PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Language Development Disorders”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 289 records · Page 16Linked to original sources
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↗
PubMed2007

Communication skills in blind children: a preliminary investigation.

BACKGROUND: There are anecdotal reports that blind children sometimes use language inappropriately, but there has been no recent systematic investigation of the communication skills of children with congenital blindness. The aim of the present study was to conduct a preliminary investigation of the communication skills of a group of children with congenital blindness. METHODS: The parents of eight congenitally blind children completed the Children's Communication Checklist-2. RESULTS: The checklist ratings showed that the communication profiles of a large proportion of the group warranted clinical investigation or were indicative of a communication disorder. CONCLUSIONS: The results from this preliminary investigation support the need for a larger study on the communication skills of children with congenital blindness.

Adolescent↗
PubMed1979

A child with Noonan syndrome.

The speech, language, and hearing characteristics of a child with Noonan syndrome are described in this report. The physical characteristics of this disorder are presented. Also included is a description of a pragmatic language analysis completed to provide a description of social-linguistic communication and a basis for treatment.

Child, Preschool↗
PubMedDate not supplied

Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers.

BACKGROUND: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether the tradition of language units or full inclusion into mainstream schools. AIMS: To gather the views of speech and language therapy service managers in England and Wales regarding approaches to service delivery, terminology and decision-making for educational provision, and the use of direct and indirect (consultancy) models of intervention. METHOD AND PROCEDURES: The study reports on a national survey of speech and language therapy (SLT) services in England and Wales (129 respondents, 72.1% response rate) and interviews with 39 SLT service managers. OUTCOMES AND RESULTS: Provision varied by age group with support to children in the mainstream common from pre-school to the end of Key Stage 2 (up to 11 years), and to those in designated specialist provision, common at Key Stages 1/2 (ages 5-11 years), but less prevalent at Key Stages 3/4 (11-16 years). Decision-making regarding provision was influenced by the lack of common terminology, with SSLD and specific language impairment (SLI) the most common, and criteria, including the use of the discrepancy model for defining SSLD. Practice was influenced by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder, and difficulties translating policies into practice. CONCLUSIONS: The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs.

Attitude of Health Personnel↗
PubMedDate not supplied

A correlated fluctuation of language and EEG abnormalities in a case of the Landau-Kleffner syndrome.

Despite growing interest in the Landau-Kleffner syndrome there have been few reports dealing with language disorders in recent years. The authors present a clinical case of a child with Landau-Kleffner syndrome focusing particularly on the relationship between language disorders and electroencephalographic abnormalities. The authors emphasize that the language disorders primarily affect the receptive sphere and that there seems to be a relationship between abnormalities during sleep with a deterioration in verbal comprehension.

Child, Preschool↗
PubMed1989

[Use of speech therapy in pediatric practice].

Prescription of speech rehabilitation is now an act often performed by pediatricians. We attempt to define the implications of this act by successively describing the specific features of the training of speech specialists, the main childhood disorders for which their help is sought, and the key principals of rehabilitation. We underline the need for an improved clinical definition of learning disabilities in children in order to propose optimal therapeutic strategies.

Child↗
PubMed1994

The motor planning abilities of phonologically disordered children.

The motor planning abilities of three subgroups of speech-disordered children were compared to normally speaking age- and comprehension-matched controls. There were 10 phonologically delayed children who used sound-pattern errors typical of chronologically aged younger children (delayed group); 10 children whose phonological system was characterised by the consistent use of non-developmental phonological processes (deviant consistent group); and 10 children whose production of specific lexical items and phonological features was variable (inconsistent group). The groups were compared on tasks that assessed simple and complex motor planning for hand movements and expressive and receptive novel-word learning. The groups did not differ on a simple task of motor planning for hand movements. However, the inconsistent group performed more poorly than all the other groups on a more complex, timed motor-planning task. Although the groups performed equally well on a task assessing receptive novel-word learning, the inconsistent group performed more poorly than all the other groups on an expressive novel-word learning task. The results provide support for the hypothesis that speech-disordered children with different surface error patterns have different underlying deficits in the speech-processing chain. Specifically, inconsistent error patterns are associated with a deficit in some aspects of fine motor planning.

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↗
PubMed1995

The Adelaide preschool language unit: results of follow-up.

OBJECTIVE: To determine educational, social and behavioural functioning of children who had been involved in a preschool language intervention programme between 1982 and 1990. METHODOLOGY: Fifty children who attended the Unit were available for follow-up. The children were divided into three groups: (i) language disorder; (ii) speech disorder; and (iii) mixed speech and language disorder. A psychologist administered educational, cognitive and social behavioural tests. Speech, language and articulation were assessed by a speech pathologist. RESULTS: Cognitively, the 'mixed' speech and language group obtained lower scores than the speech and language disorder children; results on educational tests were also generally lower. All three groups were significantly underachieving in areas of language, reading, spelling and arithmetic relative to their performance IQ. No socialization problems were found. CONCLUSIONS: Severe speech and language disorders in young children, even after periods of intensive intervention, have a significant effect on later educational achievement even when children appear to be 'coping' in their educational settings.

