Literatura académica sobre el tema "Developmental langage disorder"
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Artículos de revistas sobre el tema "Developmental langage disorder":
1
Dionne, Marylène, Julie McIntyre, Tiziana Bignasca y Stefano Rezzonico. "Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique". Travaux neuchâtelois de linguistique, n.º 74 (1 de enero de 2021): 111–28. http://dx.doi.org/10.26034/tranel.2021.2921.
Resumen
Both clinicians and researchers agree on the importance of supporting a socially relevant language use in children at risk for communication disorders. Although we have some information on best practices for children with autism spectrum disorder (ASD), the evidence for children with developmental language disorder (DLD) is scarce. Even if there is a growing body of literature discussing the efficacy of speech and language interventions in preschool and school settings, these interventions have focused primarily on early literacy skills (including vo cabulary and discourse abilities) to prepare all children to enter school. Despite this lack of evidence in the literatur e, clinicians have developed skillful strategies to support and facilitate the development of other pragmatic skills such as conversation abilities. The purpose of this manuscript is to discuss the theo retical foundations of pragmatic interventions with children having DLD and to present an example of an intervention based on theoretical foundations and clinical experience.
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Velleman, Shelley L. y Carolyn B. Mervis. "Children With 7q11.23 Duplication Syndrome: Speech, Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention". Perspectives on Language Learning and Education 18, n.º 3 (octubre de 2011): 108–16. http://dx.doi.org/10.1044/lle18.3.108.
Resumen
7q11.23 duplication syndrome is a recently documented genetic disorder associated with severe speech delay, language delay, a characteristic facies, hypotonia, developmental delay, and social anxiety. Children with this syndrome demonstrate developmentally appropriate nonverbal pragmatic abilities in socially comfortable situations. Motor speech disorder (childhood apraxia of speech and/or dysarthria), oral apraxia, and/or phonological disorder, or symptoms of these disorders, are common, as are characteristics consistent with expressive language disorder. Intensive speech/language therapy is critical for maximizing long-term outcomes.
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Lense, Miriam D., Eniko Ladányi, Tal-Chen Rabinowitch, Laurel Trainor y Reyna Gordon. "Rhythm and timing as vulnerabilities in neurodevelopmental disorders". Philosophical Transactions of the Royal Society B: Biological Sciences 376, n.º 1835 (23 de agosto de 2021): 20200327. http://dx.doi.org/10.1098/rstb.2020.0327.
Resumen
Millions of children are impacted by neurodevelopmental disorders (NDDs), which unfold early in life, have varying genetic etiologies and can involve a variety of specific or generalized impairments in social, cognitive and motor functioning requiring potentially lifelong specialized supports. While specific disorders vary in their domain of primary deficit (e.g. autism spectrum disorder (social), attention-deficit/hyperactivity disorder (attention), developmental coordination disorder (motor) and developmental language disorder (language)), comorbidities between NDDs are common. Intriguingly, many NDDs are associated with difficulties in skills related to rhythm, timing and synchrony though specific profiles of rhythm/timing impairments vary across disorders. Impairments in rhythm/timing may instantiate vulnerabilities for a variety of NDDs and may contribute to both the primary symptoms of each disorder as well as the high levels of comorbidities across disorders. Drawing upon genetic, neural, behavioural and interpersonal constructs across disorders, we consider how disrupted rhythm and timing skills early in life may contribute to atypical developmental cascades that involve overlapping symptoms within the context of a disorder's primary deficits. Consideration of the developmental context, as well as common and unique aspects of the phenotypes of different NDDs, will inform experimental designs to test this hypothesis including via potential mechanistic intervention approaches. This article is part of the theme issue ‘Synchrony and rhythm interaction: from the brain to behavioural ecology’.
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Ullman, Michael T., F. Sayako Earle, Matthew Walenski y Karolina Janacsek. "The Neurocognition of Developmental Disorders of Language". Annual Review of Psychology 71, n.º 1 (4 de enero de 2020): 389–417. http://dx.doi.org/10.1146/annurev-psych-122216-011555.
Resumen
Developmental disorders of language include developmental language disorder, dyslexia, and motor-speech disorders such as articulation disorder and stuttering. These disorders have generally been explained by accounts that focus on their behavioral rather than neural characteristics; their processing rather than learning impairments; and each disorder separately rather than together, despite their commonalities and comorbidities. Here we update and review a unifying neurocognitive account—the Procedural circuit Deficit Hypothesis (PDH). The PDH posits that abnormalities of brain structures underlying procedural memory (learning and memory that rely on the basal ganglia and associated circuitry) can explain numerous brain and behavioral characteristics across learning and processing, in multiple disorders, including both commonalities and differences. We describe procedural memory, examine its role in various aspects of language, and then present the PDH and relevant evidence across language-related disorders. The PDH has substantial explanatory power, and both basic research and translational implications.
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Li, Mengyao. "Bilingual Children with Developmental Language Disorder: Outcomes and Interventions". Journal of Education, Humanities and Social Sciences 8 (7 de febrero de 2023): 1782–88. http://dx.doi.org/10.54097/ehss.v8i.4584.
Resumen
Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.
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Georgiou, Natasa y George Spanoudis. "Developmental Language Disorder and Autism: Commonalities and Differences on Language". Brain Sciences 11, n.º 5 (30 de abril de 2021): 589. http://dx.doi.org/10.3390/brainsci11050589.
Resumen
Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.
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Shandal, Varun, Senthil K. Sundaram, Diane C. Chugani, Ajay Kumar, Michael E. Behen y Harry T. Chugani. "Abnormal Brain Protein Synthesis in Language Areas of Children With Pervasive Developmental Disorder". Journal of Child Neurology 26, n.º 11 (2 de junio de 2011): 1347–54. http://dx.doi.org/10.1177/0883073811405200.
