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PubMed1999

Oral language acquisition in children assessed with the Reynell Developmental Language Scales.

Oral language development of ten children, prelingually deafened by meningitis, was assessed with a Dutch version of the Reynell Developmental Language Scales. The test was administered pre-operatively and at regular intervals after implantation. The average rate of language development between two consecutive evaluations was computed. This rate was defined as the quotient of the increase of the language age and the increase of the chronological age between the evaluations. A normal language development has a rate of 1; this means 12 months language development in 12 months time. In case of language retardation the rate of language development is less than 1. The rate of receptive language development showed a gradual increase. In the interval between 12 and 24 months of implant use the ratio was 0.9. This implies a language development that is quite similar with the development in normal hearing children. The rate of expressive language development showed a fast improvement in the period between 6 and 12 months after implantation, up to 1.4. If this rate of development continues the children with C.I. will catch up with their normal hearing peers.

Child↗

PubMed2002

Foreign language knowledge can influence native language performance in exclusively native contexts.

In three experiments, we studied the influence of foreign language knowledge on native language performance in an exclusively native language context. Trilinguals with Dutch as their native and dominant language (L1), English as their second language (L2), and French as their third language (L3) performed a word association task (Experiment 1) or a lexical decision task (Experiments 2 and 3) in L1. The L1 stimulus words were cognates with their translations in English, cognates with their translations in French, or were noncognates. In Experiments 1 and 2 with trilinguals who were highly proficient in English and relatively low in proficiency in French, we observed shorter word association and lexical decision times to the L1 words that were cognates with English than to the noncognates. In these relatively low-proficiency French speakers, response times (RTs) for the L1 words that were cognates with French did not differ from those for the noncognates. In Experiment 3, we tested Dutch-English-French trilinguals with a higher level of fluency in French (i.e., equally fluent in English and in French). We now observed faster responses on the L1 words that were cognates with French than on the noncognates. Lexical decision times to the cognates with English were also shorter than those to then oncognates. The results indicate that words presented in the dominant language, to naive participants, activate information in the nontarget, and weaker, language in parallel, implying that the multilinguals' processing system is profoundly nonselective with respect to language. A minimal level of nontarget language fluency seems to be required, however, before any weaker language effects become noticeable in L1 processing.

Adolescent↗

PubMed2001

Speech and language therapy for dysarthria due to non-progressive brain damage.

BACKGROUND: Dysarthria is a common sequel of non-progressive brain damage (typically stroke and traumatic brain damage). Impairment-based therapy and a wide variety of compensatory management strategies are undertaken by speech and language therapists with this patient population. OBJECTIVES: To determine the efficacy of speech and language therapy interventions for adults with dysarthria following non-progressive brain damage. SEARCH STRATEGY: This review has drawn on the search strategies developed for the following Cochrane Groups as a whole: Stroke, Injuries, and Infectious Diseases. Relevant trials were identified in the Specialised Registers of Controlled Trials (see Review Group Details for more information). We also searched the trials register of the Cochrane Rehabilitation and Related Therapies Field. The Cochrane Controlled Trials Register, MEDLINE, EMBASE, CINAHL, PsycLIT, and Linguistics and Language Behavior Abstracts were electronically searched. Hand-searching of The International Journal of Language and Communication Disorders and of reference lists from relevant articles and conference proceedings was also undertaken. Colleagues were approached to identify other possible published and unpublished studies. Date of most recent searches: May 2000. SELECTION CRITERIA: Unconfounded randomised controlled trials. DATA COLLECTION AND ANALYSIS: One reviewer assessed trial quality. Two co-reviewers were available to examine any potential trials for possible inclusion in the review. MAIN RESULTS: No trials of the required standard were identified. REVIEWER'S CONCLUSIONS: There is no evidence of the quality required by this review to support or refute the effectiveness of Speech and Language Therapy interventions for dysarthria following non-progressive brain damage. There is an urgent need for good quality research in this area.

Adult↗

PubMed1998

"Twin language": a risk factor for language impairment?

