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Repair behavior in children with intellectual impairments: evidence for metalinguistic competence.
This paper tested the prediction that children with cognitive impairments who can use language intentionally will be able to carry out the metalinguistic operations involved in speech monitoring and repair. The specific linguistic characteristics of responses to requests for clarification given by 4 children with lower than normal IQ, ages 3 years 5 months to 6 years 10 months, were investigated. The analysis focused on children's ability to locate the specific errors that provoked neutral requests for clarification and produce repair. Three children could locate their errors and partly succeed in providing repair. It is suggested that ability to perform metaprocedures such as are implicated in repair behavior may be preserved in children with intellectual disabilities and that this ability does not implicate conscious awareness, nor does it depend on mature linguistic competence.
Clinical phonology: the explanation and treatment of speech sound disorders.
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The socioemotional behaviors of children with SLI: Social Adaptation or Social Deviance?
Two models of the relationship between socioemotional behavior and verbal abilities are compared: Social Adaptation and Social Deviance. The socioemotional integrity of 17 children with specific language impairment (SLI) and 20 unaffected children who were age-matched (AM) was examined using the Child Behavior Checklist (CBCL) and the Teacher's Report Form (TRF) at kindergarten and first grade. All CBCL and TRF syndrome scale means for both groups were within normal limits. Significant group x respondent interaction effects were observed; teachers, and not parents, rated the children with SLI as having more social and internalizing behavioral problems than their AM peers. Significant differences between groups were restricted to internalizing, social, and attention problems. Very little congruence or stability over time was observed in the clinical ratings. The outcomes support a Social Adaptation Model of socioemotional behavior and language impairment. Implications for the clinical management of children with SLI are discussed.
Arthrogryposis multiplex congenita; feeding, language and other health problems.
A survey of the health problems of 87 individuals with arthrogryposis multiplex congenita revealed a high proportion (51) with major feeding difficulties in infancy. This was generally related to structural abnormalities of the jaw and tongue. Children thus involved were more prone to recurrent chest infections, constipation, and poor growth and weight gain. In addition, there was a strong association between initial feeding difficulties and subsequent language problems. Early identification of a sub-group of children with arthrogryposis multiplex congenita is therefore possible who may require continuing therapy from a number of disciplines.
Screening young children for communication disorders.
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Preschool hearing, speech, language, and vision screening.
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The decision-making process in child language assessment.
The task of assessing a child's language for the purpose of intervention requires the ability to interpret information from a variety of sources. Knowing how that information is to be used during therapy plays an important part in deciding what type of information needs to be collected and how it will be interpreted. There needs to be a plan that will assist the speech therapist in analysing and interpreting most of the data that would be needed when making therapy-related diagnostic statements. A systems approach offers concepts and methods for devising a plan which will outline the necessary decisions. The purpose of this paper is to present, in a flow chart, the questions that need to be asked in the process of assessing a child's language development for the purpose of intervention; to indicate the type of information that would be needed to answer the questions; to state how the information would be interpreted; to suggest the type of tools that would be needed to collect this information; and to outline how the information can be presented so that a greater quantity of data can be summarised and interpreted in a systematic manner.
Prevalence of central auditory processing (CAP) abnormality in an older Australian population: the Blue Mountains Hearing Study.
Age-related central auditory processing (CAP) abnormality has been described in many studies with widely varying prevalence reported. To date, there has been only one population study to report prevalence for this age-related condition, and these rates were significantly lower than in reports from clinical studies. The present study reports findings from a recent population study in which 2015 Australians aged 55 years and older living in a defined area west of Sydney were assessed with a battery of behavioral and electrophysiological auditory tests. This battery included speech measures from which a high overall prevalence rate (76.4%) of CAP abnormalities was found, in keeping with previous clinical studies. While gender differences were dependent on the test measure, the number of abnormal test outcomes increased systematically with age. Hearing loss and abnormal cognitive function, however, did not systematically increase with number of abnormal test outcomes.
Auditory dysfunction in autism: a submicroscopic form of Wernicke's encephalopathy?
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Delay in maturation of the auditory pathway and its relationship to language acquisition disorders.
We studied 81 children, mostly boys, who experienced language acquisition delay but whose audiometric thresholds were normal. We assessed the evolution of children with delayed maturation of auditory pathways by brainstem evoked response audiometry (BERA). We also used a questionnaire administered during diagnostic procedures to determine if there was a probable etiology in each patient. In addition, we further studied language evolution in 29 patients by means of a second questionnaire that was administered approximately 2 years later. Finally, we studied the evolution of the I-V interwave interval and the I/V amplitude ratio in 16 patients by performing a second BERA after a mean interval of 3 years. We observed improvement in both brainstem transmission time and language acquisition in all 81 patients. However, only a few patients achieved normal range results. Morphologic alterations, which were most common in patients who had had perinatal jaundice, remained unchanged. The most common possible risk factors for the delayed maturation pattern observed on BERA were parental consanguinity, prematurity, perinatal anoxia and jaundice, and postnatal seizure and infection. Some patients had more than one of these possible risk factors. We conclude that high-risk newborns and 2-year-old children who have no primitive verbal language skills should undergo BERA as well as investigation of hearing thresholds, interwave intervals, and I/V amplitude ratios. The alteration of the parameters points out the need for early intervention if there is no favorable prognosis.
Communication assessment. Birth to 36 months.
A comprehensive developmental evaluation of children under 3 years of age cannot be accomplished without assessing preverbal and verbal aspects of language functioning. All members of the early intervention team, not only the speech-language pathologist, must be knowledgeable about techniques for observing and measuring communicative ability. If we are to improve our ability to identify, at an early age, those who display or are at risk of displaying a communicative pathology, we must direct increased attention toward effective techniques and materials for assessing communicative ability for children under 3 years of age. Clinicians must become familiar with the developmental expectations and performance of various categories of at-risk and handicapped children to enhance case finding and intervention-oriented activities. The efficacy of early intervention is highly dependent on age of identification and degree of family involvement. Clearly, age of identification can be improved upon as effective means of communication assessment for children under 3 are established.
[The early detection of hearing disorders in infancy as a result of interdisciplinary cooperation].
The early perception of hearing loss in children is problematic yet, but to improve, if a screening is inclusive in basis tend of crèches.
[Reflections on the early detection of hearing and speech disorders in childhood].
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[Absence of isolated language in a 13-year-old boy].
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Feeding the "turtle": helping the withdrawn child to emerge.
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[Children of alcoholic parents. A clinical study].
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[Combined verbal and sign language for promoting communication development in non-verbal or or pre-verbal children and adolescents with mental retardation].
Conveying alternative and augmentative approaches to communication is becoming necessary for increasing numbers of persons with mental retardation with no or poor oral skills. The preverbal and nonverbal forms of communicating, hence, have special relevance in a developmental context. A natural extension of gestic messages, it in particular is the use of signing that is apt to enhance speech and language acquisition and bring about distinct improvement in understanding and making oneself understood. Exchanging messages by sign language can reveal to the child the significance of his/her own behaviour in the communicative situation, hence reduce passiveness and frustration. The extent to which they are able to support the child's communicative needs in concrete, everyday living is an important suitability criterion also for the various other alternative and augmentative communication devices available.