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At least 19 recordsLinked to original sources
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↗
PubMed1978

The effects of pause time on auditory comprehension of language-disordered children.

Language-disordered children were presented with two types of commands in a sentence comprehension task. One 3-sec pause was placed at the same syntactic boundary in one-half of the sentences in Set I and Set II. Results indicate that the subjects' performance improved as a function of the pause in Sentence Set II but not in Sentence Set I.

Auditory Perception↗
PubMed1992

Progressive language disorder due to lobar atrophy.

Sixteen patients with progressive language disorder have been studied longitudinally. Anomia was a prominent presenting characteristic and mutism ultimately occurred. Patients, however, were clinically heterogeneous. Some exhibited nonfluent, agrammatic features, whereas others demonstrated a fluent aphasia, with profound loss of word meaning. Although language disorder remained the sole symptom in a minority of patients, in others an associative agnosia or personality and behavioral changes, or both, emerged. Findings on computed tomography and single photon emission tomography mirrored the areas of dysfunction suggested by the neuropsychological profiles and demonstrated abnormalities restricted to the left hemisphere or involving bilateral frontotemporal cortices. Brains of 3 patients, with distinctive clinical pictures, have been examined at autopsy. Each revealed a focal distribution of atrophy, gliosis and spongiform change, and an absence of senile plaques and neurofibrillary tangles. There was clinical and pathological overlap with frontal lobe dementia. We argue that progressive language disorder is clinically heterogeneous and forms part of a spectrum of clinical presentations of non-Alzheimer lobar atrophy.

Aged↗
PubMed1991

Causes and associations of severe and persistent specific speech and language disorders in children.

Eighty-two school-age children with severe and persistent specific speech and language disorders were studied. 71 had specific developmental language disorders, three had structural malformations (cleft palate) and eight had disorders acquired after a period of normal language development, including five with Landau-Kleffner syndrome. The sex ratio was 3.8 boys to one girl. Nearly half had a family history of speech-language disorder, with one in 5.2 affected siblings. Aetiological factors were found in 26 per cent: 11 per cent prenatal, 3 per cent perinatal and 12 per cent postnatal. 21 per cent had had a seizure and 7 per cent had had seizures after the age of eight. 29 per cent were left-handed, 90 per cent were clumsy and 22 per cent first walked after 18 months. The complex origins of specific speech and language disorders are discussed.

Brain Damage, Chronic↗
PubMed1991

[Developmental language disorder in children of severely dysfunctional families].

Developmental language disorder (DLD) is the most common type of language disorder and involves difficulty in comprehending oral language (receptive type) or in expressing verbal language (expressive type). The relationship between DLD encountered in general practice and severe family dysfunction was evaluated. Severely dysfunctional families are characterized by chronic and persistent conflicts, absence of closeness and lack of trust between parents, bad relations between parents and children, and lack of parental support. 20 children, 3.6% of a study population of 550 children aged 3-5 years, were found to be suffering from DLD. The proportion of boys with this disorder from severely dysfunctional families was considerably higher than from control families (73.5% vs 9.5%, p less than 0.0001). In girls, the excess of those from severely dysfunctional families was smaller, and the difference was not significant (20.3% vs 6.6%, p greater than 0.3). Mean years of education of fathers of children with DLD was significantly less than that of fathers of control families (p = 0.04), and less than that of mothers of children with DLD (not significant, but control sample small). It was also less than that of mothers of control families (p = 0.02). In control families there was no difference between the education of fathers and of mothers. The excess of cases of DLD in dysfunctional families was significantly greater when there were more than 4 children in the families (p = 0.01). There was a predominance of the expressive as compared to the receptive type of DLD. Early detection of severely dysfunctional families and of children with DLD may promote early intervention and increase effectiveness of treatment.

Child, Preschool↗
PubMed2026

Effectiveness of Caregiver-Mediated Spoken Language Interventions for Children Under Five at Risk of Developmental Language Disorder: A Systematic Review and Meta-Analysis.

