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PubMed1990

[Psychiatric manifestations in children with speech disorders with and without minimal brain dysfunction].

Several studies have shown not only that children with psychiatric problems are having more speech and language disorders than control groups. Moreover it has been shown that other developmental disorders are more common in groups with speech and language disorders. In a study in Munich including all children with diagnosis of specific developmental disorders of speech and language seen in our outpatient department from 1981 to 1986 we found significantly more psychiatric diagnoses in a subgroup of children with MBD. This was proved for the boys only however not for the smaller group of girls. The results are compared to studies reported in the literature and further research is suggested.

Attention Deficit Disorder with Hyperactivity↗
PubMed1991

MRI findings in boys with specific language impairment.

Magnetic resonance imaging scans of specifically language-impaired (SLI) boys were examined to determine whether atypical cerebral findings could be documented in children whose primary deficits were in language skills. Clinical examination of the scans failed to reveal any visually obvious lesions or abnormalities. In contrast, measurement of the scans revealed atypical perisylvian asymmetries in most of these subjects. The distribution of perisylvian asymmetries in SLI subjects was significantly different from the distribution in controls (p less than .01). Measurement of other brain regions revealed that extraperisylvian areas were occasionally deviant in individual SLI subjects; but no one region was consistently deviant across the SLI group. Thus, only atypical perisylvian asymmetries were linked to the language disorder. These neuroanatomical findings suggest that a prenatal alteration of brain development underlies specific language impairment.

Brain Damage, Chronic↗
PubMed1990

A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation.

Language and literacy skills were assessed in 83 8 1/2-year olds whose language development had been impaired at 4 years of age. Provided that language problems had resolved by age 5 1/2 years, literacy development was normal, but many of the children who still had verbal deficits at 5 1/2 years of age did have reading difficulties and persisting oral language impairments later on. In these children, reading comprehension tended to be poor relative to reading accuracy. Syntactic competence in the preschool period accounted for a substantial proportion of the variance in literacy attainments, after allowing for the effects of non-verbal ability. There were only weak links between expressive phonological disorders and later ability to read either meaningful text or non-words.

Articulation Disorders↗
PubMed1992

The predictive validity and accuracy of a screening test for language delay and auditory perceptual disorder.

Infants (321) who had been screened for language delay and auditory perceptual problems at 9 months of age were evaluated 1 year later. Of these infants 88.6% were correctly classified as at-risk or not-at-risk of delayed linguistic development. The correlation between performance on the screen and on a language scale was 0.49. The great majority of those with receptive and expressive delay continued to show problems at 2 years of age, whereas half of those with expressive delay alone were within normal limits. No evidence was found that a history of fluctuating hearing loss contributed to the development of either language delay or auditory perceptual problems.

Auditory Perceptual Disorders↗
PubMed1991

Familial aggregation of a developmental language disorder.

This paper investigates the etiology of developmental dysphasia and its linguistic properties. Data are presented that suggest that at least some cases of dysphasia are associated with an abnormality in a single dominant gene. The results of a series of tests on a large three-generation family, in which half of the members have dysphasia, are reported. These results show that abstract morphology is impaired in these subjects. It is argued further that the data are consistent with the hypothesis that the dysphasics learn the feature-marked lexical items of language as unanalyzed lexical items. They do not have the underlying capacity to learn language by constructing paradigms.

Adolescent↗
PubMed1989

Referral patterns after school medical examinations.

The incidence of sensory or language abnormalities and the factors influencing the clinical medical officers' decisions to refer children who failed developmental tests were studied. There were 1259 children examined and referrals for vision, hearing, and language assessment were made for 39(3.1%), 75(6.0%), and 27(2.1%), respectively. About 80% of these problems, however, were not known to the child health services when the children were 3.5 years old, mainly because children had moved to the district after the age of 3.5, and did not attend the 3.5 year screening clinics. Referrals formed only a small percentage of children who failed a test (11.0% failed vision, 19.5% hearing, and 24.6% language assessments). For vision and hearing the most important reason for the discrepancy was the clinical medical officers' wish to reassess children who failed the test before referring them. For the language test the clinical medical officer's often believed that the screening did not reflect the child's skills, which suggests that language screening as currently used in the district is not effective. Evaluation of the examination has highlighted the need to review the tests being used.