Retrospective parental report of earlier "twin language" was obtained for two groups of twins. Sample G consisted of 94 twin pairs between the ages of 7 and 13 years recruited through the school system as a general population sample. Sample L consisted of 82 twin pairs between the ages of 7 and 13 years who had been recruited for a genetic study; of these twin pairs at least one of the twins had a speech-language impairment persisting to school age. Parental report of twin language was higher (around 50%) for children with speech-language impairment than for those with normal language (11%). Consistent with this, children with twin language obtained significantly lower mean language scores than other children, although their mean nonverbal IQ was equivalent. The exceptions were a handful of children whose parents described use of a "private language" that coexisted alongside normal use of English. These findings are consistent with the view that what is described as twin language is usually use of immature or deviant language by two children at the same developmental level.

Child↗

PubMed2002

Bilingual children referred for psychiatric services: associations of language disorders, language skills, and psychopathology.

OBJECTIVE: To investigate (1) the prevalence of language deficits and disorders and (2) the relationship of bilingual language skills and psychopathology, in Spanish-English bilingual children referred for child and adolescent psychiatry services. METHOD: Bilingual language skills, emotional/behavioral problems, sociodemographics, immigration variables, and nonverbal IQ were studied in 50 consecutively referred children. RESULTS: Estimated prevalence was high for language deficits (48%) and disorders (41%), with most cases (>79%) being of the mixed receptive-expressive type. In children with clinically significant emotional/behavioral problems, bilingual language skills were strongly and inversely correlated with problem scores, particularly global problems (r = -0.67, p < .001); social, thought, and attention problems (r > or = -0.54; p < .004); delinquency (r = -0.66, p < .001); and aggression (r = -0.52, p < .01). These correlations remained significant after IQ adjustment. CONCLUSIONS: Prior findings from monolingual children were confirmed in this bilingual sample, namely (1) the high prevalence of mixed receptive-expressive and other language disorders and delays and (2) the close tie between poor language skills and emotional/behavioral problems. The data strongly suggest the clinical importance and feasibility of language assessment and the significance of receptive problems in bilingual children referred for psychiatric services. A safe approach is to fully assess language skills, rather than misattributing these children's language delays to normal bilingual acquisition processes.

Adolescent↗

PubMed1991

Pragmatic language skills of students with language and/or learning disabilities: a quantitative synthesis.

A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year-old students with language disorders, language-learning disabilities, or learning disabilities as compared with the pragmatic language skills of nondisabled peers was conducted. The students with language and/or learning disabilities demonstrated consistent and pervasive pragmatic deficits in conversation compared to non-disordered peers (mean effect size = -0.52; SE = 0.06) across settings, conversational partners, age groups, and types of pragmatic skills measured. The pragmatic differences between the students with language or learning disabilities and control groups could not be accounted for by differences in study methodology or design. Furthermore, these pragmatic deficits appeared to be more attributable to underlying language deficits than to insufficient social knowledge. These findings are consistent with the perspective that students with learning disabilities can also be described as language disordered, and that children with language disorders experience a continuum of language failure that may be manifested in different ways as they progress through school.

Child↗

PubMed1993

Relationship between language and fluency in children with developmental language disorders.

The present investigation addresses two primary hypotheses: (a) that a subset of children with developmental language disorders exhibits significantly more disfluencies than other children with language disorders and (b) that differences between the disfluent and nondisfluent groups observed in fluency may be related to differences in language deficits. Spontaneous language samples from 60 preschool children with developmental language disorders were analyzed for frequency and type of disfluencies. Comparisons of the frequency of disfluencies across subjects revealed that a subset of 10 subjects exhibited significantly more disfluencies than the other subjects with language disorders. Demographic, intelligence, and language variables were compared across the two groups to determine whether such factors could account for the differences in fluency. The subjects with greater percentages of disfluencies were found to be significantly older and demonstrated significantly higher scores on two standard measures of vocabulary. These findings were interpreted in light of two models of disfluencies: the neuropsycholinguistic (Perkins, Kent, & Curlee, 1991) and Demands and Capacities (Adams, 1990; Starkweather, 1987). This suggests that some children with language disorders are at risk for fluency breakdown because of dysynchronies in the development of lexical and syntactic aspects of language or as a result of mismathces between speaking demands and capacities.

Age Factors↗

PubMed2003

Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years.

