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Results for “Language Development Disorders”

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At least 1,297 records · Page 72Linked to original sources
PubMed1997

Language abilities in children with attention deficit hyperactivity disorder, reading disabilities, and normal controls.

Research has demonstrated a high prevalence of language impairments (LI) and reading disabilities (RD) in children with attention deficit hyperactivity disorder (ADHD). Since RD is also associated with LI, it is unclear whether the language impairments are specific to ADHD or associated with comorbid RD. The language abilities of ADHD children with and without RD were investigated in a task requiring recall of a lengthy narrative, and in tests assessing knowledge of the semantic aspects of language. The study was conducted with 50 boys--14 ADHD, 14 ADHD + RD, 8 RD, and 14 normal controls, aged 7 to 11. Children with ADHD (ADHD-only, ADHD + RD) exhibited difficulties in organizing and monitoring their story retelling. Children with RD (RD-only, ADHD + RD) demonstrated deficits in receptive and expressive semantic language abilities on the language processing tests. The comorbid group (ADHD + RD) exhibited the deficits of both ADHD and RD children. The deficiencies of ADHD children are consistent with higher-order executive function deficits while the deficits of RD children are consistent with deficits in the basic semantics of language processing.

Achievement↗
PubMed1993

Communication behaviors of infants with hearing loss and their hearing mothers.

This study documented communication behaviors of hearing mothers and infants with a hearing loss that had been identified before 9 months of age (Group HL). Their behaviors were compared with those of mothers and infants without hearing loss (Group H). Each group was composed of 18 dyads videotaped during mother-infant play with toys at 12- and 18-months. Group HL mothers produced more gestural and tactile communications (but similar numbers of vocal communications) compared to H mothers. In contrast with earlier reports, infants with and without hearing loss were similar in quantity of gestural and vocal expressive prelinguistic communication behaviors. Despite group similarities in quantity of prelinguistic communications, H infants as a group surpassed HL infants in expression of formal language by 18 months. There was considerable variation within each group in formal language expression, however, with performance of some HL infants matching that of H infants.

Adult↗
PubMed1996

Impairment of expressive behavior in pediatric HIV-infected patients with evidence of CNS disease.

Rated observations of videotapes were made of 16 variables representing 5 behavioral domains (task orientation, positive social-emotional, motor skills, expressive speech, and activity) on a sample of 83 HIV-infected children. Comparisons were made on the rated behaviors between children classified as either encephalopathic or nonencephalopathic. Analyses were conducted separately for infants (M age = 1.80 years) and older children (M age = 5.15 years). The nonencephalopathic infants exhibited higher activity levels and were superior in motor and verbal skills and showed more social and emotional responsiveness than did the encephalopathic group. The older nonencephalopathic children functioned in a more adaptive and appropriate manner than did the encephalopathic children in all domains of behavior. Independently made Q-sort ratings of behaviors during developmental testing were highly correlated with conceptually congruent ratings of the videotaped behaviors.

AIDS Dementia Complex↗
PubMed1996

Language level and nonverbal social-communicative behaviors in autistic and language-delayed children.

OBJECTIVE: To explore the relationship of general expressive language delay to nonverbal social-communicative deficits and repetitive behaviors associated with autism in preschool children. METHOD: Interviews of the parents of 51 autistic and 43 nonautistic 3- to 5-year-olds with language impairments were compared. RESULTS: Main effects of the children's language level occurred for the majority of social and nonverbal communication items but not for restricted, repetitive behaviors or showing and directing attention, socially directed gaze, or range of facial expression. CONCLUSIONS: In addition to the specific impairments of autism, a broader conceptualization of communication handicap is urged for preschool children with developmental delays.

Attention↗
PubMed1992

Autism in fetal alcohol syndrome: a report of six cases.

This paper reports on six children who all fulfill the criteria for fetal alcohol syndrome and have a history of maternal alcohol abuse during pregnancy, and who also fulfill the criteria for diagnosis of autism. Their behavior and natural history is compared with eight contrast FAS children, of similar ages and functional levels, who were free of autistic behaviors. The autistic FAS children were all moderately or severely retarded. Autistic behavior has not been commonly associated with prenatal alcohol exposure. Clinicians need to be aware of this potential dual diagnosis so that appropriate educational and treatment resources can be employed.

Adolescent↗
PubMed1991

Asperger's syndrome: who is being abused?

Six case histories of children referred and admitted to a psychiatric inpatient unit at a tertiary referral centre because of concerns about poor functioning and possible emotional abuse are presented. On initial assessment the children appeared to be well functioning and the impression was confirmed that their emotional needs were not being met by their parents. After detailed inpatient appraisal the diagnosis of Asperger's syndrome was made in all six cases, exemplified mainly by a formal concrete way of thinking and an inability to identify and understand human emotions and relationships. The impact of the diagnosis on the parents and their consequent relationships with their child and their willingness to work with professionals is discussed.

Affective Symptoms↗
PubMed2003

Beyond echoplaylia: promoting language in children with autism.

The article was written to support the use of play as a medium to extend and enrich the communicative exchanges and, more specifically, the symbolic language of children on the autistic spectrum. The first argument in support of such use of play lies within the features of autistic communication, and particularly the extreme challenges encountered in imaginative play and narrative thought. The second argument on behalf of play lies within the selection of specific intervention strategies, which are discussed subsequently. Finally, the article presents a case illustration of how adult facilitated dramatic peer play led to a breakthrough in a range of symbolic behaviours in a 9-year-old girl with autism, who up to that point had not progressed beyond a semi-communicative use of echolalia, best described as 'situation association'.

Autistic Disorder↗
PubMed1998

The effects of reinforcement rate on the spontaneous social initiations of socially withdrawn preschoolers.

Social skills priming was used to increase the spontaneous social initiations of 2 socially withdrawn preschoolers, 1 of whom had been diagnosed with autism. During priming sessions, the teacher prompted and reinforced social behaviors (e.g., smiling, verbal initiations). We varied the rate of reinforcement during priming sessions and measured the effects of this manipulation on the rate of spontaneous social initiations during the subsequent classroom activity. Spontaneous initiations were more frequent after high rates of reinforcement than after low rates of reinforcement.

Autistic Disorder↗