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PubMed1992

[Speech production and speech comprehension of dysgrammatic speech of preschool children].

The language comprehension and production abilities of 15 preschool children with developmental language disorders (LD) (4;11 yrs.-7;1 yrs.) and 15 control children (3;8 yrs.-4;7 yrs.) were investigated. For this purpose a test consisting of 135 picture cards was devised. On the production task (plural and comparative forms) the majority of the LD children performed significantly poorer than the control children. The results of the comprehension tests (plural and comparative forms and short sentences) showed marked deficits for the majority of the LD children (11 of 15), especially (but not only) in the identification of single forms. These combined expressive-receptive deficits should be considered in an etiological concept of developmental dysphasia. It is discussed whether these deficits are indicative of far-reaching disorders in the processing of language.

Aphasia, Broca↗
PubMed1995

[Use of hypnotherapy techniques within the scope of behavior therapy treatment of learning and behavior disorders in children--2 case reports].

Most of the children on our ward suffer from severe speech and language disorders, dyslexia, other learning disabilities and conduct disorders. We treated 10 selected children with cognitive behavior therapy combined with hypnotherapy. To demonstrate this treatment strategy we report on a 9-year-old girl and a 9-year-old boy from this group and give a short description of the hypnotic communication patterns used in conjunction with behavior therapy. The therapy combination proved to be a useful one. The children's social competence and learning motivation improved throughout the general therapeutic setting. The children's responses to relevant questionnaires confirmed these findings. Our results suggest that an increase in treatment efficacy can be achieved by using hypnotherapeutic patterns in conjunction with behavior therapy in the treatment of children with the disabilities mentioned.

Attention Deficit Disorder with Hyperactivity↗
PubMed1994

Five subtypes of developmental phonological disorders.

Evidence for subgroups among developmental phonological disorders based on etiological origins, as opposed to the alternative linguistic view of childhood phonological disorders as a learning problem of unknown origin, is presented. A three-parameter framework that arranges relevant individual differences (mechanism, cognitive-linguistic, and psychosocial) is proposed for study and classification of the phonological disorders. The disorders are studied in relation to developmental correlates and speech-sound normalization. This permits study of these variables in relation to severity and forms of expression and interaction. Subgroups of "speech delay," each of which reflects phonological consequences, are suggested. Residual articulation errors are classified based on causal origins, possibly influenced by the developmental context in which precise articulation is an acquired skill and differentiated from genetic origins posited for speech delays and those related to specific hearing, motor-speech, and psychosocial origins. Exploration of causal origins provides advantages for both assessment and intervention as well as prevention.

Articulation Disorders↗
PubMed1994

Teacher-identified oral language difficulties among boys with attention problems.

Teachers evaluated the language functioning of 95 boys, aged 6.5 to 13.8 years, identified as having attention problems (AP, n = 30), learning disability (LD, n = 33), or average achievement (AA, n = 32). The three groups did not differ significantly (p > .05) in their frequency of articulation problems. Significantly (p < .05) more AP boys were rated as having pragmatics problems than both of the other groups. AP boys were also viewed as having a higher frequency of receptive/expressive language problems than were AA boys, but not compared with LD boys. LD and AA boys did not differ in their ratings for pragmatics problems, but more LD than AA boys were perceived as having receptive/expressive problems. The average incidence of all types of language problems was highest for the AP boys at 42% with poor pragmatics representing their most frequently rated language difficulty. AP boys' pragmatics difficulties seemed to be characterized by greater difficulty in maintaining than initiating a conversation compared with the other two groups. This difficulty was positively associated with the teachers' ratings of the AP boys' impulsivity.

Adolescent↗
PubMed1994

Peer-directed communicative interactions of augmented language learners with mental retardation.

Naturally occurring peer-directed communicative interactions of 13 youth with mental retardation and little or no functional speech who used the System for Augmenting Language (SAL) as their primary means of communication were described. Findings suggest that this system was an integral component of both successful and effective conversations and may be one important means of enhancing social interactions with peer communicative partners who have and do not have mental retardation.

Adolescent↗
PubMed2003

The impact of cleft type on early vocal development in babies with cleft palate.

OBJECTIVE: The purpose of the present investigation was to examine the impact of cleft type on early sound development in children with cleft palate (with or without cleft lip). PARTICIPANTS: The participants included 53 babies with unrepaired cleft palate aged 8 to 10 months. Thirty-five babies had cleft lip and palate (CLP) and 18 had cleft palate only (CPO). MAIN OUTCOME MEASURES: Spontaneous vocalizations of the CLP and CPO groups were compared to determine whether differences were evident in canonical babbling, size of consonant inventory as well as place and manner of consonant production, and frequency of vocalization. RESULTS: Student's t tests revealed no significant differences between the groups in canonical babbling, size of consonant inventory, place and manner of consonant production, or frequency of vocalization. However, there was a trend for babies in the CPO group to produce fewer compensatory stop consonants and more anterior place features. In addition, a larger percentage of children in the CPO group had entered the canonical babbling stage at the time of this study. CONCLUSIONS: In general, the findings of this study suggested that cleft type does not appear to play a significant role in early consonant development for babies with cleft palate. Additional study using a larger CPO group is recommended to further investigate the trend toward better performance noted in this group.

