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PubMed1992

Communication deficits and formal thought disorder in schizophrenic children.

This study examined 31 schizophrenic children to determine if they used discourse devices that make speech coherence differently from sex and mental age matched normal children. It also investigated whether the discourse deficits of the schizophrenic children were related to clinical measures of formal thought disorder. Using Halliday and Hassan's analysis of cohesion, the authors found that schizophrenic children underutilize some discourse devices and overutilize others. Several of their discourse deficits were similar to those described in schizophrenic adults. The schizophrenic children, however, also had additional discourse deficits, which probably reflect developmental delays. The authors also demonstrated that the schizophrenic children with loose associations had different discourse deficits and discourse/IQ correlates than schizophrenic children without loose associations. The schizophrenic children receiving neuroleptic medication had lower loose associations scores than the unmedicated subjects. The authors discuss the possible confounding effect of medication and loose associations, as well as the developmental, cognitive, and clinical implications of the study's findings.

Child↗
PubMed2002

Associations between behaviour problems and verbal and nonverbal cognitive abilities and disabilities in early childhood.

BACKGROUND: We investigated associations between behaviour problems and verbal and nonverbal cognitive abilities at 2, 3 and 4 years of age both for the entire distribution and for the lowest 5% and 10% of the verbal and nonverbal cognitive disabilities. METHODS: A community sample of 4,000 pairs of twins born in England and Wales in 1994 and 1995 was assessed by their parents at 2, 3 and 4 years using the Revised Rutter Parent Scale for Preschool Children (RRPSPC, behaviour problems), the MacArthur Communicative Development Inventory (MCDI, verbal development), and the Parent Report of Children's Abilities (PARCA, nonverbal cognitive development). RESULTS: For the entire sample, behaviour problem scores were modestly associated with lower MCDI and PARCA scores - correlations were less than .30. Similarly modest effect sizes were found for relationships between behaviour problem scores and the lowest 5% and 10% of the MCDI and of the PARCA distributions. Associations were stronger for nonverbal than for verbal development, increased from 2 to 3 to 4 years, and, at the extremes of the distributions, were stronger for boys than for girls. Multivariate genetic analyses indicated that both genetic and shared environmental factors mediate the links between behaviour problems and cognitive development both for the total distribution and for the extremes. Genetic links may be stronger for the extremes than for the total sample. CONCLUSIONS: We conclude that, in this community sample of young children, associations between behaviour problems and verbal and nonverbal cognitive development are generally modest for the entire distribution and are no greater at the extremes than expected on the basis of the associations for the entire distribution.

Aptitude Tests↗
PubMed1991

Autism.

Autism is a severe disorder of development characterized by abnormalities in communication, social relationships and patterns of behaviour. This paper reviews the concepts of autism as they have developed over time in relation to research findings showing it to be an organic disorder, involving cognitive deficits, and which is largely genetically determined. Current research is focusing on the ways in which underlying brain abnormalities, genetic factors, neuropsychological deficits and behavioural manifestations are interconnected.

Autistic Disorder↗
PubMed1992

Improving social skills and disruptive behavior in children with autism through self-management.

The literature suggests that children with autism typically are unresponsive to verbal initiations from others in community settings, and that such unresponsiveness can lead to problematic social interactions and severely disruptive behavior. The present study assessed whether self-management could be used as a technique to produce extended improvements in responsiveness to verbal initiations from others in community, home, and school settings without the presence of a treatment provider. The results showed that children with autism who displayed severe deficits in social skills could learn to self-manage responsivity to others in multiple community settings, and that such improvements were associated with concomitant reductions in disruptive behavior without the need for special intervention. The results are discussed in terms of their significance for improved development of social skills in children with autism.

Autistic Disorder↗
PubMed1990

Autism under age 3 years: a clinical study of 28 cases referred for autistic symptoms in infancy.

Twenty-eight children referred with a preliminary diagnosis of autistic disorder under age 3 yrs were extensively examined from the neuropsychiatric point of view and followed up for several months to several years. A diagnosis of autistic disorder was confirmed in 75% of the cases. A variety of associated medical conditions was identified. It was concluded that autism can be diagnosed in a substantial proportion of cases before age 3 yrs and that the neurobiological background is similar to that seen in older autistic children.

