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Results for “Language Development Disorders”

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At least 343 records · Page 19Linked to original sources
PubMed1994

Abnormal pattern of cerebral glucose metabolic rates involving language areas in young adults with Down syndrome.

Correlational and discriminant analyses were applied to "resting" state (eyes covered, ears plugged) regional cerebral glucose metabolic data, obtained with positron emission tomography (PET) and [18F] fluorodeoxyglucose in 14 retarded adults with Down syndrome (10 men, 4 women; age 26-38 years) and 17 age- and sex-matched controls. Down and control subjects showed no differences in the pattern of correlations. However, a discriminant function, reflecting regional interactions involving primary language areas, successfully classified the Down (100%) and control (88%) subjects. The results are consistent with a disruption of brain regional interactions involving language areas in adults with Down syndrome.

Adult↗
PubMedDate not supplied

Auditory verb recognition in developmental language impairment.

This research addresses the issues of frequency and regularity in auditory verb recognition and their importance for the organization of the mental lexicon in DLI francophones. A primed auditory lexical decision task probes reaction times and response accuracy in DLI and control participants on frequent and infrequent, and regular and irregular, inflected forms of verbs. Results show no priming for inflectionally related forms as well as strong frequency effects in DLI participants. These findings lend additional support to the hypothesis that developmental language impairment is a deficit in lexical representation.

Adolescent↗
PubMed1989

An interdisciplinary research project on language acquisition during the first 3 years of life.

The authors report their preliminary findings in a prospective study on the possible effects of different risk conditions present at birth on language acquisition and cognition. A multifactorial test was used to test normal children for normative values. This test was then administered to 186 at-risk babies and controls at 18 months of age. A noticeable difference in overall performance was observed only for preterm babies having an appropriate weight for their gestational age. However, significant results will only be available after evaluations are repeated when the children are 36 months old.

Child, Preschool↗
PubMed1980

Patterns of intellectual ability in children with verbal deficits.

Patterns of intellectual ability were examined in 81 children with verbal deficits identified by a Low Verbal/High Performance WISC profile. The results of verbal and nonverbal tests of intellectual functioning were factor-analyzed, and three groups of children were defined based on patterns of factor scores. Group 1 consisted of children with a Specific Language Disability (SLD) but good Abstract Reasoning ability, while Group 2 included SLD children with good Sequencing-Memory skills. Group 3 children displayed a General Language Disability (GLD) with deficits in both abstract reasoning and sequencing memory. The intellectual patterns were related to cognitive interpretations and found to have educational implications, with Group 1 children reading adequately, Group 2 children showing somewhat poorer reading skills, and Group 3 children reading very poorly. These findings emphasize the importance of identifying subgroups of children with verbal deficits and demonstrate the feasibility of extracting relatively specific cognitive information from global measures of intelligence. The results question the appropriateness of applying traditional assumptions regarding cognitive organization derived from studies of normal children to atypical groups of children.

Child↗
PubMed1992

Communication abilities and Rett syndrome.

Investigated 6 girls with Rett syndrome (RS), ages between 2 and 13 years, to provide comprehensive descriptions of their communicative behaviors. Previous studies have not focused on communicative competence nor on the intentionality of the language used by children with RS. This study concluded that all members of the group investigated were at a preintentional level of communication. Intentional communication has previously been reported to develop in normally developing and intellectually disabled children attaining Piagetian Sensorimotor Stage V in Means-End behavior. The present study also investigated the cognitive performance of the group. We concluded that the preintentional level of communication noted was consistent with the subjects' profound intellectual disability. No Means-End (i.e., purposeful) behavior beyond Piagetian Sensorimotor Stage III could be elicited from the 6 girls. The relevance of this study for therapeutic intervention is discussed.

Adolescent↗
PubMed1983

"I mell a kunk!" --Evidence that children have more complex representations of word pronunciations which they simplify.

A case study is reported in which a child (3 years; 4 months old) who produced forms such as mell and kunk (for smell and skunk, respectively) was asked to choose between his own forms and correct forms in a comprehension task. The results demonstrate that the child understood the correct forms to be the correct forms, suggesting that the child had greater competence than performance in regard to these phonological forms.

Child Language↗
PubMed1982

A code for assessing teaching skills of parents of developmentally disabled children.

The reliability of a code to measure teaching skills was assessed by using it to evaluate a behavioral training program for parents of developmentally disabled children. Twelve sets of parents participated in a program to give them the skills needed to be teachers in the areas of behavior management and language acquisition. Using group meetings and home visits, parents were taught general principles of behavior change as well as intervention strategies for specific problems. A sample of parents' teaching behaviors with their children was videotaped three times before and once after treatment. There were no significant changes in teaching behavior before treatment. After training, the results showed that the observation code could discriminate reliably between parents' correct and incorrect use of eight discrete and specifiable behavior modification skills. The significance of these findings and the uses and limitations of the code were discussed.

Behavior Therapy↗
PubMed1997

Identification and diagnostic evaluation of hearing impairments in early childhood in German-speaking infants.

The present study was devised to gather epidemiological information to aid in understanding the etiology, identification, and management of children with permanent hearing losses in Lower Saxony as a defined geographical area of Germany. All infants and preschool children were identified in the Department of Phoniatrics and Pediatric Audiology during a 1-year period (October 1994 until October 1995). Forty-four hearing-impaired children were identified, of whom 41 (93%) had sensorineural losses and 3 had pure conductive losses. Thirty-two children (73%) had bilateral hearing impairments. The causes of hearing loss were unknown in 17 children (39%). The median age of identification for the study group was 32 months, with a median age of 35.5 months when fitting hearing aids. Severity of hearing loss was inversely associated with age of identification. Prelingually deaf children had the worst comprehension levels of all children tested psychologically. Results were tabulated and special references to other studies were discussed. Our findings show again that the successful out-come of speech and language development depends on early identification and management of the hearing loss, and on continued assessment of the progress of habilitation. These require a basic assessment of the stage of language development (in perception and expression) as relevant rehabilitation measures. The next step is the treatment of existing linguistic deficits followed by retests at regular intervals.

