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PubMed1995

Stuttering, language, and cognition: a review and a model of stuttering as suprasegmental sentence plan alignment (SPA).

Extant models of stuttering do not account for the emergence of stuttering at the onset of productive language use; the greater incidence of stuttering during spontaneous speech, on complex sentences, and at sentence-initial positions; the greater incidence of stuttering in bilinguals' 2nd language; the apparent deficiency of stutterers in expressive and receptive language skills; the prevalence of spontaneous recovery from stuttering; and the lack of chronic physiological or articulatory deficits in stuttering children's fluent speech. The author presents a model of stuttering as points of suprasegmental sentence plan alignment (SPA). Such alignment processes occur when, due to on-line sentence production processes, SPAs adopted prior to utterance initiation need to be aligned with revised SPAs. This model parsimoniously accounts for the findings reviewed in the article.

Adult↗
PubMed1984

Hypothesis-testing and nonlinguistic symbolic abilities in language-impaired children.

This study sought to clarify further the cognitive abilities of language-impaired children by examining their hypothesis-testing and nonlinguistic symbolic abilities. A discrimination learning task and a concept formation task were used to measure hypothesis-testing abilities, and a haptic (touch) recognition task was used to assess nonlinguistic symbolic abilities. Subjects were 10 language-impaired and 10 language-normal children matched for performance Mental Age. Measures of expressive and receptive language were also obtained from each child. The language-impaired children were found to perform significantly poorer than their MA controls on the haptic recognition task and on a portion of the discrimination learning task. No differences were found between the two groups' concept formation abilities. Correlational analyses revealed a particularly strong positive relationship between performance on the Peabody Picture Vocabulary Test and the haptic recognition tasks. It was speculated that this relationship was motivated by the symbolic demands of these tasks. One implication of this speculation is that a symbolic representational deficit might better explain the receptive language deficit than the expressive one.

Age Factors↗
PubMed1992

Diagnosing specific language impairment in adults for the purpose of pedigree analysis.

Two sets of diagnostic measures were administered to a group of 35 adults with well-documented histories of specific language impairment and to a control group of 35 normal language users. These measures involved the comprehension and production of words and sentences in formal and spontaneous speaking activities as well as measures of verbal memory and auditory temporal perceptual ability. One set of tasks was administered in a standard face-to-face setting and the other set was given over the telephone. Multivariate and univariate tests indicated that the adults with a history of specific language impairment performed more poorly on all tasks administered. A discriminant analysis of the two sets of measures indicated that four measures in each set identified language-impaired individuals with 97% accuracy for the face-to-face battery and 95% accuracy for the telephone battery. These results suggest that it should be possible to diagnose specific language impairment in the adult family members of children with specific language impairment and therefore permit accurate construction of pedigrees for specific language impairment.

Adult↗
PubMed1996

Preschool speech and language screening: further validation of the sentence repetition screening test.

A recent review indicated that only one speech and language screening test (the Sentence Repetition Screening Test; SRST) designed for preschoolers has been successfully validated in a representative population. This study sought to replicate the SRST validation study using a somewhat younger age group and to compare predictive indices to typical measures of parent concern and teacher judgment. A sample of (N = 343) prekindergarten children (ages 54 to 66 months) attending school registration in the spring before kindergarten entry was tested with the SRST. A stratified sample of 76 returned for criteria testing within 2 months. Teacher ratings were obtained 5 months later. Outcome measures were standard language (Bankson and Illinois Test of Psycholinguistic Abilities) and speech articulation (Arizona) tests. With a prevalence of 11%, SRST prediction of language outcomes resulted in the following indices: sensitivity, .62; specificity, .91; predictive validity, .44; overreferral, 8.4%; and underreferral, 4%. Prediction of the articulation outcome with a prevalence of 11% resulted in indices as follows: sensitivity, .57; specificity, .95; predictive validity, .75; overreferral, 3.7%; and underreferral, 8.3%. Teacher ratings and a parent questionnaire (Speech and Language Screening Questionnaire) approached the same rate of prediction of articulation but with a higher overreferral rate. The predictive indices from the SRST exceeded the comparison measures for language outcomes.

Articulation Disorders↗
PubMed1987

Language delay and hyperactivity in preschoolers: evidence for a distinct subgroup of hyperactives.

The possibility of a separate subgroup of language-delayed hyperactive preschoolers was explored. Cognitive and demographic variables of a series of cases at the Royal Ottawa Hospital Preschool Program were examined. A group of language-delayed hyperactive preschoolers was compared with a non-language delayed group of hyperactives and a non-hyperactive clinical comparison group. Significant differences between the language-delayed hyperactives and the two comparison groups were found on such variables as IQ, expressive language, receptive language, and visual-motor integration. The evidence presented supports the possibility of a separate subgroup of hyperactive preschoolers with language delay and hyperactivity. The implications for both practice and theory are discussed and suggestions are made for further research.

