Relevant bibliographies by topics / Language impairment

Academic literature on the topic 'Language impairment'

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Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Language impairment"

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Leonard, Laurence B. "Specific Language Impairment Across Languages." Child Development Perspectives 8, no. 1 (November 8, 2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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Fatimah, Roudhoh Nur, and Alfi Syahriyani. "PORTRAYAL OF AUTISM IN ATYPICAL FILM: PRAGMATIC LANGUAGE IMPAIRMENT ANALYSIS." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 17, no. 1 (July 27, 2022): 115–28. http://dx.doi.org/10.18860/ling.v17i1.15673.

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This study investigates the portrayal of the autistic character in Atypical film seasons one and two through verbal and non-verbal pragmatic language impairment analysis. The qualitative method and the theory of mind by Attwood and Stemmer Whitaker were employed in the research. This study found that the autistic character in Atypical film made 320 language impairments, including verbal and non-verbal languages. For verbal language impairment, literal interpretations and violation of maxims were frequently found, where the repetitions often occurred. Other quite significant language impairments were monologue, odd prosody, and echolalia. Besides, the idiosyncratic speech was rarely used by the character. For non-verbal pragmatic language impairment, the character mainly utilized clumsy or gauche body language, followed by limited use of gesture and facial expressions, inappropriate facial expressions, and peculiar or stiff gazes. These findings proved that the character of the series was represented as the ASD sufferer with the Asperger syndrome spectrum. Language impairment greatly affected the development of thoughts and how the character adjusted tone and intonation of speech. It was challenging to control verbal language well, so non-verbal communication was often disrupted.
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Flax, Judy F., Teresa Realpe-Bonilla, Linda S. Hirsch, Linda M. Brzustowicz, Christopher W. Bartlett, and Paula Tallal. "Specific Language Impairment in Families." Journal of Speech, Language, and Hearing Research 46, no. 3 (June 2003): 530–43. http://dx.doi.org/10.1044/1092-4388(2003/043).

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Two family aggregation studies report the occurrence and co-occurrence of oral language impairments (LIs) and reading impairments (RIs). Study 1 examined the occurrence (rate) of LI and RI in children with specific language impairment (SLI probands), a matched control group, and all nuclear family members. Study 2 included a larger sample of SLI probands, as well as their nuclear and extended family members. Probands and their family members who met specific criteria were classified as language and/or reading impaired based on current testing. In Study 1, the rates of LI and RI for nuclear family members (excluding probands) were significantly higher than those for control family members. In the SLI families, affected family members were more likely to have both LI and RI than either impairment alone. In Study 2, 68% of the SLI probands also met the diagnostic classification for RI. The language and RI rates for the other family members, excluding probands, were 25% and 23% respectively, with a high degree of co-occurrence of LI and RI (46%) in affected individuals. Significant sex ratio differences were found across generations in the families of SLI probands. There were more male than female offspring in these families, and more males than females were found to have both LIs and RIs. Results demonstrate that when LIs occur within families of SLI probands, these impairments generally co-occur with RIs. Our data are also consistent with prior findings that males show impairments more often than females.
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Friel-Patti, Sandy. "Specific Language Impairment." Topics in Language Disorders 20, no. 1 (November 1999): 1–13. http://dx.doi.org/10.1097/00011363-199911000-00003.

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Systad, Silje, Marit Bjørnvold, Christiane Sørensen, and Solveig-Alma Halaas Lyster. "The Value of Electroencephalogram in Assessing Children With Speech and Language Impairments." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 153–68. http://dx.doi.org/10.1044/2018_jslhr-l-17-0087.