Resumen
This study was performed to evaluate the cerebral protein synthesis rate of language brain regions in children with developmental delay with and without pervasive developmental disorder. The authors performed L-[1-11C]-leucine positron emission tomography (PET) on 8 developmental delay children with pervasive developmental disorder (mean age, 76.25 months) and 8 developmental delay children without pervasive developmental disorder (mean age, 77.63 months). They found a higher protein synthesis rate in developmental delay children with pervasive developmental disorder in the left posterior middle temporal region ( P = .014). There was a significant correlation of the Gilliam Autism Rating Scale autism index score with the protein synthesis rate of the left posterior middle temporal region ( r = .496, P = .05). In addition, significant asymmetric protein synthesis (right > left) was observed in developmental delay children without pervasive developmental disorder in the middle frontal and posterior middle temporal regions ( P = .03 and P = .04, respectively). In conclusion, abnormal language area protein synthesis in developmentally delayed children may be related to pervasive symptoms.
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游子儀, 游子儀 y 羊蕙君 Zi-Yi You. "發展性語言障礙兒童的音韻促發效應". 特殊教育學報 56, n.º 56 (diciembre de 2022): 081–114. http://dx.doi.org/10.53106/207455832022120056003.
Resumen
<p>本研究利用跨模式圖字干擾作業探討與比較習華語發展性語言障礙兒童(DLD)和典型發展兒童(TD)在音節、聲調與次音節單位（聲母及韻母）的音韻促發效應，以更深入了解兒童音韻表徵的型態及處理歷程。共有16名4至6歲11個月的DLD兒童和16名與其性別和年齡配對的TD兒童。促發項之音韻類型包括同音節、同聲母、同韻母、同聲調及無關項；促發項相對於目標項所呈現的時間為前150毫秒(SOA -150)、同時(SOA 0)及後150毫秒(SOA +150)。研究結果指出：(1)TD兒童的反應速度和正確率優於DLD兒童；(2)兩組兒童皆呈現同音節促進效應，且均無同聲調促進效應，代表華語兒童詞彙提取歷程中已具有音節框架的存在，而聲調對於詞彙提取的貢獻有限；(3)兩組主要的差異在次音節單位，DLD兒童在SOA -150和SOA +150時均呈現同韻母促進效應，而TD兒童僅在SOA 0呈現同聲母抑制效應。據此推論DLD兒童在次音節單位的處理方式與TD兒童不同，TD兒童可能是採用Cohort model的處理模式，而DLD兒童則未使用或尚未發展成熟到能使用此處理模式，其依賴語音知覺顯著性較高的韻母協助詞彙提取。整體而言，DLD兒童音韻處理歷程較無效率，顯現出詞彙提取困難。綜上推論，建議教學與臨床治療需重視DLD兒童詞彙提取與音韻處理能力之評估與訓練。</p> <p> </p><p>Phonological priming with cross-modal picture-word interference task was used to in-vestigate the phonological processing in children with and without developmental language disorder (DLD). Sixteen children with DLD aged 4 to 6 years and 11 months, and 16 gender- and age-matched children with typical development (TD) were recruited. The target words were paired with 6 types of phonological primes (identical, syllable-related, onset-related, rhyme-related, tone-related, unrelated), and primes were presented 150ms before (SOA -150), simultaneously (SOA 0), or 150ms after (SOA +150) the target. Results showed that (1) the TD group performed faster and more accurately than the DLD group; (2) both groups demonstrated syllable priming and lack tone priming at all SOAs, which suggests children selected a syllable frame in the lexical access process and the contribution of tone is limited; (3) the primary differences between these two groups were at sub-syllabic level. The DLD group exhibited rhyme priming at SOA -150 and SOA +150, while the TD group only ex-hibited onset interference at SOA 0. Based on these results, the possible inference was that children with TD may apply Cohort model to perceive incoming phonological information, however, children with DLD may not utilize this manner or they were not mature enough to use it, and their word retrieval process depended on high-saliency rhyme. Overall, the phonological processing in children with DLD was inefficient, and they revealed word re-trieval difficulty. Thus, it is recommended to evaluate and intervene word retrieval and phonological processing in children with DLD.</p> <p> </p>
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Nitin, Rachana, Douglas M. Shaw, Daniel B. Rocha, Courtney E. Walters, Christopher F. Chabris, Stephen M. Camarata, Reyna L. Gordon y Jennifer E. Below. "Association of Developmental Language Disorder With Comorbid Developmental Conditions Using Algorithmic Phenotyping". JAMA Network Open 5, n.º 12 (29 de diciembre de 2022): e2248060. http://dx.doi.org/10.1001/jamanetworkopen.2022.48060.
