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PubMed1997

Secondary prevention of paediatric language disability: a comparison of parents and nurses as screening agents.

The purpose of this investigation was to compare the ability of nurses and parents to detect speech and language disability. The methodology included development and validation of a parent questionnaire to detect speech and language disability in 398 3-year-old English-speaking children. The parent questionnaire and a standard developmental screen administered by child health nurses were compared with a gold standard (a speech and language assessment). International criteria for screening tools were applied. The tools were comparable in performance. A simple parent questionnaire, completed without professional assistance, was a viable alternative to professional screening. Parents' education and parity had no influence on their ability to detect language disorders. Although size of sibship had no association with the occurrence of speech and language disability, third-born children were more likely to have a speech and language disability than any other birth order.

Child, Preschool↗
PubMed1979

The effects of chronic middle ear effusion on speech and language development -- a descriptive study.

In this study, the speech and language skills of children with histories of chronic middle ear effusion were analyzed. Forty-seven children between the ages of one year eleven months and five years five months were given a battery of speech and language tests in the course of a diagnostic evaluation. All the children had been referred to speech pathology by a physician because of a suspected communication disorder. All subjects had histories of three or more episodes of middle era effusion, with the first episode occurring prior to 18 months of age. All medical records were checked and in-depth case histories were obtained in order to rule out other possible complicating factors that might have contributed to a speech and language delay. The results of this study revealed essentially age-appropriate receptive language skills in this group of children. Expressive language and articulatory skills were significantly below chronological age level expectation, indicating the possible serious effects of chronic middle ear effusion on speech and language development.

Child, Preschool↗
PubMed1991

Pragmatic language skills of students with language and/or learning disabilities: a quantitative synthesis.

A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year-old students with language disorders, language-learning disabilities, or learning disabilities as compared with the pragmatic language skills of nondisabled peers was conducted. The students with language and/or learning disabilities demonstrated consistent and pervasive pragmatic deficits in conversation compared to non-disordered peers (mean effect size = -0.52; SE = 0.06) across settings, conversational partners, age groups, and types of pragmatic skills measured. The pragmatic differences between the students with language or learning disabilities and control groups could not be accounted for by differences in study methodology or design. Furthermore, these pragmatic deficits appeared to be more attributable to underlying language deficits than to insufficient social knowledge. These findings are consistent with the perspective that students with learning disabilities can also be described as language disordered, and that children with language disorders experience a continuum of language failure that may be manifested in different ways as they progress through school.

Child↗
PubMed2000

Child speech and language assessment and measurement.

The necessity of using standardized and norm-referenced tests in assessing speech and language of impaired children has now been recognized. Thus it seems useful to summarize based on the literature principles for founding such testing methods. These include: a) the necessity for a neuropsycholinguistic model that allows the speech-language pathologist to relate the observed linguistic behavior to underlying language processes, b) the knowledge of the psychometric characteristics required for language tests, and c) a discussion of some of the difficulties or controversed points from clinical practice. Among these latter the following are discussed: 1) measurement versus clinical observation, 2) screening versus exhaustive assessment, 3) language linguistic aspects versus pragmatic dimension, 4) formal tasks versus spontaneous language analysis, 5) linguistic versus metalinguistic assessment, 6) "knowledge-dependent" versus "processing-dependent" tests, 7) early detection of at risk children versus diagnosis of developmental language disorders. Diagnosticians are advised to be aware of the principles to respect when assessing child language.

Child↗
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↗
PubMed1982

The role of new and old information in the verbal expression of language-disordered children.

The present study used an experimental method to investigate the marking of new and old information in the verbal expression of language-disordered children beyond the one-word stage. The results showed that language-disordered children selectively mark new information in verbal communication, just as normal children do. Language-disordered and normal children, furthermore, manifest the same developmental sequence of strategies for deemphasizing old information--children at an MLU level of 3 tend to omit it, whereas children at an MLU level of 5 tend to pronominalize it. Although both normal and language-disordered children demonstrated the same verbal strategies, a subgroup of language-disordered subjects (over half) pronominalized old information more frequently than normal subjects. These language-disordered subjects demonstrated a proportionately different combination of language features than would be expected at their MLU level.