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Purpose We sought to estimate the prevalence of isolated epileptiform activity (IEA) in children with speech and language impairments and discuss the utility of an electroencephalogram (EEG) in assessing these children. Method We conducted a systematic review and searched for eligible studies in 8 databases. All languages were included, and meta-analyses were performed. Results We found 55 prevalence estimates (8 with control group). The odds of having IEA were 6 times greater for children with speech and language impairments than for typically developing children. The overall pooled prevalence of IEA was 27.3%. A wide variation between the prevalence estimates was, to a certain degree, explained by type of impairment (8.1% in speech impairments, 25.8% in language impairments, and 51.5% in language regression). Sleep EEGs detected a significantly higher prevalence than awake EEGs. Although the presence of epilepsy gave a significantly higher prevalence than if epilepsy was not present, 33.5% of children with language impairment but without epilepsy were found to have IEA in sleep EEGs. Conclusions This systematic review shows that IEA is 6 times more prevalent in children with speech and language impairment than in typically developing children. However, the prevalence rates vary to a great extent. Uncovering IEA will, in addition to information from other clinical assessments, provide a more comprehensive understanding of the child's impairments. We argue that, although EEG is of questionable value when assessing children with speech impairments, sleep EEG could be valuable when assessing children with language impairments and, in particular, children who experience language regression.
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GAGARINA, NATALIA, DALEEN KLOP, IANTHI M. TSIMPLI, and JOEL WALTERS. "Narrative abilities in bilingual children." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 11–17. http://dx.doi.org/10.1017/s0142716415000399.

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The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).
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Casby, Michael W. "Symbolic Play of Children With Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 3 (June 1997): 468–79. http://dx.doi.org/10.1044/jslhr.4003.468.

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There have been a number of studies that have reported on the symbolic play abilities of children assessed as demonstrating developmental language disorders or specific language impairment. In general, this research has reported significant differences in the symbolic play abilities of children with language impairment and those developing language normally. In most, though interestingly, not all cases, the differences reflected less developed symbolic play of the children with language impairments. It will be argued here that these reported differences should not be interpreted as demonstrative of marked deficits in the general representational or specific symbolic play competence of children with language impairments. It will be argued further that part of the research conducted to date on the symbolic play abilities of children with language impairment has been confounded by the encroachment of language into the research procedures, that the level of play often investigated has not been unquestionably symbolic in nature, and that the actual differences in symbolic play have not been substantial.
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BAIRD, GILLIAN, KATHARINA DWORZYNSKI, VICKY SLONIMS, and EMILY SIMONOFF. "Memory impairment in children with language impairment." Developmental Medicine & Child Neurology 52, no. 6 (October 6, 2009): 535–40. http://dx.doi.org/10.1111/j.1469-8749.2009.03494.x.

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Goral, Mira. "What Can Aphasia Tell Us about How the First-Acquired Language Is Instantiated in the Brain?" Languages 7, no. 4 (November 4, 2022): 283. http://dx.doi.org/10.3390/languages7040283.

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Recent neurolinguistic theories converge on the hypothesis that the languages of multilingual people are processed as one system in the brain. One system for the multiple languages is also at the core of a translanguaging framework of multilingualism—a framework that focuses on each speaker’s complete linguistic repertoire rather than on the separate languages they know. However, evidence from neuroimaging studies suggests at least some nonoverlapping activations of the first-acquired language (L1) and other (non-L1) languages of multilingual people, especially when the age of acquisition and/or levels of proficiency differ across the languages. Neurolinguistic studies of acquired language disorders have demonstrated that in multilingual people who experience language impairments due to brain lesion, L1 may be less impaired or better recovered than non-L1. This paper explores the evidence available to date from the study of acquired language impairment regarding this potential primacy of the first-acquired language. Findings suggest that L1 may be better preserved in many instances of language impairment, challenging the theory of a single system for multiple languages.
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Bruce, Barbro, Gunilla Thernlund, and Ulrika Nettelbladt. "ADHD and language impairment." European Child & Adolescent Psychiatry 15, no. 1 (February 2006): 52–60. http://dx.doi.org/10.1007/s00787-006-0508-9.

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Dissertations / Theses on the topic "Language impairment"

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Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.

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Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
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Nudel, Ron. "Molecular genetics of language impairment." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:70249129-ef2e-4508-b8f6-50d6eae8e78b.

