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At least 1,801 records · Page 100Linked to original sources
PubMed1984

[Right hemiasomatognosia and sensation of amputation caused by left subcortical lesion. Role of callosal disconnection].

A 72-year-old right-handed hypertensive man presented with a right brachial monoplegia, and hypesthesia of the right half of the body to touch and pricking, sparing the face. A CT scan 2 weeks later showed a spontaneous hyperdense area corresponding to a left subcortical parietal hematoma. The patient used his spontaneous language to express body image disturbances: intense prolonged feeling of amputation related to the upper limb and foot on the right side, hemiasomatognosia without anosognosia, autotopagnosia. Also associated were a right-sided visual negligence and a more general inability to handle spatial data leading to a temporospatial disorientation. Mild language disorders were suggestive of subcortical aphasia: normal incitation and repetition; with semantic paraphasias, poor verbal fluency. Furthermore comprehension of orders or propositions concerning spatial data were poor. Finally, there were signs suggestive of callosal disconnection: paradoxical extinction of the left ear during dichotic listening, agraphia and anomia of the left hand, ideomotor apraxia of the left upper limb, difficulty in visual transfer. The lesion interrupted thalamic tracts to parietal regions and callosal fibers linking parieto-occipital association areas. This twofold lesion was analyzed for each of the neuropsychological disturbances observed. Certain aspect of cerebral function in this patient were reminiscent of "split-brain" disorders. The left hemisphere which "speaks" fails to understand the feelings of the right hemisphere: unfamiliarity of places, sensations of illness, resulting in an unadapted speech. The pathophysiology of feeling of amputation is discussed.

Aged↗
PubMed1982

Use of the Token Test for Children to identify language deficits in preschool age children.

The Token Test for Children (TT) was administered to 97 children aged 3-6 yrs enrolled in pre-school programs, together with the Memphis Comprehensive Developmental Scale (MCDS). The 2 tests covaried closely, particularly in the MCDS "Language" and "Cognitive" subtests. Of the 97 Ss, teachers identified 31 as having "special needs". The TT identified such children better than the best of the MCDS subtests ("Language"), but the teachers did poorly in identifying children shown to have language difficulties. In addition to its economical use as a language screening device, the TT might well become part of a standard pre-school admission test battery.

Child, Preschool↗
PubMed1981

Predictive value of early testing of auditory localization for language development.

This pilot study attempted to determine whether atypical localization to voice during the first year of life could be predictive of later delayed language development. 22 children who had been tested at six to nine months of age and found to have normal hearing were retrospectively divided into "atypical' and 'normal' groups. They were then evaluated for language development at four years of age. The atypical group had significantly lower scores on two of the four measures of language competence, but the results must be interpreted with caution because of the small number of children in the study.

Auditory Perception↗
PubMed1980

[Long-term effects of speech training with a mentally handicapped girl (author's transl)].

After an intensive training in regular verbs used in different contexts of fifteen-year-old mentally and speech retarded girl was able to produce creative sentences such as "Yesterday I made the bed". Before the training she only used sentences without conjugating the verbs, e.g., "Yesterday make bed". Upon re-examination three years after completion of the training the effects of the treatment were still evident. Also, when describing pictures, re-telling something or freely relating the girl used regular verb forms as often correctly as she did in the training sentences, both immediately after the training and three years later. The same appplies to irregular verbs despite the fact they were not included in the training programme.

Adolescent↗
PubMed1995

Effects of sampling context on the expressive language of children and adolescents with mental retardation.

This study was designed to determine whether conversational samples of language should be supplemented with samples obtained in narrative, or storytelling, contexts when evaluating the expressive language skills of individuals with mental retardation. Language samples were elicited in both conversational and narrative contexts from 16 school-age individuals with mental retardation and 16 typically developing children matched to them on MA. An analysis of the samples demonstrated that both groups produced more syntactically complex language in narration than in conversation, whereas they were more talkative in conversation than in narration. These results suggest that conversational and narrative contexts should be used together when evaluating the expressive language performance of individuals with mental retardation.

Adolescent↗
PubMed1994

Cortical deafness: a longitudinal study.

We have studied a patient with MRI-confirmed bilateral absence of considerable portions of her temporal lobes resulting in cortical deafness. Although physiologic measures demonstrate normal peripheral hearing sensitivity, this patient's speech has the inflection and prosodic characteristics associated with profound peripheral hearing loss, and she is unable to understand spoken communication. Behaviorally obtained pure-tone thresholds taken over nearly 20 years range from normal to moderate hearing loss with normal middle ear muscle reflexes and normal ABRs; however, we consistently found abnormal middle latency and cortical evoked potentials. Because of her total inability to communicate auditorily, this patient was ultimately taught American Sign Language and educated at the Louisiana School for the Deaf. This rare case highlights the importance of using multiple audiologic measures sensitive to abnormalities at various levels of the auditory system.

Adult↗
PubMed1994

Clinical decision making: describing the decision rules of practicing speech-language pathologists.

The diagnostic decision-making standards used by practicing clinicians to determine language impairment were investigated. Randomly selected ASHA members who worked with children were asked to review hypothetical and real case profiles of children ages 4 to 9:11 (years: months) with language performance skills ranging from slightly above average to substantially below average. Based on the child's age and language and intelligence test information, clinicians were asked to decide if the child was language impaired (LI) and, if so, to provide a severity rating. Results show significant interrater agreement among the 27 clinicians' LI decisions (generalized kappa = 0.14, p < .0001) and moderate intrarater reliability within clinician's LI decisions (phi = .68). Most of the clinicians' diagnostic decision-making standards could be modeled using stepwise logistic regression. These decision rules can provide guidance for those who wish to employ diagnostic standards that reflect those used in clinical practice. Also, these results provide insight into the manner in which clinicians use information for the determination of language impairment.

Adult↗

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