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PubMed1997

A comparison of speaking and mute individuals with autism and autistic-like conditions on the Autism Behavior Checklist.

The item, total, and subscale scores on the Autism Behavior Checklist (ABC) were compared for 155 mute and 335 speaking individuals with autism spectrum disorders. Although no significant difference was observed between the groups on the ABC total score, the mute group demonstrated significantly more pathology on 21 of 57 items and 3 of 5 subscales. The speaking group obtained significantly higher scores on only 8 items and 1 subscale (Language). The appropriateness of providing greater pathology scores on expressive language items to speaking, rather than to mute, individuals is called into question. The authors speculate whether the expressive language items are weighted too heavily, in regard both to the Language subscale and to the ABC total score. If the expressive language items were removed, the mute group would have significantly higher ABC total scores and therefore a greater degree of autism severity.

Adolescent↗
PubMed1981

[Multilingualism and speech pathology (author's transl)].

Bilingualism, plurilingualism respectively multilingualism can be associated with pathological deviations. Besides hereditary components, it can be observed that exogenic influences such as cerebral injuries etc, may render more difficult multilingualism or even prevent multilingualism. It is the task of the phoniatry to recognize and to deal with this problem. For example, the following situations were explained in terms of recognition, symptoms, and treatment of the communicational disease via multilingualism from the point of phoniatrical-logopaedical view: delayed speech and language development; stammering and dysgrammatism; stuttering; legastheny, and within the framework of hearing disorders. The study is to be conceived as reference for the specialized otorhinolaryngological physician, the problem of multilingualism to comprehend in view of verbal communication disorders.

Child↗
PubMed1994

Communication deficits in childhood schizophrenia spectrum disorders.

This article examines the effects of age, cognition, and discourse skills on the clinical manifestations of formal thought disorder in 31 children with schizophrenia, 14 with schizotypal personality disorder (SPD), and 70 who were normal. The communication deficits of the 31 children with schizophrenia have three characteristics: illogical thinking, loose associations, and impaired discourse skills. Loose associations and illogical thinking reflect different aspects of impaired attention/information processing in children with schizophrenia. Only certain aspects of the discourse deficits of the children with schizophrenia are associated with the cognitive measures used in this study. The children with SPD have similar illogical thinking and loose associations scores but a narrower range of discourse deficits than the children with schizophrenia. Implications of the interaction between the clinical, cognitive, and discourse manifestations of the communication deficits of children with schizophrenia are discussed. The possible relationship between these manifestations and positive and negative symptoms of schizophrenia are also reviewed.

Attention↗
PubMed1989

Language growth in children with expressive language delay.

Developmental expressive language disorder is a frequently occurring condition in children, characterized by severe delay in the development of expressive language compared with receptive language and cognitive skills. Opinions differ regarding whether expressive language delay is a disorder worthy of active intervention or an indication of normal variation in the onset of expressive language. The purpose of this research was to follow for 5 months 26 2-year-old children in whom expressive language disorder had been carefully diagnosed to discover the rate of improvement and its predictors. Improvement was variable, with approximately one third of the children showing no improvement, one third showing mild improvement, and one third in the normal range at posttest. Nearly two thirds of the variance in improvement could be accounted for by three child variables measured by the pretest: parentally reported vocabulary size, parentally reported problems with having regular meals, and observed frequency of quiet activity not requiring the parent's management. A screening procedure involving only one of those variables, reported vocabulary size, was 81% accurate in identifying children's improvement status. The implications of these results for the management of children with expressive language disorder are discussed.

Child Behavior Disorders↗
PubMed1984

Speech and language disorders in children.

Speech and language development is a sensitive and important diagnostic tool for the family physician. Speech defects and delayed speech and language development can be the presenting evidence for neurologic abnormalities, cognitive difficulties and abnormal hearing. They can also be signs of emotional, social, family and behavioral problems. Finally, they can signify the need for evaluation of abnormalities of tracheal and laryngeal function and oral-motor development.

Attention Deficit Disorder with Hyperactivity↗
PubMed1989

Autism, Asperger's syndrome and semantic-pragmatic disorder: where are the boundaries?