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Developmental language impairments are neurodevelopmental disorders in which the acquisition of language, a task which children typically perform with ease, is hindered or fraught with difficulty. This work focuses on specific language impairment (SLI), a common and highly heritable language impairment in which language development is abnormal while other developmental domains are normal. Additionally, a case-study of a child with a broader linguistic and behavioural phenotype is also presented. The work described in this thesis includes both genetic and functional investigations which were aimed at identifying candidate genes for language impairment and provide insight into the genetic mechanisms that underlie language development. I performed a genome-wide association study of SLI which included child genotype effects, maternal genotype effects, parent-of-origin effects, and maternal-foetal interaction effects. This study found significant paternal parent-of-origin effects with the gene NOP9 on chromosome 14, and suggestive maternal parent-of-origin effects with a region on chromosome 5 which had previously been implicated in autism and ADHD. Case-control and quantitative association analyses of HLA genes and SLI identified several risk alleles and protective alleles. A case-control association analysis for related individuals which used an isolated population affected by SLI identified a non-synonymous coding variant in the gene NFXL1 which was significantly more frequent in affected individuals than in unaffected individuals. High-throughput sequencing of the coding regions of NFXL1 and LD blocks surrounding associated variants in ATP2C2, CMIP and CNTNAP2 (as reported in previous studies) identified novel or rare non-synonymous coding variants in NFXL1 and ATP2C2 in SLI families as well as intronic variants in all four genes that were significantly more frequent in SLI probands than in population controls. I describe a functional study of NFXL1 examining its expression in various brain regions, the presence of different splice variants across several tissues, its effect on genes it potentially interacts with, and the subcellular localisation of the protein. Finally, I present the case-study of a child with language impairment who had chromosomal rearrangements which spanned the location of FOXP2. I examine the potential influence the chromosomal rearrangements had on FOXP2 expression and describe a lincRNA gene which was disrupted by the chromosomal inversion. In conclusion, this work identified new candidate genes for language impairment, provided further support for the involvement of previously-identified candidate genes in SLI and contributed to the understanding of the molecular function of a newly-identified candidate gene for SLI.
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Graves, Tracey A. "Etiologies of specific language impairment." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061396940.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 122 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Robert A. Fox, Dept. of Speech and Hearing Science. Includes bibliographical references (p. 116-122).
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Rohrer, J. D. "Language impairment in frontotemporal lobar degeneration." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/516148/.

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The term frontotemporal lobar degeneration (FTLD) describes a heterogeneous group of neurodegenerative disorders associated with frontal and temporal lobe atrophy. Within this spectrum, two progressive aphasia syndromes, progressive nonfluent aphasia (PNFA) and semantic dementia (SD), are well described. FTLD is commonly a genetic disorder and mutations in two genes, microtubule-associated protein tau (MAPT) and progranulin (GRN) account for a large proportion of familial cases. A retrospective imaging study using cortical thickness measures shows involvement of the anteroinferior temporal lobes in SD and the left inferior frontal lobe/insula in PNFA. Studies of disease severity and of longitudinal imaging reveal spread through the left hemisphere and into the right hemisphere in both groups. A genetics and heritability study shows that PNFA can be familial, although much less than the behavioural variant of FTLD, and that this is often due to mutations in GRN. Differing patterns of atrophy are shown between different genetic mutations and also between different pathologies with the same clinical syndrome. Evidence from the neurological, neuropsychological, neuroanatomical, genetic and pathological features of the nonfluent aphasias suggests that there are at least three nonfluent aphasia syndromes: a disorder with motor speech impairment with or without agrammatism, a disorder with agrammatism but no apraxia of speech (found in patients with progranulin mutations) and a disorder without agrammatism or apraxia of speech but with word-finding pauses (consistent with descriptions of logopenic/phonological aphasia and pathologically associated with Alzheimer’s disease). Studies of specific deficits (single word processing, prosody, neologistic jargon, apraxia and behavioural symptoms) in the progressive aphasias provide further insight into the disease. This thesis therefore provides neurological, neuropsychological and imaging data with related genetic and pathological information that can provide greater insights into the natural history and classification, and therefore pathophysiological basis of the neurodegenerative disorders that cause primary progressive language impairment.
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Fahim, Donia. "Developmental language impairment in Egyptian Arabic." Thesis, Birkbeck (University of London), 2005. http://discovery.ucl.ac.uk/1445435/.

