PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Language Therapy”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 541 records · Page 30Linked to original sources
PubMed1997

Remediating production of tense morphology improves verb retrieval in chronic aphasia.

Production of tense markers in C-VIC, a computerized visual communication system, was utilized as a treatment for three patients with severe expressive aphasia. Patients practiced constructing C-VIC tense marked sentences and then producing English equivalents. After training, all patients demonstrated significant improvements in English verb retrieval and production of correct tense morphology. Generalization of morphological rules for past tense production was seen for regular, but not irregular verbs. These results support the LaPointe and Dell (1989) extension of the Garrett (1975, 1992) model specifying a search through so-called verb phrase notion stores as a process mediating transition from functional to positional levels, but also suggest an additional constraint on the output of the verb notion store search.

Adult↗
PubMed1997

Generalization from single sentence to multisentence production in severely aphasic patients.

Multisentence production was examined in three nonfluent aphasic patients who had undergone a single sentence production training program using a computerized visual communication system (C-VIC). Patients were required to describe videotaped vignettes in English and using C-VIC. C-VIC allowed for an investigation of production abilities previously impossible to measure in severely aphasic patients, since C-VIC does not require internal generation of appropriate lexical items or phonological and articulatory realization. Results are discussed in the context of language production models in an attempt to determine the breakdown(s) in the production system that result in difficulty in trying to produce multiple sentences.

Adult↗
PubMed2001

The bilingual brain: bilingual aphasia.

Since most people in the world know more than one language, bilingual aphasia is an important line of research in clinical and theoretical neurolinguistics. From a clinical and ethical viewpoint, it is no longer acceptable that bilingual aphasics be assessed in only one of the languages they know. Bilingual aphasic patients should receive comparable language tests in all their languages. In the present work, language recovery of 20 bilingual Friulian-Italian aphasics was investigated. Thirteen patients (65%) showed a similar impairment in both languages (parallel recovery), four patients (20%) showed a greater impairment of L2, while three patients (15%) showed a greater impairment of L1. Despite the many hypotheses advanced to account for nonparallel recovery, none of them seems to provide satisfactory explanations. The study of bilingual aphasics with parallel impairment of both languages allows us to verify the hypothesis whereby grammatical disorders in aphasia depend on the specific structure of each language. As far as rehabilitation programs for multilingual aphasics are concerned, several questions have been raised, many of which still need a satisfactory answer.

Adolescent↗
PubMed1981

Psychosocial effects of an intensive summer communication program for cleft palate children.

The preventative psychosocial effects of an intensive summer residential program for children with communication disorders related to cleft lip and palate are evaluated. Twelve children completed the five-week program. Following the program, the children increased their social interaction rates during observed interactions with nonhandicapped peers and according to parent ratings. Less difference existed between the children's perceived reinforcement value of peer interactions, and their expectancies for initiating such interactions. The limitations of these findings due to the small sample size and the lack of a control group are discussed. The value of multimethod measurement systems are also discussed.

Child↗
PubMed1987

A natural language teaching paradigm for nonverbal autistic children.

The purpose of this study was to attempt to improve verbal language acquisition for nonverbal autistic children by manipulating traditional teaching techniques so they incorporated parameters of natural language interactions and motivational techniques. Within a multiple baseline design, treatment was conducted in a baseline condition with trials presented serially in a traditional analogue clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. Then, these variables were manipulated in the natural language teaching condition such that stimulus items were functional and varied, natural reinforcers were employed, communicative attempts were also reinforced, and trials were conducted within a natural interchange. Treatment and generalization data demonstrated that manipulation of these variables resulted in broadly generalized treatment gains. Implications for language intervention are discussed.

Autistic Disorder↗
PubMed1981

Linguistic pragmatics and language intervention strategies.

The recent research focus on pragmatics leads to the consideration of issues of language use that have fundamental practical implications for language assessment and intervention. Specifically, the pragmatic orientation suggests changes in the content of language assessments, by evaluating various communicative functions the child expresses, and modifications in the process of language assessment, by encouraging both the initiating and responding dimensions of the child's communicative behavior. Furthermore, the pragmatic focus suggests changes in the process of intervention. The primary goal of intervention becomes facilitation of generalized communicative functions for which syntactic structures and semantic content are only the tools. And the pragmatic framework suggests guidelines for what constitute appropriate reinforcers that sustain rather than interrupt communicative interactions.

Child↗
PubMed1983

A pragmatic approach to increase expressive language skills in young autistic children.

