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PubMed2003

Roles and responsibilities of the interpreter in interactions with speech-language pathologists, parents, and students.

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA '97) specify that students must be assessed in their primary language. With the ever-increasing number of diverse languages spoken by students, it is very unlikely that even an English-bilingual speech-language pathologist's other language will match that of a student who is referred for a speech-language assessment. Knowing how to work effectively with an interpreter is, therefore, essential for all speech-language pathologists. This article reviews the process of interpretation during parent conferences and student assessments. It describes the specific roles and responsibilities of the speech-language pathologist-interpreter team, with a focus on the linguistic, cultural, and professional skills that the interpreter should have to ensure a successful outcome. Data obtained from bilingual Spanish/English-speaking speech-language pathologists are provided to confirm and describe some important features desired in an interpreter who collaborates with a speech-language pathologist. Suggestions for training and certifying future interpreters are outlined. Finally, models are presented for successful interactions with interpreters.

Communication Barriers↗

PubMed2006

Language play in children with autism spectrum disorders: implications for practice.

The purpose of this article is to present evidence for the use of language play by children with autism spectrum disorders (ASD) within the context of play with peers. A conceptual framework for the development of language play is described. This framework, which is supported by the literature on language play in typically developing children, is used to assess patterns of language play in children with ASD. The findings of a descriptive study are used to provide evidence for language play in the speech of children with ASD during interactions with typical peers and show that children with ASD use language play in a similar way as their typically developing peers with the exception of age of occurrence. Implications for clinicians in their work with children with ASD are discussed as they relate to the existence of language play in children with ASD and the function of language play as a tool for language learning.

Autistic Disorder↗

PubMed1998

Language dysfunction in children with Rolandic epilepsy.

Rolandic epilepsy is regarded as the classic example of benign focal epilepsy. However, neuropsychological deficits have been noted in affected children. As Rolandic discharges are mainly distributed over the centrotemporal region, specific interference with language function might be suspected. Therefore, we conducted a standardized neuropsychological assessment in children with Rolandic epilepsy which covered all important aspects of language processing. We measured intelligence Quotient, verbal memory, auditory discrimination, vocabulary, grammar and literacy in 20 children with an active Rolandic focus. Information about performance at school was obtained from teachers by means of a questionnaire. Patients with Rolandic epilepsy failed five of the twelve standardized language tests significantly more often than the normative population and consequently showed impairment of the following functions: reading, spelling, auditory verbal learning, auditory discrimination with background noise and expressive grammar. Thirteen of the 20 children showed language dysfunction with difficulties in two or more of the twelve standardized language tests. In eight of these 13 children the Full Scale Intelligence Quotient was within average range, indicating a specific language deficit. Language dysfunction was closely associated with learning difficulties at school. This study documents a consistent pattern of language dysfunction in children with Rolandic epilepsy which suggests interictal dysfunction of perisylvian language areas.

Adolescent↗

PubMed2005

The emergence of grammar: systematic structure in a new language.

This report contains a linguistic description of a language created spontaneously without any apparent external influence in a stable existing community. We describe the syntactic structure of Al-Sayyid Bedouin Sign Language, a language that has arisen in the last 70 years in an isolated endogamous community with a high incidence of nonsyndromic, genetically recessive, profound prelingual neurosensory deafness. In the space of one generation from its inception, systematic grammatical structure has emerged in the language. Going beyond a conventionalized list of words for actions, objects, people, characteristics, and so on, a systematic way of marking the grammatical relations among those elements has appeared in the form of highly regular word order. These systematic structures cannot be attributed to influence from other languages, because the particular word orders that appear in Al-Sayyid Bedouin Sign Language differ from those found both in the ambient spoken languages in the community and in the other sign language found predominantly in the surrounding area. Therefore, the emerging grammatical structures should be regarded as an independent development within the language.

Adult↗

PubMed2003

Foreign-language experience in infancy: effects of short-term exposure and social interaction on phonetic learning.

