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PubMed2003

Behaviour in children with language development disorders.

OBJECTIVE: The objective of the study was to explore the univariate and multivariate differences in behavioural problems among children with disorders in expressive or mixed receptive-expressive language development and children with unimpaired language development. METHOD: Ninety-four children with language development disorders (LDD) between the ages of 4 and 6 years and 94 children (matched by age and sex) without disorders of language development were compared concerning behavioural problems, as measured by the German version of the Child Behavior Checklist/4-18. RESULTS: Thirty-two children (34%) with LDD showed behavioural problems in the clinical range, whereas only 6 control subjects (6%) had scores in this range. Univariate group comparisons between patients and control subjects showed significant differences in all 8 syndromes and the scale "other problems," with patients having higher scores. Multivariate stepwise discriminant analysis showed a significant discriminant function by the scales "other problems," "social problems," "anxious-depressed," "thought problems," "attention problems," and "delinquent problems." CONCLUSIONS: In general, our results agree with several studies that report that children with speech and language disorders are at special risk for developing behavioural problems. Neurodevelopmental immaturity may be one factor underlying both the disorder in language development and the behavioural problems.

Age Factors↗
PubMed1997

[Language development disorders in preschool children: almost 4 years later].

Twenty-five children with specific language impairments (15 boys, 10 girls) who were assessed initially at a mean age of 4 years 11 months were followed up 3 to 4 years later and were tested with standardized instruments (Coloured Progressive Matrices, Illinois Test of Psycholinguistic Abilities [ITPA, German version], Heidelberger Sprachentwicklungstest [H-S-E-T]). A control group of normal children matched for age and gender was also assessed. Nonverbal intelligence in both samples was average (mean T-score: 54). At follow-up 52% of the children who had been identified as having specific language disorders had mild speech articulation problems. Forty-two percent continued to show evidence of language disorders. The main outcome findings were linguistic deficiencies in automatic and sequential processes of language usage (serial auditory memory, imitation of grammatical structures), in the processing of morphological structures (derivation of adjectives) and in syntactic production. There were significant differences between the groups in imitation of grammatical structures, syntactic production and correction of semantically inconsistent sentences (H-S-E-T subtests), and in the subtest "auditory association" of the ITPA.

Articulation Disorders↗
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↗
PubMed1992

Instability of hemispheric asymmetry in dyslexic children.

The study tested the hypothesis of abnormal brain asymmetry in dyslexic children. Two dyslexic groups classified as "phonetic disorder" and "language disorder" and a control group participated in two experiments. In both experiments was employed a dichotic listening procedure consisting in recalling pairs of words presented simultaneously to two ears. In Experiment I the children were to recognize four words presented at a level of loudness typical for natural speech. In Experiment II only two words were used in each trial but they were presented at a low intensity level. The recognition scores for stimuli presented to the left and right ears were compared. In Experiment I all groups of children showed a typical right ear/left hemisphere superiority, i.e. their recognition scores were higher for the right than for the left ear. Dyslexics, however, performed significantly less well. In Experiment II the control children and those from "phonetic disorder" group again performed better when words were presented to their right ears. Unlike those two groups, the children from "language disorder group" showed the right hemisphere superiority, i.e. they performed better in the left ear presentation condition. The results do not support the hypothesis that dyslexic children have abnormal lateralization of verbal functions. They suggest that the pattern of hemispheric asymmetry in dyslexics is less stable and depends both on the kind of dyslexia and on task variation.

Brain↗
PubMed2003

Yes/no reversals as neurobehavioral sequela: a disorder of language, praxis, or inhibitory control?

This study identifies a linguistic phenomenon suggestive of damage to fronto-subcortical circuitry. Our objective was to determine the occurrence and neuroradiological/neurobehavioral correlates of yes/no reversals in corticobasal degeneration (CBD), and document occurrence of reversals in other neurological conditions. In a prospective study, we evaluated 34 CBD patients using a neuropsychologic battery and magnetic resonance imaging. Patients were subdivided into two groups: those with (n = 11) and without (n = 23) yes/no reversals. In a retrospective study conducted during the period of 1991-2001, we identified 33 patients for whom yes/no reversals occurred to compare correlates with prospective study findings. In the prospective study, 11 patients (32.3%) had yes/no reversals. Significant between-group differences were found in scores of lexical fluency (P = 0.02) and prehension (P = 0.03). Prehension scores correlated with facial praxis (P < 0.0001) and upper limb praxis scores (P < 0.0001) in the yes/no reversal group only. In the retrospective study, nine CBD patients and 24 non-CBD patients had yes/no reversals, with damage to fronto-subcortical areas present in all patients. Results suggest an association with deficits in mental flexibility and inhibitory control. High within-group correlations of lexical fluency and prehension with praxis scores suggest a relationship of yes/no reversals with multiple factors.

