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PubMed2002

Twins early development study (TEDS): a multivariate, longitudinal genetic investigation of language, cognition and behavior problems in childhood.

The Twins Early Development Study (TEDS) focuses on the early development of the three most common psychological problems in childhood: communication disorders, mild mental impairment and behavior problems. The TEDS twins were assessed longitudinally at 2, 3, 4 and 7 years of age in order to investigate genetic and environmental contributions to change and continuity in language and cognitive development; it is multivariate in order to examine the origins of comorbidity; and it uses a large sample in order to study abnormal development in the context of normal development. The twins were identified from birth records of twins born in the UK in 1994-96. More than 15,000 pairs of twins have been enrolled in TEDS and the participating families are representative of the UK. The measures at 2, 3 and 4 years are administered by parents. At 7 years, children are assessed for language and cognitive development using telephone testing, parents and children are interviewed about behavior problems, and teachers also assess behavior problems as well as academic achievement. One set of findings is that the same genes largely contribute to both language and cognitive problems and the same genes affect normal and abnormal development, a result that suggests that general impairment may be a better target for genetic research than specific language impairment independent of nonverbal cognitive problems. DNA has been obtained so far for more than 4000 pairs and is being used initially in molecular genetic studies of language problems and hyperactivity.

Birth Certificates↗
PubMed2001

[Autism in children. Speech, behavior and motor activity point to diagnosis].

Austistic disorders characteristically involve specific impairments of social skills, of the language and of stereotyped body movements. L Kanner and H. Asperger were the first to describe these psychopathologic features, which still form the core of the diagnostic criteria of contemporary psychiatric classification systems, ICD-10 and DSM-IV, in the category pervasive developmental disorders. Useful diagnostic tools have been developed to establish the clinical diagnosis. The results of research point to a predominantly genetic pathogenesis involving a complex interaction of multiple genes. While no causal treatments are available for these heterogenic disorders, there are many therapeutic concepts. Although some treatments may achieve significant improvements, autistic disorders usually mean a lifelong individual impairment.

Autistic Disorder↗
PubMed2000

Detecting language disorders in 4-year-old French children. An application of the ERTL-4.

This paper discusses the development of the ERTL-4 (Epreuve de repérage des troubles du langage lors du bilan medical de l'enfant de quatre ans), a measure developed in Nancy, France specifically for the purpose of identifying children with language difficulties in the 3.9-4.6 years age range. The test has been designed to identify 10-15% of the population and allows the assessing primary care doctor to ascertain whether difficulties occur in language, voice, fluency, hearing or perception on the basis of a 5-min assessment.

Child, Preschool↗
PubMed2004

A longitudinal genetic analysis of low verbal and nonverbal cognitive abilities in early childhood.

By middle childhood, the same genetic factors are largely responsible for individual differences in verbal and nonverbal abilities, suggesting a genetic basis for general cognitive ability ("g"). Our previous work on verbal and nonverbal abilities throughout the normal range of variation during infancy and early childhood suggests that genetic influences show domain-specific as well as domain-general effects, implying that the switch to nearly complete domain-general effects occurs later in development. Much less is known about the genetic structure of low cognitive performance, although our previous work has shown that a composite measure of low "g" is highly heritable at 2, 3 and 4 years of age. We report the first multivariate, longitudinal analyses of low verbal and nonverbal cognitive abilities (defined as the lowest 10% of the distribution) at 2, 3 and 4 years of age using data from 9026 pairs of UK twins assessed by their parents as part of the Twins Early Development Study (TEDS). Domain-general genetic influences increased significantly from 2 to 3 to 4 years. Although the phenotypic polychoric correlation between low verbal and low nonverbal ability was similar at 2, 3 and 4 years (.36,.43,.35), the genetic contribution to the phenotypic correlation increased dramatically (.37,.47,.76), with a corresponding decrease in the comorbid influence of shared environment (.61,.44,.35). We conclude that for low ability, as well as for normal variation in ability, genetic "g" emerges during early childhood but is not fully developed until middle childhood.