Resumen
ImportanceDevelopmental language disorder (DLD) is a common (with up to 7% prevalence) yet underdiagnosed childhood disorder whose underlying biological profile and comorbidities are not fully understood, especially at the population level.ObjectiveTo identify clinically relevant conditions that co-occur with DLD at the population level.Design, Setting, and ParticipantsThis case-control study used an electronic health record (EHR)–based population-level approach to compare the prevalence of comorbid health phenotypes between DLD cases and matched controls. These cases were identified using the Automated Phenotyping Tool for Identifying Developmental Language Disorder algorithm of the Vanderbilt University Medical Center EHR, and a phenome enrichment analysis was used to identify comorbidities. An independent sample was selected from the Geisinger Health System EHR to test the replication of the phenome enrichment using the same phenotyping and analysis pipeline. Data from the Vanderbilt EHR were accessed between March 2019 and October 2020, while data from the Geisinger EHR were accessed between January and March 2022.Main Outcomes and MeasuresCommon and rare comorbidities of DLD at the population level were identified using EHRs and a phecode-based enrichment analysis.ResultsComorbidity analysis was conducted for 5273 DLD cases (mean [SD] age, 16.8 [7.2] years; 3748 males [71.1%]) and 26 353 matched controls (mean [SD] age, 14.6 [5.5] years; 18 729 males [71.1%]). Relevant phenotypes associated with DLD were found, including learning disorder, delayed milestones, disorders of the acoustic nerve, conduct disorders, attention-deficit/hyperactivity disorder, lack of coordination, and other motor deficits. Several other health phenotypes not previously associated with DLD were identified, such as dermatitis, conjunctivitis, and weight and nutrition, representing a new window into the clinical complexity of DLD.Conclusions and RelevanceThis study found both rare and common comorbidities of DLD. Comorbidity profiles may be leveraged to identify risk of additional health challenges, beyond language impairment, among children with DLD.
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Coales, Catherine, Natalie Heaney, Jessie Ricketts, Julie E. Dockrell, Geoff Lindsay, Olympia Palikara y Tony Charman. "Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders". Autism & Developmental Language Impairments 4 (enero de 2019): 239694151985122. http://dx.doi.org/10.1177/2396941519851225.
Resumen
Background and aims There is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder. Methods Participants comprised 114 7-to-13-year-old children with developmental language disorders ( n = 63) and children with autism spectrum disorder ( n = 51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems. Results Children with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language – on which the groups were not matched – were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups. Conclusions Children with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies. Implications Further research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders.
Tesis sobre el tema "Developmental langage disorder":
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Riou, Anne-Sophie. "Compréhension de noms nouveaux par des enfants atteints de trouble développemental du langage ou de trouble du spectre de l’autisme : inférences morphologiques et conceptuelles". Electronic Thesis or Diss., Lyon, 2020. http://www.theses.fr/2020LYSE2108.
Resumen
Cette thèse porte sur la compréhension de noms nouveaux par des enfants atteints de trouble développemental du langage (TDL) ou de trouble du spectre autistique (TSA) sans déficit intellectuel. Les enfants recrutés pour notre recherche sont âgés de 8 à 11 ans et présentent un niveau lexical normal au test EVIP (étendue lexicale). Nous avons évalué leurs aptitudes en profondeur lexico-sémantique, à partir d’une expérience de compréhension de trois types de noms nouveaux morphologiquement construits (noms composés et noms dérivés) et d’une expérience de compréhension de noms nouveaux nécessitant une inférence à partir de la catégorisation conceptuelle.S’agissant de la compréhension de noms morphologiquement construits, nous mettons en évidence des aptitudes inférentielles à partir de la morphologie pour les deux types de population, mais dans des proportions moindres que leurs contrôles appariés en âge et en réussite en étendue lexicale. En outre, des difficultés propres à chaque pathologie ressortent également de nos analyses, selon le mode de formation des noms nouveaux. En effet, les enfants atteints de TSA ne sont en difficulté que pour comprendre des noms nouveaux composés de deux noms, alors que les enfants atteints de TDL sont également en difficulté pour comprendre des noms nouveaux composés d’une racine et d’un nom, ainsi que les noms dérivés.Concernant les aptitudes inférentielles axées sur la catégorisation conceptuelle, nous soulignons que les enfants atteints de TDL et ceux atteints de TSA organisent leurs concepts de façon hiérarchisée, mais là encore de façon moindre que leurs contrôles, et ils appréhendent cette organisation de façon différente, notamment dans la hiérarchie des traits sémantiques. A partir de ces résultats, il est possible d’envisager l’amélioration de l’évaluation et de la remédiation lexicale, chez les enfants atteints de pathologies du langage et de la communicationThis thesis considers the process of understanding of new names by children with developmental language disorder (DLD) or autism spectrum disorder (ASD) without intellectual deficit. The participants were 8 to 11 years old children with a normal receptive lexical level according to the peabody picture vocabulary test (lexical breadth). We assessed the depth of their-semantic skills, through an experiment of understanding three types of morphologically constructed new names (compound names and derived names) and an experiment of understanding new nouns requiring inference from conceptual categorization.Regarding the understanding of morphologically constructed nouns, the data highlights, the presence of inferential skills in both populations, but lesser proportions than in their age-matched controls, despite similar receptive lexical level. In addition, specific difficulties are exhibited depending on the pathological group, resulting in differences in the pattern of results among the three kinds of new polymorphemic nouns. Indeed, children with ASD only have difficulty understanding new nouns made up of two names, while children with DLD also have difficulty understanding new nouns made up of a root and a noun, as well as derived nouns.As to inferential skills focused on conceptual categorization, the results show that children with DLD and those with ASD organize their concepts in a hierarchical way, but again less precisely than their controls, and they understand this organization in a different way, notably regarding the special status of semantic features which may be specifically associated with the representation of the objet. The results are discussed to improve lexical assessment and remediation in children with speech and communication pathologies
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Guiraud, Hélène. "Symphonie des oscillations cérébrales lors de la perception de la parole : études comportementale et en magnétoencéphalographie chez les enfants neurotypiques et dysphasiques". Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2139/document.
