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Results for “Language Development Disorders”

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PubMed1987

A further study of language function in callosal agenesis.

A subset of the tests of language ability administered by M. Dennis (1981, Brain and Language, 12, 33-53) was given to two adult acallosal patients. One of the patients studied showed widespread language deficits not restricted to the syntactic-pragmatic core as in Dennis' patient. The other showed a very specific deficit which does not encompass syntactic-pragmatic skills. The data does not support the view that the corpus callosum is necessary for the normal development of specific language functions.

Adolescent↗
PubMed1990

Hormonal influence on language development in physically advanced children.

Sex differences in language performance have long been noted, with females more verbal and males superior in visual-spatial tasks. Two theories seek to explain the differences in language function. Waber (1976, Science, 193, 572-574) suggests that these sex differences are secondary to differences in bilateral language function related to the faster maturation rate in girls. Geschwind and Galaburda (1985, Archives of Neurology, 42,(I), 428-459; (II), 521-552; (III), 634-654) on the other hand posit an intimate interrelationship of sex hormones, the immune system, and laterality as influencing the ultimate asymmetry of the nervous system, which in turn could account for such differences. In the present study, language function was examined in patients with accelerated maturation caused by conditions with sex hormone elevation (idiopathic precocious puberty and congenital adrenal hyperplasia). The degree of maturational advancement was similar between the two groups. However, significant language performance differences were noted between androgen- vs. estrogen-exposed patients, regardless of genetic sex or diagnosis of the patient, indicating a hormonal effect on language development over time. These data support Geschwind and Galaburda's multifactorial theory for the origin of sex differences in language performance, and argue against Waber's maturational hypothesis.

Adrenal Hyperplasia, Congenital↗
PubMed1992

Language development after unilateral brain injury.

This longitudinal study describes the growth of syntactic abilities and vocabulary size in nine children with unilateral antepartum or perinatal brain injury. Five children with left hemisphere damage (LHD) and four with right hemisphere damage (RHD), ages 15 to 48 months, were evaluated on three or more occasions. Language samples generated from parent-child interaction were transcribed, coded, and analyzed using the Child Language Data Exchange System. Individual growth trajectories were constructed by graphing three dependent variables--MLU, scores on the Index of Productive Syntax (IPSYN), and number of different words--as a function of the child's age. One subject remained in a prelinguistic stage throughout the study. Simple linear functions best described the growth of MLU, IPSYN scores, and vocabulary in the other eight children. The slopes of the individual growth trajectories, the graphic representations of rates of progress, were comparable in the eight children. Seven children showed developmental delays in initial word use and five in the onset of multiword utterances. However, by age 24 months, four children with LHD and two children with RHD had syntactic capabilities comparable to those of children without brain injuries. The developmental patterns suggested that both cerebral hemispheres may play critical roles in the very earliest stages of language acquisition. Some unilateral lesions caused little discernible effect on language outcome in the toddler-preschool years after the initial developmental delays.

Brain Damage, Chronic↗
PubMed1982

The effects of child maltreatment on language development.

The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay.

Child↗
PubMed1988

Secretory otitis media and language development: a six-year follow-up study with case-control.

The 2nd Hjørring Cohort Study, a prospective cohort study, comprised 94% of the 463 three-year-old children residing in the municipality. Among this cohort we found 40 children (9%) who had constant signs of secretory otitis media (SOM), in one or both ears, at 4 examinations in the course of 6 months. Five years later, 12 of the children who had previously had long-lasting SOM had left the municipality. At the age of 8 years the entire cohort had a Silent Reading Word Test (OS-400). Six months later, the 26 children with long-lasting SOM who were still residing in the municipality and 26 control children were tested with the Revised Peabody Picture Vocabulary Test and the verbal part of the Wechsler Intelligence Scale for Children (WISC) test. The controls were matched by sex, age, school, grade level, and controlled for classroom and social stratum. The children with long-lasting SOM did not score lower than the control children on the 3 tests. In a separate analysis children with long-lasting bilateral SOM did not score lower than their controls. On the WISC and PPVT-R tests the variability in the case group was greater than in the control group. More comprehensive and varied studies seem needed to elucidate the relationship between language development and SOM.

