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PubMed2004

[Intervention in children with pragmatic language and communication disorders].

AIMS: In this paper we analyse the educational and therapeutic needs of children who present pragmatic disorders in language and communication. DEVELOPMENT: Pragmatic disorders in language and communication stand apart from the other disorders affecting the remaining aspects of language development. Their less specific nature goes beyond the purely linguistic domain and involves wide areas of the patient's affective and social development. CONCLUSIONS: Not only is it necessary to adapt the general model of speech therapy intervention, but also to include it within a set of pedagogical (based on the framework of school itself) and psychological measures (in early care and family guidance services).

Child↗
PubMed1998

Subtyping stereotypic behavior in children: the association between stereotypic behavior, mood, and heart rate.

The stereotypic behavior of children (N = 26) while in a playroom session with their parent was studied. The sample included children with a pervasive developmental disorder, an attention-deficit/hyperactivity disorder, a developmental expressive language disorder, or a developmental receptive language disorder and normally developing children. Stereotypic behaviors associated with distress, elation, and composure were compared on mean duration and form of the stereotypies and heart rate changes around the onset of the stereotypies. Results showed that stereotypies associated with different moods differed in all variables studied. Results confirm that a valid classification scheme for stereotypic behaviors is needed as they indicate different functions of individual stereotypies.

Affect↗
PubMed1985

Educational evaluation. The first step toward understanding and remediation of central auditory disorders.

Of all the problems experienced by children with learning disabilities, a language disorder may be the most detrimental to school performance. Because the problems of a child with a language disorder are frequently not recognized until he begins school, it is important that the educational clinician, teacher, related professional, and parents understand what a central auditory disorder is, that it may manifest itself as language disorder, and the way it can academically and emotionally affect a child. Evaluation and identification of a child with a central auditory disorder is vital at an early stage of development; however, testing, while it appears simple, is an extremely complex process and is not always exact. Therefore, the educational clinician must be skilled and understand the frailties which exist in the test instrument and the testing situation. It must be remembered, also, that testing in only part of the diagnostic procedure. Organized, perceptive classroom observations are essential. These must be followed by multidisciplinary meetings that generate remedial procedures and directions to be taken by parents and teachers. Finally, parents must be accepted by professionals as reasonable, concerned, and able to offer knowledgeable insight into their child's learning problems. If a language disorder is suspected, professional help should be sought immediately. Truth is better than fiction or fantasy in helping a child become a happy, adjusted, productive human being.

Auditory Perceptual Disorders↗
PubMed1997

Reducing bias in language assessment: processing-dependent measures.

One potential solution to the problem of eliminating bias in language assessment is to identify valid measures that are not affected by subjects' prior knowledge or experience. In this study, 156 randomly selected school-age boys (31% majority; 69% minority) participated in three "processing-dependent" language measures, designed to minimize the contributions of prior knowledge on performance; and one traditional "knowledge-dependent" language test. As expected, minority subjects obtained significantly lower scores than majority participants on the knowledge-dependent test, but the groups did not differ on any of the processing- dependent measures. These results suggest that processing-dependent measures hold considerable promise for distinguishing between children with language disorders, whose poor language performance reflects fundamental psycholinguistic deficits, and children with language differences attributable to differing experiential backgrounds.

Achievement↗
PubMed2004

Increased sense of identity in delusional disorders.

Language, which is unique in each subject, can reflect how a patient copes with disease. The method ALCESTE used here made it possible at the same time to analyse the subject's verbal behavior and speech patterns at several levels. The present study was designed to analyse during a 3-mo. period the language production of subjects with paranoia exhibiting delusional disorder (nonbizarre delusions without any hallucination) of imaginative subtype. The subjects produced very specific speech without any semantic or syntactic impairment and disruption in language or thinking processes, but with a poverty of speech content. The main feature of the study was the analysis of the underlying syntactic processes showing that the tested patients presented a "hard" sense of identity: the patient found always a strong place for himself among the various types of discourse whatever their topics.

Adaptation, Psychological↗
PubMed1997

[Speech-language idiopathic disorder prevalence in children from one to eleven years of age].

