Journal articles: 'Language impairment language delay'

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Moyle, Jayne, Stephanie F. Stokes, and Thomas Klee. "Early Language Delay and Specific Language Impairment." Developmental Disabilities Research Reviews 17, no. 2 (November 2011): 160–69. http://dx.doi.org/10.1002/ddrr.1110.

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Ellis, Erica M., and Donna J. Thal. "Early Language Delay and Risk for Language Impairment." Perspectives on Language Learning and Education 15, no. 3 (October 2008): 93–100. http://dx.doi.org/10.1044/lle15.3.93.

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Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

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Muyassaroh, Muyassaroh, Fahrizal Fahrizal, Zulfikar Naftali, Kanthi Yunika, Farokah Farokah, Pujo Widodo, and Dian Ayu Ruspita. "Identifying Risk Factors of Speech and Language Delay on Children." Jurnal Kesehatan Masyarakat 17, no. 3 (March 17, 2022): 431–35. http://dx.doi.org/10.15294/kemas.v17i3.27676.

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Speech and language delay are usually found in various disorders such as mental retardation, hearing impairment, psychosocial, autism, receptive aphasia and cerebral palsy and speech organ disorders. Retrospective research at Dr. Kariadi Hospital found that children aged 13 months to 60 months with complaints of speech problems that were subjected to an objective audiometric examination showed that 79.1% had hearing loss. This research aims to determine the relationship of risk factors with speech and language delays in children. This research was conducted in April 2020 using the cross-sectional with suspicion of late speaking who were examined by Brain evoked response audiometry (BERA) at Dr Kariadi Hospital Semarang. Researchers assessed the delay with the Languange evaluation Scale Trivandum (LEST) questionnaire. Researchers analyzed the data with chi-square test, fisher’s exact. The sample was 80 patients with the mean age was 22.35 months. Mostly in men (67.5%). The most common risk factor was hearing impairment. Hearing impairmentwas associated with speech and language delay. Economic status and bilingual were not associated with speech and language delay in children.

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Millichap, J. Gordon. "Language Impairment, Motor Delay and Rolandic Epilepsy." Pediatric Neurology Briefs 25, no. 12 (December 1, 2011): 95. http://dx.doi.org/10.15844/pedneurbriefs-25-12-9.

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Stothard, Susan E., Margaret J. Snowling, D. V. M. Bishop, Barry B. Chipchase, and Carole A. Kaplan. "Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 41, no. 2 (April 1998): 407–18. http://dx.doi.org/10.1044/jslhr.4102.407.

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This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

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Pérez-Pereira, Miguel. "Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors." Children 8, no. 4 (April 6, 2021): 282. http://dx.doi.org/10.3390/children8040282.

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Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later language impairment. In this study, we compare the prevalence of LD in low-risk preterm children to that of FT children in a longitudinal design ranging from 10 to 60 months of age. We also analyze which variables are related to a higher risk of LD at 22, 30 and 60 months of age. Different language tests were administered to three groups of preterm children of different gestational ages and to one group of full-term children from the ages of 10 to 60 months. ANOVA comparisons between groups and logistic regression analyses to identify possible predictors of language delay at 22, 30 and 60 months of age were performed. The results found indicate that there were practically no differences between gestational age groups. Healthy PT children, therefore, do not have, in general terms, a higher risk of language delay than FT children. Previous language delay and cognitive delay are the strongest and longest-lasting predictors of later language impairment. Other factors, such as a scarce use of gestures at 10 months or male gender, affect early LD at 22 months of age, although their effect disappears as children grow older. Low maternal education appears to have a late effect. Gestational age does not have any significant effect on the appearance of LD.

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Haebig, Eileen, Audra Sterling, and Jill Hoover. "Examining the Language Phenotype in Children With Typical Development, Specific Language Impairment, and Fragile X Syndrome." Journal of Speech, Language, and Hearing Research 59, no. 5 (October 2016): 1046–58. http://dx.doi.org/10.1044/2016_jslhr-l-15-0185.

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Purpose One aspect of morphosyntax, finiteness marking, was compared in children with fragile X syndrome (FXS), specific language impairment (SLI), and typical development matched on mean length of utterance (MLU). Method Nineteen children with typical development (mean age = 3.3 years), 20 children with SLI (mean age = 4.9 years), and 17 boys with FXS (mean age = 11.9 years) completed the Test of Early Grammatical Impairment (TEGI; Rice & Wexler, 2001), and other cognitive and language assessments. Quantitative comparisons on finiteness marking and qualitative comparisons of unscorable (i.e., nontarget) TEGI responses were conducted. Results Children with typical development and FXS performed better on finiteness marking than children with SLI. Although unscorable responses were infrequent, boys with FXS produced more unscorable responses than children with typical development and SLI. Conclusions Although boys with FXS have language deficits, they performed similarly to MLU-matched typically developing children on finiteness marking. This language profile differs from children with SLI, who present with a delay-within-a-delay profile with finiteness marking delays that exceed delays in MLU. Unscorable responses produced by the boys with FXS may reflect pragmatic deficits, which are prominent in this population. Assessment procedures should be carefully considered when examining language in boys with FXS.

