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PubMed1982

Comprehension of spoken, written and signed sentences in childhood language disorders.

Nine children suffering from Landau-Kleffner syndrome and 25 children with developmental expressive disorder were tested for comprehension of the grammatical structure of English in spoken, written and signed (Paget-Gorman) language modalities. It is shown that the comprehension problems of children with landau-Kleffner syndrome are not restricted to spoken language, but are also found when written or signed language is used. Further, in all three language modalities these children show deviant patterns of comprehension consistent with the notion that they treat language as having a sequential rather than a hierarchical structure. However, similar patterns of performance are found in profoundly deaf children, indicating that peripheral auditory deprivation is a sufficient condition for these deviant patterns of comprehension to develop.

Adolescent↗

PubMed1983

Mental rotation abilities in language-disordered children.

This study investigated the possibility that language-disordered children suffer a pervasive representational deficit. A mental rotation task was used to measure proficiency in visual imagery, one of the major nonlinguistic symbolic modes. Normal and language-disordered first and third graders (matched for sex and cognitive level) were asked to decide whether two geometric arrays were similarly ordered. Arrays were presented parallel or with the right hand array rotated about its center either 45 degrees, 90 degrees, or 135 degrees in the picture plane. A significant (p less than .001) linear relationship between degree of rotation and reaction time indicated that children in all groups were using imagistic processes. Language-disordered children did not differ from normal children in accuracy of judgment or require more training trials, but they did respond more slowly (p less than .02). These findings suggest an impairment of visual imagery and hence representational deficits which extend beyond language. Current evidence does not, however, indicate whether difficulties with nonverbal and verbal symbolic modes stem from a single source.

Child↗

PubMed2003

Language disorders in young children: when is speech therapy recommended?

OBJECTIVE: Analysis of treatment recommendation given by speech therapists. Evaluation of the language abilities in the examined children and re-examination of those abilities after 12 months. MATERIALS AND METHODS: Thirty-four children, aged between 2.0 and 5.3 years, referred to speech therapists by their General Practitioners because of possible language problems were included in a prospective study. The number of children receiving speech therapy and the number of speech therapy sessions received during 1 year, and the therapy effect on three quantitative language measures were compiled. RESULTS: In 97% of the children referred to a speech therapist, speech therapy was recommended. Most of these children showed average to above-average language scores on standardised tests for sentence development (61%) and language comprehension (79%). In addition, for most children spontaneous speech, as screened by the Groningen Diagnostic Speech Norms, was age-adequate (76%). The children's problems consisted of pronunciation difficulties or periods of stammering. After 12 months for 50% of these children speech therapy was still continued which means that the articulation problems still were present. The mean number of speech therapy sessions was 26.7. The language scores on the three language tests remained relatively stable over the 12-month interval. CONCLUSIONS: In young children pronunciation difficulties often lead to the recommendation for speech therapy. For a large number of children therapy takes more than a year, indicating that speech therapy cannot influence these problems to a great extent. In addition language scores remained relatively stable. Therefore, language problems and especially articulation problems in young children should be reconsidered regarding maturation and normal variations in speech motor development. A 'watchful waiting' approach should be taken more often.

Child Language↗

PubMed1982

Phonological disorders I: a diagnostic classification system.

Data are presented to support the validity and utility of a diagnostic classification system for persons with phonological disorders. Rationale for the classification system is developed from current reviews of issues and concepts in phonology and classification systems. The system proceeds from a worksheet for reduction of phonological and other assessment data, through five hierarchical levels of classification entries. The system will accommodate lower-level elaboration of etiological subgrouping, pending appropriate research. A retrospective classification study of 43 children with delayed speech is described. Procedural details relating classification procedures to two companion papers (Shriberg & Kwiatkowski, 1982a, 1982b) are provided.

Adolescent↗

PubMed2001

Developmental language and speech disability.

