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At least 109 records · Page 6Linked to original sources
PubMed1992

Language development after unilateral brain injury.

This longitudinal study describes the growth of syntactic abilities and vocabulary size in nine children with unilateral antepartum or perinatal brain injury. Five children with left hemisphere damage (LHD) and four with right hemisphere damage (RHD), ages 15 to 48 months, were evaluated on three or more occasions. Language samples generated from parent-child interaction were transcribed, coded, and analyzed using the Child Language Data Exchange System. Individual growth trajectories were constructed by graphing three dependent variables--MLU, scores on the Index of Productive Syntax (IPSYN), and number of different words--as a function of the child's age. One subject remained in a prelinguistic stage throughout the study. Simple linear functions best described the growth of MLU, IPSYN scores, and vocabulary in the other eight children. The slopes of the individual growth trajectories, the graphic representations of rates of progress, were comparable in the eight children. Seven children showed developmental delays in initial word use and five in the onset of multiword utterances. However, by age 24 months, four children with LHD and two children with RHD had syntactic capabilities comparable to those of children without brain injuries. The developmental patterns suggested that both cerebral hemispheres may play critical roles in the very earliest stages of language acquisition. Some unilateral lesions caused little discernible effect on language outcome in the toddler-preschool years after the initial developmental delays.

Brain Damage, Chronic↗
PubMed1988

Otitis media and language development at 1 year of age.

The effect of otitis media on emerging language was examined in a group of 1-year-olds. Based on pneumatic otoscopy, 15 babies were considered to be free of otitis media in both ears at 80% or more of their first year medical visits (otitis free) and 12 infants had bilaterally positive otoscopy results at 30% or more of their visits (otitis positive). Outcome measures at 1 year included the Bayley Scales of Infant Development (Bayley, 1969) and the Sequenced Inventory of Communication Development (SICD; Hedrick, Prather, & Tobin, 1984) Receptive and Expressive scales. No significant differences were detected on either the Bayley or the SICD Receptive scale. However, the otitis positive group exhibited significantly lower expressive language scores than the otitis free group, suggesting that impairments in language expression may be evident as early as 1 year of age in children with otitis media.

Acoustic Impedance Tests↗
PubMed1988

Maternal interaction and language development in children with and without speech-related anomalies.

This study explores relationships among maternal behavior, child language, and location of congenital structural anomaly in three groups of 24-month-old children: 21 with speech-related anomalies (SRA), 13 with non-speech-related anomalies (NSRA), and 45 normal controls. In addition to standardized assessment of intelligence and language, children and mothers were observed in a half-hour videotaped play session, later coded for maternal and child interactive behavior. SRA children showed significantly poorer performance than controls on standardized tests. Mothers of SRA children showed significantly more Physical Teaching and Initiating relative to controls. Mothers of both SRA and NSRA children used significantly more Attention Management than did controls. The pattern of poorer child performance and maternal interactive compensations is largely confined to children whose structural disabilities are speech-related. Maternal interactive behavior is not global in its response to child disability; rather, it varies with the particular pattern of child disabilities found.

Child, Preschool↗
PubMed1989

Language development from six to twelve.

This article has shown that the elementary school years are vital for the growth of linguistic skills. During this period children go from a relatively rudimentary understanding of syntax and grammar to a very sophisticated appreciation of the complexities of language. Syntactic skills also are increasing during these years, particularly the ability to understand factitive verbs and complicated prepositions and conjunctions. Additionally, the child is developing a greater awareness of what language is and how to manipulate and use it. This allows the youngster greater flexibility in dealing with metaphors, poetry, and linguistic interpretation. A child's expressive skills improve during the elementary years; both the ability to narrate events and to provide appropriate information is increasing dramatically. The child progresses from learning to write sentences to producing long term papers and sophisticated reports. Also, it has been shown that children who have problems in these areas are at risk for academic failure and social isolation. Pediatricians play a significant role in identifying children with such problems. Often children are not discovered by teachers who are overwhelmed by large classes or encumbered with a complicated curriculum. Fortunately, physicians come in contact with children regularly and, by asking the right questions and inquiring about school progress, they can often determine if a child needs further assessment. In addition, instruments have been specifically designed to enable physicians to assess the age-appropriateness of a child's linguistic skills. By using specific subtests physicians can quickly determine whether a child's receptive, expressive, or syntactical skills are intact.(ABSTRACT TRUNCATED AT 250 WORDS)

Auditory Perceptual Disorders↗
PubMed1990

Speech and language development after infant tracheostomy.

This study describes the speech/language development of 31 children who had been fitted with an endotracheal tube. Intubation in all cases occurred prior to 13 months of age and remained in situ for more than 3 months. These children were chosen from a pool of 130 potential subjects. Individuals diagnosed as having a primary neurological disorder, developmental delays, or mental retardation were excluded from the study. Demographic, birth, and medical factors that might also affect language outcome were documented. Standardized outcome measures were used to assess speech, language, and cognitive development of the children seen for testing. For the entire group of children, the overall measures of language functioning at follow-up were within normal limits and commensurate with cognitive ability. However, when a breakdown of results based on the children's ages was done, a clear pattern of language disability was noted in the expressive language of the oldest group of children tested. These findings raise questions about this group of children who were previously thought to develop speech and language skills normally.

Child↗
PubMed1989

Locomotor strategies preceding independent walking: prospective study of neurological and language development in 424 cases.

Locomotor strategies used before the acquisition of independent walking were studied in 424 infants. 270 were survivors of neonatal intensive care (the index group); the other 154 (controls) had had no perintal complications. Five forms of locomotion were distinguished: crawling on hands and knees, creeping on the stomach, bottom-shuffling, other, and none before independent walking. Crawling was the most common form of locomotion in both groups. A higher percentage in the index group were late crawlers (greater than 10 months), but similar proportions in both groups were bottom-shufflers or simply stood up and walked. One of the most important factors influencing locomotor strategies was asymmetry. Analysis of the influence of locomotor strategies on psychomotor and linguistic outcome up to five years showed no significant relationships within the index group. However, within the control group, infants who crawled had a statistically greater incidence of later motor delay, which is in contrast to the findings of other studies.

Brain Damage, Chronic↗