Parent-based assessments of vocabulary, grammar, nonverbal ability, and use of language to refer to post and future (displaced reference) were obtained for 8,386 twin children at 2 years of age. Children with 2 year vocabulary scores below the 10th centile were designated the early language delay (ELD) group, and their outcomes at 3 and 4 years were contrasted with the remainder of the sample, the typical language (TL) group. At 3 and 4 years old, children were designated as language impaired if their scores fell below the 15th centile on at least 2 of the 3 parent-provided language measures: vocabulary, grammar, and use of abstract language. At 3 years, 44.1% of the ELD group (as compared to 7.2% of the TL group) met criteria for persistent language difficulties, decreasing slightly to 40.2% at 4 years (as compared to 8.5% of the TL group), consistent with previous reports of frequent spontaneous resolution of delayed language in preschoolers. Although relations between language and nonverbal abilities at 2 years and outcome at 3 and 4 years within the ELD group were highly statistically significant, effect sizes were small, and classification of outcome on the basis of data on 2-year-olds was far too inaccurate to be clinically useful. Children whose language difficulties persisted were not necessarily those with the most severe initial difficulties. Furthermore, measures of parental education and the child's history of ear infections failed to substantially improve the prediction.

Child, Preschool↗

PubMed1996

Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children.

The purpose of the study was to compare the relative effectiveness of imitative treatment and conversational recast treatment in children with language impairment and in a group of children with normal language skills. Language treatment outcomes were compared between a group of older (4.7 to 6.7) specifically-language-impaired (SLI) children and a group of younger (2.2 to 4.2) language-normal (LN) children matched on language levels and on intervention targets. The results indicated: (a) Target acquisition was more rapid under conversational recast treatment for both groups: (b) This outcome held for targets absent initially (in pretreatment sampling and probing) as well as for initially partially mastered targets. (c) SLI children sometimes can learn grammatical structures as efficiently as language-normal children if similar language input is tailored to their specific developmental language levels. Implications of these findings for language treatment strategies with SLI children are discussed. Theoretical models compatible with the data also are considered.

Age Factors↗

PubMed1990

Language and cognitive development: a systematic behavioral program and technology for increasing the language and cognitive skills of developmentally disabled and at-risk preschool children.

Behavioral research in teaching verbal behavior to language-delayed and developmentally disabled preschool children has progressed greatly during the past 30 years. It is now possible to produce improvements in the verbal behavior of language-delayed and developmentally disabled children that previously would have been considered impossible. Not only is it possible to teach language-delayed children a wide variety of individual elements and forms of speech, such as plurals, adjectives, syntax, and grammar, but it is also possible to achieve functional language in nonverbal children and produce total recovery in some autistic and functionally mentally retarded preschool children. The results of our research with the TALK Language Development Program provide techniques, procedures, and new directions to further advance the technology of verbal behavior. First, development of a standard procedure for the analysis, reinforcement, and recording of verbal behavior provides a precise and standard method for evaluating the effect of contingencies of reinforcement on verbal behavior. Second, the TALK program, by systematizing and operationalizing the process of shaping functional language, provides a program that is relatively easily learned by therapists, teachers, speech pathologists, and others. Third, the robustness and reliability of the TALK program, as demonstrated by replication across diagnostic groups, settings, and therapists, makes it an attractive program for use with a variety of developmentally disabled children. Fourth, the identification of specific parent-child reinforcement paradigms that appear to be functionally related to language delay may facilitate research in the prevention of language delay. Finally, our research with functionally retarded children and normal infants has led to the development of a behavioral strategy and technology for the prevention of and total recovery from some cases of language delay and functional mental retardation. At least two important opportunities now exist for making a substantial social impact through the technology of verbal behavior. First, the passage of Public Law 99-457 has created a major need for effective language programs that can be used by public school teachers of handicapped preschool children. The need will increase as more programs for the birth to 3 population are mandated. This presents a major opportunity for transferring the technology of verbal behavior to other professionals who are in daily contact with young handicapped preschool children, such as teachers, speech pathologists, pediatricians, and social workers.(ABSTRACT TRUNCATED AT 400 WORDS)

Autistic Disorder↗

PubMed2005

Language cannot be reduced to biology: perspectives from neuro-developmental disorders affecting language learning.