Aged↗
PubMedDate not supplied

[Language development disorders in childhood: nonverbal intelligence and language comprehension].

33 children with Specific Language Impairment (F 80, ICD 10) were randomly selected and their results regarding nonverbal intelligence, passive vocabulary and sentence comprehension were compared with data of 33 control children matched by age and sex. Although cognitive performance is average in both groups, significant differences regarding nonverbal intelligence are found. Whereas nonverbal intelligence is predictable from sentence comprehension to a high degree in den SLI-group, it is not predictable in the control group.

Austria↗
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

Language-learning disorders and youth incarceration.

UNLABELLED: Many speech-language pathologists are serving delinquent boys with language-learning disorders who are both current and former residents of correctional institutions. These youngsters demonstrate personal maladjustments that have a negative impact on school performance and socialization. Those boys within chaotic families are at risk of poverty, institutionalization, and substance abuse. Boys with language-learning disorders, who have encountered the law, need to be provided with services through collaborative and individualized efforts toward improving language skills, learning, and re-incorporating them into society. Further investigations are needed in order to clarify how the elements of personal, family, neighborhood, school and service conditions serve as either protective or risk factors for a life of incarceration in these individuals. LEARNING OUTCOMES: As a result of this presentation, the reader will understand the complex relationship among language-learning disorders, poverty, poor school performance, and delinquency in boys. The reader will become aware of the elements that should be present in school and correctional services in order to prevent recidivism in boys with language-learning disorders who have had problems with the law.

Humans↗
PubMed1989

[Intelligence assessment using the Kaufman Assessment Battery for Children: a pilot study of a sample of children with language development disorders].

The German version of the Kaufman Assessment Battery for Children, which will soon be available commercially, was administered to 29 children with developmental speech and language disorders between 7;4 and 11;11 years of age who were patients on an inpatient child psychiatry unit. The correlations of the test results with the WISC-R (German version), the AID (a German intelligence test) and the Raven Coloured Progressive Matrices were calculated; furthermore, an assessment was made for differences in performance on tasks requiring sequential processing and those requiring simultaneous processing. The results of the study indicate that the K-ABC enables a relatively broad-based assessment of cognitive development in speech-and language-disordered children despite the children's verbal handicaps and that the instrument yields information of relevance in planning remedial programs.

Child↗
PubMed1992

[Language development disorders--studies of preschool children of the Leipzig special language school].

Children with severe speech disorders were examined to determine the causes of their abnormal speech development. Thirty-seven preschool and school-age children were followed up and results compared. All children had low intelligence quotients, with most of the children coming from low social backgrounds. However, both of these factors (intelligence and low social background) had no influence on the improvement of speech levels after therapy. Two-thirds of the children with moderate conductive hearing losses showed improvement after therapy, so that the effect of this hearing loss was believed to be a significant cause for the development of speech disorders. An early evaluation must be performed by a qualified phoniatrican or pediatric audiologist when children are 1.5 years old and are not able to construct words.

Articulation Disorders↗
PubMed2005

[Diagnosis and differentiation of children with language development disorders. What role can be attributed to intelligence?].

BACKGROUND: Specific language impairment (SLI) is defined as a developmental disorder in which language comprehension and the child's ability to use expressive spoken language is markedly below the appropriate level for his or her mental age. The intelligence of SLI children is in the normal range, while their language abilities are impaired. "Normal intelligence", the defining feature of SLI is questioned in this study. PATIENTS AND METHODS: Using IDIS (an inventory of diagnostic information in language impairment), we examined 138 children aged 5 and 6 years with severe language impairment; 108 SLI and 30 LI children. Various indicators of speech and language such as articulation, the ability to discriminate sounds, lexicon, grammar and pragmatic abilities but also auditory and visual perception, auditory and visual memory, fine and gross motor function were assessed. RESULTS: The performance of the SLI children was significantly higher in most of the tests than that of the LI children. Factor analysis showed that the two groups also differed in the structure of performance. Auditory short-term memory was reduced in most children irrespective of intelligence. CONCLUSIONS: We propose the retention of the differentiation of subgroups of developmental speech and language disorders depending on the level of intelligence.

Child↗
PubMed1993

Language matches: illuminating or confounding? Research note.

The practice of matching younger, language-matched controls, in addition to age-matched controls, is often used in studies of language-disordered children to examine the role of "language level" on performance. However, the interpretation of the relative performance of subjects in studies using such dual control groups is problematic. Conceptual concerns arise with the use of language matches because language is a multidimensional skill that is not reflected equivalently for the language-disordered children and their language-matched controls. Furthermore, matching by language level inevitably introduces an extraneous age effect that confounds interpretation. In addition, erroneous interpretations of null findings can occur when no differences are found between language-disordered and language-matched groups.

Age Factors↗