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At least 757 records · Page 42Linked to original sources
PubMed1983

Language-related skills in children with acute lymphocytic leukemia.

The success of cranial irradiation and chemotherapy in the treatment of acute lymphocytic leukemia (ALL) has raised concerns about possible central nervous system damage in long-term survivors. The current study focused on language-related skill measures obtained as part of a neuropsychological test battery. Performance was analyzed as a function of age at diagnosis and age at evaluation in a sample of 110 children with ALL (mean age = 13.28 years). Results, although for the most part nonsignificant, do reveal significantly poorer performance on an Aphasia Screening Test rating by those diagnosed early (at or before five years of age) and assessed at or before 13 years of age when contrasted with those diagnosed early and assessed after their thirteenth year. Further analysis revealed a significant decline in spelling scores for those off therapy for more than two years. There was also a consistent trend for decline across most language-related skills measures as time off therapy increased. These results reflect either recovery from mild acute language dysfunction over time superimposed on a general trend for decline in language-related skills as time off therapy increases, or sampling error. Suggestions for future lines of investigation are discussed.

Achievement↗
PubMed1983

Speech training by parents of Down syndrome toddlers: generalization across settings and instructional contexts.

A multiple baseline design was used to investigate the acquisition and subsequent generalization of vocal imitation training skills by parents of language-delayed Down syndrome preschoolers. The use of modeling, prompting, and feedback techniques readily produced increases in correct use of prompts and praise by parents as well as decreases in tangential statements while they were conducting structured imitation training with their children in an experimental preschool. These changes in parental behavior were associated with improved vocal imitation and decreased disruptive behavior by their children. The newly acquired parental skills did not extend to free-play sessions at home. In a subsequent manipulation, parents received instructions to use their skills at home, were taught how to adapt them to the free-play format, and were given feedback based upon audio tapes of the home sessions. This resulted in rapid increases in targeted parental behavior at home as well as increases in children's vocal imitation and spontaneous vocalization.

Child, Preschool↗
PubMed1984

The possible effects of conductive hearing loss on language development.

Recently some attention has been paid to the possibility that chronic serous otitis could adversely affect language development. Up to ten or fifteen years ago the hearing loss resulting from the disease was considered neglectable. In this contribution some arguments will be given as to prove that the latter might not always be true. Follows a review of some recent studies suggesting a causal relationship between secretory otitis and language development and scholastic learning. The need for further (longitudinal) research is emphasised.

Child↗
PubMed1982

Relationship of maternal language to language development and language delay of children.

Maternal language characteristics associated with language-delayed children were examined. Two age groups of Down syndrome children were matched on mean length of utterance (MLU) with two groups of nonretarded, language-delayed children and two groups of "normal" children, mostly from middle-class families. Twenty-minute audio tapes were recorded for each dyad in the home during free play, and the first 10 minutes were transcribed and coded into functional types of maternal language. Mothers of nonretarded, language-delayed children used more language irrelevant to the interaction than did mothers of Down syndrome children, who, in turn, used more irrelevant language than did mothers of "normal" children. Mothers of nonretarded, language-delayed children focused less on their children's utterances than did other mothers and more on their physical behavior. Maternal language patterns appeared to be related more to language problems for nonretarded, language-delayed children than for Down syndrome children.

Child Language↗
PubMed1984

Developmental differences in the comprehension and production of narratives by reading-disabled and normally achieving children.

Reading-disabled children's language skills have long been implicated in their poor school performance. This study is a cross-sectional and longitudinal examination of the narrative language skills of both reading-disabled and normally achieving children in an attempt to understand more clearly the language processes involved in these skills and how these processes relate to reading achievement over time. Children were read scriptlike narratives and asked to demonstrate their knowledge of the story by a nonverbal enactment of the narrative. After perfect enactment of the story was assured, the children were asked to paraphrase the narratives. Results from both the cross-sectional and longitudinal study indicated that reading-disabled children comprehended the narratives in a comparable fashion to normal peers, but they performed more poorly on a variety of content and complexity measures derived from their paraphrases. The study indicates that reading-disabled children's language problems are persistent over time in the area of verbally expressing information, even when they have demonstrated nonverbal comprehension.

Achievement↗