The study of language knowledge guided by a purely biological perspective prioritizes the study of syntax. The essential process of syntax is recursion--the ability to generate an infinite array of expressions from a limited set of elements. Researchers working within the biological perspective argue that this ability is possible only because of an innately specified genetic makeup that is specific to human beings. Such a view of language knowledge may be fully justified in discussions on biolinguistics, and in evolutionary biology. However, it is grossly inadequate in understanding language-learning problems, particularly those experienced by children with neurodevelopmental disorders such as developmental dyslexia, Williams syndrome, specific language impairment and autism spectrum disorders. Specifically, syntax-centered definitions of language knowledge completely ignore certain crucial aspects of language learning and use, namely, that language is embedded in a social context; that the role of envrironmental triggering as a learning mechanism is grossly underestimated; that a considerable extent of visuo-spatial information accompanies speech in day-to-day communication; that the developmental process itself lies at the heart of knowledge acquisition; and that there is a tremendous variation in the orthographic systems associated with different languages. All these (socio-cultural) factors can influence the rate and quality of spoken and written language acquisition resulting in much variation in phenotypes associated with disorders known to have a genetic component. Delineation of such phenotypic variability requires inputs from varied disciplines such as neurobiology, neuropsychology, linguistics and communication disorders. In this paper, I discuss published research that questions cognitive modularity and emphasises the role of the environment for understanding linguistic capabilities of children with neuro-developmental disorders. The discussion pertains to two specific disorders, developmental dyslexia and Williams syndrome.

Genotype↗

PubMed1997

Electrophysiological studies of language and language impairment.

The organization of language-relevant brain systems was examined in normally developing and language-impaired children. Atypical patterns of brain activity were observed in subsets of children with specific language impairment (SLI) for both sensory (auditory and visual) and language processing. However, it was not the same groups of children who displayed abnormalities across the different tasks. The results supported a multiple-factors and multiple-subtypes framework for interpreting the neurobiology of SLI. The roots of SLI were also considered in normal infants and late talkers in studies of primary language acquisition. These studies suggest that the organization of neural systems important in language acquisition display dramatic changes during this time. Some of these are linked to the attainment of language milestones and appear to be independent of chronological age. Moreover, abnormalities in the lateral organization of electrophysiological activity may help predict which late talkers will catch up and who will later display SLI. More generally, the event-related potential technique is a powerful tool in studying the neurobiology of language and language impairment.

Child↗

PubMed2000

Autism and developmental receptive language disorder--a comparative follow-up in early adult life. I: Cognitive and language outcomes.

In this paper we compare adult outcome in a group of young men with autism and a group with developmental receptive language disorders. The two groups were first assessed in early childhood, when aged 7 to 8 years of age. Although matched at that time for nonverbal IQ (mean 92-93) and expressive language ability, the Autism group was significantly more impaired on most measures of social and communication skills and stereotyped behaviours. A later follow-up, in mid-childhood, suggested that although the groups were still quite distinct, social and behavioural problems had become more apparent in the Language group. The current study was completed when the participants were aged, on average, 23 to 24 years. The findings indicated that verbal IQ and receptive language scores had improved significantly more in the Autism group than in the Language group over time. Moreover, although the Language group were less severely impaired in their social use of language, many showed a number of abnormal features in this domain. There were no differences between the groups on tests of reading or spelling. Discriminant function analysis, which had clearly distinguished between the groups as children, now showed much greater overlap between them. Regression analysis indicated that although early language ability appeared to be related to outcome in the Autism group, in the Language group there was little association between measures of childhood functioning and later progress. The implications of these findings for understanding the nature of the underlying deficit in autism and the relationship between the two disorders are discussed.

Adult↗

PubMed1996

Postictal language dysfunction in patients with right or bilateral hemispheric language localization.