Speech disabilities (articulation deficits) and language disorders--expressive (vocabulary) receptive (language comprehension) are not uncommon in children. An overview of these along with a global description of the impairment of communication as well as clinical characteristics of language developmental disorders are presented in this article. The diagnostic tables, which are applied in the European and Anglo-American speech areas, ICD-10 and DSM-IV, have been explained and compared. Because of their strengths and weaknesses an alternative classification of language and speech developmental disorders is proposed, which allows a differentiation between expressive and receptive language capabilities with regard to the semantic and the morphological/syntax domains. Prevalence and comorbidity rates, psychosocial influences, biological factors and the biological social interaction have been discussed. The necessity of the use of standardized examinations is emphasised. General logopaedic treatment paradigms, specific therapy concepts and an overview of prognosis have been described.

Child Language↗

PubMed1983

A search for congenital rubella in psychiatric day treatment, language and learning centres.

A search for previously undiagnosed congenital rubella (CR) was made on 672 children who had attended psychiatric day treatment, learning, and speech and language centres. This was done by observing the seroresponse of seronegative children to rubella vaccine, since 90% of patients with known CR who are seronegative fail to seroconvert to the vaccine. Of the 225 seronegative children 23 did not seroconvert after a single vaccination. Five of these failed to respond on revaccination. These five children had a high frequency of severe language and learning disability as well as frequent diagnoses of major CNS disorders. It is likely that a far greater number of children in the population studied had CR, since our methods identify only about 20% of those affected. Clinically, a specific diagnosis of CR is helpful in facilitating genetic counselling and in allowing the clinician to offer a more hopeful prognosis.

Adolescent↗

PubMed1984

Linguistic processing and performance in articulation-disordered subgroups of language-impaired children.

The linguistic and dichotic listening performances of three groups of nine children were studied. The groups were divided as follows: (1) Language-disordered children whose articulatory errors were primarily omissions; (2) language-disordered children whose articulatory errors were primarily substitutions; (3) communicatively normal children. All subjects participated in articulation testing, imitative language tests, analysis of a spontaneous language sample, and a dichotic word task. The articulatory omission group differed significantly from the substitution group on the imitative language test but not on the developmental sentence analysis. All groups demonstrated a right ear advantage, suggesting left hemispheric processing of the dichotic stimuli. The results of the present study and prior research are discussed in terms of possible sources of variability.

Child↗

PubMedDate not supplied

Language skills in 5-8-year-old children with 22q11 deletion syndrome.

BACKGROUND: Language impairment and delayed language onset have been described, although not investigated in detail, in children with 22q11 deletion syndrome. AIMS: To investigate different areas of language: the ability to retell a narrative, phonology, syntax and receptive vocabulary in a group of 5-8-year-old children with 22q11 deletion syndrome regardless of whether or not they had a history of speech and language difficulties. Gender differences were also investigated. METHODS & PROCEDURES: Nineteen consecutively referred children with 22q11 deletion syndrome, ten girls and nine boys, between the ages of 5 and 8 years, participated in the study. The mean full-scale IQ of the group was 78. Six children had an autism spectrum disorder, attention deficit/hyperactivity disorder, or a combination of these. Three different language tests were used: (1) the Bus Story - a test of narrative speech and language; (2) an articulation test including all Swedish phonemes in different positions; and (3) the Peabody Picture Vocabulary Test - Revised (PPVT-R). OUTCOMES & RESULTS: All but two children had an information score in the retelling task of 1 SD below the population mean. A negative correlation between age and the information score implied that the older the children, the more severe the problems. One child had an average sentence length within the normal limits and five children had subordinate clauses within normal limits. A median of 4% of the utterances included grammatical errors. About 50% of the children had a complete consonant inventory. The phonological process analysis implied delayed rather than deviant development. The group had a moderately low score for receptive vocabulary. CONCLUSIONS: Language difficulties in all investigated areas of language were found. It is suggested that speech-language impairment is a common feature of 22q11 deletion syndrome. An implication of these results is that follow-ups of language skills are important not only for pre-school children, but also for school age children and adolescents with 22q11 deletion syndrome.

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↗

PubMed1982

Use of radiotelemetry to obtain expressive language samples.

