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PubMed1983

Auditory processing and language impairment in children: stimulus considerations for intervention.

Two experiments were undertaken to examine the performance of language-impaired children on auditory identification and sequencing tasks which employed different stimuli. The purpose of Experiment I was to determine if introduction of linguistic stimuli (words) into tasks using nonlinguistic stimuli (complex tones) would change subjects' performance. Experiment II was designed to measure differences in response when words and tones were presented separately. Responses to utterances of increasing length (up to four words) were also measured. Results indicated that some children performed significantly better when words were used as stimuli. No child responded better when tones were used as stimuli and there were no significant differences between utterances of different length. Based on these results and on the related literature, considerations for choice of stimuli for intervention with language-impaired children are discussed.

Auditory Perception↗
PubMed1982

Language onset and concomitant speech and language problems in subgroups of stutterers and their siblings.

Time of language onset and frequencies of speech and language problems were examined in stutterers and their nonstuttering siblings. These families were grouped according to six characteristics of the index stutterer: sex, recovery or persistence of stuttering, and positive or negative family history of stuttering. Stutterers and their nonstuttering same-sex siblings were found to be distributed identically in early, average, and late categories of language onset. Comparisons of six subgroups of stutterers and their respective nonstuttering siblings showed no significant differences in the number of their reported articulation problems. Stutterers who were reported to be late talkers did not differ from their nonstuttering siblings in the frequency of their articulation problems, but these two groups had significantly higher frequencies of articulation problems than did stutterers who were early or average talkers and their siblings.

Articulation Disorders↗
PubMed1991

The use of intonation to communicate in pervasive developmental disorders.

The objective of this paper was to employ a functional linguistic approach to explore pragmatic failure in the spontaneous speech of subjects with pervasive developmental disorders (PDD). Patterns of intonation use were compared among subjects with Asperger's syndrome (AS), high-functioning autism (HFA), and psychiatric out-patient controls (OPC) with a variety of non-specific social problems. Written transcripts and audio-recordings were used to measure rates of various intonation types relative to the amount of speech produced. The major finding of the study was that the HFA subjects less often tend to employ useful patterns of intonation for communication than the AS or OPC groups. This suggests that HFA either send random intonation signals to hearers or else demonstrate systematic misuse of the linguistic system. AS subjects differed little from the controls. The implications of these results for understanding the communicative failure of PDD subjects is discussed.

Adolescent↗
PubMed1993

Context and comprehension: a neurolinguistic and interactional approach to the understanding of semantic-pragmatic disorder.

In the present study we provide thorough descriptions of two children with a semantic-pragmatic disorder, a subgroup within the group of specific and severe developmental language disorders, from a neurolinguistic and interactional perspective. We argue that the pragmatic problems, at least in these two girls, are most probably secondary to their semantic/conceptual deficit. If sufficient contextual cues are provided comprehension is improved and, as a consequence, the pragmatic problems are reduced.

Child↗
PubMed1985

Evaluation of the child with delayed speech or language.

Because of the relative frequency of speech/language delay, all infants and preschool children should undergo routine language screening as part of health care maintenance. Diagnostic evaluation of the child with speech or language delay should answer the following questions: What is the child's descriptive diagnosis (eg, hearing impaired, mentally retarded, DLD, etc.)? What is the child's etiologic diagnosis (eg, congenital viral infection, single gene disorder, birth asphyxia, etc.)? What is the appropriate intervention strategy (amplification, orally based speech therapy, total communication, "infant stimulation" program, etc.)? What is this child's long-term prognosis, to the extent that this is knowable? All children with speech or language delay should undergo formal audiologic testing, regardless of how well the child seems to hear in an office setting, and regardless of whether other disabilities are present which might independently explain the speech/language delay. Evaluation by a psychologist, a speech/language pathologist, or both should follow, with referral to an appropriate intervention program based upon the results of formal developmental testing. Additional medical evaluation (eg, CAT scan, EEG, karyotype), and genetic counseling must be determined on a case-by-case basis. Long-term follow-up should include an awareness that speech or language delay during the preschool years often signifies long-term developmental difficulties, warranting close follow-up of such children as they advance through the school age years.

Child, Preschool↗
PubMed1989

Early Language Milestone Scale and language screening of young children.