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Goorhuis-Brouwer, Siena M., and Wilma A. Knijff. "Efficacy of speech therapy in children with language disorders: specific language impairment compared with language impairment in comorbidity with cognitive delay." International Journal of Pediatric Otorhinolaryngology 63, no. 2 (April 2002): 129–36. http://dx.doi.org/10.1016/s0165-5876(02)00004-6.

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Orsolini, Enzo Sechi, Cristina Maro, Margherita. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 2001): 63–90. http://dx.doi.org/10.1080/13682820119370.

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Orsolini, Margherita, Enzo Sechi, Cristina Maronato, Elisabetta Bonvino, and Alessandra Corcelli. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 1, 2001): 63–90. http://dx.doi.org/10.1080/13682820150217572.

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Zuk, Jennifer, Jenya Iuzzini-Seigel, Kathryn Cabbage, Jordan R. Green, and Tiffany P. Hogan. "Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 583–92. http://dx.doi.org/10.1044/2017_jslhr-s-16-0106.

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Purpose Childhood apraxia of speech (CAS) is hypothesized to arise from deficits in speech motor planning and programming, but the influence of abnormal speech perception in CAS on these processes is debated. This study examined speech perception abilities among children with CAS with and without language impairment compared to those with language impairment, speech delay, and typically developing peers. Method Speech perception was measured by discrimination of synthesized speech syllable continua that varied in frequency (/dɑ/–/ɡɑ/). Groups were classified by performance on speech and language assessments and compared on syllable discrimination thresholds. Within-group variability was also evaluated. Results Children with CAS without language impairment did not significantly differ in syllable discrimination compared to typically developing peers. In contrast, those with CAS and language impairment showed significantly poorer syllable discrimination abilities compared to children with CAS only and typically developing peers. Children with speech delay and language impairment also showed significantly poorer discrimination abilities, with appreciable within-group variability. Conclusions These findings suggest that speech perception deficits are not a core feature of CAS but rather occur with co-occurring language impairment in a subset of children with CAS. This study establishes the significance of accounting for language ability in children with CAS. Supplemental Materials https://doi.org/10.23641/asha.5848056

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CRISTIAN TUDOREAN, Ovidiu, and Alois GHERGUT. "Specific Language Impairment and Language Delay: an Analysis of Developmental Language Disorder Characteristics in a Group of Romanian Children." Journal for ReAttach Therapy and Developmental Diversities 3, no. 2 (December 25, 2020): 40–55. http://dx.doi.org/10.26407/2020jrtdd.1.37.

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Kholiq, Abdul, Dian Luthfiyati, and Nur Dian Tamimih. "AN ANALYSIS OF LANGUAGE IMPAIRMENT OF AUTISM IN LIFE, ANIMATED FILM." E-LINK JOURNAL 8, no. 1 (July 26, 2021): 1. http://dx.doi.org/10.30736/ej.v8i1.421.

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The aims of this study were to find language impairment of autism in Life, Animated film. The autistic child in this film is the second son of Suskind Family This study the writer uses descriptive analysis techniques. The data of this study are the conversation of Life, Animated film. Data analysis techniques used in this study is transcription, classification and analysis. Data source was Life, Animated Film. This study only focused on language impairment. The result of this study shows that Owen language impairments are Owen was confused or needed a help if he have to answer but he was forgotten. His articulation sometimes can be fast or slow, especially when Owen talked with Emily, he articulated slower than usual. He often use word “great” because his vocabularies are low, he confused to understand other people, he was echolalia, his articulation is delay and he like something scripted, but he did not confuse in using pronoun and grammatical. Keywords: Language impairment, autism, life, animated film

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Marvin, Chris A., and Dawn Wright. "Literacy Socialization in the Homes of Preschool Children." Language, Speech, and Hearing Services in Schools 28, no. 2 (April 1997): 154–63. http://dx.doi.org/10.1044/0161-1461.2802.154.

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For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children’s and adult’s reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children’s literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child’s literacy experiences at home in the assessment of the child’s language and literacy needs is also highlighted.

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Carvalho, Angela Maria de Amorim, Debora Maria Befi-Lopes, and Suelly Cecília Olivan Limongi. "Mean length utterance in Brazilian children: a comparative study between Down syndrome, specific language impairment, and typical language development." CoDAS 26, no. 3 (June 2014): 201–7. http://dx.doi.org/10.1590/2317-1782/201420140516.

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PURPOSE: To describe the linguistic performance of Brazilian Portuguese-speaking children with Down syndrome by analyzing their Mean Length Utterance; to compare their performance to that of children with Specific Language Impairment and Typical Development; and to verify whether children with Down syndrome present developmental language delay or disorder. METHOD: Participants were 25 children with Down syndrome (Research Group), matched by mental age to a Control Group of typically developing children, and to a Control Group of children with Specific Language Impairment. Participants were divided into subgroups, according to age range (three, four and five years). Speech samples were collected for the Research Group, and the Mean Length Utterance was analyzed for morphemes and words. RESULTS: Differences were observed between the performance of the Research Group and both Control Groups, and the former presented inferior Mean Length Utterance values for all age ranges, characterizing a delay in grammar and general language development. CONCLUSION: The description of the linguistic abilities of Brazilian Portuguese-speaking children with Down syndrome indicated important grammatical deficits, especially regarding the use of functional words.