OBJECTIVE: The study of the epidemiological aspect of speech-language idiopathic disorders. The profile relates to the prevalence rate among children from 1 to 11 years old. METHOD: The subjects were assessed with regard to speech, language and myofunctional oral aspects. After diagnosis, the subjects were classified according to their principal disorder. Then the disorders were placed in separate age groups. The prevalence rates were applied. RESULTS: The sample for this study included 2,980 children, 125 with primary communicative disorders (prevalence rate = 4.19). The highest general prevalence related to the 3 to 8 year old age-group. The critical phase was that from 4 to 5 years of age. The most prevalent idiopathic speech-language disorders were: articulatory disorders; then oral language delays and myofunctional and neurovegetative disturbances. DISCUSSION: It is important to note that the communication disorder prevalence rate is very significant during childhood. It is a serious problem in Brazil, because although we have more critical cases there are no national preventive programs for these pathologies. It is, therefore, expected that this problem will increase rapidly in the near future if there isn't governmental action.

Brazil↗
PubMed1989

Linguistic and nonlinguistic impairments in writing: a comparison of patients with focal and multifocal CNS disorders.

The hypothesis that the language disorder in Alzheimer's disease (AD) depends on degenerative brain changes in classical left-hemisphere language zones was tested by comparing the written language performances of a group of AD patients with mild-moderate dementia and left-hemisphere stroke patients with equally severe naming and auditory comprehension deficits who were in varying stages of recovery from Wernicke's aphasia. The results indicated significant qualitative group differences in performances between tasks and in errors within tasks. The findings are consistent with hypothesized disruption of more diffusely organized neurolinguistic systems in AD. The hypothesis that the language disorder in AD represents an exaggeration of the pattern of language change in normal aging was also examined by comparing the performances of AD patients to the changes that occur with very advanced normal aging. The data indicate convergence between AD and very elderly healthy subjects in some aspects of written language production.

Aged↗
PubMed2002

Do the Wechsler scales underestimate the difference between verbal and performance abilities in children with language-related disorders?

The present paper examines the validity of the Wechsler scales with children with language-related disorders, with whom the scales were not originally normed. The general question is whether we can take measures of IQ, normed with a normal sample, and then validly use them as indicators of the same constructs with samples significantly different from the normed sample. In previous papers it was pointed out that the pattern structurally simple > moderately complex > complex tests can be observed in their IQ profiles within both the Verbal scale and the Performance scale. In this paper, it is hypothesized that this scatter of scores leads to an underestimation of the global V-P IQ differences for children with language-related disorders because there are more structurally complex tests on the Performance scale than on the Verbal scale. To test this hypothesis, "purer" V-P IQ differences were calculated by comparing the scores on Verbal and Performance tests of equal structural complexity. WPPSI and WISC-R data from four groups of children were analyzed: language-impaired children (n = 128), reading-impaired children (n = 112), children from dyslexic families (n = 51), and normal children (n = 49). When the effect of the difference in structural complexity was controlled for, it was found that the distribution of the revised V-P IQ difference was significantly more toward the negative end of the spectrum than the traditional V-P IQ differences for language-impaired and reading-impaired children, and approaching a significant level for children from dyslexic families. As hypothesized, there were no significant differences between the two distributions of V-P IQ differences for normal children. Practical and theoretical implications are discussed.

Adolescent↗
PubMed2002

Parent information and direct observation in the diagnosis of pervasive and specific developmental disorders.

Children with autism and children with a severe specific receptive language disorder show clear deficits in communicative language skills and social relationships. In this study the usefulness of a standardized parent interview (ADI-R) and a standardized observation schedule (ADOS-G) for the differential diagnosis of these two groups was assessed. Eleven children with early infantile autism and 16 children with a specific receptive language disorder participated. The parent interview was conducted with all parents and the observation schedule was administered to all children. Ten out of 11 children with autism were correctly classified as having autism on the ADI-R and the ADOS-G. One child with a receptive language disorder was falsely classified as having autism on the ADI-R, and none on the ADOS-G. Parent interview provides extensive information on the developmental course of the child. Direct observation gives an overview of actual relevant behavioural problems. The two instruments are complementary in the diagnosis of developmental disorders.