PURPOSE: As shown previously, when temporal lobe complex partial seizures (TLCPS) originate from the language dominant hemisphere, patients cannot read a test phrase correctly within 60 s of the end of the ictal discharge. We wished to assess whether postictal language testing results discordant with this pattern identified patients with non-left (right hemisphere or mixed) language dominance. METHODS: Since 1988, all patients undergoing video/EEG monitoring at our institution have been given a test phrase to read aloud as soon as a seizure is detected. Inclusion criteria for this study were (a) postictal language testing within 60 s of seizure end for at least one TLCPS, (b) > 90% seizure reduction after anterior temporal lobectomy with 2-year minimum follow-up, and (c) language localization by either intracarotid amobarbital test (IAT) or direct electrical stimulation of left hemisphere cortex. RESULTS: Two hundred twenty-four seizures in 64 patients were analyzed. Discordant postictal language patterns were noted in 10 of 11 patients with IAT documented non-left language dominance and in 15 of 53 with left dominance (p = 0.006; sensitivity 90.9%, specificity 71.7%). CONCLUSIONS: Postictal language testing accurately identifies patients with non-left language dominance and may be useful in selecting appropriate patients for IAT.

Adult↗

PubMed1996

Oscillatory neuromagnetic activity induced by language and non-language stimuli.

Event-related oscillatory brain activity during language perception differs from activity occurring during the processing of comparable non-language stimuli. This fact became apparent in the observation of changes in the normalized spectral power of magnetoencephalographic (MEG) signals during the subject's processing of these stimuli. MEG was recorded over the left and right hemispheres of 12 right-handed subjects. During the experimental session, bisyllablic content words and physically similar non-language stimuli were presented with equal probability in a randomized order in either the visual or auditory modality. Approximately 15% of these stimuli were marked and the subject's task was to detect these marked stimuli. As a major characteristic of language vs. non-language processing, we obtained an enhancement of the normalized spectral power around 240 ins in the 60-65-Hz band over the left hemisphere for the language condition and over the right hemisphere for the non-language condition, independent of the modality of stimulus presentation. Starting at approximately the same latency but in lower-frequency bands (15-45-Hz), an extended (250-600 ms) reduction of normalized spectral power was observed. This reduction, although it generally confirmed previous results, differed in the no hemisphere-specific reduction was found for the processing of words. A domain-specific enhancement of normalized spectral power was also evident around 800-1200 ms in the 15-30-Hz band. In the auditory condition, this enhancement of the normalized spectral power was larger after the presentation of language stimuli whereas in the visual condition a larger enhancement of the normalized spectral power was obtained after presentation of non-language stimuli. As this latter effect appears relatively late after the stimulus onset and differs in expression for both modalities of stimulus presentation, a simple relationship between language perception and oscillatory brain dynamics can be excluded for this enhancement. In contrast, the left hemispheric enhancement of the normalized spectral power present around 240 ms in the 60-65-Hz band seems to reflect oscillatory pattern specific to the processing of words.

Acoustic Stimulation↗

PubMed2003

Speech and language therapy interventions for children with primary speech and language delay or disorder.

BACKGROUND: It is thought that approximately 6% of children have speech and language difficulties of which the majority will not have any other significant developmental difficulties. Whilst most children's difficulties resolve, children whose difficulties persist into primary school may have long-term problems concerning literacy, socialisation, behaviour and school attainment. OBJECTIVES: To examine the effectiveness of speech and language interventions for children with primary speech and language delay/disorder. SEARCH STRATEGY: The following databases were searched: The Cochrane Controlled Trials Register (Cochrane Library, CENTRAL: 2002/3), CINAHL (1982 - July 2002), EMBASE (1980 - Sept Week 4 2002), ERIC (1965 - 2002), MEDLINE (1966 - Sept Week 3 2002), PsycINFO (1872 - 2002/10 Week 2), The National Research Register (2002/3). In addition to this references were taken from reviews of the literature and reference lists from articles. SELECTION CRITERIA: The review considered randomised controlled trials of speech and language therapy interventions for children or adolescents with primary speech and language delay/disorder. DATA COLLECTION AND ANALYSIS: Titles and abstracts were identified and assessed for relevance, before the full text version was obtained of all potentially relevant articles. The data were categorised depending on the nature of the control group and considered in terms of the effects of intervention on expressive and receptive phonology, syntax and vocabulary. The outcomes used in the analysis were dependent on the focus of the study with only the primary effects of therapy being considered in this review. MAIN RESULTS: The results of twenty-five studies were used in the meta-analysis. The results suggest that speech and language therapy is effective for children with phonological (SMD=0.44, 95%CI: 0.01,0.86) or vocabulary difficulties (SMD=0.89, 95%CI: 0.21,1.56), but that there is less evidence that interventions are effective for children with receptive difficulties (SMD=-0.04, 95%CI: -0.64,0.56). Mixed findings were found concerning the effectiveness of expressive syntax interventions (n=233; SMD=1.02, 95%CI: 0.04-2.01). No significant differences were shown between clinician administered intervention and intervention implemented by trained parents, and studies did not show a difference between the effects of group and individual interventions (SMD=0.01, 95%CI: -0.26,1.17). The use of normal language peers in therapy was shown to have a positive effect on therapy outcome (SMD=2.29, 95%CI: 1.11,3.48). REVIEWER'S CONCLUSIONS: The review shows that overall there is a positive effect of speech and language therapy interventions for children with expressive phonological and expressive vocabulary difficulties. The evidence for expressive syntax difficulties is more mixed, and there is a need for further research to investigate intervention for receptive language difficulties. There is a large degree of heterogeneity in the results, and the sources of this need to be investigated.