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Chuang, Yao-Chia, Chia-Yu Hsu, Nan-Chang Chiu, Shuan-Pei Lin, Ruu-Fen Tzang, and Cheng-Chien Yang. "Other Impairment Associated With Developmental Language Delay in Preschool-Aged Children." Journal of Child Neurology 26, no. 6 (February 22, 2011): 714–17. http://dx.doi.org/10.1177/0883073810389331.

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Larkin, Rebecca F., Gareth J. Williams, and Samarita Blaggan. "Delay or deficit? Spelling processes in children with specific language impairment." Journal of Communication Disorders 46, no. 5-6 (September 2013): 401–12. http://dx.doi.org/10.1016/j.jcomdis.2013.07.003.

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Steinmetz, Adam B., and Mabel L. Rice. "Cerebellar-dependent delay eyeblink conditioning in adolescents with Specific Language Impairment." Journal of Neurodevelopmental Disorders 2, no. 4 (August 10, 2010): 243–51. http://dx.doi.org/10.1007/s11689-010-9058-z.

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Archibald, Lisa MD. "Working memory and language learning: A review." Child Language Teaching and Therapy 33, no. 1 (July 26, 2016): 5–17. http://dx.doi.org/10.1177/0265659016654206.

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Children with speech, language, and communication needs (SLCN) form a highly heterogeneous group, including those with an unexplained delay in language development known as specific language impairment (SLI). There is growing recognition that multiple mechanisms underlie the range of profiles observed in these children. Broadly speaking, both the domain-general executive attentional system known as working memory and domain-specific linguistic processing have been implicated in children with SLI. It has been challenging to tease apart these influences, however, due to the symbiotic relationship between working memory and language learning. For example, working memory limits might constrain the linguistic detail encoded, whereas poor language knowledge would place greater demands on working memory for retaining unfamiliar phonological information. There is growing evidence for separable impairments in these processing resources leading to relative deficits in linguistic or working memory processes in different children. Such findings have important clinical implications for both the assessment and treatment of children with SLCN.

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Thal, Donna J., Laureen O'Hanlon, Mary Clemmons, and LaShon Fralin. "Validity of a Parent Report Measure of Vocabulary and Syntax for Preschool Children With Language Impairment." Journal of Speech, Language, and Hearing Research 42, no. 2 (April 1999): 482–96. http://dx.doi.org/10.1044/jslhr.4202.482.

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Previous research has documented the validity of parent report for measuring vocabulary and grammar in typically developing toddlers. In this project, two studies examined the validity of parent report for measuring language in children with specific language delay who are older than the normative group, but who have language levels within the range measured by the instruments. In Study 1, scores on the MacArthur Communicative Development Inventory: Words and Sentences were compared to behavioral measures of production of vocabulary and grammar in 39- to 49-month-old children with language delay. Results indicated moderately high to high concurrent validity correlations in both domains (.67–.86). In Study 2, scores on the MacArthur Communicative Inventory: Words and Gestures were compared to behavioral measures of vocabulary comprehension and production and gesture production in 24- to 32-month-old children with language delay. Results indicated a moderately high concurrent validity correlation for vocabulary production (.66). Parent report of comprehension and gesture scores did not correlate significantly with their behavioral counterparts, but gesture scores were moderately highly correlated with language comprehension (.65).

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Chaudhuri, Saugata, Suchandra Mukherjee, Tanmoy Kumar Bose, and Turna Roy Chowdhury. "Prevalence of hearing impairment and language and cognition delay in very low birth weight babies and their risk factors." Asian Journal of Medical Sciences 12, no. 12 (December 1, 2021): 62–67. http://dx.doi.org/10.3126/ajms.v12i12.39455.

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Background: Very low birth weight infants are at increased risk of language, cognition delay and also hearing impairment disorder. Identification is essential for early intervention. Aims and Objectives: To estimate the burden of language, cognition delay and hearing impairment at 24 months of corrected gestation and to test the association of examination at 6 months and 12 months with the language and cognitive outcome of very low birth weight (VLBW) infants at 24 months and to identify the perinatal and neonatal risk factors for atypical outcome. Materials and Methods: It is a prospective cohort study. Consecutive 120 VLBW infants were enrolled in a single centre level III neonatal unit of a teaching hospital. Hearing assessment was done before discharge and 3 monthly. Language and cognitive assessment was done by DASII Scale neu at 6 months and BSIDIII Scale at 12 months and 24 months at neurodevelopmental clinic. Language assessment was further done by REELS-3 Subscale at 24 months. All assessment ages were corrected for prematurity. Results: At 24 months 7.8% infants developed Language delay and 4.7% had cognition delay. Four infants developed cerebral palsy at 24 months. Shock in neonatal period had significant association with suboptimal Hearing, Language and Cognitive outcome at 12 months of corrected gestation. Conclusion: Early anticipation and early identification of abnormal hearing, language and cognitive outcome of VLBW infants can be used as simple and cost-effective measures for preventing long-term morbidity at resource limited countries.