Resumen
Les modèles actuels de perception de la parole suggèrent un couplage étroit entre les rythmes cérébraux, caractérisés par les oscillations neuronales, et le rythme de la parole, permettant de segmenter le flux verbal continu en unités linguistiques pertinentes pour la reconnaissance. En particulier, les modulations lentes d’amplitude de l’enveloppe temporelle de la parole, véhiculant l’information syllabique et prosodique, sont capables d’« entrainer » les oscillations corticales auditives dans la bande de fréquence thêta (4-7 Hz), échantillonnant le signal verbal en unités syllabiques. L’information temporelle qui caractérise la parole joue un rôle fondamental dans l’acquisition et le développement du langage ; un déficit de traitement des indices rythmiques de la parole a d’ailleurs été décrit dans les troubles développementaux du langage. L’objectif de ce travail de thèse était de mieux comprendre les processus neurocognitifs sous-tendant la perception du rythme de la parole naturelle chez l’enfant présentant un développement langagier typique ou atypique (dysphasie) dans trois études. Une première étude en magnétoencéphalographie (MEG) a permis de dévoiler la dynamique corticale oscillatoire chez des enfants francophones neurotypiques (8-13 ans) lors de l’écoute de phrases naturellement produites à un débit normal ou rapide. Nos résultats suggèrent l’existence de deux phénomènes d’« entrainment » des oscillations sur l’enveloppe temporelle de la parole à débit normal, l’un dans la bande thêta au sein des régions auditives droites, l’autre dans une bande centrée sur le débit syllabique moyen des stimuli dans les régions temporales antérieures gauches. Dans la condition de parole rapide, une synchronisation cortico-acoustique a été mise en évidence dans la bande thêta au sein des régions (pré)motrices gauches, reflétant le rôle de la voie dorsale d’intégration sensori-motrice dans les conditions d’écoute difficiles mais aussi dans le développement du langage oral. Les deux études suivantes ont été réalisées chez des enfants présentant une dysphasie expressive (8-13 ans) afin de tester l’hypothèse d’un trouble de traitement du rythme syllabique chez ces enfants, potentiellement sous-tendu par une dynamique corticale oscillatoire atypique. Dans une étude comportementale, nous avons évalué les capacités des enfants dysphasiques à décoder de la parole naturellement produite à débit normal ou rapide, ou accélérée artificiellement. Nous avons montré des performances réduites chez ces enfants, en regard d’enfants neurotypiques, pour traiter des phrases accélérées naturellement et artificiellement, suggérant un déficit d’extraction du rythme de la parole lorsque la fréquence des modulations de l’enveloppe temporelle augmente. Une étude en MEG, identique à celle réalisée chez les enfants neurotypiques, nous a permis d’apporter de premiers éléments en faveur de cette interprétation en révélant un traitement cortical atypique de l’information syllabique dans la dysphasie, qui pourrait rendre compte des troubles phonologiques et morpho-syntaxiques souvent décrits dans ce trouble neuro-développemental. Une synchronisation réduite des oscillations thêta du cortex auditif a ainsi été mise en évidence chez les enfants dysphasiques par rapport à leurs pairs lors de la perception de parole à débit normal. L’absence d’alignement de l’activité oscillatoire des régions prémotrices sur l’enveloppe temporelle des phrases à débit rapide nous a en outre conduit à émettre l’hypothèse d’un dysfonctionnement de la voie dorsale chez ces enfants. Dans l’ensemble, ce travail de thèse fournit donc, pour la première fois à notre connaissance, des preuves expérimentales (i) de la synchronisation entre rythmes corticaux et rythme de la parole naturelle chez les enfants à développement langagier typique et (ii) d’une dynamique oscillatoire atypique lors de la perception de parole à débit normal et rapide chez les enfants dysphasiquesCurrent models of speech perception suggest a close correspondence between brain rhythms, characterized by neuronal oscillations, and speech rhythm, which would allow the brain to parse the incoming speech signal into relevant linguistic units for decoding. Slow amplitude modulations in speech temporal envelope, which convey syllabic and prosodic information, have been shown to entrain oscillatory activity of auditory cortex in the theta frequency band (4-7 Hz), sampling the acoustic signal into syllable-sized units. Temporal information in speech is a foundation for oral language acquisition and development; accordingly, deficits in processing speech rhythmic cues have been described in developmental language disorders. This thesis sought to throw light on the neurocognitive processes underlying the perception of natural speech in children with typical and atypical language development (Specific Language Impairment – SLI – or Developmental Language Disorder – DLD) in three experimental studies. In a first magnetoencephalography (MEG) study, we unraveled the oscillatory dynamics in a group of French-speaking typically-developing children aged 8 to 13 years old during listening to naturally-produced sentences either at a normal or fast rate. Our results suggested two types of entrainment of cortical oscillations on the temporal envelope of normal rate speech: the first one occurred in the theta band in right auditory cortex whereas the second one was found in a frequency band centered on the mean syllabic rate of our stimuli in left anterior temporal regions. As to the fast rate condition, we showed cortico-acoustic coupling in the theta band in left (pre)motor areas, reflecting the role of the sensorimotor dorsal pathway in challenging listening conditions as well as in language development. In two other studies, we tested the hypothesis of an impairment to process speech syllabic rhythm, potentially underpinned by atypical oscillatory cortical dynamics, in children with developmental language disorders mainly at the expressive level. In a behavioral study, we examined how French-speaking children with expressive DLD (8-13 years old) processed speech naturally produced at a normal or fast rate, or artificially accelerated. Our results showed poorer performance to decode fast sentences, either accelerated naturally or artificially, in these children as compared to their typically-developing peers, which suggests a deficit in extracting speech syllabic information with increased modulation frequency in the amplitude envelope. The last study, identical to the first one in MEG conducted in typically-developing children, provided the first piece of evidence in favor of this interpretation by showing atypical cortical processing of syllabic information in children with DLD, which may account for the phonological and morpho-syntactic deficits frequently described in this developmental disorder. Reduced alignment of theta oscillatory activity in auditory cortex to normal rate speech has indeed been evidenced in children with DLD as compared to typically-developing children. Lack of synchronization of oscillations in left (pre)motor regions to amplitude envelope of fast rate sentences was also observed, which we interpreted as potential dysfunction of the dorsal stream in this population. To the best of our knowledge, the findings obtained in this thesis therefore provide first experimental evidence for (i) coupling between brain rhythms and rhythm of naturally produced speech in typically-developing children and (ii) atypical oscillatory cortical dynamics underlying normal and fast rate speech in children with developmental language disorders
3
Kassir, Hiba. "Liens entre les représentations phonologiques et l'acquisition de la morphosyntaxe chez les enfants arabophones libanais avec et sans trouble développemental du langage". Doctoral thesis, Universite Libre de Bruxelles, 2021. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/320589.