Autistic Disorder↗
PubMed1978

[Neuropsychological and psychiatric aspects of language development disorder of a nine year old patient.(author's transl)].

Problems of terminology, differential diagnosis, etiology and therapy of language development disorders are demonstrated by a casuistic example. Besides the importance of clinical date special attention was laid on neuropsychological diagnostic procedures and their therapeutic implications. Therapeutic interventions concerning language deficits should be developed individually and in accordance to the diagnostic findings. An early and reliable objectivation of etiology as well as of the degree of the language development disorder is necessary in order to avoid detours of the children through different intitutions.

Age Factors↗
PubMed1982

Symptomatic congenital cytomegalovirus. Disorders of language, learning, and hearing.

Seventeen patients with symptomatic congenital cytomegalovirus (CMV) were studied longitudinally, with emphasis given to disorders of language, learning, and hearing. At a mean age of 5.5 years (range, 1 go 10 years), nine children (53%) performed in the retarded range. Eleven (65%) experienced sensorineural hearing loss, in three of whom it was progressive. Developmental verbal dyspraxia was documented in two children and suspected in a third. Disabilities in several areas of the learning process exhibited by four children with normal intelligence and hearing loss. Although the effects of congenital CMV were diverse, all of the children had developmental disorders that necessitated special education. Such patients require longitudinal follow-up that includes more than tests of intelligence and hearing. All areas of development must be evaluated to appreciate the full effect of CMV encephalitis in utero.

Achievement↗
PubMedDate not supplied

Learning disabilities existing concomitantly with communication disorder.

This article describes the characteristics of language disorders that occur with learning disabilities. In this context, formal and naturalistic language, including specific standardized test batteries and curriculum-based language assessment, portfolio assessment, and others, are discussed. In addition, service delivery models and interventions that focus on the enhancement of semantic, syntactic, and pragmatic development are presented. Finally, future directions for research in the area of learning disabilities and secondary language disorders are suggested. Intervention strategies, including supportive scaffolding, whole language, and collaborative consultation, are reviewed; and implications for language assessment, intervention, and future research are discussed.

Environment↗
PubMed1997

Acquired epileptiform aphasia.

The acquired epileptiform aphasias, with Landau-Kleffner's syndrome as the example, represent an important group of syndromes in our quest to understand the relationship between epilepsy, language, and behavior. The controversy that truly frames the literature on the acquired epileptiform aphasias is the role of epileptiform activity on language, behavior, and cognition. This review expands the model of Landau-Kleffner's syndrome to include two other encephalopathies with language and behavioral regression in association with an epileptiform electroencephalogram. Both of these encephalopathies, autistic epileptiform regression and disintegrative epileptiform regression, are associated with an acquired language disorder. The developmental period in which the acquired language disorder begins, the type of language disorder, and the location and type of the epileptiform activity are all important variables that may affect clinical manifestations and prognosis.

Child↗
PubMed1970

Disorders of language development, with particular reference to central deafness.

Many disorders may result in delay of language development. There is on the one hand a large group of children with bilateral peripheral deafness, most of whom will be amenable to appropriate treatment, and on the other a group, possibly more numerous, who have a variety of disorders of speech and language, varying from lack of speech associated with severe mental retardation to more specific defects, such as congenital dyslexia and developmental articulatory dyspraxia. These disorders are probably due to a defect of cerebral function at the highest level and in these children no-one will have suspected deafness or have suggested that there is an abnormal response to auditory stimuli. Some children will start life with such an abnormal response but as they grow older will cease to show the characteristics of deafness. This group is analysed and it is suggested that some may be diagnosed as suffering from central deafness. The E. E. G./Audiogram is useful in the differenciation of these children from those with perpheral deafness, especially at an early age when co-operation is limited, or when these are severe emotional disturbances or infantile psychoses. This technique will be briefly discusses. Children with central deafness may be included among those with disorders of language development, but it is possible that this disability may sometimes result from a failure of integration at a cortical level. The reason for suggesting this diagnostic category is to stress that these children do initially behave in a similar way to those who are perpherally deaf.(ABSTRACT TRUNCATED AT 250 WORDS)

Arousal↗