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Results for “Language Development Disorders”

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At least 721 records · Page 40Linked to original sources
PubMed2001

[Language therapy in fragile X syndrome].

INTRODUCTION: Language is almost always affected in fragile X syndrome (FXS) and a delay in language acquisition is one of the first characteristics. They articulate poorly and have a repetitive language, using the last word or sentence they have said or have been told. They have a tendency to change subjects as they talk and to repeat what they have heard. Even if comprehension is correct, they are unable to answer questions. Sometimes this is due to the fact that they don't expect the question or because they are not paying attention. They react better to short and concise commands. Their speech is fast with a poor control of the rhythm and inappropriate pausing in words, making it difficult to understand them. Some children with severe language dysfunction will require a complementary communication system to aid them. DEVELOPMENT: In speech therapy we will improve their communicative skills, both in comprehension as in expression, minimising or eliminating negative patterns, with exercises, techniques and strategies. Work is needed on the use of alternative language if necessary and finally work on feeding problems caused by the low muscular tone and on sensorial problems such as tactile hyper/hypo stimulation or difficulties to plan their movements. In conclusion, we must bear in mind that each child is different and so are their specific needs. CONCLUSION: We must know the individualities to provide for opportunities of development or of their control, and focus our objectives in a more real and effective manner.

Child↗
PubMed1992

Future trends in language intervention: addressing cultural bias in service delivery.

In this paper the cultural biases in a widely-used language intervention approach--the Hanen Early Language Parent Program--that trains parents to be conversational partners with their language-delayed children, are explored. In many respects this program represents the best of current clinical practice. It is empirically and theoretically grounded in recent research on parent-child interaction; studies have documented its efficacy; and it is a family-centred approach. And yet, in clinical practice, it does not work with all families. Not surprisingly, these families are often from nonmainstream backgrounds. Potential reasons for the lack of effectiveness with some families become apparent as research on patterns of language socialization in a wide variety of cultures is reviewed. This review reveals that all of the basic premises of this program rest on culturally relative beliefs and values. Specifically considered are cultural variation in (1) aspects of social organization related to interaction, (2) the value of talk, (3) how status is handled in interaction, (4) beliefs about intentionality, and (5) beliefs about teaching language to children. Suggestions for incorporating this information into clinical services with nonmainstream families are offered.

Child↗
PubMed1992

[Validation of the Child Speech Test using the Heidelberg Speech Development Test with six-year-old preschool children].

We present and discuss results from researches to validate a new test for diagnosing speech-competences of preschool children KISTE. 41 children (6;0-6;11) were tested both with KISTE and HSET. Correlations, factor- and clusteranalysis showed that the structure of both tests is different and that KISTE has a good differential validity for both aspects of speech: communicative and structural.

Child↗
PubMedDate not supplied

[Pragmatic abilities in the discourse of children with and without specific language impairment].

BACKGROUND: to investigate the pragmatic difficulties presented by children with specific language impairment and to verify how these deficits influence their discourse performance. AIM: to analyze the request-response sequences in the discourse of normal and Specific Language Impairment Children (SLI) during a 20-minute free-play situation with an adult. METHOD: subjects of this study were 29 children, male and female, with ages ranging from 2:0 to 4:11 years. Data was collected during a free-play situation with an adult. RESULTS: SLI children frequently ignored the questions made by the adult and responded innappropriately more often. CONCLUSION: qualitative and quantitative differences in the pattern of responses and in the use of pragmatic abilities were found for the SLI children.

Case-Control Studies↗
PubMedDate not supplied

[Language development in adolescence: semantic, syntactic and pragmatic competences].

BACKGROUND: Low learning rates during adolescence can be associated to deficits in language processing. AIM: To characterize the performance of adolescents, with and without complaints in metalinguistic tasks, and to verify the applicability of 4 subtests of the Test of Language Competence-Expanded (TLC-E) (Wiig & Secord, 1985; 1989). METHOD: 16 students with ages between 16 and 18 years were assessed, 8 with learning difficulties and 8 with no learning difficulties. The TLC-E was used, which assess the understanding of language ambiguity, inference, figurative language, syntactic elaboration and memory. RESULTS: Statistic differences were observed in the performance of both groups in all of the used subtests. CONCLUSION: It can be concluded that the group with learning difficulties presented a lower performance than the group with no learning difficulties, and that the used instrument was able to distinguish both groups.

Adolescent↗
PubMedDate not supplied

[Relation between phonologic and pragmatic habilities in specific language impairment].