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Curtiss, Susan, William Katz, and Paula Tallal. "Delay Versus Deviance in the Language Acquisition of Language-Impaired Children." Journal of Speech, Language, and Hearing Research 35, no. 2 (April 1992): 373–83. http://dx.doi.org/10.1044/jshr.3502.373.

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To investigate the issue of delay versus deviance in the language acquisition of language-impaired (LI) children, the order of acquisition of a set of linguistic structures and the relationship obtaining between one structure and another were examined in comprehension and production over a 5-year period in a group of LI and language-matched normal children. The results demonstrated a marked similarity between groups, both in the point at which mastery of individual structures was achieved and in the overall patterns of acquisition demonstrated. These data suggest that LI children are constructing grammars based on the same rules and principles as those of linguistically normal control subjects, and that their linguistic impairments may be principally processing, not representational, in nature.

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Tang, Yi, Dong Zhang, Jian Ge, Jing Jin, Yumeng Liu, Siyuan Chen, and Mingli He. "Clinical and imaging features of reversible splenial lesion syndrome with language disorder." Translational Neuroscience 11, no. 1 (June 19, 2020): 210–14. http://dx.doi.org/10.1515/tnsci-2020-0126.

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AbstractReversible splenial lesion syndrome (RESLES) is a single-stage non-specific syndrome with unclear pathogenesis. There has been no report on answer delay in patients with RESLES. We report a female patient who was admitted to our department for mixed aphasia accompanied by cognitive impairment. During the rapid improvement of aphasia, there was a clear phase of language output response delay accompanied by resolution of imaging lesions. We analyzed the course and the examination results of the patient and speculated the cause and pathogenesis. RESLES-relevant knowledge was systematically reviewed, which will help doctors in the classification of cerebral function and the diagnosis of RESLES. The specific language and cognitive impairment may be associated with the damage of contact fibers in the bilateral primary and secondary sensory and motor cortices.

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Scarborough, Hollis S., and Wanda Dobrich. "Development of Children with Early Language Delay." Journal of Speech, Language, and Hearing Research 33, no. 1 (March 1990): 70–83. http://dx.doi.org/10.1044/jshr.3301.70.

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Four children with early language delays (ELD) were compared to a control group of 12 children with respect to their preschool language abilities from age 2 1/2 to 5 years and their verbal skills at the end of Grade 2. The language-delayed children each initially showed severe and broad impairments in syntactic, phonological, and lexical production. Over time, their deficits became milder and more selective, such that normal or nearly normal speech and language proficiency was exhibited by age 60 months. Nevertheless, when followed up 3 years later, three of the four cases were severely reading disabled. These findings are discussed with respect to prior findings and hypotheses about the sequelae of early language delay and the relationship of language development to reading achievement.

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KAMBANAROS, MARIA, KLEANTHES K. GROHMANN, MICHALIS MICHAELIDES, and ELENI THEODOROU. "On the nature of verb–noun dissociations in bilectal SLI: A psycholinguistic perspective from Greek." Bilingualism: Language and Cognition 17, no. 1 (March 1, 2013): 169–88. http://dx.doi.org/10.1017/s1366728913000035.

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We report on object and action picture-naming accuracy in two groups of bilectal speakers in Cyprus, children with typical language development (TLD) and children with specific language impairment (SLI). Object names were overall better retrieved than action names by both groups. Given that comprehension for action names was relatively intact for all children, this finding is taken to be the result of a breakdown at the interface of the semantic lexicon and phonological representations, or access to them. The results complement similar research on English, a minimally inflected language in contrast to Greek. Overall, cross-linguistic word class effects provide strong evidence for the hypothesis that grammatical category is an organizing principle shared across languages. Finally, our results suggest that bilectal children with SLI present with general lexical delay rather than a deficit in verb naming per se.

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Lowenthal, Barbara. "Listening to the Special Student." Academic Therapy 21, no. 1 (September 1985): 51–54. http://dx.doi.org/10.1177/105345128502100107.

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Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (April 2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.

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Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

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Boscolo, Brian, Nan Bernstein Ratner, and Leslie Rescorla. "Fluency of School-Aged Children With a History of Specific Expressive Language Impairment." American Journal of Speech-Language Pathology 11, no. 1 (February 2002): 41–49. http://dx.doi.org/10.1044/1058-0360(2002/005).

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A large volume of literature now links language demand and fluency behaviors in children. Although it might be reasonable to assume that children with relatively weak language skills might demonstrate higher levels of disfluency, the sparse literature on this topic is characterized by conflicting findings on the relationship between language impairment and disfluency. However, in studies finding elevated disfluency in children with specific language impairment, a higher frequency of disfluencies more characteristic of stuttering has been noted. This study asks whether children with long-standing histories of language delay and impairment are more disfluent, and display different types of disfluencies than their typically developing, age-matched peers. Elicited narratives from 22 pairs of 9-year-old children were analyzed for fluency characteristics. Half of the children had histories of specific expressive language impairment (HSLI-E), whereas the others had typical developmental histories. The children with HSLI-E were significantly more disfluent than their peers and produced more stutter-like disfluencies, although these behaviors were relatively infrequent in both groups. Implications for clinical intervention and future research are discussed.