Infants acquire language with remarkable speed, although little is known about the mechanisms that underlie the acquisition process. Studies of the phonetic units of language have shown that early in life, infants are capable of discerning differences among the phonetic units of all languages, including native- and foreign-language sounds. Between 6 and 12 mo of age, the ability to discriminate foreign-language phonetic units sharply declines. In two studies, we investigate the necessary and sufficient conditions for reversing this decline in foreign-language phonetic perception. In Experiment 1, 9-mo-old American infants were exposed to native Mandarin Chinese speakers in 12 laboratory sessions. A control group also participated in 12 language sessions but heard only English. Subsequent tests of Mandarin speech perception demonstrated that exposure to Mandarin reversed the decline seen in the English control group. In Experiment 2, infants were exposed to the same foreign-language speakers and materials via audiovisual or audio-only recordings. The results demonstrated that exposure to recorded Mandarin, without interpersonal interaction, had no effect. Between 9 and 10 mo of age, infants show phonetic learning from live, but not prerecorded, exposure to a foreign language, suggesting a learning process that does not require long-term listening and is enhanced by social interaction.

Female↗

PubMed1998

Cerebral organization for language in deaf and hearing subjects: biological constraints and effects of experience.

Cerebral organization during sentence processing in English and in American Sign Language (ASL) was characterized by employing functional magnetic resonance imaging (fMRI) at 4 T. Effects of deafness, age of language acquisition, and bilingualism were assessed by comparing results from (i) normally hearing, monolingual, native speakers of English, (ii) congenitally, genetically deaf, native signers of ASL who learned English late and through the visual modality, and (iii) normally hearing bilinguals who were native signers of ASL and speakers of English. All groups, hearing and deaf, processing their native language, English or ASL, displayed strong and repeated activation within classical language areas of the left hemisphere. Deaf subjects reading English did not display activation in these regions. These results suggest that the early acquisition of a natural language is important in the expression of the strong bias for these areas to mediate language, independently of the form of the language. In addition, native signers, hearing and deaf, displayed extensive activation of homologous areas within the right hemisphere, indicating that the specific processing requirements of the language also in part determine the organization of the language systems of the brain.

Adult↗

PubMedDate not supplied

An investigation into the effectiveness of an early intervention method for delayed language development in young children.

Delayed language development is common and has serious sequelae into adulthood in terms of educational, social and emotional development. The objective of this study was to test the hypothesis that a group of language-delayed infants detected in the first year of life by the screen developed in the author's previous study, and receiving intervention at that stage, would not show language impairment at the age at which children are usually referred for speech and language therapy, whereas an untreated control group would do so. A sample (n = 122), of very young language-delayed children was divided into matched experimental and control groups. The mean (range) age of the sample was 10.6 (8-21) months. The experimental group received intervention, and both groups were followed up until they were 3 years of age to determine whether there were differences in language development at that stage. The results showed that at 3 years, 85% of controls showed language delay while only 5% of the experimental group did so. The differences in mean language quotient in experimental and control groups were statistically significant (t = 2.701, p < 0.01). At this stage, 30% of the controls had been referred for speech and language therapy, while none of the experimental group had so been. The intervention was found to take relatively little resource and the low dropout rate and high take-up indicated that it was popular with carers.

Caregivers↗

PubMed2005

Speech and language development in cognitively delayed children with cochlear implants.

OBJECTIVE: The primary goals of this investigation were to examine the speech and language development of deaf children with cochlear implants and mild cognitive delay and to compare their gains with those of children with cochlear implants who do not have this additional impairment. DESIGN: We retrospectively examined the speech and language development of 69 children with pre-lingual deafness. The experimental group consisted of 19 children with cognitive delays and no other disabilities (mean age at implantation = 38 months). The control group consisted of 50 children who did not have cognitive delays or any other identified disability. The control group was stratified by primary communication mode: half used total communication (mean age at implantation = 32 months) and the other half used oral communication (mean age at implantation = 26 months). Children were tested on a variety of standard speech and language measures and one test of auditory skill development at 6-month intervals. RESULTS: The results from each test were collapsed from blocks of two consecutive 6-month intervals to calculate group mean scores before implantation and at 1-year intervals after implantation. The children with cognitive delays and those without such delays demonstrated significant improvement in their speech and language skills over time on every test administered. Children with cognitive delays had significantly lower scores than typically developing children on two of the three measures of receptive and expressive language and had significantly slower rates of auditory-only sentence recognition development. Finally, there were no significant group differences in auditory skill development based on parental reports or in auditory-only or multimodal word recognition. CONCLUSIONS: The results suggest that deaf children with mild cognitive impairments benefit from cochlear implantation. Specifically, improvements are evident in their ability to perceive speech and in their reception and use of language. However, it may be reduced relative to their typically developing peers with cochlear implants, particularly in domains that require higher level skills, such as sentence recognition and receptive and expressive language. These findings suggest that children with mild cognitive deficits be considered for cochlear implantation with less trepidation than has been the case in the past. Although their speech and language gains may be tempered by their cognitive abilities, these limitations do not appear to preclude benefit from cochlear implant stimulation, as assessed by traditional measures of speech and language development.

