Relevant bibliographies by topics / Language disorders in children

Academic literature on the topic 'Language disorders in children'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Language disorders in children"

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Lees, Janet, and Shelagh Urwin. "Children with Language Disorders." Child Language Teaching and Therapy 8, no. 1 (February 1992): 91–93. http://dx.doi.org/10.1177/026565909200800106.

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Bashir, Anthony S., and Annebelle Scavuzzo. "Children with Language Disorders." Journal of Learning Disabilities 25, no. 1 (January 1992): 53–65. http://dx.doi.org/10.1177/002221949202500109.

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Masitoh, Masitoh. "GANGGUAN BAHASA DALAM PERKEMBANGAN BICARA ANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 40–54. http://dx.doi.org/10.47637/elsa.v17i1.105.

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The problem in this article was about the language disorder in the speech development of children. The language disorder on the speech development of children were one of the type of communication disorder that indicate the children who experience the disorders process to use any symbols in language. The language disorder on speech development of children was happened cause there was a disorder on nerves system or abnormalities in related organ that related to the process to use the language and to childrens' speech which occurs due to injury or trauma when they were in prenatal, natal and postnatal. Beside that it could be also caused by the environment at the age of the development of the childrens' language and speech they were did not got a good stimulus. The childrens who experience those difficulties were late in having language development skills. This things could occur in phonology, semantics, and syntax problems so that the childrens was experience the difficulties in transformation that were highly required in communication activities. The handling goals thatcan be done for the children who had the language disorders in speech development was speech therapy, oral motor, and melody intonation.
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Ciobanu, Nicoleta Ramona. "Language and language disorders." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (June 2, 2018): 200–207. http://dx.doi.org/10.18844/prosoc.v5i1.3473.

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Language is an individual phenomenon of a physiological and psychological nature, conditioned, of course, by the social existence of the individual. Both the lexical, semantic, and grammatical sides are accomplished through all the activities and factors adjacent to the instructive-educational process. Both language and speech have a social character, especially as in the process of communication, speech takes on an individual form. Language requires speech and vice versa. The process of speech has a social basis, because it primarily targets the inter-human understanding. The problem of functions is of the utmost importance in defining the essence of the language. The main and specific function of the language, its destination in society is to serve as a means of communication. Language disorders include various forms of manifestation, such as language disorders affecting pronunciation, speech rhythm and fluency, speech retardation disorders, polymorphic disorders (with neurological substrate), written-to-read language abnormalities. Proper pronunciation of sounds can be obtained when children are offered irreproachable speech patterns, accompanied by verbal explanations of how speech organs are used, how each sound is emitted. Through slow and precise articulation movements, children will succeed on the basis of imitation and explanation to gain a correct pronunciation. Keywords: language, pronunciation, language disorders, communication;
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Denckla, Martha B. "Neurogenic Language Disorders in Children." Archives of Neurology 62, no. 9 (September 1, 2005): 1478. http://dx.doi.org/10.1001/archneur.62.9.1478.

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Coales, Catherine, Natalie Heaney, Jessie Ricketts, Julie E. Dockrell, Geoff Lindsay, Olympia Palikara, and Tony Charman. "Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders." Autism & Developmental Language Impairments 4 (January 2019): 239694151985122. http://dx.doi.org/10.1177/2396941519851225.

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Background and aims There is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder. Methods Participants comprised 114 7-to-13-year-old children with developmental language disorders ( n = 63) and children with autism spectrum disorder ( n = 51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems. Results Children with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language – on which the groups were not matched – were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups. Conclusions Children with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies. Implications Further research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders.
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Lewis, Barbara A., Becky O’Donnell, Lisa A. Freebairn, and H. Gerry Taylor. "Spoken Language and Written Expression—Interplay of Delays." American Journal of Speech-Language Pathology 7, no. 3 (August 1998): 77–84. http://dx.doi.org/10.1044/1058-0360.0703.77.

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Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Results showed that children with a history of a phonology disorder performed more poorly on writing tasks than siblings developing normally. Children with histories of phonology disorders + additional language disorders performed more poorly on writing tasks than children with histories of phonology disorders alone. Spoken language abilities, as measured by the CELF-R, best predicted written expression skills for both groups of children with phonology disorders. However, measures of the semantic and syntactic capacity of spoken language abilities did not correlate with corresponding aspects of written expression.
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Li, Mengyao. "Bilingual Children with Developmental Language Disorder: Outcomes and Interventions." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1782–88. http://dx.doi.org/10.54097/ehss.v8i.4584.