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Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
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Alhanai, Tuka(Tuka Waddah Talib Ali Al Hanai). "Detecting cognitive impairment from spoken language." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122724.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 141-165).
Dementia comes second only to spinal cord injuries in terms of its debilitating effects; from memory-loss to physical disability. The standard approach to evaluate cognitive conditions are neuropsychological exams, which are conducted via in-person interviews to measure memory, thinking, language, and motor skills. Work is on-going to determine biomarkers of cognitive impairment, yet one modality that has been relatively less explored is speech. Speech has the advantage of being easy to record, and contains the majority of information transmitted during neuropsychological exams. To determine the viability of speech-based biomarkers, we utilize data from the Framingham Heart Study, that contains hour-long audio recordings of neuropsychological exams for over 5,000 individuals. The data is representative of a population and the real-world prevalence of cognitive conditions (3-4%). We first explore modeling cognitive impairment from a relatively small set of 92 subjects with complete information on audio, transcripts, and speaker turns. We loosen these constraints by modeling with only a fraction of audio (~2-3 minutes), of which the speaker segments are defined through text-based diarization. We next apply this diarization method to extract audio features from all 7,000+ recordings (most of which have no transcripts), to model cognitive impairment (AUC 0.83, spec. 78%, sens. 79%). Finally, we eliminate the need for feature-engineering by training a neural network to learn higher-order representations from filterbank features (AUC 0.85, spec. 81%, sens. 82%). Our speech models exhibit strong performance and are comparable to the baseline demographic model (AUC 0.85, spec. 93%, sens. 65%). Further analysis shows that our neural network model automatically learns to detect specific speech activity which clusters according to: pause followed by onset of speech, short burst of speech, speech activity in high-frequency spectral energy bands, and silence.
by Tuka Alhanai.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Stojanovik, Vesna. "Williams Syndrome, specific language impairment and modularity." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14751/.

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It has been widely claimed that the language abilities in individuals with Williams Syndrome (WS) provide evidence for dissociations between verbal and non-verbal cognitive processes, thereby supporting the modularity hypothesis. Although previous research has delineated a variety of skills and weaknesses in the WS profile, the reported results have been conflicting and inconsistent. It has also been claimed that WS is the 'opposite' of Specific Language Impairment (SLI), that is, that, in contrast to SLI, individuals with WS have relatively well preserved linguistic abilities in the face of cognitive deficits. However there have not been any studies that have directly compared the two populations on verbal and non-verbal tasks. The aims of the present thesis are: to investigate whether individuals with WS show superior verbal abilities in comparison to their non-verbal cognitive functioning; to investigate whether the individuals with WS show the 'opposite' profile to that of individuals with SLI; and to address the question of whether WS offers support for modular views of language. Case study series of five participants with WS and five participants with SLI were carried out. The study not only gathered information from a range of standardised verbal and non-verbal tests but, most importantly, combined these results with analysis of conversational interaction and narrative discourse, which has not been done previously. The results suggest there is a wide variability among individuals with WS (and those with SLI), and that the linguistic abilities of individuals with WS can often be severely impaired, sometimes being even inferior to those of children with SLI. Furthermore, there seems to be no statistically significant difference between the WS and the SLI profile with regard to their linguistic abilities, although the two profiles are clearly distinct regarding their non-verbal abilities. The results are discussed in light of the relevant literature and the current theoretical debates on modularity.
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Mickelson, Serena Marita Louisa. "Social Networks of Children with Language Impairment." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3697.