Child, Preschool↗
PubMed1992

Response patterns to central auditory tests and the clinical evaluation of Language Fundamentals--Revised: a pilot study.

Tests of central auditory function and measures of receptive and expressive language abilities were administered to 10 children suspected of having central auditory processing disorders. Eight of the 10 subjects displayed expressive language difficulties, suggesting a need to examine more closely the relationship between expressive language and central auditory processing.

Auditory Perceptual Disorders↗
PubMed1991

Performance of American Indian children with fetal alcohol syndrome on the test of language development.

Alcohol is a teratogen known to have deleterious effects on the developing embryo and fetus. Language deficits secondary to central nervous system dysfunction are among the sequelae of Fetal Alcohol Syndrome (FAS). Limited information is available regarding the language deficits associated with FAS, particularly among the population of American Indians in whom FAS is highly prevalent. The TOLD-P and TOLD-I were administered to 27 American Indian children: 10 with FAS and 17 normally developing control subjects. Pure-tone screening, immittance measurement, and vision screening preceded language testing. The older FAS children presented syntactic deficits while the younger FAS subjects presented more global language deficits.

Child↗
PubMed1991

Assessing phonology in young children.

We have presented a discussion of three important concepts regarding early phonological assessment. The first is that the child's language level must be considered in collecting and analyzing a sample and in interpreting the results. For a child with age-level language abilities, the sample should consist of both a single-word test and a running speech sample; both independent and relational analyses are appropriate. For a child with delayed expressive language and a small productive vocabulary, a sample comprised of spontaneous productions is more appropriate. In this case, the sample should be analyzed in terms of sound classes and syllable and word shapes that occur; a phonological process analysis is inappropriate. Lexical selection patterns should be noted. The results of the analyses should be interpreted in view of the expectations for the child's language level. A child with a normally developing language system is expected to have more advanced phonology than a child of the same age with delayed language. Thus, a child with a large vocabulary and word combinations is expected to have an expanding phonological system, with a full range of sound classes and syllable and word shapes. If a child is delayed in language and is still within the first 50-word stage, the expectation is that the phonological system will be more limited. Critical features for the phonology of early productive vocabulary have been identified. Lack of one or more of these features is indicative of atypical phonological development at any age and language level. The second concept is that the phonological system as a whole must be considered. In particular, the analyses and expectations should be based on the presence or absence of sound classes and syllable shapes rather than on sounds per se. Lack of an entire class or syllable structure would be cause for concern; lack of a particular sound, even though it has been shown to be acquired early, would not be. Thus, lack of the entire fricative class at 36 months would be of concern, whereas errors on /f/, which according to Prather et al., 1975, is mastered by this age, would not be. The third important concept emerges from the case studies; both studies demonstrate that longitudinal assessment is necessary to document changing profiles over the course of development. A child such as David, who has a normal-but-delayed profile in language and phonology at one age, may subsequently exhibit atypical patterns as phonology and language dissociate.(ABSTRACT TRUNCATED AT 400 WORDS)

Articulation Disorders↗
PubMed1989

Phonological space in the speech of the hearing impaired.

The vowels /a/, /i/, and /u/ form the extreme points of vowel triangle in Kannada language. First and second formant frequencies of these vowels were measured to determine the phonological space in the speech of the 30 deaf subjects and 30 normally hearing subjects. The phonological space was found to be reduced in the speech of the hearing-impaired subjects, and the reduction was primarily due to the lowering of the second formant of the vowel /i/. Therapeutic implications have been drawn.

Adolescent↗
PubMed1991

The use of intonation to communicate in pervasive developmental disorders.

