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PubMed1984

Assessment of efficacy of intervention in hearing impaired children with speech and language deficits.

The diagnosis of hearing loss in children with speech and language deficits by the otorhinolaryngologist involves a large allocation of sources. The ability to assess the efficacy of intervention in order to minimize speech and language deficits is an aspect in the care of these children which has not been generally considered as part of the child's ongoing medical care. These children have speech and language deficits predominantly from hearing impairment and occasionally from a primary language disorder. The effect of intervention (usually a hearing aid), the special education program for the hearing impaired child, and the language therapy for the child with a primary language disorder are seldom measured. The ability to assess and monitor the child's progress is essential for the care of these patients. The continual monitoring of the child's progress is accomplished by periodic assessment of the child's speech and language. An instrument to do this has been developed and used by the Department of Otorhinolaryngectomy at the Albert Einstein College of Medicine for a number of years. The utilization of this instrument, as demonstrated by a series of case reports, will be presented. These will include children in which intervention was successful and those for whom it was unsuccessful, with an analysis of the reasons underlying the effectiveness for each child. It is recommended that every child with a speech and language deficit should be monitored periodically so that the child's progress, or lack of progress, can be determined. If the child is not progressing, additional remediation can be instituted to attempt to prevent a permanent speech and language deficiency.

Child↗
PubMedDate not supplied

Communicating with the aphasic dental patient.

A significant proportion of older adults has communication impairments. Language disorders involve problems with the use of learned symbol systems, including numbers, pictures, and words. Aphasia is one of the most common types of language disorders experienced by the elderly and is usually caused by a cerebrovascular accident or stroke, but can also be caused by head trauma and tumors. The growing number of dental patients with this language disorder will challenge the dental team to understand and evaluate aphasia and develop effective communication strategies. This paper describes the language impairments commonly experienced by stroke victims, and discusses assessment and communication strategies specifically for the aphasic dental patient.

Aged↗
PubMed1990

[Psychiatric manifestations in children with speech disorders with and without minimal brain dysfunction].

Several studies have shown not only that children with psychiatric problems are having more speech and language disorders than control groups. Moreover it has been shown that other developmental disorders are more common in groups with speech and language disorders. In a study in Munich including all children with diagnosis of specific developmental disorders of speech and language seen in our outpatient department from 1981 to 1986 we found significantly more psychiatric diagnoses in a subgroup of children with MBD. This was proved for the boys only however not for the smaller group of girls. The results are compared to studies reported in the literature and further research is suggested.

Attention Deficit Disorder with Hyperactivity↗
PubMed2000

Etiologic yield of single domain developmental delay: a prospective study.

OBJECTIVE: To determine the etiologic yield in young children with single domain developmental delay (either developmental language disorder or isolated motor delay) after a specialty diagnostic evaluation. METHODS: During an 18-month period, all children <5 years of age, who were consecutively referred to pediatric neurology or developmental pediatric clinics at a single tertiary pediatric center, were prospectively enrolled. Etiologic yield was determined after completion of clinical assessments and selected laboratory studies requested by the evaluating physician. RESULTS: Seventy-two children (60 boys) were found to have a developmental language disorder, and 22 children (11 boys) had isolated motor delay, of whom 6 had an associated diagnosis of cerebral palsy. An etiologic diagnosis was rarely made in the children with developmental language disorder (3/72, 4.1%). Laboratory investigations (metabolic, cytogenetic, imaging), aside from audiometry, were uniformly uninformative. In those children with isolated motor delay, an etiology was apparent in more than half (13/22, 59%). Slightly more than half (7/13, 54%) of etiologies identified in this group were potentially preventable. Successful etiologic determination in children with motor delay often had an impact on recurrence risk estimation, medical management, or specific therapy offered (8/13, 62%). The presence of physical findings on initial assessment was found to be highly predictive of successful etiologic determination in children with isolated motor delay (13/17 vs 0/5, P =.002). CONCLUSION: Etiologic yield differs substantially according to the subgroup of single domain developmental delay.

Cerebral Palsy↗
PubMed1999

A case study in communication disorders.

Often, children with language disorders exhibit other more subtle delays or deviance in social, communicative, and cognitive development. By focusing on these three areas, the clinician can understand the developmental context in which the language delay manifests. This approach includes the following: gathering information, psychological and communicative examinations, psychiatric examination, and medical evaluation.

Brain Diseases↗
PubMed2006

[Language and neurodevelopmental disorders. A review of their clinical characteristics].