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Petursdottir, Anna Ingeborg, and James R. Mellor. "Reinforcement Contingencies in Language Acquisition." Policy Insights from the Behavioral and Brain Sciences 4, no. 1 (December 28, 2016): 25–32. http://dx.doi.org/10.1177/2372732216686083.

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Childhood language delays and language impairments negatively impact educational outcomes and quality of life. In spite of previously prevailing views to the contrary, evidence suggests that children’s language acquisition is affected by contingent responses of caregivers and conversation partners, as well as by the other consequences of speaking. In other words, reinforcement contingencies play a role in language acquisition. Decades of ongoing research have documented how to arrange reinforcement contingencies to support acquisition of language and communication skills in children with varying degrees of language impairment. The existing expertise in this area should be leveraged in the design of service delivery models that provide opportunities for effective reinforcement contingencies to operate throughout the day and support acquisition of skills that have failed to develop through naturally occurring interactions.

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Kim, Seong Woo, Ha Ra Jeon, Eun Ji Park, Hee Jung Chung, and Jung Eun Song. "The Differences in Clinical Aspect Between Specific Language Impairment and Global Developmental Delay." Annals of Rehabilitation Medicine 38, no. 6 (2014): 752. http://dx.doi.org/10.5535/arm.2014.38.6.752.

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Bennett, Terry, Peter Szatmari, Susan Bryson, Joanne Volden, Lonnie Zwaigenbaum, Liezanne Vaccarella, Eric Duku, and Michael Boyle. "Differentiating Autism and Asperger Syndrome on the Basis of Language Delay or Impairment." Journal of Autism and Developmental Disorders 38, no. 4 (August 25, 2007): 616–25. http://dx.doi.org/10.1007/s10803-007-0428-7.

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Kashif, Hunia, Muhammad Azzam Khan, Zunaira Zulkarnain, Abeeha Fatima Mansoor, Bareera Saeed, Fahad Masood, and Arslan Saleem Chugtai. "Language Development in 2-to-4-year-old Children with Cerebral Palsy." Pakistan Journal of Medical and Health Sciences 16, no. 10 (October 30, 2022): 645–48. http://dx.doi.org/10.53350/pjmhs221610645.

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One of the frequently occurring disabilities of early age is Cerebral Palsy. Impairments in speech, language and communication usually co-occur with CP. These arise from the auditory, sensory and visual disorders that accompany CP. Delay or impairments in the development of language in cerebral palsy can lead to different speech and language disorders. Objectives: Evaluating the development of language in children with cerebral palsy between 2-4 years of age. Methods: A cross-sectional study design was utilized. Data was collected from different healthcare centers, clinics and hospitals. Convenient-based sampling technique was used. Children with co-morbid conditions with CP were not included in the study sample. The assessment tool used for evaluation of language development was ‘PORTAGE – early education program.’ The language related questions of PEEP were included as the tool for data collection. The data for 108 patients of cerebral palsy between 2-4 years of age was compiled. The results have been divided into demographics and the levels of portage i.e., 0-1 years, 1-2 years, 2-3 years and 3-4 years. The receptive as well as expressive language has been evaluated for these children. Total 70 questions have been added from the portage guide for up to 4 years of age. Results: It is observed that a little more than half of the patients included in the study experience varying degrees of language difficulties. These difficulties are an accumulation of receptive as well as expressive impairments. On the contrary, a little under half of the patients (46.38%) have language abilities developed according to their age. Early identification of language impairment in children with Cerebral Palsy can lead to early intervention. This study evaluates the language development in young patients with CP. The results reveal the percentage of patients with language impairments. Hence, the study encourages early evaluation and treatment of language disorders in this population. Conclusion: The most vital period of language development ranges till 5 years of age. So, 2-4 years is an important period of time for language development in an individual. An in-depth assessment of speech, language, cognitive and motor skills should be conducted during this time for CP children. Keywords: Cerebral Palsy, Portage Early Education Program, Language Development, Language Impairment.

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Lidstone, Jane S. M., Elizabeth Meins, and Charles Fernyhough. "Verbal mediation of cognition in children with specific language impairment." Development and Psychopathology 24, no. 2 (April 17, 2012): 651–60. http://dx.doi.org/10.1017/s0954579412000223.

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AbstractPrivate speech (PS) and inner speech (IS) are thought to be functionally important for children's and adults’ cognition, but they have not been studied systematically in children with specific language impairment (SLI). Participants were 21 children with SLI (7–11 years, expressive or receptive verbal IQ ≤ 75, nonverbal IQ ≥ 84) and 21 age- and nonverbal IQ-matched controls. Participants completed three sets of Tower of London problems: one with no dual task (PS condition), one with articulatory suppression, and one while foot tapping (control condition). Participants also completed a digit span task. There was no group difference in the susceptibility of Tower of London performance to articulatory suppression, but the PS of the SLI group was less internalized than that of the controls on both tasks. The findings suggest that children with SLI experience a significant delay in the development of PS/IS, but that their PS/IS is effective for Tower of London performance in middle childhood. Findings are discussed with reference to the interpretation of the nonlinguistic deficits associated with SLI, and in terms of clinical implications.