Resumen
Ce travail de thèse vise à étudier le lien entre les représentations phonologiques et l’acquisition des dispositifs morphosyntaxiques chez les enfants libanais avec et sans trouble développemental du langage (TDL). Nous y avons examiné la relation entre le développement morphosyntaxique d’une part et les habiletés méta-langagières et mnésiques d’autre part afin d’explorer un rôle prédictif probable de ces dernières au niveau du développement morphosyntaxique dans ses versants réceptif et expressif.Une série d’épreuves expérimentales ont été menées auprès d’enfants arabophones libanais avec et sans TDL. Plusieurs appariements ont été entrepris par niveau lexical réceptif ou morphosyntaxique réceptif ainsi que par âge réel. Différentes épreuves langagières ont été utilisées telles que la compréhension et la production des marques de genre et de nombre, la dénomination ainsi que des épreuves méta-langagières et cognitives, telles que la décision lexicale, la conscience morphologique flexionnelle, le jugement de grammaticalité et la mémoire verbale de travail. Nos résultats ont mis en évidence une différence significative du niveau de la spécification des représentations phonologiques chez les enfants avec TDL comparés à leurs pairs, appariés par niveau lexical réceptif. De même, les enfants avec TDL diffèrent significativement des enfants ayant un développement typique et appariés par âge réel au niveau des compétences langagières et non langagières. Il est, en outre, ressorti de cette étude une différence entre le niveau de la compréhension et de l’expression en morphosyntaxe chez les enfants TDL. Les préfixes verbaux /j/ et /t/ marquant le genre au présent en arabe libanais ont été identifiés comme indicateur clinique du TDL. Une corrélation significative est d’ailleurs présente entre les capacités langagières et les habiletés méta- langagières, notamment au niveau de la conscience morphologique et du jugement grammatical chez les enfants avec TDL. Une faible corrélation a par contre été relevée entre les capacités langagières et la mémoire de travail chez le même groupe.This dissertation is the first study that examines the relationship between the phonological representations and the acquisition of morphosyntactic mechanisms in Lebanese Arabic-speaking children with and without developmental language disorders. Moreover, it explores the possibility of finding a predictive role for the metalinguistic abilities and memory skills at the morphosyntactic development level, in its receptive and expressive aspects.A battery of experimental tasks was conducted and several matchings were undertaken based on the lexical receptive skills or morphosyntactic level as well as chronological age. Different linguistic tests were used such as the comprehension and the production of gender and number as well as metalinguistic tests such as lexical decision, inflectional morphological awareness, grammatical judgment and verbal working memory. Findings reveal a significant difference between children with developmental language disorder and their peers matched by lexical receptive age at the level of specification of phonological representations. Similarly, children with language disorders differ significantly from typically developing children, matched on chronological age in terms of language and non-language skills. This study also shows a difference between the level of production and the level of comprehension in the morphosyntax among children with developmental language disorders. The verbal prefixes /j/ and /t/ marking the gender in the present tense in Arabic have been identified as a clinical indicator of language disorder. There is an evident correlation between the tests of the linguistic and metalinguistic capacities, particularly at the level of morphological awareness and grammatical judgment in children with language disorders. However, a weak correlation is found between language skills and verbal working memory in the same group.
تعتبر هذه الأطروحة رائدة في دراسة العلاقة بين ال ّتمثيلات الفونولوجية واكتساب القواعدلدى ال ّطفل اللّبناني في إطار تطور اللغة الطبيعي والإ ّضطراب اللّغوي ال ّنمائي. وتهدف أيضاً الى ت ق ي ي م م ه ا ر ا ت ا ل و ع ي ا ل ل ّ غ و ي و ا ل ّ ذ ا ك ر ة ل ت ح د ي د ا ل م ه ا ر ة ا ل ّ ت ي ت ل ع ب د و ر ا ل م ؤ ّش ر ف ي ا ك ت س ا ب ق و ا ع د ا ل ل ّ غ ة .ت ّم إجراء ع ّدة إختبارات ضمن دراسات مقارنة بين المجموعتين، الأطفال مع تطور طبيعي وأولئك الّذين يظهرون ا ّضطراباً لغوياً نمائياًّ، على أساس تطابق في مستوى فهم المفردات، فهم القواعد أو في العمر الزمني. وقد تض ّمنت ال ّدراسة إختبارات لغو ّية لقياس الفهم وال ّتعبير في مجال مورفولوجيا ال ّنوع والعدد بالموازاة مع اختبارات الوعي المورفولوجي ال ّنحوي، الوعي التركيبي وال ّذاكرة العمل ّية. وقد أظهرت نتائج ال ّدراسة وجود تباين واضح في مستوى تمايز ال ّتمثيلات الفونولوجية عندمقارنة المجموعتين المتطابقتين في مستوى فهم المفردات. كما تب ّين أ ّن مستوى الفهم القواعدي يتق ّدم على مستوى ال ّتعبير لدى الأطفال مع اضطراب اللّغة ال ّنمائي. وكذلك أثبت ال ّدراسة ترابطاً متيناً بين القدرات القواعد ّية ومستوى مهارات الوعي اللّغوي لدى أطفال المجموعتين في حين أ ّن العلاقة بين القدرات القواعد ّية وال ّذاكرة العمل ّية بدت ضعيفة. كما ش ّكل استعمال المورفيم الخاص باتباع الفعلبالفاعل من حيث ال ّنوع مؤ ّشراً عياد ّياً بارزاً في هذا الإ ّضطراب اللّغوي.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
4
Miller, Miranda Elizabeth. "Sociability in Children with Developmental Language Disorder". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7493.