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Children with language impairment (LI) often exhibit social difficulties along with language issues that can affect their friendships with peers. This study sought to identify the self-reported social networks of children with LI and compare them to the self-reported social networks of children with typical language development. Sixteen children with LI (9 girls and 7 boys) between the ages of 5-11 years, and sixteen children with typical language development matched for age and gender were studied. Children were asked to name interactants in four social circles (Blackstone & Hunt Berg, 2003): family, friends, acquaintances, and paid interactants. A parent also completed a shortened version of this questionnaire. Additionally, children completed an informal picture task (Fujiki, Brinton, & Todd, 1996) to determine the number of peers they interacted with in various activities (e.g., eating lunch at school). The number of family and close friends named by children in each group did not significantly differ. Children with typical language skills did name more interactional partners who were considered to be casual peer acquaintances and paid interactants than did the children with LI. Parent and child responses differed on several of the comparisons. The groups also differed on the number of peers named on the picture task activity, replicating previous results.
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Whitworth, Erin. "Social Circles of Children with Language Impairment." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3240.

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Children with language impairment (LI) often demonstrate difficulties in social communication. The purpose of this pilot study was to examine the quantity and quality of the social interactions of children with LI and their typical peers through an analysis of the social networks or circles of each child. Eight children with LI as well as eight children with typically developing language and their parents were interviewed. Children's social networks were organized by social circles to effectively paint a picture of each child's social communication (Blackstone & Hunt Berg, 2003). Children with LI were found to have overall fewer contacts in their social circles than children with typical language; they also interacted with fewer peers than did children with typical language. The children with LI interacted with more adults who were paid or obligated to interact with them than did their typical peers. Information about the nature of social interactions of children with LI as well as those of children with typical language was obtained from parent interviews. Qualitative observations from the parent interviews demonstrated that the Internet was not used as a significant mode of communication for children in this age group, although the children who used it to communicate were all from the Typical group. Most parents reported that children spent the most time and talked the most with immediate family members. A greater number of parents of children with LI than parents of children with typical language skills reported their children to have people they would like to talk to but did not. Parents of children with LI also reported their children to use fewer topics in conversation than were reported by parents of their typical peers. With few exceptions, parents of children in both groups reported that their children talked mostly about concrete rather than abstract topics. More parents of children with LI than those with typical language indicated that their children had topics they would like to talk about but did not or lacked the ability to do so.
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Books on the topic "Language impairment"

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Stavrakaki, Stavroula, ed. Specific Language Impairment. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.

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Children with specific language impairment. Cambridge, Mass: The MIT Press, 1998.

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Armon-Lotem, Sharon, and Kleanthes K. Grohmann, eds. Language Impairment in Multilingual Settings. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/tilar.29.

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Children with specific language impairment. Cambridge, Mass: MIT Press, 2000.

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1955-, Reed Michael A., ed. Children & language: Development, impairment & training. Hauppauge, NY: Nova Science Publishers, 2009.

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Bamford, John. Hearing impairment, auditory perception and language disability. London: Edwars Arnold, 1985.

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Bamford, John. Hearing impairment, auditory perception and language disability. 2nd ed. San Diego, Calif: Singular Pub. Group, 1991.

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Specific language impairment: Current trends in research. Amsterdam: John Benjamins Publishing Company, 2015.

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Bamford, John. Hearing impairment, auditory perception and language disability. 2nd ed. San Diego, Calif: Singular Pub. Group, 1991.

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Elaine, Saunders, ed. Hearing impairment, auditory perception, and language disability. London: E. Arnold, 1985.

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Book chapters on the topic "Language impairment"

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Ketelaars, Mieke P., and Mariëtte T. J. A. Embrechts. "Pragmatic Language Impairment." In Perspectives in Pragmatics, Philosophy & Psychology, 29–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47489-2_2.

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Conti-Ramsden, Gina, and Kevin Durkin. "Specific Language Impairment." In Child Psychology and Psychiatry, 180–85. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch29.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_502-3.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Language Impairment/Disorder." In Encyclopedia of Autism Spectrum Disorders, 1692. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100782.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 2320–25. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_502.