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Young, Gretchen A., and Deanne H. Killen. "Receptive and Expressive Language Skills of Children with Five Years of Experience Using a Cochlear Implant." Annals of Otology, Rhinology & Laryngology 111, no. 9 (September 2002): 802–10. http://dx.doi.org/10.1177/000348940211100908.

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The language of 7 children who had used a cochlear implant for 5 years was evaluated by means of the Clinical Evaluation of Language Fundamentals-3, the Peabody Picture Vocabulary Test-Revised, and the Expressive Vocabulary Subtest of the Test of Word Knowledge. All subjects demonstrated impaired skills relative to normal-hearing children on 1 or more subtests. Variability in performance occurred between subjects and within subjects across subtests. Strengths in semantic skills were evident compared to weaker syntactic and morphological abilities. The nature of the subjects' language impairments is considered with reference to language delay and specific language impairment. The findings support the need for further evaluation of the rate and course of development of language subskills. Investigation of the influences of information processing, and learning styles and strategies, on children's outcomes is also warranted. These findings have implications for implementation of optimal habilitation and education programs for children with cochlear implants.

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Τσιμπλή, Ιάνθη Μαρία, Ελένη Περιστέρη, and Μαρία Ανδρέου. "Μελέτη της παραγωγής κλιτικών αντωνυμιών σε μονόγλωσσα και δίγλωσσα παιδιά με Ειδική Γλωσσική Διαταραχή." Psychology: the Journal of the Hellenic Psychological Society 20, no. 3 (October 15, 2020): 302. http://dx.doi.org/10.12681/psy_hps.23543.

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In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

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Ράλλη, Ασημίνα Μ., and Ολυμπία Παληκαρά. "Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις." Psychology: the Journal of the Hellenic Psychological Society 20, no. 3 (October 15, 2020): 358. http://dx.doi.org/10.12681/psy_hps.23546.

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In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

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Cunningham, Barbara Jane, and Janis Oram Cardy. "Reliability of Speech-Language Pathologists' Categorizations of Preschoolers' Communication Impairments in Practice." American Journal of Speech-Language Pathology 30, no. 2 (March 26, 2021): 734–39. http://dx.doi.org/10.1044/2020_ajslp-20-00239.

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Purpose An efficient and reliable way to categorize children's communication impairments based on routine clinical assessments is needed to inform research and clinical decisions. This preliminary study assessed interrater reliability of speech-language pathologists' categorization of preschoolers' speech, language, and communication impairments using a clinical consensus document. Method Six speech-language pathologists at three community sites worked in pairs to assess 38 children aged 1–5 years, then used the clinical consensus document to categorize children's communication impairments broadly. Identified language and speech sound impairments were further subcategorized. Results Speech-language pathologists had substantial to almost perfect agreement for three broadly focused impairment categories. Agreement for whether language difficulties/disorders were developmental or associated with a biomedical condition was almost perfect, but moderate for whether difficulties impacted receptive or expressive language, or social communication skills. Agreement was fair for rule-based speech delays/disorders, but low for motor-based and mixed speech impairments. Conclusions Results support use of the clinical consensus document to collect data for reliable categories. Additional work is needed to confirm reliability for some broadly focused impairment categories and for subcategorization of speech impairments.

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Lahey, Margaret, and Jan Edwards. "Why Do Children With Specific Language Impairment Name Pictures More Slowly Than Their Peers?" Journal of Speech, Language, and Hearing Research 39, no. 5 (October 1996): 1081–98. http://dx.doi.org/10.1044/jshr.3905.1081.

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To examine the role of different cognitive processes in accounting for the slower naming times of children with specific language impairment (SLI) relative to peers with no language impairment (NLI), three tasks designed to stress different types of processing were administered: naming pictures with the signal to respond presented at various delay intervals, naming following different durations of exposure to identical and unrelated primes, and vocally responding to nonlinguistic stimuli. Children with SLI, aged 4 to 9.5 years, were significantly slower than their NLI age peers on naming and on responding to nonlinguistic stimuli, but the effect of delay interval before naming and of duration of prime exposure before naming was similar for both groups. Results suggested that speed of naming is related to the slower nonlinguistic response processing of children with SLI and not to speed of their linguistic or perceptual processing. To examine differences in processing that might relate to pattern of language performance we examined responses of two subgroups of SLI. The subgroup of children whose language problems involved expressive but not receptive skills was not significantly slower than their NLI peers. The children whose problems involved both expressive and receptive language were significantly slower, but this was influenced by age. Findings are discussed in terms of language performance, age, task variables, and a generalized rate-limiting factor.

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Han, Min Jeong, and Sun Jun Kim. "Characteristics of Functional Speech Sound Disorders in Korean Children." Annals of Child Neurology 30, no. 1 (January 1, 2021): 8–16. http://dx.doi.org/10.26815/acn.2021.00535.