BACKGROUND AND AIMS: Caregiver-mediated interventions are commonly used by Speech and Language Therapists to support early language development. Developmental Language Disorder (DLD) is associated with reduced quality of life throughout the lifespan. Understanding factors that predict intervention success is essential for developing appropriate, cost-effective therapy provision for the approximately 12% of preschool children who present with early markers for Developmental Language Disorder (DLD). This systematic review and meta-analysis examined the effectiveness of caregiver-mediated spoken language interventions for under-fives at risk of DLD, and factors influencing intervention effectiveness. METHODS: A systematic review following PRISMA guidelines was conducted. Five electronic databases were searched to identify experimental studies comparing caregiver-mediated spoken language interventions to control conditions in under-fives presenting with risk factors for DLD. Risk factors included prematurity, socioeconomic factors, caregiver language development concerns, and formal or informal language screening or assessment scores. Twenty-six experimental studies with 1407 child participants were included in qualitative synthesis. Meta-analysis was performed on nine Randomised Controlled Trials involving 947 children. RESULTS: Effectiveness was examined for outcomes including child language gains, child wellbeing, inclusion and attainment. Meta-analysis indicated a significant effect of caregiver-mediated spoken language interventions on language outcomes compared to treatment-as-usual, non-language intervention or waitlist control conditions. Non-language outcomes were evaluated via qualitative synthesis. Interventions significantly improved language development trajectories for under-fives presenting with risk factors or early markers for DLD. CONCLUSION AND IMPLICATIONS: This review contributes to the growing evidence base demonstrating that caregiver-mediated interventions can positively impact language development and wellbeing outcomes for children under five at risk of DLD. These findings support the implementation of caregiver-mediated environmental language interventions in clinical practice to maximise accessibility and cost-effectiveness while delivering optimal outcomes for vulnerable populations. WHAT THIS PAPER ADDS: What is already known on this subject Previous research on caregiver-mediated spoken language interventions has highlighted gaps in the evidence regarding the impact of risk factors, demographic characteristics, dosage and intervention components on child language outcomes. Developmental Language Disorder has relatively high population prevalence, estimated at 7%. Prevalence is associated with risk factors including low household socioeconomic status (SES), prematurity and late language emergence. In contrast to its prevalence, there is low public and professional awareness of DLD and a low diagnostic rate. Therefore, a strengthened evidence base and additional insights into the factors affecting success of family-based interventions is important in order to increase the effectiveness of service provision and care planning for this underserved population. Timely and effective intervention with young children presenting with early markers for DLD has the potential to offer lifelong improvement to their wellbeing, inclusion and attainment outcomes. Recent systematic reviews of the effectiveness of caregiver-mediated language interventions had differences in population age range and diagnostic inclusion criteria. What this paper adds to existing knowledge Our review examines the effectiveness of caregiver-mediated early spoken language interventions on child language, attainment and wellbeing, and on caregiver self-efficacy and adherence to language support strategies. Our population was children under five presenting with risk factors for Developmental Language Disorder, in the absence of other neurodevelopmental or genetic conditions such as intellectual disability or autism. This review adds depth and detail to the evidence base supporting the effectiveness of caregiver-mediated spoken language interventions in improving outcomes for this population of young children, and factors that influence their success. What are the potential or actual clinical implications of this work? The high prevalence of Developmental Language Disorder, estimated at around 7% of the population, and the strong association with risk factors including low SES, prematurity and late language emergence, coupled with the low awareness of DLD and low diagnostic rate, mean that a strengthened evidence base and additional insights into the factors affecting success of family-based interventions can increase the effectiveness of service provision and care planning for this population. Timely and effective intervention in this group of young children has the potential to improve wellbeing and attainment outcomes across the lifespan. This review contributes to our understanding of how to implement cost-effective, socially valid and maximally engaging partnership working with families of young children at risk for DLD.

Humans↗
PubMedDate not supplied

[Language disorders in children: diagnostic, pathogenetic and developmental aspects].

Several Authors report the pathogenetic factors of developmental language disorders, some clinical features, the evaluation criteria, the treatment prospects aimed also at learning disorders. 163 children with language disorders have been examined: M98, F65; range 2.8-6.2 ys, mean 5.1 ys. The study of verbal comprehension and production and the evaluation of cognitive level, of language function, of communicative abilities, of handedness was performed. The diagnostic evaluation results: uncomplicated language retardation (31.2%), developmental dysphasia (7.4%), acquired aphasia (0.6%), dysphasia/cognitive retardation (36.8%), language retardation/deafness (10.4%), stuttering (6.8%), relational disorders (6.8%). The pathogenetic features are the following: organic factors (early brain damage 51%, early otopathies 10%), environment factors (24%, partly as joined factors), emotive disorders (11%), familiarity (10%), no determinable etiology (2%). The Author remarks some therapeutic strategies and evolution prospects of the different language disorders. In order to attain early diagnosis and treatment it seems advisable to increase cognitive-linguistic examination in preschool age and to start rehabilitation services at nursery-school.

Age Factors↗
PubMed1992

Language disorders in disruptive behavior disordered homicidal youth.

Eight homicidal youths were assessed for language disorders and psychiatric diagnoses using a battery of standardized language tests and the Diagnostic Interview for Children and Adolescents. Both language disorders and Diagnostic and Statistical Manual III-R psychiatric diagnoses were present in all subjects.

Adolescent↗
PubMed1977

A comparative study of infantile autism and specific developmental receptive language disorders. III. Discriminant function analysis.

A psychometric, observational, and interview study was undertaken with 47 boys, aged 4 1/2 to 10 years, with nonverbal IQs of 70+ and a severe developmental disorder of language comprehension. Separate discriminant function analyses, based on behavioral, language, or cognitive features, showed little overlap between clinically defined autistic and dysphasic subgroups. Moreover, the discrimination could be made as clearly on language or cognitive characteristics as on social or behavioral critera. Language abnormalities and behavioral features also intercorrelated within the autistic subgroup. It is concluded that autism and dysphasia differ in important ways and that a cognitive deficit is an essential part of the syndrome of autism.