Child, Preschool↗
PubMed2002

Language development in children with spina bifida.

Spina bifida meningomyelocele (SBM) is the most common severely disabling birth defect in North America. It is a disorder of the central nervous system that includes, in addition to the defining spinal dysraphism, congenital malformations of the cerebellum and corpus callosum that, along with hydrocephalus, produces a range of cognitive and motor difficulties, including language. In the language domain, many children with SBM demonstrate adequate development of language at the level of form and content (grammar and lexicon). However, most children with SBM experience significant difficulties in the construction of meaning and in pragmatic communication, both of which require flexible language processing in real time. Assessment and intervention should specifically attend to the development of meaning construction and semantic-pragmatic communication.

Child↗
PubMed1993

The expressive communication of hearing mothers and deaf infants.

This paper describes the expressive communication and language of seven hearing mothers and their deaf infants. Severe-profound or profound bilateral sensorineural hearing loss was identified in the infants by 7 months of age; intervention programs emphasizing use of signing systems plus speech were started before 9 months of age. Communication behaviors during free play were observed when the infants were 12 and 18 months old. The frequency of the mothers' signing at 12 and 18 months was significantly correlated: mothers' patterns of frequent or infrequent signing were evident within several months of their infants' entry into programming. Mothers who signed most frequently reported that other adults (father and other relatives, friends) were also learning and using signs. Frequency of sign production by the infants at 18 months correlated significantly with frequency of sign production by the mothers when the infants were 12 and 18 months. The mothers' reports of their typical frequency of signing and of the sign lexicon size of their infants failed to correlate significantly with observed performance.

Adult↗
PubMed1987

[Diagnosis in disorders of speech development].

We describe a multi-factorial model for the diagnosis of speech development disorders. The model serves as the basis for an individually designed course of therapy covering all aspects of the disorder. The separate diagnostic steps are in accordance with a classification of speech development disorders based on aetiology and pathology.

Child↗
PubMed2001

The differential diagnosis of impaired reciprocal social interaction in children: a review of disorders.

Impairment in reciprocal social interaction in children that is less severe than autism can be difficult to diagnose due to the variety of developmental pathways that may lead to this problem. Seven childhood disorders are reviewed that include impaired reciprocal interaction: multisystem developmental disorder, nonverbal learning disability syndrome, semantic-pragmatic disorder, attachment disorders (including a developmental theory of limbic system damage), multiplex developmental disorder, schizoid personality disorder, and pervasive developmental disorder not otherwise specified. Clarification is needed for most of the disorders in the areas of operationalized criteria, assessment tools, and documenting causal relationships.

Child↗
PubMed2004

[Diagnostic Observation Scale for Autistic Disorders: initial results of reliability and validity].

OBJECTIVE: To examine the psychometric properties of the German version of the Autism Diagnostic Observation Schedule (ADOS). METHODS: Interrater and retest reliability, internal consistency, convergent and diagnostic validity were determined in a total sample of 137 subjects with autism, 23 with atypical autism or pervasive developmental disorder not otherwise specified, 16 with Asperger-syndrome and 13 with other psychiatric disorders. RESULTS: Interrater and retest reliability on the level of diagnosis (kappa w = 1.00 and .62) and raw-scores (ru = .84 and .79) were good. Likewise, the internal consistency of the algorithm scale communication and social interaction of modules 1 to 4 was fair (ru = .78 to .89). The categorical convergence for autism between the ADOS and the Autism Diagnostic Interview-Revised (ADI-R) reached 79% (kappa = .23), with their corresponding subscales correlating moderately (rtc = .31 to .45). The concordance of the ADOS judgment and the clinical consensus diagnosis was 77% (kappa w = .37), with a sensitivity of the ADOS of 90.4% and a specificity of 48.1% regarding the discrimination of autism and other autistic disorders. CONCLUSIONS: The ADOS is a reliable and sufficiently sensitive diagnostic tool in the assessment of autistic disorders. For ICD-10/DSM-IV classification and to ensure a high specificity of diagnosis additional information concerning repetitive, stereotyped behavior and early development (e.g. taken from the ADI-R) has to be collected.