Adolescent↗

PubMed2006

Imitation and language abilities in adolescents with Autism Spectrum Disorder without language delay.

INTRODUCTION: Difficulties imitating gestures have been found in several studies in children and adolescents with Autism Spectrum Disorders (ASD). It has been hypothesized that imitation abilities might be precursors of language abilities in young children with autism. No study on imitation and language abilities in adolescents with ASD has been performed to date. METHODS: Fifteen male adolescents with ASD, 16 male and 13 female controls were compared regarding imitation abilities of upper and lower facial movements, and language skills as assessed by the pragmatic rating scale and the Aachen Aphasia test (AAT). RESULTS: Autism Spectrum Disorder subjects showed reduced imitation abilities of facial movements and non-meaningful combined hand-and-finger gestures. Regarding language, ASD subjects showed difficulties in AAT spontaneous speech measures and reduced pragmatic language abilities. Correlations of imitation and language measures differed between ASD, male and female controls. CONCLUSION: The weak and differential correlations of imitation and language measures in the three comparison groups might imply a differential organization of language and imitation networks in the three comparison groups. Pragmatic abilities, which are a central feature in ASD, were not related to imitation abilities. Therefore, imitation and language abilities in ASD might not be as closely correlated as previously expected.

Adolescent↗

PubMed2005

Grammatical morphology in children learning English as a second language: implications of similarities with specific language impairment.

PURPOSE: This study was conducted to examine whether the expressive language characteristics of typically developing (TD) children learning English as a second language (ESL) have similarities to the characteristics of the English that is spoken by monolingual children with specific language impairment (SLI), and whether this could result in the erroneous assessment of TD English-language learners (ELLs) as language impaired. METHOD: Twenty-four TD language-minority children who had been learning ESL for an average of 9.5 months participated in the study. The children's accuracy and error types in production of the following grammatical morphemes were examined in spontaneous and elicited speech: third person singular [-s], past tense [-ed], irregular past tense, BE as a copula and auxiliary verb, DO as an auxiliary verb, progressive [-ing], prepositions in and on, plural [-s], and determiners a and the. The elicitation probes were part of a recently developed standardized test for identifying language impairment, the Test of Early Grammatical Impairment (TEGI; M. Rice & K. Wexler, 2001). RESULTS: The ELLs' accuracy rates and error patterns with the grammatical morphemes were similar to those that have been reported for same-age monolingual children with SLI, in both spontaneous and elicited speech. In addition, the ELL's elicitation probe scores were compared to the criterion scores and group means from the sample of monolingual children used to develop the TEGI and their performance on the TEGI was in the range of the clinical population even though there is no reason to suspect that any of these children is language impaired. Both analyses point to the possibility that TD ELLs could be mistaken as language impaired. CLINICAL IMPLICATIONS: The results provide information that can be used to set appropriate expectations of error patterns and rate of grammatical development in the early stages of ESL learning. The results also emphasize how the use of English standardized tests with nonnative English-speakers is not a good practice, and suggestions are given for points to consider when assessing ELLs.

Child↗