Child↗
PubMed1982

A comparison of request-response sequences in the discourse of normal and language-disordered children.

This study compared several discourse characteristics of linguistically normal and language-disordered children. In order to examine interactive skills, several types of request-response sequences were considered. These included choice questions, product questions, request for clarification, and the responses elicited by these speech acts. While neither the linguistically normal nor the language-disordered groups had achieved an adult level of competence, normal children were much more aware of the interactive nature of discourse than language-disordered children. Normals most often responded within the boundaries of an acceptable adult response. Language-disordered children frequently ignored and responded inappropriately to requests. Their responses were occasionally contrary to fact or totally unrelated to the expected information. Some language-disordered subjects also demonstrated linguistic strategies that facilitated the flow of conversation, but showed no understanding of the content of the communicative interchange. The clinical implications of these findings and the need for further research are discussed.

Child↗
PubMed1987

Effectiveness of language intervention with the language/learning disabled.

This paper uses a meta-analytic procedure to assess the effectiveness of language intervention with the language/learning disabled. A total of 43 studies were coded and analyzed for design, subject, and treatment characteristics. A mean effect size (ES) of 1.041 was achieved suggesting that the average language-disordered child moved from the 50th percentile to the 85th percentile as a result of language intervention. An analysis of the data for this study revealed several significant (p less than .05) ES differences for subject and treatment characteristics. The nature of the differences and their relationship to intervention are discussed.

Child↗
PubMed1983

The perception of nonverbal vocal cues of emotional meaning by language-disordered and normal children.

The purpose of this study was to compare language-disordered and normal children in terms of their ability to interpret emotional meaning from the vocal cues of an adult speaker. The findings indicated that language-disordered children were less accurate in identifying vocal cues of emotion than were normal children, although their pattern of errors was not significantly different. These findings are discussed in terms of Lubert's (1981) "acoustic feature theory" of language impairment, and suggestions for future research are advanced.

Child↗
PubMed1980

Effect of elicitation variables on analysis of language samples for normal and language-disordered children.

To evaluate the effect of elicitation stimuli and situations, expressive language samples were obtained from 10 normal children and 10 language-disordered children in four location-stimulus combinations and from wireless radio telemetry. These language samples were analyzed using the procedures of Developmental Sentence Scoring, Mean Length of Utterance, and inflectional scoring. No differences existed between the locations of home and clinic, but significant differences were noted among samples elicited using pictures as oppossed to open-ended questions as compared to telemetry samples. Normal and language-disordered children responded differently to these elicitation variables. Open-ended questions and telemetry yielded the highest performances on Developmental Sentence Scoring and inflectional scoring. Telemetry samples yielded the shortest response lengths. The two groups of children also responded differently in the specific scoring categories.

Child↗
PubMed1999

[Logopedic intervention in language learning disorderss].

The objective of this study is to analyze, from the conceptual point of view, logopaedic intervention in disorders of acquisition of language. We describe the 'model of intervention at three levels': reinforcing stimulation of language, restructuration of language and substitution of language. We analyze the concepts of 'ambiental intervention', from the naturalist point of view, that of functional exercises and of directed or formal exercises. We study the variables which affect the specificity of logopaedic treatments. As a specific example we describe intervention in auditory perception.

Child↗
PubMed1991

Assessing children with language tests--which tests to use?

A group of 28 children attending a unit for children with developmental language disorders was assessed on a battery of cognitive and language tests. No relationship was found between verbal IQ and scores on other language measures. However, although correlations between the specialist language tests used were highly significant, the mean age scores obtained on the different tests were found to vary by as much as 2 years. The implications of these findings for clinical and experimental studies of children with language impairments are discussed.

Child↗
PubMedDate not supplied

Visual and verbal metaphors among children with typical language and language disorders.

Twelve children with language disorders and 12 control subjects were presented with a series of 24 photographic plates from the Metaphoric Triads Test and asked to explain all possible pairings. They also performed a similar task, matched for content, using verbally prepared stimuli. For each trial, one pairing had been designed to make highly probable a metaphoric pairing. Control subjects provided significantly more metaphoric accounts of pairings than children with language disorders, regardless of modality. In addition, photographic plates elicited significantly more metaphoric pairings than verbal preparations. No significant interactions were observed. The findings are discussed from the perspectives of (1) generalized symbolic function and (2) verbal mediation function. The authors call for more research on the role of verbal mediation in metaphoric reasoning.

Child↗