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Gillam, Sandra L., and Alan G. Kamhi. "Specific Language Impairment." In The Handbook of Language and Speech Disorders, 210–26. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch9.

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Adams, Catherine. "Pragmatic Language Impairment." In Encyclopedia of Autism Spectrum Disorders, 3602–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_502.

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Schwartz, Richard G. "Specific Language Impairment." In Handbook of Child Language Disorders, 3–51. New York, NY : Routledge, 2017.: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315283531-1.

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Mercado, Gustavo. "impairment." In The Filmmaker's Eye: The Language of the Lens, 118–19. London; New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429446894-37.

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Stavrakaki, Stavroula. "Introduction." In Specific Language Impairment, 1–6. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.002int.

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Conference papers on the topic "Language impairment"

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Lindsay, Hali, Johannes Tröger, Nicklas Linz, Jan Alexandersson, and Johannes Prudlo. "Automatic detection of language impairment." In 10th International Conference of Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2019/10/0033/000395.

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Alhanai, Tuka, Rhoda Au, and James Glass. "Spoken language biomarkers for detecting cognitive impairment." In 2017 IEEE Automatic Speech Recognition and Understanding Workshop (ASRU). IEEE, 2017. http://dx.doi.org/10.1109/asru.2017.8268965.

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Efrina, Elsa, Mega Iswari, and Fauzi Irwanto. "Expressive language of children with hearing impairment." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018186.

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Solorio, Thamar, and Yang Liu. "Using language models to identify language impairment in Spanish-English bilingual children." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1572306.1572337.

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Borisova, Elena Albertovna. "Treatment Of Stuttering In Preschoolers With Specific Language Impairment." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.23.

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Purbaningrum, Endang, and Khofidotur Rofiah. "The Impact of Language Skills Guidance on Children With Hearing Impairment Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.108.

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Becerra, Carlos, Rene Noel, Roberto Munoz, and Ian Quiroga. "Explorando aprendo: Learning object to enhance language development in children with specific language impairment." In 2016 XI Latin American Conference on Learning Objects and Technology (LACLO). IEEE, 2016. http://dx.doi.org/10.1109/laclo.2016.7751754.

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Qin, Ying, Tan Lee, and Anthony Pak Hin Kong. "Automatic Assessment of Language Impairment Based on Raw ASR Output." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-1688.

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Tommy, Carolyne Alphonsus, and Jacey-Lynn Minoi. "Speech therapy mobile application for speech and language impairment children." In 2016 IEEE EMBS Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2016. http://dx.doi.org/10.1109/iecbes.2016.7843442.

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Garcia, Ana Carolina Pereira, Alice Campos Meneses, Ana Karolinne Cruz Cavalcante, Caroline Rodrigues de Morais, Gabriel Dias Henz, Gabriela Rodrigues Pessôa, and Liana Lisboa Fernandez. "Cognitive impairment associated with COVID-19: a literature review." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.683.

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Background: SARS-CoV-2 is capable of causing neurological symptoms of the CNS in addition to respiratory and gastrointestinal symptoms. Early knowledge of the possible cognitive functions compromised by the infection will allow the health system to anticipate and create measures to minimize irreversible damage. Objectives: to analyze the cognitive impairment associated with COVID-19, taking into account its pathophysiological mechanisms and their short and long-term consequences. Methods: Narrative review of 62 articles, based on an active search on the PubMed, Google Scholar, Jama and American Academy of Neurology research platforms. Results: Cognitive impairment can be present both during and after infection. The main risk factors for cognitive impairments in the short term are: other neurological symptoms (headache, anosmia, dysgeusia); diarrhea and oxygen therapy. The main cognitive functions affected were memory, attention, executive functions (mental flexibility) and language (semantic and phonetic fluency) associated with anxiety and depression. The factors that contribute to long-term cognitive decline are: previous cognitive weakness (comorbidities); the inflammatory process of COVID-19 with pulmonary (hypoxia), vascular (ischemia), neurological (neuronal damage) and hospitalization (sedation, isolation, delirium). The hippocampus appears to be particularly vulnerable to coronavirus infections. Conclusion: Short-term and long-term cognitive impairment associated with COVID-19 may be related to the increased likelihood of cognitive impairment, as well as the acceleration of neurodegenerative diseases, such as Alzheimer’s disease. Follow-up with neuropsychological assessments of these patients and epidemiological studies are necessary to analyze this impact and to create prevention and treatment programs.
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Reports on the topic "Language impairment"

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Waters, Anna. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1030.