Child, Preschool↗

PubMed2003

Second oral language capabilities in children with cochlear implants.

OBJECTIVE: The development of oral language in children with a cochlear implant is dependent on numerous factors. Although baseline achievements have been established, ceiling attainment levels have yet to be explored. One indicator of a higher capability level is the ability of children with implants to learn to communicate orally using a second language. The purpose of this research was to explore 1) the feasibility of children with cochlear implants developing oral fluency in a second language and 2) the factors that affect the development. STUDY DESIGN: Retrospective study of children fulfilling the criteria. SETTING: University medical center. PATIENTS: Eighteen profoundly hearing-impaired children who were reported to be bilingual. INTERVENTION: Cochlear implantation at age 5 or younger. MAIN OUTCOME MEASURES: The subjects were evaluated using standard speech perception and receptive and expressive language measures. RESULTS: The data revealed the ability of some pediatric cochlear implant recipients to develop competency in a second spoken language in addition to their primary language. Equally as important is the fact that the majority showed age-appropriate receptive and/or expressive language abilities in their primary language commensurate with normal-hearing children. CONCLUSION: High levels of achievement including the learning of a second spoken language are possible after implantation in the pediatric population. Variables include speech perception postimplantation, the linguistic environment, type of intervention, and educational placement.

Child↗

PubMed2006

Towards a typology of specific language impairment.

BACKGROUND: The population of children with specific language impairments (SLI) is heterogeneous. The present study was conducted to examine this heterogeneity more closely, by identifying and describing subgroups within the population of children with SLI in the Netherlands. METHOD: A broad battery of language tests and language-related cognitive tests were administered to 147 six-year-old and 136 eight-year-old children with SLI. RESULTS: Factor analyses revealed 4 factors indicating 4 distinctive linguistic domains for both age samples: 1) lexical-semantic abilities, 2) auditory conceptualization, 3) verbal sequential memory and 4) speech production. These empirical findings were further validated by the positive correlations found between the language factors and the judgments of teachers and speech therapists. Finally, a cluster analysis revealed 4 distinct clusters of SLI children for each sample with specific language profiles based on the 4 factors. Results were nearly the same for both age samples. CONCLUSIONS: The language problems that emerged from the two samples of children with SLI could be described as falling into four types. Based on these language types, four subgroups of children with SLI could be distinguished, each with a specific profile. Some subgroups had severe problems on one specific type of language problem; others had severe problems in more than one type of language problem when compared to the other subgroups of the same age sample. The different profiles may indicate that a more dynamic approach is needed in intervention, considering the presence of both compensating and restricting factors within each child with SLI.

Child↗

PubMedDate not supplied

The implications of different approaches to evaluating intervention: evidence from the study of language delay/disorder.

There is a pressure to both identify and expand the evidence base with regard to the treatment of speech and language disorders in children, as there is in other areas of speech and language therapy. This paper addresses two sources of evidence, a systematic review and meta-analysis of early language interventions and the monitoring of an early language target for socially disadvantaged children in Sure Start programmes in England. There is a growing number of efficacy studies in the field of speech and language disorders in children. For example, in a recent review for the Cochrane Collaboration in the UK 36 articles reporting a total of 33 different trials. Twenty-five of these articles provided sufficient information for use in a series of meta-analyses. The results indicate that speech and language therapy may be effective for children with phonological or expressive vocabulary difficulties. There is mixed evidence concerning the effectiveness of intervention for children with expressive syntax difficulties and little evidence available considering the effectiveness of intervention for children with receptive language difficulties. No significant differences were found between interventions administered by trained parents and clinicians. A number of gaps in the evidence base are identified. But such reviews are essentially retrospective and, while the results may be interesting for practitioners, they do not provide the whole picture. The paper then turns to a very different data set and the role of population monitoring, an approach to assessing the value of interventions which has not hitherto been used in any area of speech and language therapy. The data are derived from a year-on-year monitoring of the language output of 2-year-olds in Sure Start programmes in England. This is a programme funded by central government in the UK to reduce the impact of social disadvantage on children, parents and their communities. The practice and policy implications of these two different sources of information are considered. Who is the consumer of such information and what can they do with it once they have it?