Resumen
This study employed the Teacher Behavior Rating Scale (TBRS) to investigate two aspects of sociability, likeability and prosocial behavior, in 143 children with developmental language disorder (DLD) and 131 of their typically developing peers. Initially, measurement invariance analysis was performed to determine if teachers evaluated likeability and sociability in a similar manner for both children with DLD and their typically developing peers. Likeability items on the TBRS were invariant, and 4 of the 5 prosociability items were invariant. Subsequent analysis revealed that teachers rated children with DLD lower in both likeability and prosociability in comparison to their typically developing peers. The results of this study suggest that children with DLD are not fully accepted by their peers, nor do they engage in the helpful, comforting behaviors that encourage peer acceptance and build friendships.
5
Richards, Susan Mary. "Rhythmic sensitivity and developmental language disorder in children". Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269930.
Resumen
Children with Developmental Language Disorder (DLD) have difficulties in acquiring language in the absence of other neurodevelopmental issues (e.g. autism, hearing impairment) and despite growing up in an adequate language-learning environment. Previous characterisations of DLD have focused on grammatical processing, phonological memory or rapid auditory processing. This thesis approaches the language-learning difficulties of children with DLD from a novel perspective by considering the potential contribution made by differing levels of sensitivity to the rhythmic properties of language. Children with DLD have been shown to have reduced sensitivity to some of the acoustic cues present in speech which are thought to be important for rhythmic perception. Since rhythm forms the basis of language processing in early development, poorer sensitivity to language rhythm may result in later language problems. To investigate whether children with DLD demonstrate difficulties in processing language rhythm, this thesis explores five areas of language processing which could be affected by poor rhythmic sensitivity: locating word-boundaries, processing novel words, storing lexical stress patterns, representing sentence level structures and the integration of rhythm and syntax. As part of the investigation, measures were also taken of acoustic threshold sensitivity to see whether task performance related to acoustic sensitivity. A parallel strand of the study investigated whether provision of an entraining rhythm prior to task stimuli could support task performance. Three groups of children participated in the study: children with DLD, age-matched TD children (AMC) and younger, language-matched TD children (YLC). The results indicate that rhythmic manipulation of language stimuli affects task responses across the five language areas under investigation. The findings are then discussed in terms of the contribution made to our understanding of the role of rhythm in language and language disorder.
6
Sabbadin, Giorgia <1992>. "A comparison between bilingualism and developmental language disorder". Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16251.
Resumen
The present work is structured into three parts. The first part presents some definitions of language and language acquisition in case of typical development.
In the second part bilingualism and specific language impairment are defined and discussed.
The third part will be a comparison between the syntactic competence of bilingual children and children with specific language impairment.
Particular attention will be given to the difficulties encountered in the use of clitic pronouns and in the repetition of non-words. A comparison between studies that analysed the use of these structures will be provided. The aim is to highlight the difficulties that bilinguals and people affected by Specific Language Impairment encounter when they have to produce and/or comprehend clitic pronouns and repeat non-words.
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Diehl, Aimee. "Developmental Language Disorders and Reticence in Childhood". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7395.
Resumen
Children with developmental language disorder (DLD) struggle in a variety of social contexts. These children display different forms of social withdrawal, the most prevalent being shyness which is behaviorally manifested as reticence. The goal of the current study was to further explore the relationship between DLD and reticence in children using a revised set of items from the Teacher Behavior Rating Scale (TBRS). A total of 220 children participated in the study. A univariate analysis of variance (ANOVA) was used to determine if there were significant differences related to group, age, and gender on reticence. Findings revealed a significant difference based on group, indicating children with DLD demonstrate significantly higher levels of reticence; however, age and gender were not significant. Interaction effects between the three variables were also not significant. These findings replicated previously reported findings regarding reticence in children with DLD.
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McKean, Cristina. "Investigating the development of a developmental disorder : mapping the trajectory of lexical development in specific language impairment". Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1612.