Adolescent↗
PubMed2002

Phoniatric aspects in cleft lip patients.

Multidisciplinary care for patients with clefts includes surgical correction of the facial disfigurement and optimizing the quality of speech to improve the social integration of the affected patient. This work summarizes the knowledge of communicational aspects of cleft lip (CL) patients. Cleft-type speech characteristics can be described as "passive" obligatory errors resulting from the anatomical defect and "active" compensation efforts. Long-lasting phonological deficits in patients with clefts may be due to the fact that their development is affected by abnormal learned neuromotor patterns as a consequence of these two mechanisms. Surgery alone will not modify active cleft-type characteristics whereas speech therapy should lead to an improvement. Passive characteristics are usually assessed by speech therapy but surgery may facilitate the progress. From the phoniatrician's point of view, rhinophonia in (secondary lip and septo-) rhinoplasty (and surgery of the nasal sinuses) in CL patients has to be assessed in no other way than in patients without a cleft. Pragmatic skills, that is, using verbal speech in a social context, cognition, and the acquisition of emotional, behavioral, and social interaction patterns may be affected in patients with isolated CLs. As a consequence these individuals are at high risk to develop emotional disorders. So speech developmental disorders in a narrow sense are of minor importance in individuals with an isolated CL when comparing them with patients with CL and palate. Communication disorders in these patients seem not to result from phonological defects but from psychological problems that may influence the entire development of an affected child. The literature shows that there is a need to collect more data on the issue of psychological and social problems in patients with an isolated CL for clinical and scientific purposes.

Adaptation, Psychological↗
PubMed2001

Genetic factors contributing to learning and language delays and disabilities.

Reading disability shows substantial genetic influence, and it is in this area of early-onset cognitive delays that genetic research has made the most progress. Reading disability also provides the first success story for identifying replicable quantitative trait locus linkage for behavioral disorders. Language and communication disorders also show substantial genetic influence, as does general cognitive ability (intelligence), which plays a role in most cognitive disabilities. The genetics of reading disability, communication disorders, and mental retardation are reviewed. Early-onset cognitive disabilities are prime targets for molecular genetic studies that will eventually identify specific genes that can predict risk, assist diagnosis and treatment, and provide discrete windows through which we can investigate the development of brain mechanisms that lie between genes and behavior.

Adolescent↗
PubMedDate not supplied

The UCLA reading and writing program: an evaluation of the beginning stages.

Some individuals with developmental disabilities fail to acquire functional speech despite extensive teaching efforts. To help such individuals develop functional communication skills, a "reading and writing" program was developed. This study was designed to evaluate early parts of the program. Acquisition, transfer, and maintenance of "reading and writing" skills was examined and compared with the acquisition, transfer, and maintenance of sign language. Participants were four children with autism, who scored within the mentally retarded range on standardized tests of intellectual, adaptive, and language functioning, and three 3-year-old non-disabled children. A simultaneous-treatment design was employed to compare the rate of acquisition of "reading and writing" skills to the rate at which the participants acquired receptive and expressive signs. For the participants with autism, acquisition of "reading and writing" was more successful than receptive and expressive signing on all variables assessed. All non-disabled participants acquired all of the "reading and writing" and sign language skills, but participants with autism did not. However, "reading" was acquired slightly quicker by the participants with autism than the non-disabled participants, and the participants with autism also showed some evidence of better transfer and maintenance than the non-disabled participants did.

Autistic Disorder↗
PubMedDate not supplied

Gradient change in the acquisition of phonology.