Autistic Disorder↗
PubMed1978

Experimental acquisition of wh-questions in language-disordered children.

Twenty-four language-disordered children were trained, through modeling with a problem-solving set, to produce a question form involving a wh- word-who, what, or where-in a structure requiring either auxiliary is or auxiliary does. Results indicated the subsequent use of the trained auxiliary across wh- words and, to a lesser extent, the subsequent use of untrained as well as trained wh- words. These results suggest that the training of one multioperation structure may result in the acquisition of two partially independent linguistic operations. Such patterns of acquisition could result in an increase in the efficiency of language training.

Child↗
PubMed1989

A preliminary investigation of the pragmatic abilities of a group of language disordered children.

The communicative acts, conversational acts, and breakdown repair abilities of six language-disordered children with a syntactic age of +/- 3 years old as determined by the LARSP (Crystal, Fletcher, Garman: 1976) were investigated. Sampling of each subject involved two separate naturalistic interactions with a familiar adult and a language disordered peer. The data obtained from the transcriptions were analysed in terms of linguistic and nonlinguistic behaviours on the Communication Profile by Wollner and Geller (1982). Specific patterns of deficit and strengths were observed and these trends were related to recent literature in this area. The study emphasises that there is as much heterogeneity in the pragmatic skills as in the other communication skills of language disordered children, although this is due to some extent to the limitations of assessment in naturalistic settings. It also indicates individual areas of pragmatic deficit that require remediation.

Child, Preschool↗
PubMed1991

Evaluation for suspected language disorders in preschool children.

Pediatricians can identify a child with a developmental language disorder by expanding a traditional developmental assessment with special screening tests of language skills. They can direct parents to specialists who can define the nature of the language disturbance in more detail and predict its natural history. They must then support the parents as they learn to use the community resources available for remediation of their child. As more is learned about the biologic bases of normal and abnormal language development in children, pediatricians will undoubtedly have an even more central role in identification of patients with language disorders and education of their families.

Child Language↗
PubMed1978

The relationship between perceptual dysfunction and language disorders: a case report.

The acquisition of language is discussed in relation to two specific perceptual processes: first, identification and discrimination of recurring aspects of an experience, and second, integration of the language form with the specific aspect of the event being represented. The analysis of the language of a child with perceptual and integrative deficits revealed expressive use of language without comprehension and limited knowledge of concepts. Explanations of these behaviors are presented in light of the child's perceptual and integrative dysfunctions. Implications for clinical management of a perceptually based language disorder are discussed.

Child↗
PubMed1992

Cohesion repairs in the narratives of normal-language and language-disordered school-age children.

The self-initiated repairs produced by 14 normal-language and 14 language-disordered children during a story retelling task are described. When grammatical repairs and repairs to text meaning were analysed, no group differences were found for either repair type. Both groups initiated significantly more repairs to text meaning. When repairs to text meaning were probed for the cohesive aspects of the repair activity, there were no group differences for the frequency or the types of cohesive repairs that were initiated. However, differences were significant for the success of the cohesive repair attempts and for the location of the repairs. Normal-language and language-disordered children appear to share similar strategies for monitoring narrative discourse, but they differ in their abilities to actualize their monitoring attention.

Child↗
PubMed1992

The validity of discrepancy criteria for identifying children with developmental language disorders.

Empirical data from two studies address the clinical validity of discrepancy criteria for identification of children with developmental language disorders (DLD). Study 1 involved 256 preschoolers clinically defined as DLD and meeting inclusionary criteria for normal hearing, intellectual, neurological, and psychiatric status. Application of alternative psychometrically derived discrepancy criteria identified only 40% to 60% of the clinically defined group as language disordered. Study 2 applied nonverbal IQ-language performance discrepancy criteria to 368 eight-year-old, randomly selected control subjects, resulting in over 45% of the controls being identified as DLD. Factors contributing to underidentification in Study 1 and over-identification in Study 2 are discussed, raising questions regarding the validity of discrepancy criteria for identification of DLD children.

Achievement↗
PubMed1976

Rapid auditory processing in normal and disordered language development.

Four-and-one-half- to eight-and-one-half-year-old children with normal language development, normal adults, and dysphasic children were tested for their ability to perceive binary sequences of nonverbal auditory stimuli. Performance was studied in relation to the rate of presentation of stimulus sequence, as measured by the time interval between stimulus elements. Of the normal children studied, only the eight-and-one-half-year-old group responded as well as the adult group to auditory patterns composed of complex tones presented in rapid succession (8-305 msec intervals). Normal children six-and-one-half years and older were able to respond to these same auditory patterns when they were presented more slowly (947-4026 msec intervals). The overall pattern of performance of the dysphasic children was not similar to that of any age group of children with normal language development. The dysphasics' performance was significantly poorer than that of even the four-and-one-half-year-old normal group on rapidly presented auditory sequences, but not significantly different from normal children their own age or adults on the same patterns which were presented more slowly. The interrelation of normal development of rapid auditory processing and normal language development is discussed.

Adult↗