Resumen
There is increasing consensus that to understand developmental disorders we must apply developmental theoretical models and methodologies. To develop a fully specified developmental model of a developmental disorder we must understand both the nature of the innate causal processing deficits of the disorder and also how these deficits in early processing mechanisms then change the developmental process. This study aimed to examine the second of these issues with respect to Specific Language Impairment (SLI) and so describe the altered trajectory of development in this group of children. Explanatory models which propose hypothetical trajectories of development from impaired processing mechanisms in the infant to the patterns of linguistic impairments typically found in SLI are beginning to be developed. To date however there is very little empirical research which maps these trajectories. This study sought to contribute to that necessary empirical data and so to our understanding of the development of SLI. In addition it aimed to consider whether the application of a developmental methodology and perspective adds to our understanding of this disorder. A series of longitudinal case studies of children with SLI were completed. The participants were seen for four blocks of comprehensive assessment of language processing, language knowledge and "language relevant" processing over a 15 month time period. Cross sectional data from 38 typically developing (TD) children was also collected for comparison purposes. The data presented represents a part of this larger study and focuses on the development of the lexicon in SLI. Lexical and phonological processing and their interaction with phonological working memory capacity are thought to be crucial to the ontogeny of SLI. A series of tasks were developed to create a window into the nature of the developing lexicon. Data is presented from a novel non-word repetition task which manipulated the phonological characteristics of the stimuli and from a fast-mapping task where both phonological and lexical variables were manipulated. The influence of these factors on performance and changes in their influence across development were examined. Analysis of the trajectory of development of the two measures in TD children showed evidence of increasing abstraction of sub-lexical/phonological knowledge from lexical knowledge across development. In addition the developmental trajectory of fast mapping abilities demonstrated a significant and radical shift in processing bias across the age range. This result suggests that functional reorganisation in the developing lexicon, and hence the speech processing mechanism, may be taking place and which may occur as a result of increasing sub-lexical/phonological abstraction. The developmental trajectories of the children with SLI suggest that this group of children develop a different lexical processing architecture from typically developing children which does not reach the levels of efficiency of TD children's speech processing mechanisms. There is tentative support for a deficit in schema abstraction across the lexicon and an absence of functional reorganisation. The possibility that these results represent entrenchment within a self-organising network, and the possible relationship to issues of timing and critical periods is discussed. In addition it appears that compensatory strategies for this inefficient speech processing architecture may result in impaired semantic learning and so may have effects on the wider trajectory of atypical language development in SLI. Applying a developmental emergent perspective to SLI and so considering trajectories of development rather than static group comparisons can begin to uncover the nature of change within an interactive system and the nature of interdependence of processing mechanisms across development. Such an approach holds promise for revealing the nature of SLI and providing a more ecologically valid explanation of this complex disorder. The implications of developmental emergent conceptualisations of language impairment for research methodologies, diagnosis and therapy are discussed.
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Bain, Jody L. "Language development in children with attention deficit disorder". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52751.pdf.
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Dawes, Emily Catherine. "The hidden language skill: oral inferential comprehension in children with developmental language disorder". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/56528.
Resumen
Children with developmental language disorder (DLD) experience significant difficulty with inferential comprehension, a skill which is essential for effective communication and reading comprehension. The first study created a profile of the language and cognitive skills which significantly contribute to oral inferential comprehension in 5 to 6 year old children with DLD. The second study was a randomised controlled trial of a novel inferential comprehension intervention which was effective at improving the skill in this population.
Libros sobre el tema "Developmental langage disorder":
1
Cantwell, Dennis P. Psychiatric and developmental disorders in children with communication disorder. Washington, DC: American Psychiatric Press, 1991.
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Brown, Betty Byers. Developmental disorders of language. London: Whurr, 1989.
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Adams, Catherine. Developmental disorders of language. 2a ed. San Diego: Singular Pub. Group, 1997.
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Adams, Catherine. Developmental disorders of language. 2a ed. London: Whurr Publishers, 1997.
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Lahey, Margaret. Language disorders and language development. New York: Macmillan, 1988.
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Cantwell, Dennis P. Developmental speech and language disorders. New York: Guilford Press, 1987.
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Fletcher, Paul y Jon F. Miller, eds. Developmental Theory and Language Disorders. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/tilar.4.
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1943-, Fletcher Paul y Miller Jon F, eds. Developmental theory and language disorders. Amsterdam: John Benjamins Pub., 2005.
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J, Accardo Pasquale, Rogers Brian T y Capute Arnold J. 1923-, eds. Disorders of language development. Austin, Tex: Pro-Ed, 2006.
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William, Yule y Rutter Michael, eds. Language development and disorders. London: MacKeith, 1987.
Capítulos de libros sobre el tema "Developmental langage disorder":
1
Conti-Ramsden, Gina y Kevin Durkin. "Developmental Language Disorder". En Child Psychology and Psychiatry, 307–13. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch35.
2
Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman et al. "Developmental Language Disorder". En Encyclopedia of Autism Spectrum Disorders, 894. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100444.
3
Tomblin, J. Bruce. "Developmental Language Disorder". En International Handbook of Language Acquisition, 341–61. New York, NY: Routledge, [2019] | Series: Routledge: Routledge, 2019. http://dx.doi.org/10.4324/9781315110622-18.
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Cummings, Louise. "Developmental Language Disorders". En Communication Disorders, 38–59. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40013-0_3.
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Nelson, Nickola Wolf. "Developmental Language Disorders". En Neurodevelopmental Disabilities, 173–91. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_12.
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Hongyan, Bi. "Language Development Disorder". En The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_787-1.
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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman et al. "Developmental Language Delay/Disorder". En Encyclopedia of Autism Spectrum Disorders, 894. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100443.
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Heim, Sabine y April A. Benasich. "Developmental Disorders of Language". En Developmental Psychopathology, 268–316. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9780470939406.ch7.
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von Tetzchner, Stephen. "Language Disorders". En Typical and Atypical Child and Adolescent Development 5, 71–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292524-12.
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Means, Cassandra. "Expressive Language Disorders". En Encyclopedia of Child Behavior and Development, 621–22. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1061.
Actas de conferencias sobre el tema "Developmental langage disorder":
1
Tubele, Sarmite. "Multisensory Approach in Speech Therapy for Preschool Children". En ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.55.
Resumen
The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.
