PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Language Development Disorders”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 991 records · Page 55Linked to original sources
PubMed1986

The Lowe and Costello Symbolic Play Test in socially impaired children.

The Symbolic Play Test was given to 31 socially impaired and 29 sociable children retarded in language comprehension, with the same range of age (5 to 12 years) and intelligence (profoundly retarded to normal). Play test age and spontaneous pretend play were at a similar level in the sociable children, but, in the socially impaired, spontaneous pretend play was lower than the play test age would predict. In some of the latter it was absent, and in the others it was narrow and repetitive in form. For subgroups of socially impaired and sociable children with similar play ages, there was no significant difference in language comprehension age. The discrepancy, in socially impaired children, between levels on tests and spontaneous use of skills was discussed.

Age Factors↗
PubMed1984

Self-recognition in autistic children.

The hypothesis that the autistic child's impairment in social relatedness stems in part from underlying deficits in self-recognition was explored. Fifteen autistic children ranging from 4 to 6 years of age were assessed for visual self-recognition ability, as well as for skills in two cognitive areas that are believed to be related to the development of self-recognition--object permanence and gestural imitation. It was found that 13 of 15 autistic children showed evidence of self-recognition. The two autistic children who lacked self-recognition were the only two children to perform poorly on the object permanence tasks, which suggests that these two cognitive domains may be closely linked in development. In contrast, there appeared to be no consistent relationship between motor imitation ability and self-recognition. It was concluded that the autistic child's social deficits are not due to a basic lack of differentiation between self and other.

Attention↗
PubMed1982

Cognitive processes and perceived language performance of retarded persons.

The relationship between coding processes and ratings of the language performance of institutionalized, moderately retarded adolescents and adults was studied using an information processing model developed by Das, Kirby & Jarman (1975). Simultaneous and successive coding processes were found to relate to relational thought and to contextual grammatical structure (syntax). These results were discussed in terms of the relationship between coding and auditory-visual processing and the development of suitable language training programmes for retarded residents.

Adult↗
PubMed2000

Evaluating the effects of functional communication training in the presence and absence of establishing operations.

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.

Adolescent↗
PubMed1994

Why and when do some language-impaired children seem talkative? A study of initiation in conversations of children with semantic-pragmatic disorder.

Six language-impaired children fitting the clinical picture of semantic-pragmatic disorder (mean age 11 years) engaged in conversations with adults in four situations varying in terms of familiarity of the interlocutor (familiar or unfamiliar) and type of setting (interview or toy exploration). These children did not produce more utterances or longer utterances than normally developing children of similar age or ability, but they were more likely to produce utterances that served the conversational function of initiating, rather than responding or acknowledging. This tendency was most pronounced in the toy setting. There was a nonsignificant trend for control children to initiate more with a familiar than with an unfamiliar adult, but no such tendency in the semantic-pragmatic group. A high rate of initiations in children with semantic-pragmatic disorder cannot be regarded as an unusual behavior provoked by the demands of the interview setting, as it is even more apparent during toy exploration, where the child is under less pressure to respond to adult questions.

Adult↗
PubMedDate not supplied

Influences of hearing impairment on early language development.

It is difficult to determine exactly the effects of chronic otitis media on early language development, in part because we do not know whether hearing loss resulting from otitis media is intermittent or constant, and in part because it is difficult to assess the precise language ability of very young children. This paper focuses on those aspects of language development which one might expect hearing impairment to affect, and presents several hypotheses about the possible effects of mild-to-moderate hearing loss on the earliest stages of language development.

Child, Preschool↗
PubMed1988

An analysis of the speech of five Down's syndrome adolescents.

his paper presents an analysis of the speech of five Dutch-speaking adolescent girls with Down's syndrome. The analysis includes a phonetic analysis, a substitution analysis, and a phonological process analysis. The results indicate that the speech errors of Down's syndrome adolescents are for the greater part identical to the error patterns observed in young normal children, supporting the view that the misarticulations in mongoloid subjects are mainly the result of a delay in speech development.

Adolescent↗
PubMedDate not supplied

Language stimulation group. Habilitation model.

Bloom's model of normal language development is reviewed in relation to clinical practice and is then expanded to account for disordered development. Four primary and four secondary assessment areas are then considered: language, cognition, motor, and affective development and nonverbal symbolic skills, attentional skills, social development, and physical-medical integrity. Finally, a way of integrating this evaluative information into the model of normal development is discussed and a sample curriculum is outlined.

Child↗
PubMed1993

[Screening of language disorders in the preschool period].

Between five and 20% of preschool age children have language problems. These can be related to the child's hearing, socioeconomic status, intellectual development, or a psychiatric disorder. Even when it is difficult to recommend a formal screening program, family physicians can interpret delays in speech and language as "indicators" of underlying disorders.

Age Factors↗
PubMed1996

[A longitudinal study of three-year-old children with delayed development of language].

UNLABELLED: From January 1982 to December 1986, 113 three-year-old children (100 boys and 13 girls) visited the department of pediatrics, Asahikawa Medical College, because of delayed development of language (their expressive language age less than two-year-old). Of these children, 102 children (90%) have visited until they graduated from junior high school for the evaluation of intelligence quotient (IQ), diagnosis, the type of attended school and complications. The mean follow-up period was 10.8 years. The 113 children ware classified as 32 cases of developmental language disorder (DLD), 38 of autistic disorder (Au), 39 of mental retardation (MR), and 4 of deafness based on the results of clinical examination (DSM-III-R), ABR and WPPSI/WISC-R. The purpose of this study is to compare the assessment of language development at the age 3 with the prognosis for intelligence, academic achievement and behavioral adjustment. At the age of three, we divided them into three groups using the Enjoji shiki hattatsu kensa-hyo. Group A including 31 children (29 boys and 2 girls) means delayed development in verbal expression only. Group B including 23 children (17 boys and 6 girls) means delayed development in verbal expression and comprehension. Group C including 59 children (54 boys and 5 girls) means delayed development not only in verbal expression and comprehension but also in communication skills. RESULTS: ABR: Four (2 boys and 2 girls) of 113 children did not show any significant waves on ABR at aged 3, and were also diagnosed as deafness by another audiometry. Comparison between the assessment of verbal expression at aged 3 and full scale IQ (FSIQ): FSIQs in 77% of group A were more than 70, while FSIQs in 79% of groups B and C were 70 or below. The assessment of verbal comprehension at aged 3 was significantly related with FSIQ (x2 = 23.88, p < 0.01). Classification of disorders and type of schools according to the assessment at aged 3: [Group A] Thirty one children were classified as 25 cases of DLD and 6 of MR. Before a graduation from junior high school, 20 children attended regular classes and 8 attended special classes for MR. [Group B] Twenty three children were classified as 4 cases of DLD, 10 of MR, 5 of Au and 4 of deafness. Before a graduation from junior high school, 4 children attended regular classes, 8 attended special classes for MR, 6 attended special schools for MR and 4 attended schools for deafness. [Group C] Fifty nine children were classified as 3 cases of DLD, 23 of MR and 33 of Au. Before graduating from junior high school, 10 children attended regular classes, 18 attended special classes for MR, 19 attended special schools for MR and 2 entered educational facilities. CONCLUSION: 1. Poor mental outcome could be predicted by delayed development of both expressive and comprehensive language, particularly associated with dysfunction of communication skills at the age of three. 2. ABR is a useful method for detecting of hearing loss in non-cooperative young children with delayed development of language.

Attention Deficit Disorder with Hyperactivity↗