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Results for “Language Development Disorders”

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At least 703 records · Page 39Linked to original sources
PubMed1998

'Partnership with parents' a pilot project.

This paper looks at a controlled study which aimed to measure the efficacy of a parent programme. The parents involved were all parents of pre-school children with specific expressive language delay (SELD). A number of measures were used to identify changes in mother-child interaction and language development. Significant differences were noted in the experimental group while the control group remained stable over time. The results indicate the potential effectiveness of this type of intervention for children identified as having SELD.

Child, Preschool↗
PubMed1998

Styles of interaction used by learning assistants: the effectiveness of training.

This study examines the effectiveness of a training day for classroom learning assistants (LAs), which aims to change the way LAs interact with language-impaired children. The subjects were eight LA/language-impaired child dyads (with children aged 4;11 to 9;11 years) attending mainstream schools. The dyads were video recorded interacting at two times (before and after training) and in two contexts each time (sharing a book and in class). The training increased the percentage of facilitating utterances and recasts used by the LAs but did not decrease the percentage of controlling utterances used. Although the trained styles of interaction were used more frequently while sharing a book than in a classroom activity, the amount of change following training was not significantly different for these two settings.

Child↗
PubMed2003

Assessment of auditory processing in 6-year-old language-impaired children.

The performance of a group of twenty 6-year-old children with specific language impairment (SLI) on several behavioural auditory tests was compared to that of a group of twenty age-matched control children. The auditory test battery used in this study consisted of the following tests: a speech-in-noise test, a filtered speech test, a binaural fusion test, a frequency pattern test, a duration pattern test, a temporal integration test, an auditory word discrimination test, an auditory synthesis test, an auditory closure test and a number recall test. Our results show that the SLI children obtained scores on almost all tests that were significantly lower than those of the control group. Many of the basic auditory processing measures in our test battery correlated significantly with receptive and language scores, suggesting a (causal) relationship between auditory processing and language proficiency. Results from discriminant function analyses do not warrant deleting one or more tests from the test battery yet (with the exception of the auditory synthesis test and the temporal integration test, for which we did not find significant group effects). At present, we are conducting experiments with older (SLI and control) children and adults to find whether the significant performance deficits of the SLI children are also found in older SLI children, and to determine the influence of maturational effects on these auditory tests.

Case-Control Studies↗
PubMed1980

Single subject research strategies in occupational therapy: part 2.

This second of a 2-part paper on single subject research is devoted to practical implementation issues. Using clinical examples, the challenge of transferring single subject research strategies to occupational therapy intervention approaches is explored. The therapeutic approaches of behavioral, motoric, and processing are employed to discuss the use of single subject methodology in occupational therapy. Initial research activities for those interested in documenting treatment results are described. Finally, directions for the future use of single subject research are discussed.

Behavior Therapy↗
PubMed1999

Assessing speech, language and communication.

This article discusses the assessment of communication skills in children from birth to 5 years of age. The different methods appropriate for different developmental levels and the relationship of collateral areas, such as hearing, cognition, and speech motor control to the communication process, are addressed. The need for standardized and informal measures is emphasized. Case studies are presented to illustrate the principles outlined.

Child, Preschool↗
PubMed1999

Early development (5 to 48 months) in Williams syndrome. A study of 14 children.

At what age do children with Williams syndrome (WS) achieve major developmental milestones? Is their early development harmonious or are some of the typical discrepancies described in older children already noticeable? To address these questions we analysed information gathered over a five year period on 14 children with WS. Each child was evaluated at least twice between the ages of 5 and 48 months, using the Bayley Scales of Infant Development and during more informal observation sessions. Parents and professionals were also interviewed. This analysis provided us with an outline for "developmental norms" for children with WS and allowed us to conclude that, even before the age of 4 years, children with WS display a typical profile in their abilities. Expressive language skills are less delayed in contrast to the important delay in language comprehension and fine motor skills.

Age Factors↗
PubMed1999

Early speech and language development in children with velocardiofacial syndrome.