Acoustic Impedance Tests↗
PubMed1988

The influence of chronic persistent otitis media with effusion on language development of 2- to 4-year-olds.

Literature is not conclusive about the effect of otitis media with effusion (OME) on language development in children. As part of a large epidemiological study on OME in preschool children, language development was measured in 52 children with known history of bilateral OME and in 13 children without OME. The test Reynell Developmental language scales-revised (RDLS-r) was performed by one speech therapist under standard conditions. Verbal comprehension scores were not or only slightly reduced in OME children. Expressive language, however, was significantly lower than the standard with the effect being larger when the OME had lasted for a longer period. This is one of the first prospective studies that confirms the hypothesis of an effect of persistent bilateral middle ear effusion on language development.

Acoustic Impedance Tests↗
PubMed1994

Focal dystonia and speech impairment responding to anticholinergic therapy.

Focal dystonia of the right hand and speech impairment as a result of a circumscribed left-sided anterior thalamic lesion is reported in a 9-year-old girl with borderline normal psychomotor development. Both focal dystonia and speech impairment improved during anticholinergic treatment and worsened after drug withdrawal.

Cerebral Infarction↗
PubMed1990

Language behavior by mildly handicapped and nonretarded children on complement clauses.

Comprehension of complement clauses embedded into four matrix verbs in Greek, equivalent to English in syntactic and semantic constraints, was investigated with mildly handicapped (MH) and nonretarded children (NR). The results suggest that: (a) the MH children use the same syntactic information in comprehension of complement clauses as the NR children, (b) verbal MA cannot best predict linguistic performance by MH and NR children. (c) Digit Span does not correlate with comprehension nor does verbal IQ in MH., (d) Digit Span and verbal IQ are significantly correlated with NR children's comprehension, (e) the psychological status of the minimal distance principle (MDP) is debatable, while the semantic role principle (SRP) is partially supported by the data, (f) MH children lack metalinguistic ability compared to young NR children.

Adolescent↗
PubMed1991

Significant progress in child language intervention: an 11-year retrospective.

This literature review summarizes knowledge gained from 151 articles on child language intervention published between 1978 and 1988. A general theoretical framework for viewing language development is offered as a basis for evaluating progress in the development of language intervention efforts. New developments and issues requiring further investigations are highlighted for five themes that characterize much of the language intervention research in recent years: (1) the development of augmentative and alternative communication systems, (2) the provision of language stimulation to take advantage of observational learning, (3) the teaching of various language functions, (4) the teaching of language as a means of environmental- and self-control, and (5) the study of different types of generalization processes.

Child↗
PubMedDate not supplied

Instruments for the screening of speech/language development in children.

This article discusses issues relevant to the use of an instrument that screens speech and language development and reviews instruments that are currently available for screening general speech and language development in children age birth through 8 years. Five instruments for the assessment of general speech and language development are reviewed. Each of these instruments has strengths, but none completely meets the requirements of psychometric soundness and practicality for use in most ambulatory pediatric settings. Each practitioner should consider the strengths and limitations associated with each instrument, as well as the needs and characteristics of the population who will be screened to make an informed decision about the most appropriate instrument(s) for use in their practice.

Child↗
PubMed2004

Improvement of motor development and postural control following intervention in children with sensorineural hearing loss and vestibular impairment.

