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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↗
PubMed1998

Language of early- and later-identified children with hearing loss.

OBJECTIVE: To compare the language abilities of earlier- and later-identified deaf and hard-of-hearing children. METHOD: We compared the receptive and expressive language abilities of 72 deaf or hard-of-hearing children whose hearing losses were identified by 6 months of age with 78 children whose hearing losses were identified after the age of 6 months. All of the children received early intervention services within an average of 2 months after identification. The participants' receptive and expressive language abilities were measured using the Minnesota Child Development Inventory. RESULTS: Children whose hearing losses were identified by 6 months of age demonstrated significantly better language scores than children identified after 6 months of age. For children with normal cognitive abilities, this language advantage was found across all test ages, communication modes, degrees of hearing loss, and socioeconomic strata. It also was independent of gender, minority status, and the presence or absence of additional disabilities. CONCLUSIONS: Significantly better language development was associated with early identification of hearing loss and early intervention. There was no significant difference between the earlier- and later-identified groups on several variables frequently associated with language ability in deaf and hard-of-hearing children. Thus, the variable on which the two groups differed (age of identification and intervention) must be considered a potential explanation for the language advantage documented in the earlier-identified group.

Age Factors↗
PubMed2002

A major susceptibility locus for specific language impairment is located on 13q21.

Children who fail to develop language normally-in the absence of explanatory factors such as neurological disorders, hearing impairment, or lack of adequate opportunity-are clinically described as having specific language impairment (SLI). SLI has a prevalence of approximately 7% in children entering school and is associated with later difficulties in learning to read. Research indicates that genetic factors are important in the etiology of SLI. Studies have consistently demonstrated that SLI aggregates in families. Increased monozygotic versus dizygotic twin concordance rates indicate that heredity, not just shared environment, is the cause of the familial clustering. We have collected five pedigrees of Celtic ancestry that segregate SLI, and we have conducted genomewide categorical linkage analysis, using model-based LOD score techniques. Analysis was conducted under both dominant and recessive models by use of three phenotypic classifications: clinical diagnosis, language impairment (spoken language quotient <85) and reading discrepancy (nonverbal IQ minus non-word reading >15). Chromosome 13 yielded a maximum multipoint LOD score of 3.92 under the recessive reading discrepancy model. Simulation to correct for multiple models and multiple phenotypes indicated that the genomewide empirical P value is <.01. As an alternative measure, we also computed the posterior probability of linkage (PPL), obtaining a PPL of 53% in the same region. One other genomic region yielded suggestive results on chromosome 2 (multipoint LOD score 2.86, genomic P value <.06 under the recessive language impairment model). Our findings underscore the utility of traditional LOD-score-based methods in finding genes for complex diseases, specifically, SLI.

Autistic Disorder↗
PubMed1992

[Examination of 1,300 children for incidence and therapy of hearing disorders in pediatric speech disorders].

This study presents the results on 1305 children with speech disorders. The examination includes ENT-inspection, audiometry, speech-evaluations and if required, psychological tests. In 48% we found hearing losses, most frequently in the age up to four years. In 95% hearing losses were fluctuating about 20 decibels, caused by malfunction of the tube or by adenoids, not even in autumn and winter, but also all the year. In this case, fluctuating hearing function reduces the total hearing input over the year. In only 5% we found cochlear hearing loss. In hearing impaired children speech development was significantly more depressed in all dimensions in comparison to normal hearing children. This study does impressive demonstrate the necessity of follow-up microscopic evaluations of the tympanic membrane and audiometry as well as the consequence operative therapy including adenoidectomy and insertion of ventilation tubes. With this concept, only 37% of the children required speech therapy.

Acoustic Impedance Tests↗
PubMed1992

Familial transmission of speech and language impairment: a preliminary investigation.

The familial transmission of speech and language disorders was investigated using a community sample of five year old children with speech and/or language impairment and a control group with normal language skills. The results indicated a significantly higher prevalence rate of language-related problems in families of speech and language impaired children than in normal language controls. Girls with speech/language impairments had more affected relatives than boys, suggesting that girls with this type of family history are at a greater risk of developing speech or language related problems. The pattern of transmission of speech and language disorders was also compared with published reports of the family histories of stuttering and reading disabilities, and with reports of cognitive and linguistic deficits among families of autistic individuals. The findings are discussed in relation to the theory of an underlying neurolinguistic diathesis common to these various disabilities.

Child of Impaired Parents↗
PubMed2005

Floating-Harbor syndrome complicated by tethered cord: a new association and potential contribution from growth hormone therapy.

Floating-Harbor syndrome is a rare syndrome with short stature, severely delayed bone age, typical facies and delay in expressive speech. Structural malformations are uncommon, and tethered cord or other forms of spinal dysraphism have not previously been reported. We report on a case of Floating-Harbor syndrome, complicated by tethered cord and discuss the possibility that growth hormone therapy may contribute to the development of symptoms of this malformation.