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Purpose: A speech sound disorder (SSD) is defined as the presence of a problem with articulation and phonological processes in a child. This study analyzed the clinical characteristics of Korean patients with functional SSDs without any neuromuscular abnormalities. Methods: The medical records of patients aged 36 to 72 months old who were diagnosed with SSDs were retrospectively reviewed. SSD patients who scored less than 85 in the U-Tap test were divided into two groups according to their receptive language scores on the PRES/SELSI. Results: Sixty-seven percent of patients with language impairment (LI) who were diagnosed with an SSD initially visited the hospital for a delay in language development (n=18, 66.7%). Among children with only an SSD, 26.7% (n=8) of the patients recognized it as a language developmental problem. All SSD patients had substitution errors in the onset of initial syllables (SSD, SSD+LI: 100%; typical development [TD]: 37.5%). Of particular note, SSD children with LI had more omission errors (55.6%) than patients with SSD only (16.7%). SSD patients had higher error rates than TD children in all consonants except for the glottal element (P<0.01). The lower the U-Tap score of SSD patients, the lower their expressive language score (P<0.001). Conclusion: A high percentage of children with SSD initially visited the hospital for the treatment of language development delays. Articulation tests are essential for children who suffer from language delay. Furthermore, since incorrect articulation can lead to delays in expressive language development, early interventions should be considered.

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Papsin, Blake, and Sharon Cushing. "Cochlear Implants and Children with Vestibular Impairments." Seminars in Hearing 39, no. 03 (July 20, 2018): 305–20. http://dx.doi.org/10.1055/s-0038-1666820.

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AbstractSensorineural hearing loss (SNHL) in children occurs in 1 to 3% of live births and acquired hearing loss can additionally occur. This sensory deficit has far reaching consequences that have been shown to extend beyond speech and language development. Thankfully there are many therapeutic options that exist for these children with the aim of decreasing the morbidity of their hearing impairment. Of late, focus has shifted beyond speech and language outcomes to the overall performance of children with SNHL in real-world environments. To account for their residual deficits in such environments, clinicians must understand the extent of their sensory impairments. SNHL commonly coexists with other sensory deficits such as vestibular loss. Vestibular impairment is exceedingly common in children with SNHL with nearly half of children exhibiting vestibular end-organ dysfunction. These deficits naturally lead to impairments in balance and delay in motor milestones. However, this additional sensory deficit likely leads to further impairment in the performance of these children. This article focuses on the following:1. Defining the coexistence of vestibular impairment in children with SNHL and cochlear implants.2. Describing screening methods aimed at identifying vestibular dysfunction in children with SNHL.3. Understanding the functional implications of this dual-sensory impairment.4. Exploring possible rehabilitative strategies to minimize the impact of vestibular impairment in children with SNHL

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Liao, Su-Fen, Jui-Ching Liu, Chun-Ling Hsu, Ming-Yuh Chang, Tung-Ming Chang, and Helen Cheng. "Cognitive Development in Children With Language Impairment, and Correlation Between Language and Intelligence Development in Kindergarten Children With Developmental Delay." Journal of Child Neurology 30, no. 1 (May 16, 2014): 42–47. http://dx.doi.org/10.1177/0883073814535486.

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Stagg, Steven D., Karina J. Linnell, and Pamela Heaton. "Investigating eye movement patterns, language, and social ability in children with autism spectrum disorder." Development and Psychopathology 26, no. 2 (March 12, 2014): 529–37. http://dx.doi.org/10.1017/s0954579414000108.

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AbstractAlthough all intellectually high-functioning children with autism spectrum disorder (ASD) display core social and communication deficits, some develop language within a normative timescale and others experience significant delays and subsequent language impairment. Early attention to social stimuli plays an important role in the emergence of language, and reduced attention to faces has been documented in infants later diagnosed with ASD. We investigated the extent to which patterns of attention to social stimuli would differentiate early and late language onset groups. Children with ASD (mean age = 10 years) differing on language onset timing (late/normal) and a typically developing comparison group completed a task in which visual attention to interacting and noninteracting human figures was mapped using eye tracking. Correlations on visual attention data and results from tests measuring current social and language ability were conducted. Patterns of visual attention did not distinguish typically developing children and ASD children with normal language onset. Children with ASD and late language onset showed significantly reduced attention to salient social stimuli. Associations between current language ability and social attention were observed. Delay in language onset is associated with current language skills as well as with specific eye-tracking patterns.

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Schmidt, Sharon. "Hearing Impaired Students in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 300–306. http://dx.doi.org/10.1123/apaq.2.4.300.

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Unless vestibular etiology exists, the hearing impaired student exhibits no difference in motor performance than other students in the regular physical education class. Physical educators will need to plan and teach lessons which show an understanding of the concomitant language delay that will accompany a hearing impairment. Using sign language and a variety of visual aids as well as monitoring the language level of handouts can make the physical education class highly beneficial for the hearing impaired student.

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Kempler, Daniel, and Mira Goral. "LANGUAGE AND DEMENTIA: NEUROPSYCHOLOGICAL ASPECTS." Annual Review of Applied Linguistics 28 (March 2008): 73–90. http://dx.doi.org/10.1017/s0267190508080045.

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This article reviews recent evidence for the relationship between extralinguistic cognitive and language abilities in dementia. A survey of data from investigations of three dementia syndromes (Alzheimer's disease, semantic dementia and progressive nonfluent aphasia) reveals that, more often than not, deterioration of conceptual organization appears associated with lexical impairments, whereas impairments in executive function are associated with sentence- and discourse-level deficits. These connections between extralinguistic functions and language ability also emerge from the literature on cognitive reserve and bilingualism that investigates factors that delay the onset and possibly the progression of neuropsychological manifestation of dementia.

