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At least 343 records · Page 19Linked to original sources
PubMed1998

Prosodic markers of syntactic boundaries in the speech of 4-year-old children with normal and disordered language development.

This study focuses on the potential role of prosodic "boundary features" in developmental disorders of morphosyntax. As exemplified melodically by the final portion of the falling tone and rhythmically by final syllable lengthening, boundary features mark the right edge of major constituent units in speech and thus phonetically reflect syntactic structure on the level of clauses and sentences. To resolve conflicting findings about the development of boundary features in children with specific language impairment (SLI), this study describes the falling tone and final syllable lengthening in the spontaneous speech of 10 four-year-old children with the phonologic-syntactic type of SLI and 10 four-year-old children with normal language development. The results--indicating that some prosodic boundary features are normal in preschoolers with SLI--show that impairments of morphology and syntax on the segmental level of the grammar do not implicate systematic deficits in syntax-sensitive features on the suprasegmental level. The potential dissociation between prosodic and morphosyntactic development is shown most clearly by the remarkable robustness of the falling tone, which was observed in 9 of the 10 children with SLI, in spite of the moderate to severe deficits they demonstrated in segmental phonology, morphosyntax, and mean length of utterance.

Child, Preschool↗
PubMed1993

[Screening of language disorders in the preschool period].

Between five and 20% of preschool age children have language problems. These can be related to the child's hearing, socioeconomic status, intellectual development, or a psychiatric disorder. Even when it is difficult to recommend a formal screening program, family physicians can interpret delays in speech and language as "indicators" of underlying disorders.

Age Factors↗
PubMed1992

Special education placements of language-disordered children in a psychiatric population.

Children evaluated by an interdisciplinary team that provided data on psychiatric disturbance, language handicaps, and psychoeducational assessment were placed in special education classes following the complete evaluation. Discriminant analysis as a special case of multiple regression analysis determined that mean reading achievement score, pre-evaluation classroom placement, and to a lesser degree, Performance IQ predicted classroom placement. Overall, correct classroom predictions approached 90 percent. These findings highlight the value of interdisciplinary evaluation to educators and mental health professionals.

Achievement↗
PubMed1995

Speech and language disorders in children and adolescents with schizophrenia.

This study examines communication characteristics and specific language deficits in 47 children and adolescents diagnosed with early-onset schizophrenia using DSM-III-R criteria. All had been referred for speech and language services because of apparent communication problems. Standardized tests and formal measures were used to identify impairment in discrete areas of communication, including pragmatics, receptive and expressive vocabulary and syntax, abstract language, auditory processing, and speech production. Results showed that these discrete areas were variably involved, with pragmatics, prosody, auditory processing, and abstract language having the greatest involvement. The communication deficits identified in the early-onset group closely resembled the phenomenology reported in studies of the communication characteristics of adults with schizophrenia. This comparison thus lends further support to the presence of the same disorder as seen in adults. The roles of gender, mental retardation, and seizure disorders are also discussed as additional risk factors in the development of communication problems and schizophrenia.

Adolescent↗
PubMed1996

Prevalence of speech and language disorders in a mental illness unit.

A survey was conducted to investigate the prevalence of speech and language problems in people receiving care from the Mental Health Unit of a District Health Authority. A screening assessment was devised with the aim of detecting difficulties with receptive and expressive language, voice, articulation and fluency, by use of modified standardised tests and subjective ratings. All in-patients who had been in hospital for longer than six months were screened, as were all day patients attending the Integrated Rehabilitation Workshop in the hospital grounds and a random sample of patients attending two day centres in the community. Results showed that moderate or severe difficulties in at least one aspect of speech and language was present in over two-thirds of the 138 people assessed. The most common problems occurred in the tests of comprehension and naming. A quarter of those assessed had problems with spontaneous speech. Problems with voice, articulation and fluency were less common. The limitations on the information obtained due to the nature of the population considered and the assessment procedure, and the implications of the findings for the management of patients are discussed.

Adolescent↗