Child↗

PubMed1992

Research in child language disorders: what do we know and where are we going?

Advances in understanding the nature of language impairment in children over the past decade have been abundant. In this paper, several recurring hypotheses about the nature of the clinical disorder of language impairment in children and underlying etiologies are explored and the ways in which we are moving forward in our understanding of them are considered. Specifically, in the first part, the recent thinking on the nature of specific language impairment as a clinical concept is examined. Characteristics of the population are reviewed and the search for causation is considered. Literature on the relations between language and cognition and between language and social cognition is probed for contributions to our understanding of developmental disorders of language. Two areas in which we have seen marked progress and which hold promise for development in the coming decade are the focus of the second part of the paper. The focal areas are: computer-assisted language sample analyses and neurophysiological contribution to understanding language impairment in children. Thoughts about future directions for work in the area of developmental disorders of language are offered in conclusion.

Adolescent↗

PubMed1992

Language screening in preschool Chinese children.

The incidence of language delay in Chinese preschool children was studied by a stratified proportional sampling of all 3 year olds in Hong Kong. The Developmental Language Screening Scale (DLSS) devised for use with Cantonese speaking children was used to identify children with language delay. Of 855 children sampled in the stage I screening procedure, 4%, 2.8% and 3.3% were identified as having delay in verbal comprehension, expression or both respectively. The stage II clinical diagnostic study included a randomly selected group of children screened in stage I with or without any associated behavioural problem. Among these, 3.4% were identified as having a language delay using the Reynell Language Developmental Scale (RDLS) with a criterion of language age of less than or equal to two-thirds of the chronological age; 3% had specific language delay using the criteria of language age less than or equal to two-thirds the chronological age and developmental age more than or equal to two-thirds the chronological age. More boys were found to have language delay, although this was not statistically significant.

Child, Preschool↗

PubMed1994

Parental-based intervention with pre-school language-delayed children.

Mothers of children randomly allocated to an experimental group attended fortnightly group parental language training sessions, over a 6-month period. Mothers of children allocated to a matched no intervention control group received no special attention. The results showed significantly greater gains in the expressive language skills of the experimental group compared to the control group. A second experiment was designed to compare the parental involvement approach with direct, individual treatment and to clarify the role of non-specific 'Hawthorne-type' effects. The experimental group mothers attended parental language training sessions, as above. The parental control group mothers also attended training sessions, with the emphasis on general learning skills rather than language. A third group of children received individual, direct speech and language therapy. Results showed significantly greater language gains in the parental language training group and in the individual group in comparison with the non-specific training group. The two former groups did not differ significantly, indicating that, for these groups and this methodology, parental language training is as effective as individual speech and language therapy. The results also indicate that the effectiveness of the parental involvement approach cannot be accounted for by non-specific factors. The research findings are discussed, together with the professional implications of the study and recommendations for further research.

Adult↗

PubMedDate not supplied

[The origins of language: an analysis from the aphasia perspective].

INTRODUCTION: Different areas of knowledge have contributed to a better understanding of the origins of human language. AIM. To relate our current knowledge about the origins of language with the language pathology found in the case of brain injuries (aphasia). DEVELOPMENT: There are two fundamental forms of aphasia, which linked to defects in the lexico-semantic and grammatical systems of language (Wernicke-type aphasia and Broca-type aphasia, respectively). From observations made on children's development of language and experiments with primates, it has been shown that language initially appears as a lexico-semantic system. Grammar correlates with the ability to represent actions (verbs) and depends on what is known as Broca's area and its related brain circuits, but it is also related to the ability to quickly carry out the sequencing of the articulatory movements required for speaking (speech praxis). CONCLUSIONS: Language may have appeared as a lexico-semantic system much earlier than language as a syntactic system. The former may have developed around 200,000-300,000 years ago, coinciding with the increase in the temporal lobe, and would have existed in other hominids. Language as a grammatical system appeared perhaps as recently as 50,000 years ago and seems to be exclusive to Homo sapiens.

Animal Communication↗

PubMed1995

Multilingual natural language generation as part of a medical terminology server.

