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At least 811 records · Page 45Linked to original sources
PubMed1993

Language development in low birth weight infants: the first two years of life.

The four main aims of this cohort study were to (1) determine the number of consecutively referred low birth weight (LBW) infants presenting with delayed language at 12 and 24 months of age, (2) examine language profiles by measuring both functional and spontaneous language ability in 24-month-olds, (3) examine the relationship between perinatal medical history and language status at 12 and 24 months, and (4) examine the clinical validity of the Early Language Milestone (ELM) scale, a brief language screening instrument. Only infants without serious sensory impairment or mental handicap were included in the final sample. Seventy-one LBW infants (36 12-month-olds, 35 24-month-olds) were seen for developmental and language assessments. The findings suggest that within the first 2 years of life, low to moderate rates of language delay are evident in LBW infants who have already been screened for serious sensory or mental handicap. At 12 months of age, 8.3% of the infants had delayed expressive language; none had delayed receptive language. At 24 months of age, 28% of the infants had delayed expressive language; 5.7% had delayed receptive language. Furthermore, only 32% of those with normal expressive language and sufficient language sample had a mean length of response within the normal range. Language status was not related to a specific perinatal medical variable. Additional study into the clinical validity of the ELM as a screening measure for the LBW population is warranted. The ELM specificity for both receptive and expressive language domains was good at both ages (80 to 100%), but sensitivity was low to moderate (0 to 68%).

Child, Preschool↗
PubMed1996

[Spoken and written language abilities of remedial class children placed back into mainstream education].

Current literature emphasizes the role of the speech-language therapist with regard to language learning disabled children. A lack of research regarding the language abilities of the older language learning disabled child was, however, identified. The possibility of continued spoken and written language problems in aid class children who have been placed back into mainstream education, served as a motivation for this research project. The empirical survey was administered on twenty-eight Afrikaans and English speaking ex-aid class children. According to experimental aims the subjects' level of performance in spoken and written language and scholastic skills were analysed and described qualitatively and quantitatively, through the Test for Oral Language Production and the South African Written Language Test. The findings indicate that a significant percentage of the subjects evidenced spoken and written language problems and moderate difficulties in the school subjects Afrikaans and English. Meaningful correlations were found to exist between spoken and written language, and language skills and scholastic performance. Implications for dealing with the language learning disabled child are discussed, and continuation of speech-language intervention with aid class children who have been placed back into mainstream education, is strongly recommended. A need for further research with regard to the older language learning disabled child is expressed in order to support and expand these results.

Child↗
PubMed1997

The effect of language knowledge on speech perception: what are we really assessing?

OBJECTIVE: The authors examined whether open-set speech perception scores are limited by knowledge of vocabulary and syntax and further considered whether remediation of vocabulary and syntax will increase open-set speech perception scores. STUDY DESIGN: This was a repeated-measures study design in the setting of a primary (elementary) school for the hearing-impaired. PATIENTS: The study population was composed of three hearing-impaired children using Nucleus 22-channel cochlear implant. INTERVENTION: Intervention used was language remediation sessions. MAIN OUTCOME MEASURES: The main outcome measures were assessment of auditory-alone speech perception benefit using open-set words and sentences and assessment of syntactic knowledge using the Test of Syntactic Ability. Outcome measures were applied before and after remediation. RESULTS: Child 1 and child 2 showed a significant postremediation improvement in their overall scores on the Test of Syntactic Ability and in their ability to perceive words learned during remediation. Child 1 and child 2 also showed a significant improvement in their scores on a modified Bamford-Kowal-Bench open-set sentence test, which specifically targeted grammatical constructs trained in remediation sessions. CONCLUSIONS: Remediation of language knowledge deficits significantly improved open-set speech perception for two children, suggesting a need to include language remediation in cochlear implant habilitation programs.

Adolescent↗
PubMed1998

[Development of different linguistic systems in children with a cochlear implant].

The authors have studied a population of 21 pre-lingually deaf children equipped with a cochlear implant for at least 24 months. Their linguistic progression after implantation has been compared with the standard language development in normally hearing children, using a model published by Marie Therese Le Normand in 1996. 3 types of development can be distinguished: Profile 1 (shown by 9 children) in which language development after implantation is rapid and homogeneous: profile 2 (shown by 8 children), in which it is slower and more heterogeneous, with a longer pre-linguistic phase; Profile 3 (shown by 3 children) in which there are diverse problems with development. The authors then searched to establish the influence of the age at implantation and the mode of communication on this development.

Child↗
PubMedDate not supplied

[The lexical aspects in children with expressive language delay].

This study examines the lexical characteristics of language development of 17 children between 24 and 41 months of age with a history of slow expressive language acquisition (experimental group). The purpose of the investigation is to compare these subjects to 49 children (ranging in age from 13-24 months) with a normal language history matched for vocabulary size to determine, whether the expressive vocabulary of children with language delay is same to normal group. The data were collected using the parental report instrument "Il Primo Vocabolario del Bambino"(Caselli and casadio 1995) the Italian version of MacArthur Communicative Development Inventories (Fenson et al. 1993). For analyses of word production, children were divided into four groups based on their total vocabulary size: 1) 11 to 20 words; 2) 21 to 50 words; 3) 51 to 100 words; 4) 101 to 200 words. Analysis revealed a significant difference in verbs and grammatical function words when the level of vocabulary size of experimental group was between 21 and 50 words. In the other vocabulary size there were not significant differences. In summary the results of this study show that the vocabulary composition of children with slow expressive language acquisition is same that of children 14-16 months younger.