Autistic Disorder↗
PubMed1987

A functional analysis of phonological knowledge and generalization learning in misarticulating children.

It has been suggested that a child's productive phonological knowledge may be one factor that potentially accounts for individual differences in generalization learning observed among phonologically disordered children (Dinnsen & Elbert, 1984; Elbert, Dinnsen, & Powell, 1984). This paper evaluates the hypothesis that productive phonological knowledge influences generalization. Three related studies involving 6 functionally misarticulating children were conducted. In the first study, a description of each child's phonological system was developed using procedures of standard generative analysis. Based upon these descriptions, each child's productive phonological knowledge of his or her own sound system was determined and then ranked on a continuum ranging from "most" to "least" knowledge relative to the adult target. The second study implemented an experimental treatment program based upon each child's productive phonological knowledge, with treatment sounds selected directly from each child's continuum of knowledge. The third study reassessed each child's productive phonological knowledge following treatment. The results of these three studies indicated that a child's productive phonological knowledge of the sound system influenced the overall amount of generalization learning. However, the extent of generalization learning was associated with the point on the knowledge continuum at which treatment was initiated. These findings are discussed with reference to individual differences in generalization learning.

Articulation Disorders↗
PubMed2004

Strategies for conducting research on language in autism.

Several different methodological approaches that have been used in studying language in children with autism are outlined. In classic studies, children with autism are compared to comparison groups typically matched on age, IQ, or mental age in order to identify which aspects of language are uniquely impaired in autism. Several methodological problems are noted with this approach including (a) heterogeneity of the autism population, (b) mental retardation, (c) developmental change with age, and (d) sample size and ascertainment. An alternative strategy is suggested which focuses on identifying the complex expression of the language phenotype in autism across the full range of the syndrome. This approach explores within-group individual differences in language functioning, and recently identified distinct language phenotypic subgroups within the autism population that are relevant to understanding the underlying genetic and neurobiological etiology of autism.

Age Factors↗
PubMed1987

Psychiatric symptomatology in language-impaired children: a comparison.

This paper reports a detailed comparison of two groups of children from the same psychiatric clinic, one with a delay in language development and an age- and sex-matched control group with no such delay. The language-delay group was highly likely to have either a diagnosis of mental retardation or infantile autism. Very few psychiatric symptoms occurred more frequently in the language-delay group than in the comparison group, and those that did were characteristic of retarded or autistic children. The language-delay group was more likely to have other developmental abnormalities, hearing impairment, and evidence of central nervous system dysfunction.

Adolescent↗
PubMed2006

A prospective, open-label trial of memantine in the treatment of cognitive, behavioral, and memory dysfunction in pervasive developmental disorders.

BACKGROUND: This pilot study examined the effectiveness of memantine hydrochloride in improving cognitive functioning and behavioral symptoms in children with pervasive developmental disorders (PDDs). METHOD: Subjects aged 3-12 years inclusive were enrolled in this 8-week, open-label study. Expressive and receptive language, nonverbal IQ, and nonverbal memory measures were administered at baseline and after 8 weeks of treatment with 0.4 mg/kg of memantine hydrochloride. Throughout the study, the Aberrant Behavior Checklist (ABC) was sent in weekly by parents as a measure of behavioral change. RESULTS: Twelve of 14 subjects completed the study. Significant improvement from baseline was noted on the memory test (Children's Memory Scale Dot Learning Subtest). There were no significant differences from baseline on measures of expressive or receptive language or nonverbal IQ. There were significant improvements on a number of ABC subscales, including hyperactivity, lethargy, and irritability. There were no overall significant statistical differences from baseline on the Clinical Global Improvement-Severity (CGI-S) scale. On the Clinical Global Improvement-Improvement (CGI-I), 4 of 14 subjects showed minimal improvement, and none was deemed "much-improved" or "very much improved." CONCLUSIONS: This small, prospective, open-label study suggests that memantine may be useful in the treatment of memory functioning and some behavioral symptoms in PDDs. The investigators did not see the same degree of change as endorsed by caretakers. Controlled studies are needed to substantiate and clarify these preliminary findings.

