. Language disorders].

Language disturbances and other neuropsychological dysfunctions were evaluated in 10 right-handed patients with left anterior cerebral artery (ACA) infarcts with CT correlation. Transcortical motor aphasia was present in 4 cases, related to involvement of the supplementary motor area (SMA) or the underlying and immediately anterior white matter. In 4 patients with sparing of the SMA but with involvement of the cingulate region, only alterations of verbal memory were found. Sensory or mixed transcortical aphasia was not observed, in any of the patients, including those in whom the supplementary sensory area (SSA) or the underlying white matter were involved, casting doubt upon the presumed receptive role in language function attributed to the SSA by some authors. Buccolingual-facial apraxia was related to subcortical lesions. A callosal disconnection syndrome was uncommon (2 patients) and no hemi-neglect was encountered, even in those cases with cingulate involvement.

Aphasia↗
PubMed1995

[Language disorders].

Language is the basis for acquisition and execution of communicative skills. The neurological structures underlying language can be localized through clinical-pathological studies and neuroimaging studies. The classical language areas (Broca and Wernicke areas) are involved in lesions causing aphasia, and the main types of aphasia are motor (Broca), sensory (Wernicke), global and anomic aphasia. In stable lesions a negatively accelerated recovery curve is observed. Age and severity of aphasia are important prognostic factors. Treatment consists of broadly targeted language stimulation, but specialists services are important for assessment, education, and selection of patients for special forms of therapy.

Adolescent↗
PubMed2002

Efficacy of speech therapy in children with language disorders: specific language impairment compared with language impairment in comorbidity with cognitive delay.

OBJECTIVE: this article discusses the effect of speech therapy on language comprehension, language production and non-verbal functioning in two groups of children with developmental language disorders. DESIGN: retrospective study-a follow-up after a mean of 2 years. MATERIALS AND METHODS: verbal and non-verbal functioning before and after therapy were examined in 31 language-impaired children with normal hearing and good health. In 16 children the language functioning was substantial behind their non-verbal functioning. They were categorised as children with specific language impairment (SLI). In 15 children the language problem was in comorbidity with cognitive delay, and these were categorised as children with non-SLI. At the first examination the children were at the age of 1;5-5;4 years and at the second examination they were at the age of 3;4-6;11 years. The children were examined for language comprehension (Standardised Dutch version of the Reynell Developmental Comprehension Scale), spontaneous language production (Groningen Diagnostic Speech norms) and non-verbal functioning (Snijders-Oomen non-verbal intelligence scale for children between 2 1/2 and 7 years). RESULTS: in both groups, a significant improvement was found in language functioning as well as in non-verbal functioning. Language comprehension and non-verbal IQ-scores in both groups improved by about the same amount. Language production made significantly more progress in the SLI group than in the non-SLI group. The improvements in the SLI group were mainly reached by speech therapy, whereas in the non-SLI group this was less the case. CONCLUSIONS: verbal and non-verbal development can improve in young children with developmental language delay. This underlines the idea that language and cognitive development are interacting and influencing each other in a positive way. Children with SLI seem to benefit more from speech therapy, whereas children with cognitive delay seem to benefit more from special education.

Child↗
PubMed1980

Preschool language disorders and subsequent language and academic difficulties.

Sixty-three language-disordered children first evaluated in their preschool years were followed four to five years after initial diagnosis. At follow-up approximately 40% of these children continued to present speech and language problems and approximately 40% presented other learning problems. Preschool levels of language comprehension, formulation, semantics, syntax, phonology, and speech production were found to be moderately correlated to subsequent class placement in the elementary grades. Duration of preschool therapy was not related to either the severity of preschool language disorder or to any subsequent speech, language, or academic abilities. Duration of school therapy was related to severity of phonologic deficit as rated during the preschool years and to all follow-up ratings for speech, language, and academic abilities.

Achievement↗
PubMed1998

At risk for language disorders? Correlates and course of language disorders in preschool children born at risk.

The language abilities of 324 children of an at-risk population were investigated at age 2 and 4.5 y. Modified research criteria of the ICD-10 for specific developmental disorders of speech and language were applied. Frequencies between 4% and 7%, depending on age and type of disorder, were diagnosed among children whose performance on the language measure was only 1 instead of ICD-10's 2 SD below group mean, but the discrepancy measure of 1 SD between non-verbal language score and language measure was retained. Psychosocial aspects of a child's environment proved to be better predictors of later language disorders than obstetric complications. Stability of specific language disorders was on the whole fairly low, but children who perform below age level on language measures remained at risk. Gender differences are almost compensated by the age 4.5 y.