The diagnostic criteria for autism have been refined and made more objective since Kanner first described the syndrome, so there is now reasonable consistency in how this diagnosis is applied. However, many children do not meet these criteria, yet show some of the features of autism. Where language development is impaired, such children tend to be classed as cases of developmental dysphasia (or specific language impairment) whereas those who learn to talk at the normal age may be diagnosed as having Asperger's syndrome. It is argued that rather than thinking in terms of rigid diagnostic categories, we should recognise that the core syndrome of autism shades into other milder forms of disorder in which language or non-verbal behaviour may be disproportionately impaired.

Autistic Disorder↗
PubMed1992

Genetic aspects of idiopathic speech and language disorders.

At the outset of this article, we posed the question of whether or not the current evidence from genetic studies of DLD and stuttering indicate that it would be fruitful to conduct studies aimed at determining the gene location for each of these disorders. As we pointed out, because these are behavioral development disorders, phenotypic variations and changes in characteristics through the life span pose problems when attempting to determine who is and is not affected. Further, because these disorders can be either idiopathic or secondary to a variety of causes, any genetic study must rule out or take account of cases secondary to other factors. Few studies conducted thus far have taken these problems into account, and the results must be considered tentative. Given these reservations, the results certainly point to a genetic component in both disorders, although the data collected thus far on DLD suggest a mendelian form of transmission. If further more intensive studies continue to support this model for DLD, linkage studies on this disorder are likely to be productive.

Articulation Disorders↗
PubMedDate not supplied

Children's Communication Checklist (CCC) scores in 11-year-old children with communication impairments.

BACKGROUND: The pragmatic skills of children with communication disorders and their assessment are currently an issue for speech and language therapy and educational placement. AIMS: To explore whether different subgroups of children with communication disorders score differently on the Children's Communication Checklist (CCC) and to study how they compare with published normative data. METHODS & PROCEDURES: A sample of 161 eleven-year-old children with a history of communication disorders was assessed using the CCC. The main use of this questionnaire was to establish whether pragmatic impairments were part of a child's communication difficulty. Although the checklist was originally designed for research purposes, normative data for this scale have been recently published as well as group data from a number of different clinical groups. Whilst the present CCC data have been previously reported descriptively for a wider sample, they have not been examined in terms of subgroups or compared directly with normative information and similarly diagnosed individuals from other studies. OUTCOMES & RESULTS: Of the children assessed, 52 (33%) scored in the normal range (within 1 SD) on the pragmatic scale, 40 (26%) fell between 1 and 2 SD below the normative mean, and 64 (41%) scored below 2 SD of the mean of typically developing children (aged 6-16 years). Thus, the majority (67%) scored out of the normal range for pragmatic skill at 11 years of age. The cohort was separated into four diagnostic subcategories: those with a definite diagnosis of autistic spectrum disorder (n=15); those with typical specific language impairment (n=82); generally impaired (n=37); and those with a clinical history of primary pragmatic language impairment (independent of CCC score, n=27). CONCLUSIONS: Findings show that those generally impaired and with specific language impairment were less impaired than the other groups on the CCC pragmatic scale. There was a significant trend for those with autistic spectrum disorders to score lowest through pragmatic language impairment, generally impairment to specific language impairment. It is argued that a cut-off of 140 may prove more useful at this age than the 132 level previously published for 8 year olds. Results suggest that the CCC can be used as a clinical tool, but in conjunction with other reliable measures.

Autistic Disorder↗
PubMed2004

The Indian picture puzzle test - a developmental test designed and standardised for Indian children.

OBJECTIVE: To construct a test used by community pediatricians and other professionals in the UK as a screening test for verbal and non-verbal development in children aged 2 to 4 years of age. METHODS: A multifaceted developmental test of cognitive skills was constructed, modeled on the Bus Puzde Test (Egan 1984) for its case of administration and appeal. Each stage in the design was piloted in Rajasthan in all socioeconomic groups. Stages include simple ethnic modification of the original test, development of more socioculturally appropriate scenes, a detailed statistical procedure of item analysis and reliability studies. The picture was converted into a wooden insert puzzle, called The Indan Picture Puzzle Test (IPPT) and standardized on a random sample of 616 children to construct the norms. RESULT: The IPPT assesses aspects of early language, picture interpretation, performance skills and conceptual development in children aged 2 to 5 years. Analysis of the standardized data highlighted the need for separate norms for each socioeconomic group. CONCLUSION: Verbal abilities were significantly different between advantaged and disadvantaged (slum and rural) groups though performance skills were comparable.

Aptitude Tests↗
PubMed2007

The Social Communication Assessment for Toddlers with Autism (SCATA): an instrument to measure the frequency, form and function of communication in toddlers with autism spectrum disorder.