Speech-language impairment is one of the most common clinical features in velocardiofacial syndrome (VCFS). This report describes the speech and language development of four children with VCFS studied longitudinally from 6 to 30 months of age and compares their performance with three groups of children: (1) normally developing children, (2) children with cleft lip and palate, and (3) children with isolated cleft palate. The data show that young children with VCFS show a receptive-expressive language impairment from the onset of language. Further, speech and expressive language development were severely delayed beyond a level predicted by their other developmental or receptive language performance. The children with VCFS showed severe limitations in speech sound inventories and early vocabulary development that far exceeded those shown by the children with cleft lip and palate and children with isolated cleft palate. This study indicates that young children with VCFS emerge from a critical speech and language learning period with severe limitations in their communicative abilities. Further studies are required to describe the later course of these early speech and language impairments and to explore the relationship to learning disabilities described for older children with VCFS. Am. J. Med. Genet. (Neuropsychiatr. Genet.) 88:714-723, 1999.

Abnormalities, Multiple↗
PubMed2000

On the "specifics" of specific reading disability and specific language impairment.

The reading and oral language scores of 110 children with a specific reading disability (SRD) and 102 children with a specific language impairment (SLI) indicated that approximately 53% of children with an SRD and children with an SLI could be equally classified as having an SRD or an SLI, 55% of children with an SRD have impaired oral language, and 51% of children with an SLI have a reading disability. Finding that a large percentage of children can be equally classified as SRD or SLI has repercussions for the criteria used to define an SRD, for conceptualising subgroups of learning disability, and for estimates of the incidence of SRD. Further, it highlights the need for future studies to assess both the reading and oral language abilities of SRD and SLI participants to determine how specifically impaired and homogeneous samples really are.

Adolescent↗
PubMedDate not supplied

Re: WILSTAAR.

Explore the source record for details and available documents.

England↗
PubMed2001

Evaluation of a language-screening programme for 2.5-year-olds at Child Health Centres in Sweden.

UNLABELLED: A population-based language-screening programme started in the western part of Sweden (South Bohuslän) in 1991, with the aim of identifying developmental language disability in 2.5-y-old children. The programme was evaluated during 1998 in an experimental study. A group of 105 2.5-y-old children was recruited from 24 separate Child Health Centres. A sample of 25 children with a positive screening result was selected. For each of the 25 children, 1-4 controls, i.e. children with a negative screening result, were selected. The results were reclassified blindly by three speech and language therapists and used as a gold standard. Positive and negative predictive values were estimated to be 0.52 (95% confidence interval 0.31-0.72) and 0.96 (95% confidence interval 0.89-0.99), respectively. Baye's theorem was used to calculate the sensitivity (0.69) and the specificity (0.93) of the screening. A method of calculating the sensitivity and specificity of the test method by means of three samples was demonstrated. CONCLUSION: The data confirm that it is possible to identify reliably children with developmental language disability at 2.5 y of age through the screening programme.

Child↗
PubMedDate not supplied

Comprehension of inferential meaning in language-impaired and language normal children.

Three groups of language-normal (LN) 6, 8 and 16/17 year olds, and a group of language-impaired (LI) children were given a task answering questions about pictures that involved inferential meaning. A developmental progression in the types of responses given is seen, with the LI children performing like the youngest LN children. A similar progression is seen in the ability to justify the answers given to inferential questions with the young adult group giving the fewest justifications that were problematical in some way. Larger numbers of problematical justifications in the LI group can be related to some extent to non-pragmatic aspects of their impairment, but overall this group also gave more pragmatically irrelevant responses when asked to justify answers given. It was not possible to identify any major differences between subgroups of children within the LI group, identified as pragmatically impaired (PI) and non pragmatically impaired (NPI), in terms of either answers given to inferential questions or in terms of problematical justifications for these answers. Possible reasons for these findings are discussed.

Adolescent↗
PubMed2002

Some etiologic factors of speech comprehension disturbances.

Disturbances of speech comprehension were analyzed in a prospective study of 97 children, aged from 23 to 77 months. Pregnancy, birth and early psychomotor development were normal for all the children and no focus of neurological deficit was found. A tonal audiometer did not detect any auditory disturbances, and psychological testing with non-verbal tests showed normal mental functioning for the age. In this group of selected subjects, family and personal case histories were taken. In addition, a detailed neurological physical examination, standard EEG and auditory evoked potentials, and a psychiatric examination were performed during several appointments. The results showed that disturbances in speech comprehension were more frequent in boys, and that in 13.4% of cases it was caused by pervasive developmental disturbances and in 41.24% of cases by external stimulating factors of speech development (pedagogy, social and emotional stimulation and growing up in a multilingual community). The study emphasizes the importance of non-verbal methods for the study of speech and the use of auditory evoked potentials.

Child↗