The prevailing view of phonological development is that changes in pronunciation are driven by phonological changes. This view (it is argued here) derives from the particular form of the data that has most often been used in studies of phonological development, namely broad phonetic transcriptions. Transcribing an earlier pronunciation with one phoneme symbol and a later pronunciation with a different symbol encourages the interpretation that the child has made a flip from one category to another. However, broad transcriptions may have misrepresented the facts of speech development. We review some auditory-based studies which have used a more fine-grained phonetic transcription and discuss the significance of findings on the development of long-lag plosives. We argue that gradient change is the typical fashion in which children's speech output development progresses; that it is therefore not appropriate to use rules of the sort that are employed for morphophonemic alternations in adult phonology to explain revisions over time in children's pronunciations; and that a child's speech output is not the best guide to their phonology.

Adult↗
PubMedDate not supplied

[Accompanying symptoms in infantile spastic hemiplegia].

Various concomitant disorders in 535 children with infantile hemiplegia were evaluated; 159 of the cases were particularly well documented. The right/left distribution of the hemiplegia was 56 to 44, the ratio of boys to girls 59 to 41. Severe impairments of hand function (lack of function, first grip) were found more frequently in right hemiplegics than left; the ratio of severe to slight disorders was approx. 3 to 1 in right hemiplegics and 3 to 2 in left hemiplegics. Impairment of hand function was closely related to the quality of sensitivity, the tests of this being based on two-point discrimination and stereognosis. Sixty-two percent of the children were of normal intelligence; of the remainder, approximately equal-sized groups suffered from impairment of the learning faculty or were mentally retarded. There was a positive correlation between reduced intelligence and the severity of impairment of hand function. Impaired speech development was found in 7 percent of the children, right and left hemiplegics being equally affected. Thus, there was no evidence that the brain lesion had any special influence on development of speech. Observations of growth in the legs revealed average differences of length of 2 mm and up to 3.5 cm in isolated cases. After eight year of life there was practically no further increase in the differences in length.

Adolescent↗
PubMed1992

[Diagnosis and therapy of hearing disorders in early childhood].

The diagnosis and therapy of hearing loss in early childhood should start in the first year of live, otherwise there will arise special difficulties in the further development. The first steps in diagnosis are undertaken by various medical specialists, the exact determination of the hearing loss should be done at a pedaudiological center. The various methods of pedaudiologic measurement and the following therapy of children with hearing loss are presented.

Child, Preschool↗
PubMed2007

Repetitive behaviour and play in typically developing children and children with autism spectrum disorders.

The view of a triad of impairments [(Wing and Gould (1979). Journal of Autism and Developmental Disorders, 9, 11-30] in which impaired imagination is linked with repetitive behaviour is widely accepted. However this categorisation differs from the international classification systems, which link imagination to communication impairments rather than to repetitive behaviours. To investigate this relationship, the Activities and Play Questionnaire-Revised was completed by 196 parents of 2-8-year-old children with autism spectrum disorders (ASD) and typical development. Results showed that repetitive behaviours were associated with play in ASD but not in typical development, supporting Wing and Gould's triad. However there was also an association between play, repetitive behaviour and language, confirming the international classification systems description of imagination as a component of language and communication difficulties.

Autistic Disorder↗
PubMed2007

The development of young siblings of children with autism from 4 to 54 months.

Cognitive and language skills of 39 siblings of children with autism (SIBS-A) and 39 siblings of typically developing children (SIBS-TD) at ages 4, 14, 24, 36, and 54 months were compared. Twelve of the 39 SIBS-A revealed a delay in cognition and/or language (including one child diagnosed with autism) compared to only two SIBS-TD. Developmental trajectories revealed that the cognitive differences disappeared by age 54 months, but some differences in language ability remained. Thus, most SIBS-A were well-functioning, but some revealed cognitive and/or language difficulties during the preschool years. Even these siblings by and large caught up by the age of 54 months, with receptive and expressive language abilities remaining an area of difficulty for some earlier identified siblings.

Age Factors↗