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Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.
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Taruna, Rexsy Taruna. "Implicit and Explicit Language Learning to Facilitate Subordinating Conjunction in Developmental Language Disorders." Jurnal Terapi Wicara dan Bahasa 2, no. 2 (June 1, 2024): 849–56. http://dx.doi.org/10.59686/jtwb.v2i2.117.

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Abstract Background: Priming and recast approaches are scientifically proven to improve grammatical production abilities. However, based on a literature review, there are no articles that test the effectiveness of the priming and recast approach in improving grammatical skills such as subordinating conjunctions. Objective: This study aims to examine the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Objectives: This study aims to see the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Methods: This research uses a quasi-experiment, with multiple baseline across behaviors design. This research involved two children diagnosed with developmental language disorders aged 5 years. Each participant was trained to use subordinating conjunctions for five sessions, 30 minutes per session Results: In general, the priming and recast approach can improve the ability of subordinating conjunctions in children with developmental language disorders. Conclusion: Grammatical production of subordinating conjunctions can be trained using implicit or explicit learning. Keywords : priming, recast approach, language disorder, speech therapy, subordinating conjunctions
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Kesuma, Yudianita, Rismarini Rismarini, Theodorus Theodorus, and Mutiara Budi Azhar. "Association between specific language impairment and behavioral disorders among preschool children." Paediatrica Indonesiana 54, no. 1 (February 28, 2014): 22. http://dx.doi.org/10.14238/pi54.1.2014.22-7.

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BackgroundSpecific language impairment (SU) is the mostcommon developmental disorder in preschool children, causingserious impairmentE on behavioral development. To date, there havebeen few studies on SU and behavioral disorders in Palembang.ObjectiveTo assess for an association between SU and behavioraldisorders in preschool children in Palembang.MethodsSubjects in this cross-sectional study were childrenwho attended kindergarten. Their general characteristics,developmental history and physical examination results (includingweight and height) were recorded. We administered the SpecificLanguage Impairment checklist for language impairment and thePediatric Symptom Checklist 17 (PSC 17) for behavioral disorders.Data was analyzed by Chi-square test.ResultsWe studied 1,340 children from21 kinderg:irtens in Palembang.Prevalence of SU was 12.9%, consisting of expressive languageimpairment (10.2%), receptive impairment (0.5%) and mixed languageimpairment (2 .2%). The prevalence of behavioral disorders was15.1 %, consisting of internalization disorder (6.0%), externalizationdisorder (5.0%), attentive disorder (0.4%), and various combinationsof three disorders (3. 7%). A highly significant association was foundbetween SU and behavioral disorders (P=0.000; OR=2.082; 95%CI 1. 419-3 .053. Expressive language impairment was associated withexternalization and mixed behavioral disorders. Mixed languageimpairment was associated with internalization, attentive, and mixedbehavioral disorders. Howevei; receptive language disorder was notassociated with any behavioral disorders.ConclusionSU is significantly as sociated with behavioraldisorders. With regards to the individual SU types, expressivelanguage impairment is associated with externalization and mixedbehavioral disorders; mixed language impairment is associatedwith internalization, attentive and mixed behavioral disorders;but receptive language disorder is not associated with behavioraldisorders.
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Dissertations / Theses on the topic "Language disorders in children"

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Millet, Deborah. "Automated grammatical tagging of language samples from children with and without language impairment /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd35.pdf.

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Boggs, Teresa. "Eating Disorders in Young Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1507.

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Madon, Zinnia. "Investigation of maze production in children with specific language impairment." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.

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Linguistic dysfluencies known as mazes have been interpreted clinically as reflecting breakdown in language formulation. Nevertheless, the relatively limited available research has suggested that maze frequency increases with linguistic complexity and that mazes are produced more frequently by children with specific language impairment (SLI) than normal language (NL) peers. This study examined the hypothesis that greater maze production by children with SLI results from their processing limitations. Language samples of school-age children with SLI (n = 9) and NL (n = 11) were collected in contexts varying in task demands: conversation, narration and expository discourse. Both groups produced significantly more mazes in the more demanding contexts than in conversation. However, no significant group effect was noted for age-matched or MLU-matched groups. These results suggest that mazes should not be viewed primarily as an indication of processing limitations or a clinical marker for SLI, but more appropriately as a byproduct of linguistic complexity across groups.
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Roberts, Paul J. "A causal-comparative study of intellectual, achievement, language, and behavioral dimensions of language-disordered and non language-disordered learning disabled children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720168.

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The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered.
Department of Educational Psychology
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Henry, Patricia (Patricia Mary) 1947. "Language function in the adult language addressed to young language-delayed children." Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.

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Saccuman, Maria Cristina. "Language comprehension and production in normally developing children and children with language impairment : an fMRI study /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191998.