BACKGROUND: Specific language impairment. AIM: To establish relations between the performance of subjects in phonologic and pragmatic tests. METHOD: Tabulation and analyses of the data of phonologic and pragmatic tests of 20 children with ages raging from 3:0 to 5:11 years, with the diagnoses of Specific Language Impairment (SLI). RESULTS: The statistic analyses showed good correlations between developmental processes (DP) and non-developmental processes (NDP), DP and the use of verbal mean, vocal mean and number of communication acts per minute. CONCLUSION: The performance in the phonological and pragmatic tests does not seem to have a direct correlation in subjects with specific language impairment.

Child, Preschool↗
PubMed2006

Mainstreaming Sure Start speech and language therapy services.

Mainstreaming is the process of transferring policy, activity or good practice from a community-based initiative, such as Sure Start, into the core service. This paper will explain how one Sure Start programme developed a strategy for speech and language therapy (S&LT) that had an impact on the development of mainstream S&LT provision. The strategy explained here has shown the potential for team working and multi-agency delivery of new services. The new service was based on quality standard setting (as highlighted in government policy); positive multi-agency working based on sharing and skill development; and consumer involvement in a quality evaluation cycle. This paper discusses the different factors in developing and mainstreaming a Sure Start initiative. These critical processes have been applied to one local Sure Start programme as an example of these elements in action.

Benchmarking↗
PubMedDate not supplied

Language delays among foster children: implications for policy and practice.

This article highlights the centrality of language in early childhood development and the potential for language delays to negatively affect long-term outcomes in educational and social domains. Given the high rate of language delays in the foster care population, an emphasis should be placed on assessing language skills among children ages 6 and younger entering foster care. The authors describe several existing approaches to assessing language skills and discuss obstacles to the widespread implementation of systematic evaluation among foster children. Finally, the authors discuss the need for research and programming to establish evidence-based practices that encourage the remediation of language delays in this highly vulnerable population.

California↗
PubMed1991

[Language development and play behavior of retarded children].

The relationship of symbolic play behavior, general cognitive functioning and language in 108 mentally retarded children was studied. Correlations between play and language measures were found with mental age partialed out. Clinical implications for planning language facilitation programs with mentally retarded children are discussed.

Child↗
PubMed1991

Cleft palate. Intervention.

Results of recent investigations (O'Gara and Logemann, 1990; Estrem and Broen, 1989) indicate that the presence of an unrepaired cleft will influence a toddler's early phonologic development and lexical selectivity. Although additional information is needed to characterize the early vocalizations of children with cleft palate, the available findings underscore the need for early, aggressive speech-language intervention. The education and assistance in language stimulation provided to parents during a child's first year of life can minimize the deleterious effects of an unrepaired palate. Treatment for older children and adults with borderline VPI continues to pose management problems for the SLP. Although new palatal training strategies and tools have been developed and employed with some success, efficacy studies are needed to identify those patients who are likely to benefit from behavioral intervention and those who ultimately will require surgical management.

Child↗
PubMed1991

Cleft palate. Diagnosis.

The necessary information for diagnosis of "cleft palate speech" is available from clinical speech pathology tests and observations for the majority of patients. Test findings about error type and stimulability often give direction to our decisions about speech therapy. Other kinds of tests are useful for confirming these findings or for other purposes. Trial speech therapy is a very useful diagnostic procedure. Problem patients (those who fail to make suitable progress) should be referred without hesitation to a cleft palate team, or to a colleague who is an SLP on that team. Referrals to other specialists should be made appropriately, using careful, clear referral language.

Child↗
PubMed1991

Identifying the referents of spoken messages: use of context and clarification requests by children with and without mental retardation.

The ability of children with mental retardation and of children without mental retardation matched to them on nonverbal MA to use (a) contextual information and (b) clarification requests to resolve referential ambiguity was evaluated. Each child pretended to be a storekeeper and responded to an adult customer's ambiguous requests. The context disambiguated the request in some cases, but not in others. Both groups of children selected the appropriate referent when the context was informative. Only the children without mental retardation appropriately requested clarification when the context was uninformative. Referential performance was not related to their receptive language level or nonverbal MAs.

Child↗
PubMed1990

Very early language deficits in dyslexic children.

At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed.

Child↗
PubMed1990

Quantifying language development from birth to 3 years using the Early Language Milestone Scale.

A point-scoring technique for the Early Language Milestone Scale is described. Normative data based on the original 1982 cross-sectional sample and validation data based on a separate longitudinal sample are presented. Mean Early Language Milestone Scale point scores, standard deviations, and percentile equivalents for raw point scores are presented for all ages from birth to 36 months. Correlations between point scores on the Early Language Milestone Scale and scores on other standardized developmental tests such as the Stanford-Binet Intelligence Scale, the Peabody Picture Vocabulary Test, and the Illinois Test of Psycholinguistic Abilities are presented. The clinical and research advantages of this point-scoring technique are presented and compared with the original pass/fail scoring method.

Child, Preschool↗