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At least 541 records · Page 30Linked to original sources
PubMed1993

Oral discourse after early-onset hydrocephalus: linguistic ambiguity, figurative language, speech acts, and script-based inferences.

Studied 101 children, ages 6 to 15 years (50 with early-onset hydrocephalus, 51 normally developing), on four oral discourse tasks: establishing alternate meanings for ambiguous sentences; understanding figurative expressions; making bridging inferences; and producing speech acts. Children with hydrocephalus performed more poorly than controls on all four discourse tasks; and a higher-IQ hydrocephalus subgroup performed more poorly than controls on all but the figurative expressions task. The fluent, grammatically framed, but content-impoverished language described in early-onset hydrocephalus appears to reflect not so much problems in deriving word- and sentence-based meaning as deficits in the pragmatic use and understanding of language in discourse.

Adolescent↗
PubMed1997

Receptive and expressive language function of children with symptomatic HIV infection and relationship with disease parameters: a longitudinal 24-month follow-up study.

OBJECTIVES: To longitudinally assess the receptive and expressive language functioning of children with symptomatic HIV disease and to explore the relationship between immune status, computed tomography (CT) brain scan abnormalities, and language dysfunction over time. METHODS: Children with symptomatic HIV infection were administered an age-appropriate standardized comprehensive language test and general cognitive measure prior to starting antiretroviral therapy (n = 44) and again after 6 months (n = 29) and 24 months (n = 17). CD4 percentage and CT brain scans were also obtained at each evaluation. RESULTS: Expressive language was significantly more impaired than receptive language at the baseline, 6- and 24-month evaluations. No significant changes over time were found in receptive or expressive language from baseline to after 6 months of antiretroviral therapy, but despite treatment, language scores declined significantly between 6 and 24 months. Overall cognitive function, however, remained stable from baseline to 24 months. Age-adjusted CD4 percentage increased significantly over the initial 6 months, then remained stable. Overall CT brain scan severity ratings did not change significantly over 24 months. CONCLUSION: Expressive language was consistently more impaired than receptive language over 24 months, further supporting an earlier finding that expressive language was differentially affected by HIV in children with symptomatic disease. Both receptive and expressive language declined significantly after 24 months despite antiretroviral therapy, although overall cognitive function remained stable. Thus, functioning in some domains may be more vulnerable to the effects of HIV and global measures of cognitive ability may mask such differential changes in specific brain functions.

Adolescent↗
PubMedDate not supplied

Relationship between two dichotic listening tests and the Token test for children.

The relationship between two dichotic listening tasks was studied. The two dichotic tests used were the Staggered Spondaic Word (SSW) test and the directed Dichotic Consonant-Vowel (CV) test. These measures were administered to 104 children between the ages of 6.0 and 8.0 yrs. The subjects were divided into two groups according to their Token test scores with group I having normal Token test scores and group II having below average scores on the Token test. When the performances of the two groups on the SSW test were compared, a significant difference was found between them on the right and left competing conditions of the test. There was no difference between the groups on any response bias. On the directed Dichotic CV test the two groups were significantly different on the right ear scores but not on the left ear scores under both directed conditions. The groups were also significantly different on the directed right task when the difference between the two ear scores was compared but not on the directed left task. It was concluded that there is a relationship between these two dichotic measures and the Token Test for Children.

Auditory Pathways↗
PubMedDate not supplied

Binaural fusion, masking level differences, and auditory brain stem responses in children with language-learning disabilities.

This report examines binaural fusion for dichotically and diotically presented pass-bands of filtered speech in a group of 18 normal children and 18 children with language-learning disabilities. Binaural masking level differences for tonal stimuli and auditory brain stem responses for click stimuli are also reported. Results indicate lower overall scores for the experimental group on the diotic as well as dichotic conditions for the binaural fusion tasks, although both groups scored relatively higher in the diotic condition. Masking level differences and auditory brain stem responses were not significantly different for the two groups. These findings suggest the potential usefulness of binaural fusion measures in the assessment of auditory processing abilities in children, although certain cautions regarding their application and interpretation must be exercised.

Audiometry, Evoked Response↗
PubMedDate not supplied

The role of the speech-language pathologist with hearing-impaired infants.

The educators of the deaf, the audiologists, and other similar professional groups appear to have reasonably clearly delineated roles to play in the management of the hearing-impaired child. Not so with the speech-language pathologist. This paper specifies such a role and offers a model for the delivery of speech-language pathology services to the hearing-impaired infant.

Child Development↗
PubMed1986

An evaluation of the test for auditory comprehension of language.

The present study was designed to determine the internal consistency and test-retest consistency of the Test for Auditory Comprehension of Language (TACL) for a group of normally hearing and regularly educated children. Fifty-five children were randomly selected from three elementary schools and were administered the TACL exactly as described in the test's manual. From these 55 children, 30 were randomly selected and retested. The results indicated that the test was internally consistent but not consistent upon retesting.

Child↗
PubMed1996

Long-term consistency in speech/language profiles: I. Developmental and academic outcomes.