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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Luo, Xiaqin, and Luyao Chen. Speech and language features applied to the identification of patients with cognitive impairment: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0022.

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LI, Na, Xia AI, Xinrong Guo, Juan Liu, Rongchao Zhang, and Ruihui Wang. Effect of acupuncture treatment on cognitive impairment after traumatic brain injury in adults: A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0113.

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Review question / Objective: Are acupuncture more effective than control interventions (i.e. treatment as sham acupuncture or placebo) in the treatment of motor and cognitive impairment after traumatic brain injury in adults? Information sources: search database:The following electronic databases will be searched for relevant literature: the Cochrane Library, MEDLINE, EMBASE, Web of Science, Springer, the Chinese Science Citation Database (CSCD), China National Knowledge Infrastructure (CNKI), the Chinese Biomedical Literature Database (CBM),Wanfang, and. the Chinese Scientific Journal Database (VIP). Time limit: the searches will be conducted from the inception of each database to November 30, 2021. Protocol of Systematic review and Meta analysis of acupuncture in the treatment of cognitive impairment after traumatic brain injury and the included literatures were all RCTS with English and Chinese on language.
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Cogswell, Pamela. A Study of the Association Among the Diagnosis of Speech-Language Impairments and the Diagnoses of Learning Disabilities and/or Attention Deficit Hyperactivity Disorder. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6104.

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Luo, Xuexing, Zheyu Zhang, Jue Wang, Qibiao Wu, and Guanghui Huang. Art therapy as a complementary therapy for schizophrenia: a meta-analysis of randomized controlled trials following the PRISMA guidelines. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0099.

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Review question / Objective: How are the effects of art therapy on schizophrenia? Condition being studied: Schizophrenia is a chronic and severely disabling mental disorder that is associated with impairments in cognitive, emotional and psychosocial functioning affecting the prospect of recovery. (Jablensky, 2010; Leucht, 2014). Information sources: A comprehensive literature search will be carried out by two independent researchers (XX Luo and J Wang). Published studies will be retrieved in common databases including PubMed, Web of Science, ClinicalTrials.gov, Cochrane Library, Embase, China National Knowledge Infrastructure(CNKI), Wanfang Databases, the Chinese Scientific Journal Database, the Chinese Science Citation Database, and the Chinese Biomedical Literature Database from inception to May 30, 2022. In addition, we will search and evaluate the relevant systematic reviews and meta-analyses to select the potential studies from their references. No trial is excluded due to publication status or language.
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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16289.

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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. Recorded on 29 September 2017, and was organised by the Welsh ACAMH Branch as part of the conference, 'Dyslexia from assessment to intervention'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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Children with ASD show intact statistical word learning. ACAMH, October 2018. http://dx.doi.org/10.13056/acamh.10588.

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Early speech sound disorder alone confers a low risk on reading difficulties. Acamh, October 2018. http://dx.doi.org/10.13056/acamh.10542.

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Early speech sound disorder (SSD) combined with other risk factors, such as language impairment (LI) and dyslexia, can have negative consequences on literacy development, according to new research from Marianna Hayiou-Thomas and colleagues.
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Guidelines for Speech-Language Pathologists Serving Persons With Language, Socio-Communication, and/or Cognitive-Communication Impairments. Rockville, MD: American Speech-Language-Hearing Association, 1991. http://dx.doi.org/10.1044/policy.gl1991-00051.

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