Attention Deficit Disorder with Hyperactivity↗
PubMed1997

A follow-up study of children attending a primary-age language unit.

Twenty-seven children of normal non-verbal intelligence and a mean age of 8 years, attending a primary-age language unit, were assessed on measures of language, reading and behavioural adjustment. Three and a half years later, when many of the children had reached secondary school age, they were re-assessed using the same measures. Although mean language and reading age scores had improved, they were still well below age level and the gap between chronological age and language and reading ages had increased. There was also some evidence of increasing behavioural and emotional problems. Children who had moved to mainstream education at follow-up had, on average, higher levels of intelligence and significantly higher scores on language and reading tests than the children who had remained in special education. However, even amongst this group many problems persisted, although few pupils received any additional help in dealing with them.

Child↗
PubMed1984

Language disorders and behavioral problems in preschool children.

Preschoolers who present with resistant behavioral problems may have an accompanying language disorder. This paper describes a representative case of a child whose behavioral problem improved subsequent to identification of a language disorder, modification in parents' expectations and responses, and involvement in early education. Possible relationships among behavioral and language disorders, attentional and activity problems, and otitis media are discussed, and recommendations for early diagnosis and remediation are presented.

Attention Deficit Disorder with Hyperactivity↗
PubMed1982

Validation of an early language milestone scale in a high-risk population.

Detailed language evaluations were obtained by interviewing the parents of 191 healthy children aged 0 to 3 years, and by testing the children themselves. From these data, normative values were derived for 41 language milestones in the first 36 months of life. These values were used to construct the Early Language Milestone Scale (ELM Scale), a brief language assessment tool suitable for use by general pediatricians. Physician use of the ELM Scale in a population of 119 children considered at high risk for the presence of developmental disability yielded 97% sensitivity and 93% specificity for the ELM Scale as a detector of developmentally delayed children, when compared with more formal developmental measures as applied by a clinical psychologist or speech pathologist. Early language milestones are a sensitive indicator of developmental integrity; delayed achievement of early language milestones strongly suggests the presence of a significant underlying developmental disability. The ELM Scale may be adopted as a valid measure of developmental status among children considred at high risk for the presence of developmental disabilities.

Cerebral Palsy↗
PubMed1984

Language and the young stutterer: a new look at old theories and findings.

The major theories and research approaches as to the etiology and development of stuttering are reviewed from a historical perspective. Findings are drawn from different sources indicating that language deficits are an initial contributing factor and a continuing component of this disorder. Those subsets of children which constitute high-risk groups are identified. It is suggested that researchers begin investigating the underlying organic bases of stuttering and its relationship to stages of language development. Finally, clinicians are encouraged to employ a therapy program that is concerned with all areas of language, rather than emphasizing treating only the symptoms of stuttering behavior.

Child↗
PubMed1990

A longitudinal study of language acquisition in autistic and Down syndrome children.

Findings from a longitudinal study of language acquisition in a group of autistic children are presented. Six autistic subjects and six children with Down syndrome, matched on age and MLU at the start of the study, were followed over a period of between 12 and 26 months. Language samples were collected in the children's homes while they interacted with their mothers. Samples of 100 spontaneous child utterances from the transcripts were analyzed using the following measures: MLU, Index of Productive Syntax, lexical diversity, and form class distribution. The results indicate that the majority of these autistic children followed the same general developmental path as the Down syndrome children in this study, and normal children reported in the literature, in the acquisition of grammatical and lexical aspects of language, and confirm previous findings suggesting that autism does not involve a fundamental impairment in formal aspects of language.

Autistic Disorder↗
PubMed1984

Play assessment in the differential diagnosis of autism and other causes of severe language disorder.

The autistic child's problems with language may be an impairment in symbolic functioning that affects all forms of communication, including representational thought and the ability to play creatively. The hypothesis that autistic children specifically do not project symbolic meaning onto toys (which is not associated with other conditions causing severe language disorder) was tested in a group of 15 severely language-impaired children. Data were obtained from a parent interview/questionnaire and analysis of a video-taped play session. The findings suggest that language-disordered children who meet DSM III criteria for autism most consistently show absence of symbolic play, and those who do have symbolic play fall into a wide range of diagnostic categories excluding autism. The report presents valuable observational and interpretational clinical factors, useful in the assessment and differential diagnosis of a language-impaired child.

Adolescent↗