Child↗
PubMed1986

Intellectual, behavioral, and linguistic characteristics of three children with 18p- syndrome.

Developmental characteristics of three girls with 18p- syndrome are described, with detailed history and results of psychological and speech/language evaluations completed at various ages. Results suggest that some children with 18p- syndrome have average abilities in selected areas, despite previous reports that these children have mild to severe mental retardation. Two of the three girls had more severe deficits in linguistic, as opposed to nonlinguistic, abilities. All had similar difficulties with speech articulation. It is suggested that children with speech/language delays who have physical features associated with this syndrome have chromosome analysis performed. It is also recommended that children identified as having 18p- syndrome be referred for comprehensive developmental assessments and remedial special education programming before a specific prognosis is determined.

Articulation Disorders↗
PubMed1981

Cerebral asymmetry in developmental dyslexia.

The computed cranial tomograms (CCTs) of 26 dextral boys with developmental dyslexia were examined for asymmetry of width and length in the frontal and occipital regions. Contrary to several previous reports, reading disability was not associated with an increase in the frequency of reversed occipital widths. There were, however, proportionately more symmetric occipital widths than expected in comparison with a control sample and previously established norms. Differences in verbal or performance IQs were not related to relative cerebral size. Language delay was also not associated with brain measurements. The CCT may be increasing in use as a tool in the investigation of children with developmental dyslexia. We conclude that CCT is not warranted unless an underlying disorder associated with significant neurologic signs is discovered by examination.

Adolescent↗
PubMed1984

Assessment of efficacy of intervention in hearing impaired children with speech and language deficits.

The diagnosis of hearing loss in children with speech and language deficits by the otorhinolaryngologist involves a large allocation of sources. The ability to assess the efficacy of intervention in order to minimize speech and language deficits is an aspect in the care of these children which has not been generally considered as part of the child's ongoing medical care. These children have speech and language deficits predominantly from hearing impairment and occasionally from a primary language disorder. The effect of intervention (usually a hearing aid), the special education program for the hearing impaired child, and the language therapy for the child with a primary language disorder are seldom measured. The ability to assess and monitor the child's progress is essential for the care of these patients. The continual monitoring of the child's progress is accomplished by periodic assessment of the child's speech and language. An instrument to do this has been developed and used by the Department of Otorhinolaryngectomy at the Albert Einstein College of Medicine for a number of years. The utilization of this instrument, as demonstrated by a series of case reports, will be presented. These will include children in which intervention was successful and those for whom it was unsuccessful, with an analysis of the reasons underlying the effectiveness for each child. It is recommended that every child with a speech and language deficit should be monitored periodically so that the child's progress, or lack of progress, can be determined. If the child is not progressing, additional remediation can be instituted to attempt to prevent a permanent speech and language deficiency.

Child↗
PubMed1983

Comparative analysis of parent-child interactions with language-disordered and linguistically normal children.

Audio-recordings were made in the home environment of 20 parent-child dyads. Each parent and child participated in a 15-min structured and a 15-min free-play period of interaction. Language samples were analyzed in three areas: frequency components, sentence types, and pragmatic discourse features. Significant differences were found between the linguistic interactions of parents with a language-disordered child and parents with a linguistically normal child in all areas studied. Few differences were found between mothers and fathers within each group. The conclusion is drawn that language-disordered children may live in a different type of linguistic environment which could function to maintain the underlying language problem.

Child, Preschool↗
PubMed1992

Children with language disorders: natural history and academic success.

Children with developmental language disorders pose specific and unique problems for educators. This article addresses the continuing academic vulnerability of these children during the school years. We advance the position that their academic vulnerability results from the lifelong need to acquire language, to learn with language, and to apply language knowledge for academic learning and social development. Issues are addressed that relate to persistence of language deficits and learning in school.