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Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.
Department of Special Education
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Everitt, Andrea. "Speech and language therapy in preschool children : assessing the problems." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=53351.

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Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.
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Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.

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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the study were a clinically referred sample, met criteria for average nonverbal intellectual functioning, and demonstrated below average performance on a composite language measure. To evaluate a hypothesis about the contribution of vocabulary, grammar, and speech articulation to reading outcome measures, a series of regression analyses tested models to identify predictors of reading achievement at age seven. Results indicated a strong, positive relationship between language skills assessed at both ages and reading comprehension. School-age language and speech skills explained 25% of the variance in reading comprehension after controlling for word identification skills. Grammar at school age was a significant unique predictor of reading comprehension. Preschool language and speech skills explained 22% of the variance after controlling for word identification skills. Speech articulation was not related to reading outcomes. In contrast, regression analyses suggested that language and speech skills did not predict word reading abilities. Children who had reading comprehension difficulties had weaker vocabulary, grammar and speech skills compared to children who had average and above comprehension skills. Findings support previous research describing a relationship between language skills and reading comprehension. Language skills measured at preschool can predict reading comprehension difficulties in elementary school for children with DLD. Results highlight the importance of early identification and intervention of language impairment in children to improve areas of vocabulary and grammar critical to reading success.
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Hall, Nancy E. "Examining the relationship between language and fluency in children with developmental language disorders." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056121958.

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Books on the topic "Language disorders in children"

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Lees, Janet. Children with language disorders. 2nd ed. San Diego, Calif: Singular Pub. Group, 1997.

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Lees, Janet. Children with language disorders. London: Whurr, 1991.

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Shelagh, Urwin, ed. Children with language disorders. 2nd ed. London: Whurr Publishers, 1997.

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F, Fabbro, and International Association of Logopedics and Phoniatrics, eds. Neurogenic language disorders in children. Amsterdam: Elsevier, 2004.

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Anderson, Noma B. Preschool language disorders. Rockville, Md: National Student Speech Language Hearing Association, 1995.

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William, Yule, and Rutter Michael, eds. Language development and disorders. London: MacKeith, 1987.

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Rosenbaum, Sara, and Patti Simon, eds. Speech and Language Disorders in Children. Washington, D.C.: National Academies Press, 2016. http://dx.doi.org/10.17226/21872.

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Chiat, Shula, James Law, and Jane Marshall, eds. Language Disorders in Children and Adults. London, England: Whurr Publishers Ltd, 2003. http://dx.doi.org/10.1002/9780470699157.

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Courtenay, Norbury, Tomblin J. Bruce, and Bishop D. V. M, eds. Understanding developmental language disorders in children. Hove, East Sussex: Psychology Press, 2008.

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Ellenmorris, Tiegerman-Farber, ed. Language and communication disorders in children. 6th ed. Boston: Pearson/Allyn and Bacon Publishers, 2009.

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Book chapters on the topic "Language disorders in children"

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Müller, Natascha. "Null-arguments in bilingual children." In Language Acquisition and Language Disorders, 275–304. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lald.32.13mul.

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Gillham, Bill. "Disorders of Language and Communication." In Handicapping Conditions in Children, 13–28. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003261964-2.

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Gillam, Ronald B., Sandra L. Gillam, Sarai Holbrook, and Carla Orellana. "Language Disorder in Children." In Handbook of DSM-5 Disorders in Children and Adolescents, 57–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_3.

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Stenzel, Achim. "Case Assignment and Functional Categories in Bilingual Children." In Language Acquisition and Language Disorders, 161. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/lald.7.08ste.

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McLeod, Sharynne, and Sarah Masso. "Speech Sound Disorders in Children." In International Handbook of Language Acquisition, 362–86. New York, NY: Routledge, [2019] | Series: Routledge: Routledge, 2019. http://dx.doi.org/10.4324/9781315110622-19.

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Clahsen, Harald. "Behavioral methods for investigating morphological and syntactic processing in children." In Language Acquisition and Language Disorders, 1–27. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.44.03cla.

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Hyter, Yvette D., Glenda DeJarnette, and Kenyatta O. Rivers. "African American Children and Adolescents." In Handbook of Pragmatic Language Disorders, 613–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74985-9_23.

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Hwa-Froelich, Deborah A. "Infants and Children Adopted Internationally." In Handbook of Pragmatic Language Disorders, 531–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74985-9_20.

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Guasti, Maria Teresa, Chiara Branchini, Mirta Vernice, Lina Barbieri, and Fabrizio Arosio. "Language disorders in children with Developmental Dyslexia." In Specific Language Impairment, 35–56. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.02gua.

