Artykuły w czasopismach: „Language disorders in children”

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Lees, Janet, i Shelagh Urwin. "Children with Language Disorders". Child Language Teaching and Therapy 8, nr 1 (luty 1992): 91–93. http://dx.doi.org/10.1177/026565909200800106.

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Bashir, Anthony S., i Annebelle Scavuzzo. "Children with Language Disorders". Journal of Learning Disabilities 25, nr 1 (styczeń 1992): 53–65. http://dx.doi.org/10.1177/002221949202500109.

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Masitoh, Masitoh. "GANGGUAN BAHASA DALAM PERKEMBANGAN BICARA ANAK". Edukasi Lingua Sastra 17, nr 1 (14.04.2019): 40–54. http://dx.doi.org/10.47637/elsa.v17i1.105.

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The problem in this article was about the language disorder in the speech development of children. The language disorder on the speech development of children were one of the type of communication disorder that indicate the children who experience the disorders process to use any symbols in language. The language disorder on speech development of children was happened cause there was a disorder on nerves system or abnormalities in related organ that related to the process to use the language and to childrens' speech which occurs due to injury or trauma when they were in prenatal, natal and postnatal. Beside that it could be also caused by the environment at the age of the development of the childrens' language and speech they were did not got a good stimulus. The childrens who experience those difficulties were late in having language development skills. This things could occur in phonology, semantics, and syntax problems so that the childrens was experience the difficulties in transformation that were highly required in communication activities. The handling goals thatcan be done for the children who had the language disorders in speech development was speech therapy, oral motor, and melody intonation.

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Ciobanu, Nicoleta Ramona. "Language and language disorders". New Trends and Issues Proceedings on Humanities and Social Sciences 5, nr 1 (2.06.2018): 200–207. http://dx.doi.org/10.18844/prosoc.v5i1.3473.

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Language is an individual phenomenon of a physiological and psychological nature, conditioned, of course, by the social existence of the individual. Both the lexical, semantic, and grammatical sides are accomplished through all the activities and factors adjacent to the instructive-educational process. Both language and speech have a social character, especially as in the process of communication, speech takes on an individual form. Language requires speech and vice versa. The process of speech has a social basis, because it primarily targets the inter-human understanding. The problem of functions is of the utmost importance in defining the essence of the language. The main and specific function of the language, its destination in society is to serve as a means of communication. Language disorders include various forms of manifestation, such as language disorders affecting pronunciation, speech rhythm and fluency, speech retardation disorders, polymorphic disorders (with neurological substrate), written-to-read language abnormalities. Proper pronunciation of sounds can be obtained when children are offered irreproachable speech patterns, accompanied by verbal explanations of how speech organs are used, how each sound is emitted. Through slow and precise articulation movements, children will succeed on the basis of imitation and explanation to gain a correct pronunciation. Keywords: language, pronunciation, language disorders, communication;

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Denckla, Martha B. "Neurogenic Language Disorders in Children". Archives of Neurology 62, nr 9 (1.09.2005): 1478. http://dx.doi.org/10.1001/archneur.62.9.1478.

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

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Background and aims There is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder. Methods Participants comprised 114 7-to-13-year-old children with developmental language disorders ( n = 63) and children with autism spectrum disorder ( n = 51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems. Results Children with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language – on which the groups were not matched – were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups. Conclusions Children with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies. Implications Further research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders.

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Lewis, Barbara A., Becky O’Donnell, Lisa A. Freebairn i H. Gerry Taylor. "Spoken Language and Written Expression—Interplay of Delays". American Journal of Speech-Language Pathology 7, nr 3 (sierpień 1998): 77–84. http://dx.doi.org/10.1044/1058-0360.0703.77.

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Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Results showed that children with a history of a phonology disorder performed more poorly on writing tasks than siblings developing normally. Children with histories of phonology disorders + additional language disorders performed more poorly on writing tasks than children with histories of phonology disorders alone. Spoken language abilities, as measured by the CELF-R, best predicted written expression skills for both groups of children with phonology disorders. However, measures of the semantic and syntactic capacity of spoken language abilities did not correlate with corresponding aspects of written expression.

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Li, Mengyao. "Bilingual Children with Developmental Language Disorder: Outcomes and Interventions". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 1782–88. http://dx.doi.org/10.54097/ehss.v8i.4584.

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Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.

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Taruna, Rexsy Taruna. "Implicit and Explicit Language Learning to Facilitate Subordinating Conjunction in Developmental Language Disorders". Jurnal Terapi Wicara dan Bahasa 2, nr 2 (1.06.2024): 849–56. http://dx.doi.org/10.59686/jtwb.v2i2.117.