Abnormalities, Multiple↗
PubMed1985

Children's performance on multidimensionally scored time-compressed sentential stimuli.

Normative data were obtained for 96 children with normal auditory and language abilities in grades 2, 4, and 6 when presented monaurally with time-compressed (TC) sentences and 1st- and 2nd-order sentential approximations at 32 db re SRT. Oral responses were taped and multidimensionally scored in order to sensitize the test. Consistent with previous reports of normative data at other age levels, performance became poorer for 0 to either 40 or 60% TC (there was a negligible difference between the latter), was better for normal sentences than for sentential approximations, and improved slightly in the higher grades.

Auditory Perceptual Disorders↗
PubMed2006

Development in infants with autism spectrum disorders: a prospective study.

BACKGROUND: Autism is rarely diagnosed before three years of age despite evidence suggesting prenatal abnormalities in neurobiological processes. Little is known about when or how development becomes disrupted in the first two years of life in autism. Such information is needed to facilitate early detection and early intervention. METHODS: This prospective study of autism spectrum disorders (ASD) examined development using the Mullen Scales of Early Learning (MSEL) in 87 infants tested at target ages 6, 14, and 24 months. Participants came from infants at high risk (siblings of children with autism) and low risk (no family history of autism) groups. Based on language test scores, Autism Diagnostic Observation Schedule, and clinical judgment at 24 months of age, participants were categorized as: unaffected, ASD, or language delayed (LD). Longitudinal linear regression and ANOVA models were applied to MSEL raw scores, and estimates were compared between the three diagnostic groups. RESULTS: No statistically significant group differences were detected at 6 months. By 14 months of age, the ASD group performed significantly worse than the unaffected group on all scales except Visual Reception. By 24 months of age, the ASD group performed significantly worse than the unaffected group in all domains, and worse than the language delayed group in Gross Motor, Fine Motor, and Receptive Language. The developmental trajectory of the ASD group was slower than the other groups', and showed a significant decrease in development between the first and second birthdays. CONCLUSIONS: Variations from typical and language delayed development are detectable in many children with ASD using a measure of general development by 24 months of age. Unusual slowing in performance occurred between 14 and 24 months of age in ASD.

Algorithms↗
PubMed1988

Impact of recurrent otitis media on middle ear function, hearing, and language.

Whether recurrent otitis media in infants and young children is followed by delayed language development was addressed by following 210 normal subjects longitudinally through the first 2 years of life with pneumatic otoscopy and tympanometry performed at every physician encounter. Otitis accounted for 26% of the medical visits. One hundred fifty-six of these children had speech and hearing evaluation at 2 years of age. Thirty percent of the children with recurrent otitis media had a mild or moderate hearing loss. However, after multiple speech and language tests, we could not identify a delay in language acquisition in the otitis-prone children. At 3 to 4 years old, 36 children, including nine with a hearing loss at 2 years of age, were retested; all nine had normal hearing. Recurrent otitis media induced a temporary decrease in hearing sensitivity demonstrable at 2 years of age, which appeared to resolve as the children matured and which was not associated with delay in language acquisition.

Child, Preschool↗
PubMed1989

Infantile autism and developmental receptive dysphasia: a comparative follow-up into middle childhood.

An interim follow-up study of a group of "higher functioning" boys with infantile autism and control group of boys with severe (receptive) developmental language disorder (or dysphasia) is reported. The boys were compared both initially and at follow-up for overall functioning in the areas of language, peer relationships, stereotyped behaviors, and disruptive public behaviors, as well as for the presence of a number of specific symptoms. In some respects, the behaviors that differentiated the groups initially did so also at follow-up, although there were important differences. Very few of the autistic boys had good language skills at follow-up, whereas nearly half of the dysphasic group were communicating well, a difference that is striking in view of the initial general similarity between the groups in terms of poor language functioning. However, some of the dysphasic children had developed greater difficulties in peer relationships. The implications for concepts of the nature of the deficit in severe receptive developmental language disorders are considered.

Autistic Disorder↗
PubMed1987

The use of primary sentence stress by normal, aphasic, and autistic children.

Primary sentence stress is an important aspect of the English prosodic system. Its adequate use is a prerequisite in the development of normal intonation patterns. This study examined the use of primary sentence stress in autistic children with mean length of utterance (MLU) scores between 1.9 and 4.1 morphemes. Normal and aphasic subjects at similar MLU levels served as contrast groups. The primary sentence task required that the subjects verbally respond to a request for information and provide a description of a play situation. Toy manipulation was used to elicit the desired responses. Listener judgment served as the basis for analyzing results. Although all subjects were able to perform the task, differences were seen in the number of correct responses and in the pattern of stress misassignment. These results are at variance with a prediction of stress placement on grammatical grounds. An explanation is offered, based on pragmatic considerations and cognitive developmental trends in young children.

Aphasia↗
PubMed1983

Effect of sound deprivation on central hearing.