INTRODUCTION: Language is a keystone in the normal social and cognitive development of any group of children and early, fitting interventions can largely reduce the repercussions that the deficit has in this area. The article analyses the definition of language as 'the result of a complex nervous activity that allows individuals to communicate mental states by the production of multi-modal signs that symbolise these states in accordance with a linguistic community's own convention'. Other language-related terms are also dealt with. DEVELOPMENT: Different classifications of language disorders are also discussed and we analyse its characteristics in different neurological disorders, such as motor disorders with a central origin, autistic spectrum, learning disorders, mental retardation, and attention deficit and disruptive behaviour disorders. CONCLUSIONS: Disorders affecting language clearly display semiological heterogeneity, and therefore it is advisable to take into account the classifications and terms related to it. It is also necessary to be familiar with the specific features of each alteration in the different neurological disorders so as to be able to reach an accurate diagnosis that allows the implementation of suitable lines of behaviour and interventions. Additionally, this will also allow timely measures to be taken in order to avoid later complications.

Adolescent↗
PubMed2003

[Speech and language development disorders in children].

Despite their frequency and clinical relevance, disturbances in the acquirement of language skills are not infrequently overlooked or are recognized too late, in particular when the problem is speech understanding, or when behavioral disturbances predominate. Diagnostic guidelines differentiate between circumscribed articulation disorders and expressive and receptive speech problems. The diagnostic work-up must take account of the changes in symptoms occurring during the course of the child's development. Mental comorbidity may be observed in every second speech-disordered child. For the operationalized establishment of speech performance--also during the course of treatment--greater use should be made of standardized test procedures. In order to early recognize speech acquisition disorders, the regular use of pediatric routine diagnostic should be practiced. With regard to management, direct treatment of the child--especially when very young--should taken second place to training of the parents on language-furthering behavior.

Age Factors↗
PubMed2006

Screening for autistic spectrum disorder in children aged 14-15 months. II: population screening with the Early Screening of Autistic Traits Questionnaire (ESAT). Design and general findings.

A two-stage protocol for screening for autistic spectrum disorders (ASD) was evaluated in a random population of 31,724 children aged 14-15 months. Children were first pre-screened by physicians at well-baby clinics using a 4-item screening instrument. Infants that screened positive were then evaluated during a 1.5-h home visit by a trained psychologist using a recently developed screening instrument, the 14-item Early Screening of Autistic Traits Questionnaire (ESAT). Children with 3 or more negative scores were considered to be at high-risk of developing ASD and were invited for further systematic psychiatric examination. Eighteen children with ASD were identified. The group of children with false positive results had related disorders, such as Language Disorder (N = 18) and Mental Retardation (N = 13).

Autistic Disorder↗
PubMed1999

Specific developmental disorders. The language-learning continuum.

The goal of this article is to inform and educate those who work with children who present with language-learning disorders about phonologic processing deficits, because this area has been shown to have a significant impact on children and adults who exhibit reading disabilities. Mental health professionals who work with children with reading problems need to be aware of what is known about this source of reading disorders and the implications of this knowledge for prevention and treatment. Advocating for appropriate instruction for children with reading problems is an important role mental health professionals can play in working with this population.

Adult↗
PubMed1996

A system for the diagnosis of specific language impairment in kindergarten children.

A valid and reliable diagnostic standard for language impairment is required for the conduct of epidemiologic research on specific language disorder. A rationale is provided for such a diagnostic system labeled the EpiSLI system. This system employed five composite scores representing norm-referenced performance in three domains of language (vocabulary, grammar, and narration) and two modalities (comprehension and production). Children who have two or more composite scores below-1.25 standard deviations were considered as children with language disorder. The performance of the EpiSLI diagnostic system was examined on a sample of 1,502 kindergarten children and it was shown that this diagnostic system yielded results that were consistent with clinician rating and previous research results.

Child, Preschool↗
PubMed1992

Clumsiness and perceptual problems in children with specific language impairment.

Clumsiness is frequently noted among children with developmental language disorders. This study considered whether the pattern of motor and perceptual impairments in language-disordered children is similar to that described previously in 'clumsy children' without language difficulties. 17 children with specific language impairment (SLI) were compared with 17 normal controls, matched for age, sex, performance IQ and socio-economic status. The SLI children did more poorly than controls on a test battery assessing motor skills and visual discrimination. There was no evidence of lateralised impairments. It is concluded that developmental clumsiness in SLI children is similar to that seen in clumsy children who are not language-impaired, and that their sensorimotor deficits extend to visual discrimination tasks that have no motor component and do not involve transient stimuli.

Child↗
PubMed2004

Dialect identification versus evaluation of risk in language screening.

This article proposes that any dialect-neutral screening test should consist of two parts: one part using contrastive items to screen for Language Variation Status (Mainstream American English [MAE] or a degree of variation from MAE), and a second part using noncontrastive items to screen for degree of risk for language disorder (low, medium, or high). The two scores are interpreted together in forming an overall clinical profile of a child. The implications for further diagnostic testing of both MAE and non-MAE speakers who exhibit risk for language disorder are discussed. Most importantly, for the African American child, viewing the results of the two types of proposed screening items together clears the "variation due to speech and language dialect" issue out of the way so that if further evaluation is needed, it is done for valid reasons, not superficial ones.

Black or African American↗