OBJECTIVE: The purpose of this study was to determine the effect of exercise intervention on the progressive motor development delay and postural control impairments in children with sensorineural hearing loss and concurrent vestibular impairment. METHODS: Twenty-one children with sensorineural hearing loss and vestibular impairment were randomly assigned to two groups (exercise and placebo) matched for age and gross motor development level. Exercise intervention consisted of compensatory training, emphasizing enhancement of visual and somatosensory function, and balance training. Placebo intervention focused on language development activities. Each intervention was administered three times weekly for 12 weeks. Motor development and posturography testing was completed pre- and post-intervention. To examine the mechanisms of change, somatosensory, visual and vestibular functional effectiveness ratios were calculated from posturography stability scores. Children in the placebo group later participated in exercise intervention, and a second post-test completed. Data were analyzed by group, as well as merged once all had received exercise intervention. RESULTS: Post-intervention, motor development scores significantly improved in the exercise, not the placebo group (P=0.004). Although not significant, improvement in posturography scores were evident in the exercise group. Once the post-exercise data from both groups were merged (n=21), improvements in these scores were significant (< or =0.02). The difference from the normative sample was eliminated. CONCLUSIONS: Exercise intervention focused on the enhancement of sensory integrative postural control abilities is effective for the arrest of the progressive motor development delay in children with sensorineural hearing loss and vestibular impairment.

Child↗
PubMed2006

Auditory cortical change detection in adults with Asperger syndrome.

The present study investigated whether auditory deficits reported in children with Asperger syndrome (AS) are also present in adulthood. To this end, event-related potentials (ERPs) were recorded from adults with AS for duration, pitch, and phonetic changes in vowels, and for acoustically matched non-speech stimuli. These subjects had enhanced mismatch negativity (MMN) amplitudes particularly for pitch and duration deviants, indicating enhanced sound-discrimination abilities. Furthermore, as reflected by the P3a, their involuntary orienting was enhanced for changes in non-speech sounds, but tended to be deficient for changes in speech sounds. The results are consistent with those reported earlier in children with AS, except for the duration-MMN, which was diminished in children and enhanced in adults.

Acoustic Stimulation↗
PubMed1981

Middle ear disease in the cleft palate infant: its effect on speech and language development.

A study of the effect of screening and treatment of middle ear effusions in cleft palate children throughout the first four years of life gave a modest reduction in the incidence of persistent effusions at four years, but prevented tympanic perforations and attic retractions. There was no demonstrable advantage in terms of speech, and an insignificant advantage in terms of language development.

Child, Preschool↗
PubMed2003

Written language as a window into residual language deficits: a study of children with persistent and residual speech and language impairments.

Previous work has suggested that, because writing is a late-acquired and complex skill, it may be a particularly sensitive index of language difficulties in children. Evidence in support of this view was obtained in a study contrasting 161 normally-developing control children aged from 7.5 to 13 years with 75 twin children of the same age who either had specific speech-language impairments, or were co-twins of affected children. Written narratives were elicited from children using a sequence of five photographs depicting a simple story, and were analysed for grammatical complexity and accuracy, intelligibility, and semantic content. Only 42 of the twins could spell well enough to attempt the narrative task. Some co-twins of affected children had deficits in written language, despite normal performance on oral language tests. Most children with language impairments were poor at writing, with particularly marked deficits on a measure of spelling and punctuation. Children with language impairments made a relatively high proportion of phonologically inaccurate spelling errors when compared with younger children at a similar vocabulary level. Those who did poorly on a nonword repetition test were especially likely to have poor written language. However, four children with pure speech difficulties produced age-appropriate written narratives.

Aging↗
PubMed1999

Speech and language acquisition in young children after cochlear implantation.

Auditory and speech intelligibility scores of 22 prelingually profoundly deaf children who had used cochlear implants for between 1 and 7 years in an intensive auditory/oral educational program greatly exceeded those previously obtained from similar samples of deaf children using hearing aids. Half of the children obtained language quotient scores within the average range for normal-hearing children and the majority obtained reading quotients within 80% of normal levels. Normal levels of language and reading development were associated with early implantation and open set speech perception.

Child↗