The authors have investigated the thesis that intermittent hearing impairment due to middle ear disease in the early years of life results in a central auditory disturbance which may persist in adulthood. The concept that, during the speech development years, auditory disturbances interfere with the normal maturation of central auditory processing appear to be clearly established. Thirty-five children, free of active ear disease and normally hearing by standard peripheral audiometry, are the basis for the study. The monotic tests employing temporal and frequency distortion and the dichotic challenges of competing stimuli and central integration provide the test data. Approximately 75% of the study group fail at least 1 segment of the battery, beyond 2 standard deviations from the normal data. A decreasing percentage of the study group exceed the normative values in 2 or more of the test components. In view of these data on aggressive program of auditory conservation is suggested during the early years of life.

Auditory Perceptual Disorders↗
PubMed2006

The development of oral motor control and language.

Motor control has long been associated with language skill, in deficits, both acquired and developmental, and in typical development. Most evidence comes from limb praxis however; the link between oral motor control and speech and language has been neglected, despite the fact that most language users talk with their mouths. Oral motor control is affected in a variety of developmental disorders, including Down syndrome. However, its development is poorly understood. We investigated oral motor control in three groups: adults with acquired aphasia, individuals with developmental dysphasia, and typically developing children. In individuals with speech and language difficulties, oral motor control was impaired. More complex movements and sets of movements were even harder for individuals with language impairments. In typically developing children (21-24 months), oral motor control was found to be related to language skills. In both studies, a closer relationship was found between language and complex oral movements than simple oral movements. This relationship remained when the effect of overall cognitive ability was removed. Children who were poor at oral movements were not good at language, although children who were good at oral movements could fall anywhere on the distribution of language abilities. Oral motor skills may be a necessary precursor for language skills.

Child, Preschool↗
PubMed2003

Validity of DQ as an estimate of IQ in children with autistic disorder.

The purpose of the present paper was to test the validity of developmental quotients (DQ) on the Mental Development Scale for Infants and Young Children (MDSIYC) as an estimate of intelligence quotient (IQ). Correlations were carried out of its DQ with an IQ on the Japanese version of the Stanford-Binet in 94 children with Diagnostic and Statistical Manual of Mental Disorders (4th edn; DSM-IV) autistic disorder. With IQ, DQ in the five MDSIYC areas (motor, play, socialization, self-help, and speech) and full-scale DQ (mean of five-area DQ) had significant correlations (Pearson r) of 0.46, 0.56, 0.53, 0.46, 0.85, and 0.68, respectively, suggesting that speech DQ is the most valid estimate of IQ.

Autistic Disorder↗
PubMed2001

Meningitis in infancy in England and Wales: follow up at age 5 years.

OBJECTIVE: To describe important sequelae occurring among a cohort of children aged 5 years who had had meningitis during the first year of life and who had been identified by a prospective national study of meningitis in infancy in England and Wales between 1985 and 1987. DESIGN: Follow up questionnaires asking about the children's health and development were sent to general practitioners and parents of the children and to parents of matched controls. The organism that caused the infection and age at infection were also recorded. SETTING: England and Wales. PARTICIPANTS: General practitioners and parents of children who had had meningitis before the age of 1 year and of matched controls. MAIN OUTCOME MEASURES: The prevalence of health and developmental problems and overall disability among children who had had meningitis compared with controls. RESULTS: Altogether, 1584 of 1717 (92.2%) children who had had meningitis and 1391 of 1485 (93.6%) controls were successfully followed up. Among children who survived to age 5 years 247 of 1584 (15.6%) had a disability; there was a 10-fold increase in the risk of severe or moderate disability at 5 years of age among children who had had meningitis (relative risk 10.3, 95% confidence interval 6.7 to 16.0, P<0.001). There was considerable variation in the rates of severe or moderate disability in children infected with different organisms. CONCLUSION: The long term consequences of having meningitis during the first year of life are significant: 32 of 1717 (1.8%) children died within five years. Not only did almost a fifth of children with meningitis have a permanent, severe or moderately severe disability, but subtle deficits were also more prevalent.

Age Factors↗
PubMed1987

Factors associated with the development of psychiatric illness in children with early speech/language problems.

This paper reports on the correlates of psychiatric illness in children with speech and language disorders. Of 600 children selected from a community speech clinic, 50% were found to have diagnosable psychiatric disorders according to DSM-III criteria. These "psychiatrically ill" children were compared to the "psychiatrically well" children in the sample on a variety of developmental, socioeconomic, medical, and psychosocial factors. Although some differences were found between the well and ill children in other factors, the majority of the differences, and the most highly significant differences, were found in areas of linguistic functioning. It is hypothesized that this finding may be relevant not only to understanding the association between linguistic and psychiatric functioning but also to predicting the outcome and planning treatment for childhood speech and language disorders.

Adolescent↗
PubMed2003

Play and language in children with autism.

It is well established that the play and language skills of children with autism are impaired. The article considers the relationship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing.

Autistic Disorder↗