Expressive language samples were obtained from normal and language-disordered children through standard interview procedures and through wireless radiotelemetry. Comparisons of these samples using Developmental Sentence Scoring (DSS), mean length of utterance (MLU), and inflectional scoring indicated significant differences between the groups of children, and among the interview-telemetry samples. Telemetry samples yielded different overall scores from those obtained with the interview samples, and there were significant differences in the types of language performance within the samples. Reliable telemetry scores across days were obtained. Difficulties in using the equipment are described and the procedures are compared.

Child↗

PubMed1987

Language-impaired 4-year-olds: distinguishing transient from persistent impairment.

In a prospective, longitudinal study, 87 language-impaired children were assessed at the ages of 4, 4 1/2, and 5 1/2 years on a battery of language measures. In 37% of children, who were termed the "good outcome group," the language disorder had resolved by the age of 5 1/2 years so that children were indistinguishable from a control group. If one restricted consideration only to those 68 children whose nonverbal ability was within normal limits, the figure rose to 44%. Outcome for individual children (good or poor) could be predicted with 90% accuracy on the basis of test measures obtained at 4 years. The best predictor was ability to tell back a simple story to pictures. The one language measure that did not relate to outcome was phonological competence.

Child, Preschool↗

PubMed1983

Sampling reliability in elicited imitation.

This study examined the number of trials necessary to obtain sampling reliability in elicited imitation. An examiner-constructed elicited imitation test was administered to 15 language-disordered subjects, sampled from the age range of 5:6 to 6:6 years. All test sentences were controlled for length, syntactic construction, and semantic content. The test instrument contained multiple occurrences of 16 syntactic structures. For each of these forms, subject performance on 1, 3, 5, and 7 trials was compared with performance on 10 trials. It was observed that sampling reliability increased as the number of trials increased, but as few as three repetitions provided reliable data.

Child↗

PubMed1994

Developmental phonological disorders. I: A clinical profile.

Detailed information on the speech, language, prosody, and voice characteristics of children with developmental phonological disorders is central to diverse research questions. The present study provides a clinical profile of 178 children with developmental phonological disorders. It includes information from prior reports (Shriberg & Kwiatkowski, 1982a; Shriberg, Kwiatkowski, Best, Hengst, & Terselic-Weber, 1986) and from several new measures on a sample of 64 children. The speech, prosody-voice, and causal-correlates profiles for the most recent sample are consistent with prior findings, providing a descriptive profile for forthcoming subgroup research and companion studies addressing short-term (Shriberg, Kwiatkowski, & Gruber, 1994) and long-term (Shriberg, Gruber, & Kwiatkowski, 1994) speech-sound normalization.

Causality↗

PubMed2002

Infant discrimination of rapid auditory cues predicts later language impairment.

The etiology and mechanisms of specific language impairment (SLI) in children are unknown. Differences in basic auditory processing abilities have been suggested to underlie their language deficits. Studies suggest that the neuropathology, such as atypical patterns of cerebral lateralization and cortical cellular anomalies, implicated in such impairments likely occur early in life. Such anomalies may play a part in the rapid processing deficits seen in this disorder. However, prospective, longitudinal studies in infant populations that are critical to examining these hypotheses have not been done. In the study described, performance on brief, rapidly-presented, successive auditory processing and perceptual-cognitive tasks were assessed in two groups of infants: normal control infants with no family history of language disorders and infants from families with a positive family history for language impairment. Initial assessments were obtained when infants were 6-9 months of age (M=7.5 months) and the sample was then followed through age 36 months. At the first visit, infants' processing of rapid auditory cues as well as global processing speed and memory were assessed. Significant differences in mean thresholds were seen in infants born into families with a history of SLI as compared with controls. Examination of relations between infant processing abilities and emerging language through 24 months-of-age revealed that threshold for rapid auditory processing at 7.5 months was the single best predictor of language outcome. At age 3, rapid auditory processing threshold and being male, together predicted 39-41% of the variance in language outcome. Thus, early deficits in rapid auditory processing abilities both precede and predict subsequent language delays. These findings support an essential role for basic nonlinguistic, central auditory processes, particularly rapid spectrotemporal processing, in early language development. Further, these findings provide a temporal diagnostic window during which future language impairments may be addressed.