2
Rissato, Pedro Henrique D’Almeida Giberti y Alessandra Alaniz Macedo. "SofiaFala: Software Inteligente de Apoio à Fala". En Anais Estendidos do Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/webmedia_estendido.2021.17620.
Resumen
Approximately 2.7 million Brazilians may have some speech disorder, according to the Brazilians Institute of Geography and Statistics. Language therapies usually employ speech exercises at home for people with speech disorders without close specialized supervision. There are fundamental movements. Assistive technology and machine learning can support the development of speech pronunciation practice systems. SofiaFala is a mobile application that supports prescription, monitoring, execution, and evaluation of speech therapies. It also supports speech therapist data analysis for the outside clinical environment. In the two last years, 1,400 speech therapists have required access to the SofiaFala.
3
Vasileiou, Konstantinos y Georgia Andreou. "Word recognition in Developmental Language Disorders in Greek". En 13th International Conference of Experimental Linguistics. ExLing Society, 2022. http://dx.doi.org/10.36505/exling-2022/13/0046/000588.
4
"SENTENCE COMPREHENSION IN CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDERS". En International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v1end077.
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Smit, Koen, Chaim De Gelder, Jet Wardenier, Job Stoker y Felix Marks. "Using Social Robots During Development Sessions for Children with Developmental Language Disorder: An Exploratory Study". En ICSeB 2023: 2023 7th International Conference on Software and e-Business. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3641067.3641068.
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Mironova Tabachová, Jana y Kateřina Vitásková. "BENEFITS OF NEURODEVELOPMENTAL STIMULATION FOR CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2139.
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Regneri, Michaela, Diane King, Fahreen Walji y Olympia Palikara. "Images and Imagination: Automated Analysis of Priming Effects Related to Autism Spectrum Disorder and Developmental Language Disorder". En Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.cmcl-1.2.
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Hong, Alexander, Yuma Tsuboi, Goldie Nejat y Beno Benhabib. "Multimodal Affect Recognition for Assistive Human-Robot Interactions". En 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3332.
Resumen
Socially assistive robots can provide cognitive assistance with activities of daily living, and promote social interactions to those suffering from cognitive impairments and/or social disorders. They can be used as aids for a number of different populations including those living with dementia or autism spectrum disorder, and for stroke patients during post-stroke rehabilitation [1]. Our research focuses on developing socially assistive intelligent robots capable of partaking in natural human-robot interactions (HRI). In particular, we have been working on the emotional aspects of the interactions to provide engaging settings, which in turn lead to better acceptance by the intended users. Herein, we present a novel multimodal affect recognition system for the robot Luke, Fig. 1(a), to engage in emotional assistive interactions. Current multimodal affect recognition systems mainly focus on inputs from facial expressions and vocal intonation [2], [3]. Body language has also been used to determine human affect during social interactions, but has yet to be explored in the development of multimodal recognition systems. Body language has been strongly correlated to vocal intonation [4]. The combined modalities provide emotional information due to the temporal development underlying the neural interaction in audiovisual perception [5]. In this paper, we present a novel multimodal recognition system that uniquely combines inputs from both body language and vocal intonation in order to autonomously determine user affect during assistive HRI.
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Barreto, Luisa y Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.
Resumen
This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
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PONOMARI, Dorina. "Speech therapy assistance in the context of genetic disorders". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p179-184.
Resumen
Language presents a complex psychic process and many negative factors can affect it in its evolutionary path. These factors can be external psychosocial but also internal. Genetic disorders can mark to a greater or lesser extent the phenotype of the child with impact on the central nervous system and the speech apparatus. Children with some genetic conditions have difficulties in language development and often need speech therapy assistance, however early speech therapy intervention given at an early age will improve language development.
Informes sobre el tema "Developmental langage disorder":
1
Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, febrero de 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.
Resumen
In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
2
Yu, Wanchi. Implicit Learning of Children with and without Developmental Language Disorder across Auditory and Visual Categories. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7460.
3
Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6634.
4
Developmental language disorder. ACAMH, mayo de 2018. http://dx.doi.org/10.13056/acamh.5650.
Resumen
Developmental language disorder (DLD) is diagnosed when a child’s language skills are persistently below the level expected for the child’s age. In DLD, language deficits occur in the absence of a known biomedical condition, such as autism spectrum disorder or Down syndrome, and interfere with the child’s ability to communicate effectively with other people.
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In Conversation… Developmental Language Disorder. ACAMH, noviembre de 2018. http://dx.doi.org/10.13056/acamh.5662.
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A developmental language disorder might increase the risk of reoffending. ACAMH, noviembre de 2020. http://dx.doi.org/10.13056/acamh.13965.
Resumen
Researchers in the UK are the first to identify the potential impact of a developmental language disorder (DLD) on reoffending risk in young people. Maxine Winstanley and colleagues recruited 145 young offenders to their study.
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Developmental language disorders, young offenders, and reoffending – CAMHS around the Campfire. ACAMH, marzo de 2021. http://dx.doi.org/10.13056/acamh.14883.
Resumen
‘CAMHS around the Campfire’, is our a free live online journal club. This session was on the JCPP paper by Dr. Maxine Winstanley ‘Developmental language disorders and risk of recidivism among young offenders’. It was recorded on Monday 1 March 2021. Please visit our Events page for details of upcoming sessions. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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‘Developmental language disorders and risk of recidivism among young offenders’ – video abstract. ACAMH, octubre de 2020. http://dx.doi.org/10.13056/acamh.13574.
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Children with ASD show intact statistical word learning. ACAMH, octubre de 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, octubre de 2018. http://dx.doi.org/10.13056/acamh.10542.
Resumen
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.