The Social Communication Assessment for Toddlers with Autism (SCATA) was designed to measure non-verbal communication, including early and atypical communication, in young children with autism spectrum disorder. Each communicative act is scored according to its form, function, role and complexity. The SCATA was used to measure communicative ability longitudinally in two samples of toddlers with autism spectrum disorder. Overall frequency of non-verbal communicative acts did not change between the two assessments. However, the form and complexity, the function and the role the child took in the interaction did change with time. Both frequency and function of communicative acts in toddlerhood were positively associated with later language ability: social acts, comments and initiations showed greater predictive association than requests and responses.

Autistic Disorder↗
PubMed1999

[Critical evaluation of the audiological test results in children].

Factors influencing results of objective hearing examination in children, i.e. auditory evoked potentials, based on own experiences are presented. "Cross-check" principle as well as observation of dynamic changes concerning development of communicative process should be taken into the consideration.

Child↗
PubMed1990

Assessment and treatment of food aversion in a four year old boy: a multidimensional approach.

Eating and mealtime problems are common in childhood. They are often stressful not only to the child, but to the entire family. In this case report we describe a multidimensional approach to the assessment and treatment of food aversion in a four year old boy. The integration of psychodynamic, systemic and behavioural concepts in the assessment and treatment is described. In addition we report on preliminary findings from the Children's Eating Behaviour Inventory, a new instrument under development, intended to assess eating and mealtime problems in children.

Behavior Therapy↗
PubMed1993

Language, learning, and behavioral disturbances in childhood: a longitudinal perspective.

OBJECTIVE: Investigate longitudinally the course of development of preschool learning impaired (LI) children to better understand the interaction between neurodevelopmental delay, behavioral/emotional disorders, and language development and disorders. METHOD: Relationships between developmental language disorders and emotional problems were investigated in 99 8-year-old specifically language impaired and control children originally assessed at age 4 years using the Achenbach Child Behavior Checklist and the Conners' Parents Questionnaire. RESULTS: LI children received higher behavior problem scores and were more likely to score in the clinical range than were control children. Neither degree of early language impairment nor amount of language improvement predicted 8-year behavioral/emotional status. LI children with the largest drop in IQ between ages 4 and 8 received the highest behavior problem scores. No significant comorbid relationship was seen between LI and attention-deficit hyperactivity disorder. CONCLUSIONS: The enhanced incidence of behavior problems reported heretofore may be related more to lower IQ than to linguistic deficit per se. Care must be taken to differentiate the symptoms of neurodevelopmental delay and emotional disturbance, however, preschool children with scores in the clinical range on such measures should be referred for additional evaluation.

Attention Deficit Disorder with Hyperactivity↗
PubMed1995

[Differential development of 2 children with developmental dysphasia].

The development of two boys with the diagnosis of specific language impairment each of whom spoke only five words at the age of three is described through the third grade (regular school). In spite of similarities in nonverbal abilities and in conditions of therapy and general care the two children developed quite differently. One achieved an average language level by about age five, whereas the other seemed to stagnate from about this age on even though he made good progress in other areas. The author discusses the role of auditory perception, learning strategies, memory and behavior in the latter child's development.

Aphasia↗
PubMed1998

[Differential language comprehension disorders: results of an explorative study].

OBJECTIVES: Deficits in the expressive language abilities of children are easily observed. Thus these children usually are detected early and receive appropriate professional help. Receptive language abilities are much more difficult to assess, so that deficits either go unnoticed or often are not treated early. METHODS: In a population of 100 children examined between 1993 and 1995 in the outpatient department for speech, language and behavior problems at the Heckscher Klinik in Munich-Solln and diagnosed as having clinically relevant deficits in language comprehension, we determined the ICD-10 diagnostic category into which the symptom "language comprehension deficit" would best fit. RESULTS: 16 children exhibited language comprehension deficits that were part of a general mental retardation, three other children were diagnosed as having a pervasive developmental disorder. 81 children fulfilled the clinical ICD-10 criteria of a specific receptive language disorder, often in combination with a hyperkinetic syndrome or an emotional disorder. For 42 of these children this diagnosis also was confirmed by test results showing a discrepancy of one standard deviation between the language comprehension test and the non-verbal IQ. The value of language tests for the diagnosis of specific developmental speech and language disorders is discussed.

Adolescent↗