Achievement↗
PubMed2003

A family aggregation study: the influence of family history and other risk factors on language development.

Substantial evidence continues to accrue for familial transmission of specific language impairment (SLI). The incidence in families with a history of SLI is estimated at approximately 20%-40%, whereas in the general population the estimated incidence is about 4%. Typical aggregation studies compare data on the speech and language status of parents and siblings of individuals with SLI (the probands) to similar data from family members of control individuals with no speech or language disorder history. In the present study, family aggregation of SLI was examined for a unique sample of children who were ascertained before 6 months of age and thus did not have SLI, but were born into a family with a positive history of SLI (FH+). No study to date has examined the pattern of affectance in families of children ascertained at such a young age. In addition, the ratio of boys to girls born into such families was investigated, as previous studies have suggested alterations in the expected gender ratios. Consistent with prior research, SLI was found to aggregate in families; the average affectance rate in FH+ families was 32%, with significantly more boys (41%) reported as having SLI than girls (16%). A comparison of FH+ and control families (FH-) on sociodemographic factors and medical history revealed differences in the overall rate of autoimmune diseases; FH+ families reported a significantly higher incidence (35%) compared to FH- families (9%). Finally, the 3-year language abilities of a subset of 32 children from FH+ families were compared with those of 60 children from FH- families. Children from FH+ families scored significantly lower on standardized measures of language and were more likely to fall below the 16th percentile (28%) than children from FH- families (7%). These results provide converging evidence that children from FH+ families are indeed at greater risk of developing language delay compared to children from control families.

Autoimmune Diseases↗
PubMed1982

Symptomatic congenital cytomegalovirus. Disorders of language, learning, and hearing.

Seventeen patients with symptomatic congenital cytomegalovirus (CMV) were studied longitudinally, with emphasis given to disorders of language, learning, and hearing. At a mean age of 5.5 years (range, 1 go 10 years), nine children (53%) performed in the retarded range. Eleven (65%) experienced sensorineural hearing loss, in three of whom it was progressive. Developmental verbal dyspraxia was documented in two children and suspected in a third. Disabilities in several areas of the learning process exhibited by four children with normal intelligence and hearing loss. Although the effects of congenital CMV were diverse, all of the children had developmental disorders that necessitated special education. Such patients require longitudinal follow-up that includes more than tests of intelligence and hearing. All areas of development must be evaluated to appreciate the full effect of CMV encephalitis in utero.

Achievement↗
PubMed1989

The effect of pictured visual cues on elicited sentence imitation.

In one experiment language-normal 6 1/2-year-old and 4 1/2-year-old children (N = 68) were asked to imitate sentences with or without pictured visual cues. In a second experiment groups of language-disordered children (N = 43) also 4 1/2 and 6 1/2 years of age were asked to imitate sentences with and without pictured visual cues. In both experiments there was no significant difference in the syntactical and grammatical quality of elicited imitations between conditions. Older children performed better than young children in both experiments. It was concluded that pictured visual cues do not affect the syntactical and grammatical quality of language-normal and language-disordered children's elicited sentence imitations.

Child↗
PubMed1998

Semantic pragmatic disorder with application of selected pragmatic concepts.

Children with semantic pragmatic disorder have been described as having difficulties in conversational interaction. The content of their conversations has been described as 'odd', 'loose', tangential', 'irrelevant' and 'inappropriate' (Stubbs 1986). A diagnosis of semantic pragmatic disorder is currently made based on whether or not a child displays certain surface characteristics. The present study attempts to apply precision to the intuitive terms which have been used to describe these children's conversations. To this end conversation samples from three children identified by speech and language therapists as fitting the clinical diagnosis of semantic pragmatic disorder were analysed. Aspects of pragmatic theory which best explained the strengths and weaknesses which emerged in the conversations are discussed. Therefore this represents an essentially data driven study.

Communication↗
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↗