OBJECTIVE: This study examined the 7-year developmental and academic outcome of speech/language-impaired and control children selected from a community sample. METHOD: Speech/language and psychiatric measures were administered to the children at ages 5 and 12.5 years. Using children's age 5 speech/language test results, a cluster analysis was performed to ascertain whether specific linguistic subgroups would emerge. The long-term consistency of these subgroups was explored. The association between time 1 speech/language clusters and linguistic, cognitive and academic measures at time 2 were examined. RESULTS: Four groups were identified in the cluster analysis: high overall, poor articulation, poor comprehension, and low overall. Children with pervasive language problems continued to perform poorly on linguistic, cognitive, and academic measures, while those with comprehension problems fared slightly better but still had more difficulties than those with normal language. The poor articulation cluster had few articulation errors at follow-up. CONCLUSIONS: Empirically supported speech/language classifications identified as early as age 5 continued to be relevant into late childhood. Pervasive speech/language impairment in early childhood was associated with increased risk of poor linguistic and academic outcome at follow-up, while isolated articulatory problems improved over time. These findings reveal the urgent need for early intervention among children with pervasive speech/language impairment.

Child↗
PubMed1996

Otitis media, communication style of primary caregivers, and language skills of 2 year olds: a preliminary report.

The association between early otitis media, styles of primary caregivers, and language development was prospectively examined in 26 2-year-old children from lower socioeconomic backgrounds (of mixed perinatal status) followed prospectively since birth. Based on otoscopic evaluations during the first year of life, there were 14 children who were classified as bilaterally otitis-free (OM-) and 12 children who were classified as bilaterally otitis-positive (OM+). At 2 years of age, all children were administered standardized measures of cognitive and language function along with a 20-minute videotaped play session with one of their primary caregivers. The language of both the children and caregivers was analyzed. Results indicate that caregivers of OM+ and OM- children used language nearly identically when interacting with their children. However, caregivers of OM+ children whose communication style was marked by a high percentage of directives and a corresponding low percentage of both questions and information-giving had the children with the lowest scores on all measures of naturalistic language. Controlling for neonatal illness did not alter the relationships found. The results suggest that caregiver language may compensate for some of the auditory deprivations associated with otitis media.

Brain Damage, Chronic↗
PubMed2006

Language use in females with fragile X or Turner syndrome during brief initial social interactions.

Fragile X and Turner syndromes are associated with risk of atypical social function. We examined language use, including normal and atypical speech, during initial social interactions among participants engaged in a brief social role play with an unfamiliar adult. There were 27 participants with Turner syndrome, 20 with fragile X syndrome and 28 in an age-matched comparison group. Females with fragile X did not exhibit more abnormal language, but exhibited less of what is typical during initial interactions. Overall rates of dysfluencies did not differ, although females with fragile X made more phrase repetitions. Females with Turner syndrome had no language use abnormalities. Our findings suggest that language use may influence social function in females with fragile X syndrome and that such language characteristics may be observed in the context of brief encounters with an unfamiliar adult.

Adolescent↗
PubMed1990

Syntax comprehension deficits in Parkinson's disease.

The comprehension of 100 different spoken English sentences was studied in 39 patients with mild to moderate Parkinson's disease (PD) using the Rhode Island Test of Language Structure. Eight of the PD patients were mildly demented, and the remaining 31 showed no cognitive deficits. Seven of the eight mildly demented patients had high comprehension error rates for sentences that had moderately complex syntax. The error rates of 28 of the 31 other, nondemented patients were low, similar to those of normal control subjects. The difference between the error rates of the demented and nondemented patients was significant (p less than .02, two-tailed t-test). The data argue against some current "modular" theories that segregate linguistic from other cognitive behavior. The destruction by PD of the midbrain regions that stimulate the frontal cortex may be responsible for both cognitive and syntactic comprehension deficits.

Aged↗
PubMedDate not supplied

Otitis media and the development of speech and language.

Otitis media is one of the most common infectious diseases of childhood, and many children have many episodes in infancy. Fluid persists in the middle ear for weeks to months after every episode of acute otitis media in spite of apparently appropriate antimicrobial therapy. Persistent or fluctuating hearing loss accompanies middle ear fluid. Children from a high socioeconomic group with recurrent and persistent otitis media in infancy scored lower on tests of speech and language administered at 3 years of age than did their disease-free peers.

Child, Preschool↗
PubMed2003

Second oral language capabilities in children with cochlear implants.

OBJECTIVE: The development of oral language in children with a cochlear implant is dependent on numerous factors. Although baseline achievements have been established, ceiling attainment levels have yet to be explored. One indicator of a higher capability level is the ability of children with implants to learn to communicate orally using a second language. The purpose of this research was to explore 1) the feasibility of children with cochlear implants developing oral fluency in a second language and 2) the factors that affect the development. STUDY DESIGN: Retrospective study of children fulfilling the criteria. SETTING: University medical center. PATIENTS: Eighteen profoundly hearing-impaired children who were reported to be bilingual. INTERVENTION: Cochlear implantation at age 5 or younger. MAIN OUTCOME MEASURES: The subjects were evaluated using standard speech perception and receptive and expressive language measures. RESULTS: The data revealed the ability of some pediatric cochlear implant recipients to develop competency in a second spoken language in addition to their primary language. Equally as important is the fact that the majority showed age-appropriate receptive and/or expressive language abilities in their primary language commensurate with normal-hearing children. CONCLUSION: High levels of achievement including the learning of a second spoken language are possible after implantation in the pediatric population. Variables include speech perception postimplantation, the linguistic environment, type of intervention, and educational placement.

Child↗