Child↗
PubMedDate not supplied

Interpretation of the Staggered Spondee Word (SSW) test.

The Staggered Spondee Word (SSW) test is a dichotic listening test that has been frequently used in the evaluation of auditory perceptual abilities in children with language and learning problems. Interpretation of this test is based on scores obtained under noncompeting and competing portions of the test stimuli, and on response biases that include ear and order effects, reversals, the type A pattern, and the total bias score. Alternate methods of interpreting SSW results are suggested. Data obtained on 57 children referred for central auditory and language testing are presented for illustration.

Adolescent↗
PubMed1989

Perception of time-altered monosyllables in a specific group of phonologically disordered children.

Temporal auditory processing of open (e.g. pie) versus closed (e.g. pipe) syllables in a specific group of phonologically impaired children who deleted word-final consonants and normal phonologically developing children between the ages of 4 and 7 yr was investigated. The disordered group demonstrated significantly poorer discrimination at the faster but not slower rates of speech. Imitation of word-final consonants did not significantly increase in the disordered subjects when presented with time-expanded speech although certain individuals made noticeable improvements. Discussion of temporal auditory processing deficits from a neuropsychological perspective which suggests different etiologies is offered.

Articulation Disorders↗
PubMed1994

Cognitive impairments at two years of age after prenatal alcohol exposure or perinatal asphyxia.

The purpose of this follow-up study was to assess and describe early cognitive impairments in two-year-old children exposed to alcohol (1) until the second trimester (n = 20), (2) until the third trimester (n = 20), (3) throughout pregnancy (n = 20), (4) children to mothers with preeclampsia (n = 37), (5) children surviving acute birth asphyxia (n = 14), and (6) a normal control group (n = 48). Alcohol exposure throughout pregnancy was found to be associated with impairments in language (mean SD score = -1.3) and visuo-motor development (mean SD score = -2.0). Preeclampsia was related to impairment in visuo-motor development (mean SD score = -1.2) and attention (mean SD score = -0.7). Alcohol exposure until the third trimester was associated with attention deficit alone (mean SD score = -0.9). Alcohol exposure until the second trimester and acute birth asphyxia were not associated with an increased risk of cognitive impairment. The study also showed that neuropsychological test profiles of language, visuo-motor functions and attention may be obtained with the aid of an adapted version of the Bayley Mental Scale and an evaluation of attention.

Adult↗
PubMed1988

WISC-R factor structure in a referred pediatric population.

The factor structure of the WISC-R was examined with a large metropolitan pediatric clinic population of referred children. The robustness of the two-factor solution, which parallels the verbal-performance dichotomy, was supported for a group of non-LD children (n = 272) and, with the exception of the Coding subtest, for a cohort of LD children (n = 155), as well as with the entire pediatric population (n = 427). Kaufman's (1975) three-factor solution was applicable only for the LD cohort. The validity and utility of the factor analytic model for interpreting the WISC-R were supported and extended to include a pediatric referred population. Cautious interpretation of the third factor, however, is recommended on the basis of the present results, as well as those of other investigations.

Adolescent↗
PubMed1991

Repetition priming with aspect and agreement morphology in American Sign Language.

Two experiments are reported which investigate the organization and recognition of morphologically complex forms in American Sign Language (ASL) using a repetition priming technique. Three major questions were addressed: (1) Is morphological priming a modality-independent process? (2) Do the different properties of agreement and aspect morphology in ASL affect priming strength? (3) Does early language experience influence the pattern of morphological priming? Prime-target pairs (separated by 26-32 items) were presented to deaf subjects for lexical decision. Primes were inflected for either agreement (dual, reciprocal, multiple) or aspect (habitual, continual); targets were always the base form of the verb. Results of Experiment 1 indicated that subjects exposed to ASL in late childhood were not as sensitive to morphological complexity as native signers, but this result was not replicated in Experiment 2. Both experiments showed stronger facilitation with aspect morphology compared to agreement morphology. Repetition priming was not observed for nonsigns. The scope and structure of the morphological rules for ASL aspect and agreement are argued to explain the different patterns of morphological priming.

Adult↗