The frequencies of specific language retardation and deficits in short term memory span are the subject of this epidemiological investigation of children attending the first grade of a special school for educationally subnormal children in Erlangen and München/Rosenheim. The children at the mean age of seven were examined according to the "Multi-axial Classification of Child Psychiatric Disorders". The following prevalences were found: 16 children (21%) of the sample from Erlangen and 24 children (33%) of the sample from München/Rosenheim had an specific language retardation, in both sample the most frequent disorders were retardations of the expressive language (11% and 21%). In both sample most children had substantially deficits in the acoustic short term memory span, while they were better on visual short term memory span. Significant correlations between acoustic short term memory span and specific language retardations were found.

Articulation Disorders↗

PubMedDate not supplied

[Psychomotor delay and psychiatric diagnoses in special education students].

76 first grade children of a special school for learning disabled were tested for specific developmental disorders of motor functions (SDDM). 15 children (19.7%), boys and girls proportionately, had a SDDM. This is a substantial increase compared to the unselected population. 8 children (15.5%) suffered from a specific disorder of body coordination and low finger-eye coordination. 4 children (5.3%) were found to have specific disorders of motor functions and specific language retardations. Isolated disorders of hand coordination were not found. 31% of the children with SDDM suffered from psychiatric disorders. Roughly the same percentage of psychiatric diagnosis was found in children without disorders of motor functions. A total of 24 children (33%) had impaired physical coordination: these children had significantly higher total scores in the Child Behavior Checklist (CBCL). Though this questionnaire was not sensitive for detection of disorders of motor functions.

Child↗

PubMedDate not supplied

[Intelligence and language performance of special education children at 7 and 9 years of age].

Prospective longitudinal data from children at a school for learning disabled were obtained. Intelligence and language scores were assessed at first grade and two years later. The results of two samples from Erlangen and München showed a high stability of the intelligence scores but less stability of the language scores. There were remarkable improvements in language comprehension. Expressive language had a constant lag compared with the test-standard of children of the same age; the articulation did improve as expected. The children from this special school still had problems with verbal short term memory.

Child↗

PubMedDate not supplied

[Prognosis of stuttering in pre-school children].

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Child↗