Apgar Score↗

PubMed1991

A minority perspective in the diagnosis of child language disorders.

The effective diagnosis and treatment of persons from diverse minority language backgrounds has become an important issue in the field of speech and language pathology. Yet, many SLPs have had little or no formal training in minority language, there is a paucity of normative data on language acquisition in minority groups, and there are few standardized speech and language tests appropriate for these groups. We described a diagnostic process that addresses these problems. The diagnostic protocol we have proposed for a child from a Black English-speaking background characterizes many of the major issues in treating minority children. In summary, we proposed four assessment strategies: gathering referral source data; making direct observations; using standardized tests of non-speech and language behavior (cognition, perception, motor, etc.); and eliciting language samples and probes.

Black or African American↗

PubMed2002

Deciphering auditory processing disorders in children.

APD is not a label for a unitary disease entity but rather a description of functional deficits [3]. It is a complex and heterogeneous group of auditory-specific disorders usually associated with a range of listening and learning deficits [3,4]. Underlying APD is a deficit observed in one or more of the auditory processes responsible for generating the auditory evoked potentials and the following behaviors: around localization and lateralization; auditory discrimination; auditory pattern recognition; temporal aspects of audition, including temporal resolution, masking, integration, and ordering; auditory performance with competing acoustic signals; and auditory performance with degraded acoustic signals [2]. Comprehensive assessment is necessary for the accurate differential diagnosis of APD from other "look-alike" disorders, most notably ADHD and language processing disorders. Speech-language pathologists, psychologists, educators, and physicians contribute to this more comprehensive assessment. The primary role of otolaryngologists is to evaluate and treat peripheral hearing disorders, such as otitis media. Children with APDs may present to an otolaryngologist, thus requiring the physician to make appropriate referral for assessment and intervention. Currently, diagnosis of APD is based on the outcomes of behavioral tests, supplemented by electroacoustic measures and, to a lesser extent, by electrophysiologic measures [1]. Intervention for APD focuses on improving the quality of the acoustic signal and the listening environment, improving auditory skills, and enhancing utilization of metacognitive and language resources [2]. Additional controlled case studies and single-subject and group research designs are needed to ascertain systematically the relative efficacy of various treatment and management approaches.

Child↗

PubMed1980

Understanding and assessing communicative disorders in children.

The pediatrician is frequently confronted with the problem of diagnosis and treatment of preschool-aged children suspected of having middle ear disease and speech / language impairments. Guidelines for referral of these children (otolaryngologist, audiologist, speech therapist) have not been clearly defined. The use of tympanometry and acoustic reflex testing was described to assist in the diagnosis of middle ear pathology, to provide an objective way to monitor spontaneous or antibiotic-induced remissions and to determine more accurately when a referral for surgical intervention is needed. A 35-item screening test is described, permitting speech and language assessments in the office and quantifying and comparing with age peers: vocabulary, articulation, receptive language and expressive language abilities. These office interventions enhance the physician's ability to judiciously recommend consultations.

Acoustic Impedance Tests↗

PubMed1984

Preschoolers with language disorders: 10 years later.

Language, intelligence, academic achievement, and behavioral adjustment were assessed in a group of 20 adolescents originally studied 10 years earlier as preschoolers with language disorders. At follow-up, 20% had WISC-R IQ scores in the mentally deficient range and were being educated in EMR classrooms. Of the remaining 16, 11 (69%) had required special tutoring, grade retention, or LD class placement. The majority of non-EMR subjects continued to evidence persistent deficits in language and academic achievement and were rated by their parents as being less socially competent and having more behavioral problems than their peers. Of the initial preschool measures available, the Leiter was found to be the best single predictor of intelligence, language, class placement, and reading achievement in adolescence, although the NSST: Expressive subtest also was a strong predictor of adolescent language.

Achievement↗