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Howard, Sara. "Children with Speech Sound Disorders." In The Handbook of Language and Speech Disorders, 337–61. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch15.

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Conference papers on the topic "Language disorders in children"

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Putri, Nandita Wana, Sarwiji Suwandi, and Andayani Andayani. "Language Disorders in Children with Down Syndrome." In Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.17-12-2022.2333019.

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"SENTENCE COMPREHENSION IN CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDERS." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v1end077.

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Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.

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This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
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CIOBANU, Adriana, and Aigul BÎCENCO. "Understanding emotions in older preschool children with language disorders." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p173-178.

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The article presents the results of a study of the ability of children of senior preschool age, in the amount of 46 subjects, with severe speech disorders to assess the emotional state. The results of the study showed a stable ability to recognize and name pronounced, strong emotional states, while there are significant difficulties in assessing the emotions of fear and shame. The description of fear by the children of the study group did not have a negative verbal connotation, rather it reflects a misunderstanding of the emotion and neutralizes its meaning. The emotion of shame, as it turned out, is incomprehensible to children at all. The subjects found it difficult to characterize the emotion, did not understand its meaning, did not realize in what situations its manifestation is possible. Determining the level of development of the semantic component of language ability in the group of preschoolers under study shows gross violations of the semantic side of speech. Thus, the development of the emotional sphere of a child with speech disorders should be closely related to the development of the semantic component of language ability.
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Tubele, Sarmite. "Multisensory Approach in Speech Therapy for Preschool Children." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.55.

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The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.
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Barna, Iuliana. "Language And Communication Disorders Of Autistic Children. An Interdisciplinary Approach." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.200.

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Septyanti, Elvrin, and Charlina Charlina. "First Language Acquisition: A Case Study of Language Disorders in Children (3 Years Old)." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.53.

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Gomes, Diana, Alexandra Queiros, and Nelson Pacheco Rocha. "Electronic health record for clinical intervention in children with language disorders." In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170554.

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Öster, Anne-Marie. "A new computer-based analytical speech perception test for prelingually deaf children and children with speech disorders." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-222.

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Kumar, Manoj, Rahul Gupta, Daniel Bone, Nikolaos Malandrakis, Somer Bishop, and Shrikanth S. Narayanan. "Objective Language Feature Analysis in Children with Neurodevelopmental Disorders During Autism Assessment." In Interspeech 2016. ISCA, 2016. http://dx.doi.org/10.21437/interspeech.2016-563.

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Reports on the topic "Language disorders in children"

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McFadden, Kristina L. An MEG Investigation of Neural Biomarkers and Language in Nonverbal Children with Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, September 2014. http://dx.doi.org/10.21236/ada610685.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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Orloff, Wendy. Listening Rate Preferences of Language Disordered Children as a Function of Grammatical Complexity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2542.

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Yu, Wanchi. Implicit Learning of Children with and without Developmental Language Disorder across Auditory and Visual Categories. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7460.

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Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6634.

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Wang, Xiaoyu. Pediatric TuiNa for Tourette syndrome in children: A systematic review and meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0077.

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Review question / Objective: Efficacy and Safety of Pediatric TuiNa for Tourette Syndrome: A Systematic Review and Meta-Analysis of randomized controlled trials. Condition being studied: Tourette syndrome (TS) is a common psychological, behavioural and neuropsychiatric disorder characterized by chronic, fluctuating, multiple muscle convulsions, or accompanied by involuntary laryngeal abnormalities and indecent language. It mainly appears in childhood. At present, Tourette syndrome generally has a long course of the disease and is difficult to cure, which seriously affects the children's learning and physical and mental health, and also causes panic and anxiety to many parents. The incidence of Tourette syndrome was increasing year by year. Clinical studies found that only relying on Western medicine for treatment was easy to have recurrent symptoms and serious adverse reactions. Traditional Chinese medicine has great advantages in the treatment of Tourette syndrome, especially in children's massage, because it has no side effects and is more likely to be favoured by parents. To provide a better basis and guidance for clinical treatment by Meta-analysis of the literature on tuina treatment of Tourette syndrome in children.
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Riley, Catherine, and Kate Wilson. Anaesthesia for Children with Skin Disorders. World Federation of Societies of Anaesthesiologists, August 2024. http://dx.doi.org/10.28923/atotw.530.

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This tutorial explores the provision of anaesthesia for children with skin disorders, which range from mild to life-threatening. The anaesthetist must balance prevention of skin trauma or infection with the provision of safe anaesthesia, including airway and temperature management.
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Owens, Bonnie. A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2510.

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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7156.

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