This paper is a description of a pilot communication program for autistic children designed to increase communication skills in the context of establishing reciprocal communication exchanges. The methods involved intensive modeling of verbal responses within joint activity routines and using a reinforcement system based on fulfilling the intent of the child's communication. Five male subjects ranging in age from 36 to 68 months participated in the communication program for 6 weeks during an inpatient stay at the Iowa Autism Program, Child Psychiatry Service. Communication exchanges involving requests for actions and objects, descriptions of actions and objects, comments on existence and nonexistence, and requests for recurrence were targeted. Individual gains for each subject are outlined. Posttreatment results indicated a significant increase in the mean length of response, in the mean receptive language level, and in the mean number of semantic-grammatical rules expressed. Suggestions regarding future research are discussed.

Autistic Disorder↗
PubMed1986

Ontogeny of communicative functions in autism.

Autistic children have been stereotyped as noncommunicative and noninteractive; however, this may be partly attributed to traditional research approaches that do not consider the intentions of the child or the context of the social interaction. This discussion reviews some recent investigations that have used a developmental pragmatics framework to study language and communicative behaviors associated with autism. A working model of the ontogeny of communicative functions in autistic children is proposed. The communicative profile associated with autism is explained by factors related to the child's language-learning environment, as well as factors inherent in the child. Clinical implications for the design of language intervention programs for autistic children are offered.

Attention↗
PubMed1994

Why and when do some language-impaired children seem talkative? A study of initiation in conversations of children with semantic-pragmatic disorder.

Six language-impaired children fitting the clinical picture of semantic-pragmatic disorder (mean age 11 years) engaged in conversations with adults in four situations varying in terms of familiarity of the interlocutor (familiar or unfamiliar) and type of setting (interview or toy exploration). These children did not produce more utterances or longer utterances than normally developing children of similar age or ability, but they were more likely to produce utterances that served the conversational function of initiating, rather than responding or acknowledging. This tendency was most pronounced in the toy setting. There was a nonsignificant trend for control children to initiate more with a familiar than with an unfamiliar adult, but no such tendency in the semantic-pragmatic group. A high rate of initiations in children with semantic-pragmatic disorder cannot be regarded as an unusual behavior provoked by the demands of the interview setting, as it is even more apparent during toy exploration, where the child is under less pressure to respond to adult questions.

Adult↗
PubMed1990

Changes in language development among autistic and peer children in segregated and integrated preschool settings.

Five young children with autism enrolled in a segregated class, five other children with autism in an integrated class, and four normally developing peer children in the integrated class were compared for developmental changes in language ability as measured by the Preschool Language Scale before and after training. The results, based on Mann-Whitney U tests, showed that (a) all of the children as a group made better than normative progress in rate of language development, (b) the scores of the autistic children were significantly lower than the peers before and after treatment, and (c) there were no significant differences in changes in language ability between the autistic children in the segregated and integrated classes.

Autistic Disorder↗
PubMed1984

Language intervention: a pragmatic approach.

The approach to language intervention described in this paper provides a means of teaching pragmatically appropriate and effective uses of language in conversational contexts while simultaneously teaching the production and comprehension of specific linguistic forms. The approach, developed in work with seriously language-disabled young children, consists of a series of communication games. These games, which focus and intensify certain characteristics of conversational situations, teach vocabulary, syntax, and articulation as devices for serving the same pragmatic functions these devices serve in ordinary conversation. The games integrate the advantages of the traditional language lessons and those of incidental teaching. Spontaneous speech data collected before and after a 4-month interval from trained and contrast-group children suggest the positive impact of the intervention on the language performance of children with no or moderate cognitive delays, but the results do not suggest a similar impact on children with severe cognitive delays. The results suggest that the intervention merits further application and evaluation, with particular attention to the control of cognitive level.

Child↗
PubMed2006

Focused stimulation for a child with autism spectrum disorder: a treatment study.

This study explored the use of focused stimulation as an intervention technique for a three-year-old boy diagnosed with autism spectrum disorder (ASD). His parents were trained to use focused stimulation to facilitate comprehension of what is x doing question forms. Responses to question probes were collected at both pre- and post-treatment intervals. At the beginning of the study, the child did not respond correctly to any of the target questions. Following intervention, the child made significant gains towards the target goal, but little change towards a control goal used for comparison. These findings provide preliminary support for the usefulness of focused stimulation as an intervention strategy for at least some children with ASD.

Attention↗
PubMed2006

Educational placements and service use patterns of individuals with autism spectrum disorders.

This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 +/- 3 years (mean IQ = 101.77 +/- 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision.

Adolescent↗