Child, Preschool↗
PubMed2003

[Active language development in children with severe hearing loss and deafness in relation to technical auditory management].

The extent of vocabulary depends on the success of rehabilitation in hearing, language and speech. In hearing impaired and deaf children, it is important to select the optimum technical device-hearing aid or cochlear implant. This study was performed on 30 children with hearing aids or cochlear implants using the Test of Expressive Vocabulary for Children Aged 3-6 years (Kiese-Himmel and Kozielski). The development of vocabulary was recorded over 12 months. The results were analysed dependent on the degree of hearing loss, age at primary diagnosis, duration of treatment and kind of hearing aid used. These were compared with the reference data from a normally hearing population. Cochlear implant users had better language development than hearing aid users despite a lower grade of hearing loss in the hearing aid group. In general, the extent of the expressive vocabulary was less in hearing impaired children than in the reference population. However, in terms of hearing age, the language development of some cochlear implant users was similar to that of normal children.

Child↗
PubMed1992

Regular and irregular inflection in the acquisition of German noun plurals.

In this paper we study the acquisition of German noun plurals in relation to the question of how children represent regular and irregular inflection. Pinker and Prince (1992) have demonstrated several dissociations between regular and irregular inflection in the English past tense system. However, in English, the default status of -ed is confounded with its high frequency; therefore inflectional systems other than English past tense formation must be examined. The noun plural system in German is particularly interesting, because most nouns have irregular plurals in German and the regular (default) plural is less frequent than several of the irregular plurals. Thus it is unclear how a language learner determines whether German even has a regular plural, and if so what form it takes. Based on longitudinal data from impaired and unimpaired monolingual German-speaking children, we find a striking, statistically significant correlation: plural affixes that are used in overregularizations, namely -n or -s, are left out within compounds. This correlation shows that even impaired children are sensitive to the distinction between regular and irregular morphology. We propose a linguistic analysis of the correlation in terms of Kiparsky's (1982, 1985) level-ordering model plus an additional ordering condition on affixes: default (regular) affixes cannot serve as input to compounding processes.

Child↗
PubMed1980

Cri du Chat: report of a case.

Since Lejeune et al. (1963) first described the syndrome of Cri du Chat (Cry of the Cat), cases have been described in the literature in terms of genetic abnormalities. All cases were severely retarded and the mental impairment has been believed to be progressive, although no longitudinal studies have been reported. Descriptions of speech and language behavior have been scarce. This paper presents a case of a 7-yr, 6 mo-old girl with Cri du Chat who has received speech and language therapy for five years. Her speech, language, and mental development are noted and are not consistent with cases reported previously.

Child↗
PubMed1983

An educational/remedial approach for language delayed children using children's storybooks.

This study explores the use of a modified cloze procedure in assessing a child's oral comprehension. It encourages the speech pathologist and special educator to use this procedure in a diagnostic and therapeutic context with children who are developmentally delayed. Its routine use broadens the role definition of the educator as a skilled evaluator and trainer in grammatical decoding and subsequent vocabulary development.

Child↗
PubMed1983

Teaching clinic conference participant interaction.

The purpose of this study was to analyze the talk behaviors that occur during teaching clinic supervisory conferences. Two matched groups of five clinicians participated in teaching clinic supervision for 4 wk. Two supervisors alternately supervised both groups. The teaching clinic conferences were videotaped at the end of the second and fourth week. Segments of the conferences were coded using the Multidimensional Observational System for the Analysis of Interactions in Clinical Supervision (MOSAICS). Supervisors, peers, and clinicians did not differ statistically in quantity or in categories of talk during conferences. The teaching clinics appeared to have characteristics of both direct and indirect conferencing. Teaching clinic supervision appeared to foster the development of selfsupervisory behaviors in student speech--language pathologists as reflected by their active conference participation, problem-solving, and strategy development. Participants, in general, expressed satisfaction with the process and its outcomes.

Attitude of Health Personnel↗
PubMed1983

Judgments of vocal affect by language-delayed children.

Judgment of vocal affect was studied in 19 language-delayed children and 19 children with normal language. The children responded to utterances spoken in an angry, happy, or sad tone of voice by pointing to a picture of an angry, a happy, or a sad face. The language-delayed children made significantly fewer correct judgments. The normal children judged all three emotions quite accurately, whereas the language-delayed children were very poor in judging sadness and showed a bias for judging all three emotional tones as anger. The language-delayed children tended to improve with age, but age trends in normal children were obscured by near-perfect performance of many children. The practical and theoretical importance of further research was discussed.

Affect↗
PubMed1983

Receptive and expressive wh-question performance by language-delayed children.

The receptive and expressive wh interrogative performance of language-delayed children was investigated. Results indicated a series of response strategies and expressive performance strikingly similar to normal children in the early stages of language acquisition. These results suggest that the delayed children develop the same order of acquisition and rules for questioning as normal children, but at a slower rate. Therapeutic activities should therefore follow the order of interrogative development presented in the normative research.

Child↗
PubMed1984

Screening Kit of Language Development: a preschool language screening instrument.

The Screening Kit of Language Development ( SKOLD ) was designed to meet the following criteria: Validity for 2.5-4 year old children, standardization for speakers of standard and Black English, and appropriateness for paraprofessional screeners . This paper describes the development, content, administration, scoring, reliability, and validity of SKOLD .

Child, Preschool↗