Re-usable and sharable, and therefore language-independent concept models are of increasing importance in the medical domain. The GALEN project (Generalized Architecture for Languages Encyclopedias and Nomenclatures in Medicine) aims at developing language-independent concept representation systems as the foundations for the next generation of multilingual coding systems. For use within clinical applications, the content of the model has to be mapped to natural language. A so-called Multilingual Information Module (MM) establishes the link between the language-independent concept model and different natural languages. This text generation software must be versatile enough to cope at the same time with different languages and with different parts of a compositional model. It has to meet, on the one hand, the properties of the language as used in the medical domain and, on the other hand, the specific characteristics of the underlying model and its representation formalism. We propose a semantic-oriented approach to natural language generation that is based on linguistic annotations to a concept model. This approach is realized as an integral part of a Terminology Server, built around the concept model and offering different terminological services for clinical applications.

Language↗

PubMed2004

Prelinguistic communication and subsequent language acquisition in children with cochlear implants.

OBJECTIVE: To investigate the relationship between prelinguistic communication behaviors and subsequent language development after cochlear implantation in deaf children. Evaluative tools with predictive validity for language potential in very young deaf children remain elusive. SETTING: A tertiary care cochlear implant center and a preschool setting of spoken language immersion in which oral language development is emphasized through auditory and oral motor subskill practice. SUBJECTS: Eighteen prelingually deaf children who underwent unilateral implantation at an average age of 15 months also underwent testing with the Communication and Symbolic Behavior Scales (CSBS) before device activation and with the Reynell Developmental Language Scales (RDLS) at an average of 20 months after cochlear implantation. METHODS: A prospective study correlated preoperative communication behavior assessments of 18 children who were candidates for cochlear implantation. We examined the value of prelinguistic behavioral testing with the CSBS in predicting later language level after cochlear implantation as reflected in RDLS scores. RESULTS: We found positive, though weak, correlations between prelinguistic communication skills (CSBS scores) and language learning after cochlear implantation (RDLS scores). Linear correlation between test results failed to reach statistical significance (receptive comparisons, P =.17; expressive comparisons, P =.13). CONCLUSIONS: Evaluating the quality of prelinguistic communication behaviors potentially adds important predictive information to profiles of children who are candidates for cochlear implantation. Correlative analysis suggests that early CSBS testing may provide useful clinical information. Poor CSBS scores may serve as a precaution: if children lack an appropriate prelinguistic behavioral repertoire, the emergence of age-appropriate formal language may be at risk. Observations suggest that symbolic prelinguistic behaviors are necessary, but not sufficient, for the development of strong linguistic skills. The variability of behavioral measures in very young deaf children poses challenges in designing objective measures with predictive value for later language level.

Adolescent↗

PubMed2006

Y-chromosome diversity is inversely associated with language affiliation in paired Austronesian- and Papuan-speaking communities from Solomon Islands.

The Solomon Islands lie in the center of Island Melanesia, bordered to the north by the Bismarck Archipelago and to the south by Vanuatu. The nation's half-million inhabitants speak around 70 languages from two unrelated language groups: Austronesian, a language family widespread in the Pacific and closely related to languages spoken in Island Southeast Asia, and "East Papuan", generally defined as non-Austronesian and distantly related to the extremely diverse Papuan languages of New Guinea. Despite the archipelago's presumed role as a staging post for the settlement of Remote Oceania, genetic research on Solomon Island populations is sparse. We collected paired samples from two regions that have populations speaking Austronesian and Papuan languages, respectively. Here we present Y-chromosome data from these samples, the first from Solomon Islands. We detected five Y-chromosome lineages: M-M106, O-M175, K-M9*, K-M230, and the extremely rare clade, K1-M177. Y-chromosome lineages from Solomon Islands fall within the range of other Island Melanesian populations but display markedly lower haplogroup diversity. From a broad Indo-Pacific perspective, Y-chromosome lineages show partial association with the distribution of language groups: O-M175 is associated spatially with Austronesian-speaking areas, whereas M-M106 broadly correlates with the distribution of Papuan languages. However, no relationship between Y-chromosome lineages and language affiliation was observed on a small scale within Solomon Islands. This pattern may result from a sampling strategy that targeted small communities, where individual Y-chromosome lineages can be fixed or swept to extinction by genetic drift or favored paternal exogamy.

Analysis of Variance↗