Articulation Disorders↗
PubMed1983

Language development in a group of very low-birth-weight children whose postauricular myogenic response was tested in infancy.

A new instrument for the detection of the postauricular myogenic (PAM) response was used to test the hearing of 106 infants weighing less than or equal to 1,500 g when they were aged 1 to 21 months. Eighty-eight infants showed a positive response at 60 dB hearing level (HL) (normal). The other 18 did not respond; four were found to have sensory neural hearing loss and another six had conductive loss due to secretory otitis media. Of the 106 children, 90 aged 2 years or more (mean 27 months) were living in the United Kingdom, and their language development was assessed. It was normal in 67/75 children whose PAM response had been normal in infancy. The remaining eight children with normal PAM responses in infancy, had language delay. All eight children had problems that were thought to account for the delay, including three with mental retardation, three with cerebral palsy, and two whose families did not speak English. Language development was normal in 11/15 children tested whose PAM responses had been found to be abnormal, including all six whose secretory otitis media had been diagnosed and treated at the time of the PAM test. Delay in language development was found in 3/4 children with sensory neural hearing loss who were available for testing and in one child with overall developmental delay. It is concluded that a positive PAM response at 60 dB HL in infancy indicated hearing adequate for the development of normal speech in otherwise normal children among a group of infants at high risk of hearing loss.

Child, Preschool↗
PubMed1997

Speech delay in seven siblings with unusual sound preferences.

By the age of 8 years, children who are developing normally show almost adult speech skills. Children with serious phonological disorders, however, may exhibit significant differences in development well beyond the age of 8 years with little or no improvement in speech if therapy is not provided. This is a descriptive study of seven siblings, ranging in age from 6 to 14 years of age who had never attended school or received speech therapy until these ages. All of the children exhibited moderate to severe speech disorder with no evidence of predisposing genetic factors, hearing loss, physical abuse, or prenatal drug exposure. These cases, which would obviously be impossible to duplicate in a controlled study, provide strong support for the efficacy of speech therapy. Children with serious speech delays will not improve appreciably without direct intervention.

Adolescent↗
PubMed1988

Speech acts and the pragmatic deficits of autism.

In a videotaped free-play session with a parent, autistic children were compared with mental-age matched Developmental Language Delay (DLD) children and with normally developing (ND) 2-year-olds in the use of communicative acts by parent and child. Groups were matched for language level. Autistic children had more incidents of no responses, produced less affirming, turn-taking vocalization, and gesture, and were less likely to initiate communication than other children. Parent groups differed only in a greater amount of initiating and use of imperatives by parents of autistic children. Few relations between parent behaviors and child behaviors were found. Nonresponses by all children were concentrated subsequent to parent imperatives and questions, but no group differences were found in the distribution of nonresponses to various parent communicative acts. Results are interpreted to support the hypothesis that autistic children's language can serve a number of useful functions but that their pattern of language functions differs from that of nonautistic language-impaired children and much younger normal children of similar language level.

Autistic Disorder↗
PubMed2001

Inferential language in high-function children with autism.

Despite average verbal intelligence, high-function children with autism have social comprehension deficits that are expressed by how they use and understand language. In this paper, we explored the general hypothesis that high-function children with autism make some, but not all, of the pragmatic inferences necessary for successful communication, even when they have the ability to perform noninferential language tasks. We contrasted the ability of 8 high-function children with autism (each with Verbal IQ > 70) and typically developing children to use and understand: pragmatic inferences about given or presupposed knowledge in mental state words; pragmatic inferences about new or implied knowledge in mental state words; bridging inferences essential for coherence; elaborative inferences involved in enriching a communication by means of figurative language; and the intentional inferences involved in speech acts. High-function children with autism could define words and identify multiple meanings for ambiguous words. In understanding words for mental states, they made inferences from mental state verbs to given or presupposed knowledge. However, they failed to infer what mental state verbs implied in context; to make inferences about social scripts; to understand metaphor; and to produce speech acts, all of which are inferences that are the basis of successful social communication because they elaborate meaning or convey intentions.

Asperger Syndrome↗
PubMed1990

Development of infants of drug dependent mothers.

Infants of mothers who used methadone, heroin, cocaine and other drugs during pregnancy were compared with a group of control infants over the first 30 mths of life. Results of repeated examinations with the Bayley Scales of Infant Development showed a difference between the groups in mental development. No differences were found in a non-verbal version of the mental scale, but infants of drug dependent mothers seem to have specific difficulties in early language development. In psychomotor development, in behaviour during testing and on a questionnaire on activity, infants of drug dependent mothers did not differ from the comparison children.

Child Behavior Disorders↗