Child, Preschool↗
PubMed1976

An examination of the semantic relations reflected in the language usage of normal and language-disordered children.

Language samples were obtained from 40 children in order to examine semantic relations reflected in language usage as a function of chronological age (three and five years) and linguistic status (normal and language disordered). Normal-disordered comparisons were made under both matched utterance length and matched age conditions. Results are interpreted as supporting the notion that the disordered-language usage reflected semantic relations consistent with an earlier level of development.

Age Factors↗
PubMed1997

Developmental language disorders.

Developmental language disorders are among the most common disorders of childhood referred to the pediatric neurologist. This article presents an overview of developmental language disorders, a discussion of the definition of developmental language disorders, potential causal factors, and a description of possible subtypes of language disorders in children. The article concludes with a review of the pediatric neurologist's role in developmental language disorders and recommendations for assessment and management.

Child↗
PubMed1998

Genetics of spoken language disorders.

If language is the result of specialized structures in the brain and if these language-specific structures are genetically encoded, one would expect to find evidence of the heritability of language. In this article I review the results of family aggregation, pedigree, sex ratio, commingling, and segregation studies of spoken language disorders. The results of these studies provide evidence that, although spoken language disorders are genetically and behaviorally heterogeneous, genetic factors may play a substantial role in many cases of developmental spoken language disorders.

Humans↗
PubMed2005

Language disorder in schizophrenia as a developmental learning disorder.

Receptive language disorder in schizophrenia is hypothesized to represent a learning disorder that involves a neurodevelopmental etiology. It is argued that a preexisting developmental language disorder may characterize a subset of schizophrenia patients. A primary deficit in the temporal dynamics of brain function is assumed to cause receptive language disorder in schizophrenia. This hypothesized core deficit includes both disturbance in the processing of rapid, sequential information and disruptions to patterns of brain activation and synchronization. These timing deficits may alter the way associative connections are formed and/or accessed in semantic memory. It is suggested that abnormalities in second-messenger pathways of subcortical-cortical circuitry offer an etiological nexus for language dysfunction in schizophrenia and developmental dyslexia.

Brain↗
PubMed1987

Episode organization and cohesive conjunctives in narratives of children with and without language disorder.

Language-disordered children (chronological ages [CA] 7:6 [years:months] to 10:6) were compared with children who have normal language skills in their ability to cohere episode units in verbally produced narratives following a movie viewing. Cohesion across the episode boundaries was measured by judging the accuracy of conjunctives used to conjoin sentences. Each story was presented twice, once to an adult who had shared the movie viewing with the child, and once to an adult who had not seen the movie. Results indicated that age correlated with the frequency of complete episodes in both groups of children, only the children with normal language skills changed the number of complete episodes as a function of the listener's shared information, neither group altered the accuracy of conjunctive use as a function of the listener, and both groups used a higher frequency of accurate conjunctives to conjoin sentences within an episode than to conjoin sentences across episodes. Results are discussed in terms of the effects of age, language disorder, and listener context on the varying levels of narrative organization.

Age Factors↗
PubMed2005

Comorbidity and WISC-III profiles of Greek children with attention deficit hyperactivity disorder, learning disabilities, and language disorders.

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC-III scores for children with Attention Deficit Hyperactivity Disorder (n = 22), Learning Disability (n = 50), and Language Disorder (n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC-III test or their ACID profile.

Adolescent↗
PubMed1998

Understanding childhood language disorders.

Developmental language disorders exist in 5% to 10% of preschoolers and have strong genetic implications. There are several variants of dysphasia: mixed receptive/expressive, expressive, or higher order language processing. Preschool children with pervasive developmental disorders are dysphasic as well as autistic. Some undergo a language and behavioral regression, most often as toddlers. The role of subclinical epilepsy in this regression is unknown because it is often ignored. Most dysphasic children speak by schoolage but are at substantial risk for reading/academic difficulty. Powerful new techniques to image the brain during language have no place in the routine workshop of children with dysphasia with or without autism.

Autistic Disorder↗
PubMed1997

Motor performance and handedness in children with developmental language disorder.

Developmental language disorder (DLD) is diagnosed when there is a failure of normal language development in a child with normal nonverbal intelligence. The discussion about additional or causal deficits is controversial. In this study a computer-based motor performance series with a tapping, aiming and pegboard movement task and an additional paper-pencil handedness test were applied to a group of children with DLD of the phonologic-syntactic subtype and with normal nonverbal intelligence to describe the additional motor problems. Furthermore we examined whether our DLD children showed a different handedness. Tapping and pegboard with both hands were significantly impaired in our DLD children. Overall our DLD children did not show a different handedness than the control group.

Age Factors↗