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Hadley, Pamela A. "Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3236–51. http://dx.doi.org/10.1044/2020_jslhr-20-00031.

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Purpose This review article summarizes programmatic research on sentence diversity in toddlers developing language typically and explores developmental patterns of sentence diversity in toddlers at risk for specific language impairment. Method The first half of this review article presents a sentence-focused approach to language assessment and intervention and reviews findings from empirical studies of sentence diversity. In the second half, subject and verb diversity in three simple sentence types are explored in an archival database of toddlers with varying levels of grammatical outcomes at 36 months of age: low average, mild/moderate delay, and severe delay. Results Descriptive findings from the archival database replicated previous developmental patterns. All toddlers with low-average language abilities produced diverse simple sentences by 30 months of age and exhibited greater sentence diversity with first-person I -subjects before third-person subjects. Third-person subject diversity emerged in a developmental sequence, increasing in one-argument copula contexts and one-argument subject–verb sentences before two-argument subject–verb–object sentences. This developmental pattern held across all three outcome groups. Third-person subjects were least diverse for children with severe grammatical delays and were absent in all sentence contexts for two children with severe delays at 36 months. Conclusions Sentence diversity increases gradually and expands in predictable patterns. Understanding these developmental patterns may help identify and treat children who display unexpected difficulty combining different subjects and verbs in flexible ways. Supplemental Material and Presentation Video https://doi.org/10.23641/asha.12915320

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Rescorla, Leslie, and Nan Bernstein Ratner. "Phonetic Profiles of Toddlers With Specific Expressive Language Impairment (SLI-E)." Journal of Speech, Language, and Hearing Research 39, no. 1 (February 1996): 153–65. http://dx.doi.org/10.1044/jshr.3901.153.

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Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Language Impairment (SLI-E) were compared with samples produced by an age-matched group of 30 typically developing toddlers. Vocalization patterns, phonetic inventories, and syllable formation patterns were compared. Toddlers with SLI-E vocalized significantly less often than their typically developing peers, had proportionately smaller consonantal and vowel inventories, and used a more restricted and less mature array of syllable shapes. Although the mean incidence of phoneme usage varied significantly in all comparisons, profiles of consonant usage were similar between the two groups for initial phoneme usage, but considerably different for final consonant closure. Such patterns of vocal and phonetic behavior confirm earlier reports of phonetic delay in SLI-E, and suggest that nongrammatical factors contribute to the development of expressive language deficits in toddlers. We further propose a bidirectional model for the expressive deficits in SLI-E, in which the child’s limited phonetic capacity interacts with propensities in caretaker interaction to further reduce opportunities for expressive language learning and practice.

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Cole, Kevin N., Ilene S. Schwartz, Angela R. Notari, Philip S. Dale, and Paulette E. Mills. "Examination of the stability of two methods of defining specific language impairment." Applied Psycholinguistics 16, no. 1 (January 1995): 103–24. http://dx.doi.org/10.1017/s0142716400006445.

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ABSTRACTTwo commonly applied methods of differentially classifying language-delayed children as either specifically language impaired or developmental lag language impaired (i.e., children with low IQ and low language performance) were examined for stability over 1-and 2-year periods. One classification method, following the DSM III.R guidelines, was based on an absolute cut-off level for performance on a measure of cognitive ability, in conjunction with other exclusionary criteria (i.e., language delay that is not the result of hearing loss, social– emotional disorder, etc.). The second classification method included the same absolute cut-off for cognitive ability as the DSM III-R guidelines, but it also required that a minimum relative difference be present between the general cognitive performance and the language performance. These two methods were examined for differences in classification of children, as well as for stability of classification across time. We used the McCarthy Scales of Children's Abilities Perceptual-Performance Index as the cognitive measure and the Peabody Picture Vocabulary Test-Revised and the Test of Early Language Development as language performance measures. Results indicated significant differences in classification between the two methods of defining SLI, as well as substantial changes in classification over time using either method. Alternative classification systems are discussed.

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Shevell, Michael, Annette Majnemer, Robert W. Platt, Richard Webster, and Rena Birnbaum. "Developmental and functional outcomes in children with global developmental delay or developmental language impairment." Developmental Medicine & Child Neurology 47, no. 10 (February 13, 2007): 678–83. http://dx.doi.org/10.1111/j.1469-8749.2005.tb01053.x.

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Shriberg, Lawrence D., J. Bruce Tomblin, and Jane L. McSweeny. "Prevalence of Speech Delay in 6-Year-Old Children and Comorbidity With Language Impairment." Journal of Speech, Language, and Hearing Research 42, no. 6 (December 1999): 1461–81. http://dx.doi.org/10.1044/jslhr.4206.1461.

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Shevell, Michael, Annette Majnemer, Robert W. Platt, Richard Webster, and Rena Birnbaum. "Developmental and functional outcomes in children with global developmental delay or developmental language impairment." Developmental Medicine and Child Neurology 47, no. 10 (September 12, 2005): 678. http://dx.doi.org/10.1017/s0012162205001386.

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Journal articles on the topic 'Language impairment language delay'

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