Child, Preschool↗
PubMed1985

The pediatrician's approach to the preschool child with language delay.

A systematic approach to the child with suspected language disorder includes screening of expressive language, receptive language, general development, and hearing. Various screening approaches and tools are discussed. Diagnostic categories and associated referral patterns are recommended.

Child, Preschool↗
PubMed1989

[Principle symptoms of delayed language development and behavioral disorders. 2 case studies on the topic of fragile X syndrome].

Case reports of two boys (5 1/2 and 3 1/2 years old) with fragile X syndrome are presented. In both cases, the typical somatic signs were absent. On the other hand, the psychopathology, with delayed language development and behaviour problems (especially hyperactivity and autistic behavior), provided the indication for a chromosome analysis. Fragile X syndrome was diagnosed in both cases, but in case 2 two subsequent controls were negative. The conclusions are that a diagnosis of fragile X syndrome must be viewed with skepticism until it has been confirmed by a second chromosome analysis in another experienced laboratory and/or with a different laboratory method. In spite of the genetic etiology (case 1), a marked improvement in the symptoms was possible with an intensive remedial program. Hence the fragile X chromosome appears to predispose to certain psychopathological changes, and these changes are apparently strongly influenced by psychosocial factors. Awareness of the genetic diagnosis can have positive effects on a family's compliance concerning further therapeutic programs for the child.

Aggression↗
PubMed1985

Correlates of language development in language-disordered children.

This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.

Adolescent↗
PubMed1998

Subtyping stereotypic behavior in children: the association between stereotypic behavior, mood, and heart rate.

The stereotypic behavior of children (N = 26) while in a playroom session with their parent was studied. The sample included children with a pervasive developmental disorder, an attention-deficit/hyperactivity disorder, a developmental expressive language disorder, or a developmental receptive language disorder and normally developing children. Stereotypic behaviors associated with distress, elation, and composure were compared on mean duration and form of the stereotypies and heart rate changes around the onset of the stereotypies. Results showed that stereotypies associated with different moods differed in all variables studied. Results confirm that a valid classification scheme for stereotypic behaviors is needed as they indicate different functions of individual stereotypies.

Affect↗
PubMed1990

[Characteristics of speech disorders in patients with early infantile autism of endogenous etiology].

The paper is concerned with a study into the characteristic features of language pathology in children with early infantile autism of the process genesis. 68 patients with early infantile autism were entered into the study. The language as the earliest function of the central nervous system may suffer first of all. Language disorders of varying pathogenetic levels consequent on retarded development, catatonic disorders, mental regression, and pathology of the associative process have been revealed. Measures aimed at language pathology rehabilitation have been elaborated.

Autistic Disorder↗
PubMed1985

Acoustic reflex abnormalities in behaviorally disturbed and language delayed children.

Contralateral and ipsilateral acoustic reflex thresholds were measured in 62 subjects referred for suspected delays in development of language, learning disabilities, or disorders of auditory processing, with normal peripheral hearing thresholds and normal tympanometry. Thirty-two percent of the subjects in this study showed abnormal contralateral and ipsilateral acoustic reflex thresholds. Both contralateral and ipsilateral acoustic reflex thresholds were involved when subjects showed abnormal reflex thresholds. Although a high percentage of abnormal acoustic reflexes occurred in this population, no strong correlation could be found with specific areas of language delay. A slight positive correlation was found between abnormal acoustic reflexes and delayed psychomotor development. Increased or absent acoustic reflex thresholds are usually associated with peripheral or low brain stem pathologies. While not conclusive, these results suggest brain stem involvement in this population.

Adolescent↗
PubMed1998

Timing of social gaze behavior in children with a pervasive developmental disorder.

The aim of the study was to compare social initiatives and gaze behavior in low-functioning children with a pervasive developmental disorder (PDD), high-functioning children with a PDD, children with a language disorder, and normally developing children. Behavior of the children was observed while they watched television and performed a playful task with a parent. Compared to the high-functioning children, the low-functioning children with a PDD showed fewer social initiatives. The high-functioning children with a PDD did not differ from the non-PDD control children in the number of social initiatives and gazes. However, in children with PDD, timing of social gaze proved to be different in that they had lower levels of visual checking before but not after a declarative pointing gesture. Furthermore, they had lower levels of returning gaze.

Attention↗
PubMed1996

["Specific" versus "audiogenic" speech development disorder. Quantitative speech development index in a controlled group comparison].

The language development of hearing-impaired children is disordered, especially in children with impairment before starting linguistic development. Binaural sensorineural-impaired children are likely to acquire a deficient oral vocabulary. Two population samples between the ages of 2 and 5 years (n = 110 specific language-impaired children vs. n = 34 bilateral sensorineural-impaired children with individual hearing aids) were compared with 66 normal children of similar age with respect to their expressive vocabulary. All groups were tested with a nonverbal intelligence test and reached average or better scores. The two clinical samples showed no significant difference in their lexical performance, but there was a difference in comparison with the normal children. The results are discussed on the background of degree, onset of hearing impairment and attending kindergarten. It is suggested that specific language impairment is a more serve development disorder than audiogenic language impairment because it seems to be neurobiologically founded. Early diagnosis by a phoniatrician is important.

Child, Preschool↗