The purpose of this project was to evaluate the use of the Early Language Milestone Scale (ELM) in screening language skills in young children. In this study, 657 children from birth to 36 months of age were evaluated with the ELM. The overall failure rate was 8%. Children who failed the ELM screening were evaluated with the Sequenced Inventory of Communication Development (SICD) that was used as the "gold standard" for diagnosing language disorders. In the 12-month age and younger group, there was poor agreement between the ELM Scale and the SICD. For infants 13 to 24 months of age, there was moderately good agreement between the SICD and a second ELM that was administered 1 to 2 weeks after the initial screening. In the 25- to 36-month age group, there was excellent agreement between the SICD and a rescreen ELM. The agreement between the two instruments indicated that the rescreen ELM correctly classified 79% of the 13- to 24-month-old infants and 89% of the 25- to 36-month-old toddlers.

Child, Preschool↗
PubMed1984

Identification of speech disorders.

This article focuses on the early identification and referral of children who may have speech disorders. A distinction is made between speech and language, i.e., speech is the spoken vehicle by which we communicate our thoughts, as expressed symbolically through language. The evaluation of speech should be performed systematically by the assessment of four basic components of speech: phonation, resonance, articulation, and prosody. Suggestions regarding management and referral are presented.

Articulation Disorders↗
PubMed1991

Though disorder in high-functioning autistic adults.

Examined thought disorder in a sample (n = 11) of high-functioning autistic young adults and older adolescents (mean IQ = 83) utilizing objective ratings from the Thought, Language and Communication Disorder Scale (TLC Scale) and projective data from the Rorschach ink blots. Results from the TLC Scale pointed to negative features of thought disorder in this sample (e.g., Poverty of Speech). Rorschach protocols revealed poor reality testing and perceptual distortions in every autistic subject, and also identified several areas of cognitive slippage (e.g., Incongruous Combinations, Fabulized Combinations, Deviant Responses, Inappropriate Logic). Comparing TLC Scale and Rorschach results to schizophrenic reference groups, autistic subjects demonstrated significantly more Poverty of Speech and less Illogically on the TLC Scale, and on the Rorschach they evidenced features of thought disorder that are encountered also in schizophrenia. Results are discussed in relation to the measures employed, and to areas of similarity and difference between autism and schizophrenia.

Adolescent↗
PubMed1990

Concomitant speech and language disorders in stuttering children: a critique of the literature.

This article presents a critical review of the literature concerning concomitant speech and language disorders in stuttering children. Studies published since the 1920s that examined language onset and disorders of articulation, syntax and morphology, semantics, and word finding are analyzed. Collectively, the studies present a mixed impression of stutterers, not only because of methodological variations, but also because of the tremendous variability that exists among children who stutter. Although the evidence is not convincing that stutterers as a group are more likely than nonstutterers to have deficits in any of these areas, it is clear that some stutterers do have concomitant speech and language problems that may bear some relationship to their stuttering. The message from this body of research is that individual differences among stuttering children should not be ignored during clinical or research activities.

Articulation Disorders↗
PubMed1983

The contribution of perceptual learning to performance on the repetition task.

The hypothesis that the Repetition Task partially reflects the listener's level of perceptual learning was tested in this study. Specifically, it was predicted from data on auditory temporal processing that performance on the Repetition Task would improve with experience. Ten kindergarten children with no known communication problems were given 10 sets of the Repetition Task over a span of 5 days. Analysis of the data revealed a significant difference in performance across interstimulus intervals (ISI) and also over the training period. Performance improved as a function of increments in ISI and number of days of training. The data reflected a significant training effect, thereby supporting the experimental hypothesis. These results suggest the possibility that differences between dysphasic and normal children on the Repetition Task may result from differences in perceptual learning.

Auditory Perceptual Disorders↗
PubMed1985

Homonymy and the voiced-voiceless distinction in the speech of children with specific language impairment.

Two studies are reported in which homonymy in the speech of children with specific language impairment (SLI) was examined. In the first study, the degree of homonymy reflected in the speech of 14 SLI children was found to resemble that seen in the speech of a group of language-matched children with normal language (NL). Within each group there was considerable variation in the degree of homonymy observed. An examination of the sound changes that contributed to the children's use of homonymy suggested that homonyms arising from prevocalic voicing were more frequent in the speech of the NL children. The second study represented a more systematic examination of prevocalic voicing differences between NL and SLI children. Minimal pairs differing only in the voicing feature of the initial consonant were produced by four SLI and four language-matched NL children. The SLI children showed greater ability to distinguish the minimal pairs by means of a voiced-voiceless initial consonant contrast, as measured by voice onset time as well as by phonetic transcription. The linguistic and neuromotor factors contributing to the findings are discussed.

Articulation Disorders↗