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Abstract Background: Priming and recast approaches are scientifically proven to improve grammatical production abilities. However, based on a literature review, there are no articles that test the effectiveness of the priming and recast approach in improving grammatical skills such as subordinating conjunctions. Objective: This study aims to examine the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Objectives: This study aims to see the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Methods: This research uses a quasi-experiment, with multiple baseline across behaviors design. This research involved two children diagnosed with developmental language disorders aged 5 years. Each participant was trained to use subordinating conjunctions for five sessions, 30 minutes per session Results: In general, the priming and recast approach can improve the ability of subordinating conjunctions in children with developmental language disorders. Conclusion: Grammatical production of subordinating conjunctions can be trained using implicit or explicit learning. Keywords : priming, recast approach, language disorder, speech therapy, subordinating conjunctions

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Kesuma, Yudianita, Rismarini Rismarini, Theodorus Theodorus i Mutiara Budi Azhar. "Association between specific language impairment and behavioral disorders among preschool children". Paediatrica Indonesiana 54, nr 1 (28.02.2014): 22. http://dx.doi.org/10.14238/pi54.1.2014.22-7.

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

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Alkhlouf, Alaa Majed, Najihah Abd Wahid, Mustafa Kazakzeh i Anas Mohd Yunus. "LANGUAGE DISORDERS, DIAGNOSIS, AND TREATMENT FOR CHILDREN: ARABIC-SPEAKING PRESCHOOL-CHILDREN IN FOCUS". International Journal of Education, Psychology and Counseling 5, nr 35 (16.06.2020): 298–305. http://dx.doi.org/10.35631/ijepc.5350025.

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The study plans to analyze diagnoses and treatments to language disorders among Arabic-speaking children. The paper regards language disorder as a major problem facing under-aged children in many Arab societies. Since human communication is incomplete without language, there is a need to identify the treatment and diagnosis of language disorder on Arab pre-school children residing in Terengganu, Malaysia. As such, the study examines language disorder among Arabic-speaking minors during early-stage development and explores its influences in Arab-communities. The study highlights methods of healing under-aged children that fall under this category. A total of 50 participants aged between 3-5 years were used for the sampling method. Standardized assessment tools were purposefully applied to differentiate articulation from language disorder, and fluency and speech turmoil were recognized. The result indicates that language disorder is uncontrollable for minors, most especially, in the absence of counseling services. Hence, the current study complements the previous studies on language disorder by highlighting diagnosis, treatments, and services available for victims of language disorder.

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Noveen, Sadaf, Ghulam Saqulain, Shaista HabibUllah i Muhammad Naveed Babur. "Impact of Bilingualism on Speech Sound Disorder/ Articulatory and Phonological Disorders". Journal Riphah College of Rehabilitation Sciences 12, nr 01 (31.03.2024): 16–21. http://dx.doi.org/10.53389/jrcrs.2024120104.

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Objectives: To explore the impact of bilingualism on Articulatory and Phonological Disorders in Pakistani 4-8 years old children. Methodology: This cross sectional study using convenient sampling recruited N=140 children suspected or having speech sound disorders. Sample included 4-8 years old children of both genders speaking Urdu and their native language from the speech clinics of four provinces of Pakistan from 1st March to 31st October 2016. Basic demographic sheet and Test for Assessment of articulation and Phonology in Urdu was used for data collection. Analysis done using SPSS Version-21. Chi-square & Pearson correlation was utilized and p<0.05 was considered significant. Results: The number of errors and mother tongue did not show correlation (r=.006, p=.499), while error type and mother tongue revealed weak negative correlation (r=-.091), concluding their non-relation with language. However, there was predominance of substitution 93(66.4%) followed by omission 27(19.3%) and distortion 20(14.3%) errors, with substitution being commonest in Pushto, omission in Urdu and distortion in Punjabi speaking. Also phonological process of liquid gliding was absent ( /r/ is substituted with /l/) in Urdu language and children were intelligible despite articulatory or phonological errors and intelligibility continues developing after 4 years of age. Conclusion: The speech sound errors are independent of languages learned by the child because the phonetic repertoire and articulatory movements for a sound in every language is similar. A child growing up in a native language environment will make similar articulatory errors in Urdu and the native language.

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Drljan, Bojana. "Speech and language deficits in children with selective mutism: Cause, comorbidity, or consequences?" Specijalna edukacija i rehabilitacija 21, nr 2 (2022): 133–46. http://dx.doi.org/10.5937/specedreh21-36611.

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Selective mutism (SM) is a disorder described from two aspects, psychological and language disorders. Researchers mainly focused on the psychological dimension of SM. However, there is an increasing number of studies indicating a significant speech and language (SL) impairment in children with SM and the possible connection between difficulties in language development and the occurrence of SM at school age. Objective. The aim of this paper was to review available research on SL deficits in children with SM, in order to clarify the cause-and-effect relationships between language and anxiety disorders in these children. Methods. Databases of the Library Consortium of Serbia and relevant Internet search engines were used for the literature search. Results. Nine research studies on SL abilities in children with SM are available in the literature. Mixed and expressive types of developmental language disorder, developmental phonological disorder, and language processing deficits are the most common SL impairments in children with SM. They occur significantly more frequently in children with SM than in children with anxiety disorders without SM and typically developing children. These deficits are often associated with learning disorders, social skills difficulties, and the risk of behavioral problems at school age. Conclusion. Existing studies have provided valuable insights into some aspects of the SL development in children with SM. However, the relationship between language deficits and anxiety symptoms is still not clear. Research on the early SL development in these children, which could shed light on the complex cause-and-effect dynamics of language and anxiety disorders seen in children with SM, is particularly scarce.