The objective of this paper was to employ a functional linguistic approach to explore pragmatic failure in the spontaneous speech of subjects with pervasive developmental disorders (PDD). Patterns of intonation use were compared among subjects with Asperger's syndrome (AS), high-functioning autism (HFA), and psychiatric out-patient controls (OPC) with a variety of non-specific social problems. Written transcripts and audio-recordings were used to measure rates of various intonation types relative to the amount of speech produced. The major finding of the study was that the HFA subjects less often tend to employ useful patterns of intonation for communication than the AS or OPC groups. This suggests that HFA either send random intonation signals to hearers or else demonstrate systematic misuse of the linguistic system. AS subjects differed little from the controls. The implications of these results for understanding the communicative failure of PDD subjects is discussed.

Adolescent↗
PubMed1989

Early Language Milestone Scale and language screening of young children.

The purpose of this project was to evaluate the use of the Early Language Milestone Scale (ELM) in screening language skills in young children. In this study, 657 children from birth to 36 months of age were evaluated with the ELM. The overall failure rate was 8%. Children who failed the ELM screening were evaluated with the Sequenced Inventory of Communication Development (SICD) that was used as the "gold standard" for diagnosing language disorders. In the 12-month age and younger group, there was poor agreement between the ELM Scale and the SICD. For infants 13 to 24 months of age, there was moderately good agreement between the SICD and a second ELM that was administered 1 to 2 weeks after the initial screening. In the 25- to 36-month age group, there was excellent agreement between the SICD and a rescreen ELM. The agreement between the two instruments indicated that the rescreen ELM correctly classified 79% of the 13- to 24-month-old infants and 89% of the 25- to 36-month-old toddlers.

Child, Preschool↗
PubMed1991

Though disorder in high-functioning autistic adults.

Examined thought disorder in a sample (n = 11) of high-functioning autistic young adults and older adolescents (mean IQ = 83) utilizing objective ratings from the Thought, Language and Communication Disorder Scale (TLC Scale) and projective data from the Rorschach ink blots. Results from the TLC Scale pointed to negative features of thought disorder in this sample (e.g., Poverty of Speech). Rorschach protocols revealed poor reality testing and perceptual distortions in every autistic subject, and also identified several areas of cognitive slippage (e.g., Incongruous Combinations, Fabulized Combinations, Deviant Responses, Inappropriate Logic). Comparing TLC Scale and Rorschach results to schizophrenic reference groups, autistic subjects demonstrated significantly more Poverty of Speech and less Illogically on the TLC Scale, and on the Rorschach they evidenced features of thought disorder that are encountered also in schizophrenia. Results are discussed in relation to the measures employed, and to areas of similarity and difference between autism and schizophrenia.

Adolescent↗
PubMed1990

Concomitant speech and language disorders in stuttering children: a critique of the literature.

This article presents a critical review of the literature concerning concomitant speech and language disorders in stuttering children. Studies published since the 1920s that examined language onset and disorders of articulation, syntax and morphology, semantics, and word finding are analyzed. Collectively, the studies present a mixed impression of stutterers, not only because of methodological variations, but also because of the tremendous variability that exists among children who stutter. Although the evidence is not convincing that stutterers as a group are more likely than nonstutterers to have deficits in any of these areas, it is clear that some stutterers do have concomitant speech and language problems that may bear some relationship to their stuttering. The message from this body of research is that individual differences among stuttering children should not be ignored during clinical or research activities.

Articulation Disorders↗
PubMed1992

Psychological and speech studies in Rubinstein-Taybi syndrome.

Forty individuals with Rubinstein-Taybi syndrome were tested using an extensive test battery to obtain more insight about their intelligence level, social competency, temperament, and behavior as well as articulation and receptive and expressive language level. Examination of individuals in the Netherlands who have this rare syndrome has been extensive, allowing some generalizations to be made. The intelligence level of affected individuals is usually low, although some persons have much higher scores than do others. The tested individuals were remarkably consistent in their social competency, temperament, and behavior. They were able to make good use of their limited verbal abilities. Comparable studies of other groups of persons with a specific syndrome are needed to determine whether the present findings are specific for Rubinstein-Taybi syndrome or may be found among persons with other syndromes.

Adolescent↗