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PubMed1995

The Adelaide preschool language unit: results of follow-up.

OBJECTIVE: To determine educational, social and behavioural functioning of children who had been involved in a preschool language intervention programme between 1982 and 1990. METHODOLOGY: Fifty children who attended the Unit were available for follow-up. The children were divided into three groups: (i) language disorder; (ii) speech disorder; and (iii) mixed speech and language disorder. A psychologist administered educational, cognitive and social behavioural tests. Speech, language and articulation were assessed by a speech pathologist. RESULTS: Cognitively, the 'mixed' speech and language group obtained lower scores than the speech and language disorder children; results on educational tests were also generally lower. All three groups were significantly underachieving in areas of language, reading, spelling and arithmetic relative to their performance IQ. No socialization problems were found. CONCLUSIONS: Severe speech and language disorders in young children, even after periods of intensive intervention, have a significant effect on later educational achievement even when children appear to be 'coping' in their educational settings.

Child↗
PubMed1995

Verbal and visual problems in reading disability.

Most individuals interested in reading disability favor the view that disordered language processing is the main cause of children's reading problems and that visual problems are seldom, if ever, responsible. Nevertheless, in a preliminary study (Eden, Stein, & Wood, 1993) we showed that visuospatial and oculomotor tests can be used to differentiate children with reading disabilities from nondisabled children. In the present study we investigated a larger sample of children to see if these findings held true. Using 93 children from the Bowman Gray Learning Disability Project (mean age = 11.3 years; 54 boys, 39 girls), we compared the phonological and visuospatial abilities of nondisabled children (children whose reading at fifth grade rated a Woodcock-Johnson reading standardized score between 85 and 115), and children with reading disability (whose reading standardized score was below 85 on the Woodcock-Johnson). In addition to performing poorly on verbal tests, the children with reading disability were significantly worse than nondisabled children at many visual and eye-movement tasks. A high proportion of the variance (68%) in reading ability of both the nondisabled children and those with reading disability could be predicted by combining visual and phonological scores in a multiple regression. These results provide further support for the hypothesis that reading disability may, to some extent, result from dysfunction of the visual and oculomotor systems.

Brain↗
PubMed1985

Computed tomographic brain scanning in four neuropsychiatric disorders of childhood.

CAT scans were performed in 66 patients with neuropsychiatric disorders of childhood (infantile autism, attention deficit disorder, Tourette's disorder, and language disorder) and a control group of 20 medical patients. Ventricular volume and brain density were determined by quantitative, computer-based methods by researchers blind to the patients' diagnoses. There were no significant differences among diagnostic groups or between neuropsychiatric patients and medical control patients in total ventricular volume, right-left ventricular volume ratio, ventricular asymmetries, ventricle-brain ratios, or brain density.

Adolescent↗
PubMed1977

Learning disorders. Some medical aspects.

The first skills are motor ones and these depend on perceptual development and the organisation of movement. If development is deviant the child will be clumsy. The clinical picture is considered, and the effects this may have in the school situation. Disorders of language development may be secondary to other factors such as deafness or brain injury, or may be a specific disability. The various grades of the latter are described. Both perceptual and language disorders can underlie reading retardation and the analysis of a particular child's difficulties is stressed. The etiology of these conditions is discussed with particular reference to the failure of integration. Intracerebral connections may not form, be destroyed, or not be used. The role of the Doctor is an important one, and this includes not only diagnosis and assessment but also helping the child in the home and school, especially when emotional and behaviour complications occur. The doctor must also act as a questioner and co-ordinator.

Child↗
PubMed2003

Association of specific language impairment (SLI) to the region of 7q31.

FOXP2 (forkhead box P2) was the first gene characterized in which a mutation affects human speech and language abilities. A common developmental language disorder, specific language impairment (SLI), affects 6%-7% of children with normal nonverbal intelligence and has evidence of a genetic basis in familial and twin studies. FOXP2 is located on chromosome 7q31, and studies of other disorders with speech and language impairment, including autism, have found linkage to this region. In the present study, samples from children with SLI and their family members were used to study linkage and association of SLI to markers within and around FOXP2, and samples from 96 probands with SLI were directly sequenced for the mutation in exon 14 of FOXP2. No mutations were found in exon 14 of FOXP2, but strong association was found to a marker within the CFTR gene and another marker on 7q31, D7S3052, both adjacent to FOXP2, suggesting that genetic factors for regulation of common language impairment reside in the vicinity of FOXP2.

Child↗
PubMed1981

How the brain integrates affective and propositional language into a unified behavioral function. Hypothesis based on clinicoanatomic evidence.

Recent publications suggest that the right hemisphere dominates in modulating the affective components of language. Disorders of language form right-sided focal brain lesions have been called "aprosodias" and can be classified in a manner similar to the aphasias. We describe a patient with motor aprosodia who subsequently died and underwent neuropathologic examination. From the neuropathologic findings and recent observations concerning the neurology of depression, we hypothesize that the motor integration of propositional and affective language takes place in the brainstem, whereas their higher-order integration takes place via the callosal connections between Wernicke's area on the left and its homologue on the right. Direct application of these functional and anatomic relations can help clinicians to properly interpret the often incongruous and disparate behavioral and language responses encountered in brain-damaged patients.

Affect↗
PubMed1996

Head circumference in autism and other pervasive developmental disorders.

Recent studies have found that an unexpectedly large proportion of autistic children have large heads. Anthropometric measures of consecutive clinic attenders with pervasive developmental disorder (PDD), other psychiatric or language disorders were analysed. Similar data were obtained from two schools for language disordered children. These data, combined with those from previous studies, indicate that about one-third of children with PDD have macrocephaly based on current percentile charts; this rate was significantly higher than in children with language disorder alone. The finding was not a consequence of recognizable medical disorders and suggests that PDD is sometimes associated with abnormal physical development.

Anthropometry↗
PubMed1998

[Differential language comprehension disorders: results of an explorative study].

OBJECTIVES: Deficits in the expressive language abilities of children are easily observed. Thus these children usually are detected early and receive appropriate professional help. Receptive language abilities are much more difficult to assess, so that deficits either go unnoticed or often are not treated early. METHODS: In a population of 100 children examined between 1993 and 1995 in the outpatient department for speech, language and behavior problems at the Heckscher Klinik in Munich-Solln and diagnosed as having clinically relevant deficits in language comprehension, we determined the ICD-10 diagnostic category into which the symptom "language comprehension deficit" would best fit. RESULTS: 16 children exhibited language comprehension deficits that were part of a general mental retardation, three other children were diagnosed as having a pervasive developmental disorder. 81 children fulfilled the clinical ICD-10 criteria of a specific receptive language disorder, often in combination with a hyperkinetic syndrome or an emotional disorder. For 42 of these children this diagnosis also was confirmed by test results showing a discrepancy of one standard deviation between the language comprehension test and the non-verbal IQ. The value of language tests for the diagnosis of specific developmental speech and language disorders is discussed.

Adolescent↗
PubMed2002

The importance of rapid auditory processing abilities to early language development: evidence from converging methodologies.

The ability to process two or more rapidly presented, successive, auditory stimuli is believed to underlie successful language acquisition. Likewise, deficits in rapid auditory processing of both verbal and nonverbal stimuli are characteristic of individuals with developmental language disorders such as Specific Language Impairment. Auditory processing abilities are well developed in infancy, and thus such deficits should be detectable in infants. In the studies presented here, converging methodologies are used to examine such abilities in infants with and without a family history of language disorder. Behavioral measures, including assessments of infant information processing, and an EEG/event-related potential (ERP) paradigm are used concurrently. Results suggest that rapid auditory processing skills differ as a function of family history and are predictive of later language outcome. Further, these paradigms may prove to be sensitive tools for identifying children with poor processing skills in infancy and thus at a higher risk for developing a language disorder.

Auditory Perception↗
PubMedDate not supplied

Follow-up of children with early expressive phonology disorders.

Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.

Child↗
PubMed1982

Psychiatric disorder in children with different types of communication disorders.

Children presenting to a community speech clinic were divided into three major groups according to type of communication disorder: a pure speech disorder, a pure language disorder, and a disorder of both speech and language. Psychiatric evaluations of the three groups of children were done employing interviews with the parents, interviews with the children, and questionnaires from the children's teachers and parents. It was found that the prevalence of psychiatric disorder was highest in the language-disordered group and lowest in the speech-disordered group. Development disorders were also most common in the language-disordered group and least common in the speech-disordered group. The types of psychiatric disorders found in the three groups of children also differed. The implications of these findings are discussed.

Adolescent↗
PubMedDate not supplied

Auditory event-related potentials in the study of developmental language-related disorders.

This article reviews recent auditory event-related potential (ERP) studies of developmental language disorder (DLD) and dyslexia/reading disorder (RD). The possibility of using ERPs in searching for precursors of these disorders in the early development of infants at risk is also discussed. Differences in exogenous/sensory ERPs at the latency range of P1 and N1-P2 components have been reported between groups with DLD and RD and control groups. Latency differences between the groups may be related to a common timing deficit suggested by some researchers to be one of the possible underlying factors both in DLD and dyslexia. N1 amplitude group differences may be partly related to arousal/attentional factors and partly to the 'tuning' of the auditory sensory system. Mismatch negativity deviations in DLD children seem to indicate differences in sensory memory functions. Differences between the reviewed clinical groups and controls exist also in the endogenous P3 component, though less consistently in DLD children. In both clinical groups the P3 amplitudes are, in general, lower and the latencies longer compared to those in controls. These findings are discussed in terms of possible differences in higher cognitive functions that are not specific to modality. Altered hemispheric asymmetries in DLD and RD children, as compared to controls, are commonly found in many of the reviewed ERP components. Differences in ERPs of DLD and dyslexic children in comparison to controls may not reflect only maturational lag but also more fundamental processing deficiencies.

Adolescent↗
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↗
PubMed2000

Epidemiology and prognosis of specific disorders of language and scholastic skills.

Data from a prospective longitudinal study on the development of children born at biological and psychosocial risk were utilised to examine language and learning abilities of 320 children at ages 4.5 and 8 years. Following the research criteria of the ICD-10, specific developmental disorders of speech and language and specific developmental disorders of scholastic skills were diagnosed. Data were also provided for a clinical and general low achievement group according to less stringent criteria. Frequencies in the risk population were low for specific disorders (ICD-10) (0.6%-3.7% depending on age and type of disorder). Higher frequencies were found when a clinical definition (0.6%-13.6%) or overall low achievement score (0.6%-18.6%) was chosen. The impact of well-documented organic and psychosocial risks was analysed. Organic risk affected language abilities at 4.5 years of age but neither language nor learning abilities at 8 years of age. Psychosocial aspects of a child's environment proved to be associated with both specific language and learning abilities. Stability of language disorders, association between language and reading/spelling disorders as well as gender effects were investigated.

Achievement↗