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Fletcher, Paul. "Language Pathology". Annual Review of Applied Linguistics 10 (marzec 1989): 26–36. http://dx.doi.org/10.1017/s0267190500001197.

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Language pathology is a broad term, used to refer to the symptoms of speech and language speech and language disorders, the aetiologies of these disorders, and the methods and results of the disciplines which study them. The major disciplines involved are medicine, psychology, and linguistics (including speech science). It is neither possible nore desirable, in an inter-disciplinary field, to ignore the contribution of other sciences. Here, however, the concentration will be, so far as is feasible, on the distincitve role of linguistics in the investigation of language disorders. The term language disorder is used as a general label for any persistent non-normal linguistic behaivor in children or adults.

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Author, Anonymous. "Language Disorders in Children and Adolescents". Language and Psychoanalysis 6, nr 1 (2017): 106–8. http://dx.doi.org/10.7565/landp.v6i1.1569.

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Whitehurst, Grover J. "Treatment of children with language disorders". British Journal of Clinical Psychology 33, nr 4 (listopad 1994): 579–81. http://dx.doi.org/10.1111/j.2044-8260.1994.tb01156.x.

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Gravani, Eileen H. "Language and Communication Disorders in Children". Topics in Language Disorders 8, nr 3 (czerwiec 1988): 72–74. http://dx.doi.org/10.1097/00011363-198806000-00008.

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Rapin, Isabelle, i Michelle Dunn. "Language disorders in children with autism". Seminars in Pediatric Neurology 4, nr 2 (czerwiec 1997): 86–92. http://dx.doi.org/10.1016/s1071-9091(97)80024-1.

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Ruben, Robert J. "Five children—vignettes of language disorders". International Journal of Pediatric Otorhinolaryngology 67 (grudzień 2003): S125—S130. http://dx.doi.org/10.1016/j.ijporl.2003.08.010.

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Ruben, Robert J. "Five children—vignettes of language disorders". International Congress Series 1254 (listopad 2003): 199–205. http://dx.doi.org/10.1016/s0531-5131(03)01131-2.

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Chung, Hee Jung. "Speech and language disorders in children". Korean Journal of Pediatrics 51, nr 9 (2008): 922. http://dx.doi.org/10.3345/kjp.2008.51.9.922.

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McManus, Susan M., i Kathleen O’Toole. "Language Disorders in Children and Adolescents". Child Neuropsychology 21, nr 4 (23.05.2014): 539–41. http://dx.doi.org/10.1080/09297049.2014.914483.

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Schwartzman, Jessica M., Kristen Strong, Christina M. Ardel, Rachel K. Schuck, M. Estefania Millan, Jennifer M. Phillips, Antonio Y. Hardan i Grace W. Gengoux. "Language Improvement Following Pivotal Response Treatment for Children With Developmental Disorders". American Journal on Intellectual and Developmental Disabilities 126, nr 1 (28.12.2020): 45–57. http://dx.doi.org/10.1352/1944-7558-126.1.45.

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Abstract Given the high prevalence of communication deficits in developmental disorders, there is need for efficient early interventions. The aim of this pilot study is to examine benefits of pivotal response treatment (PRT) for improving language in young children with developmental disorders without autism spectrum disorder. Parents of 15 children with developmental disorders received weekly PRT parent training for 12 weeks. Standardized parent-rated assessments were administered at baseline and post-treatment to measure changes in language. Structured laboratory observation indicated children demonstrated significantly greater frequency of utterances and improvement on standardized questionnaires measuring expressive language and adaptive communication skills following PRT. Findings suggest that PRT may be efficacious in improving language abilities among children with developmental disorders.

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Georgiou, Natasa, i George Spanoudis. "Developmental Language Disorder and Autism: Commonalities and Differences on Language". Brain Sciences 11, nr 5 (30.04.2021): 589. http://dx.doi.org/10.3390/brainsci11050589.

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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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Ječmenica, Nevena, i Slavica Golubović. "SINTAKSIČKA SVESNOST KOD DECE SA RAZVOJNIM JEZIČKIM POREMEĆAJEM: IMPLIKACIJE ZA ŠKOLSKU PRAKSU". Узданица XIX, nr 2 (2022): 121–44. http://dx.doi.org/10.46793/uzdanica19.2.121j.

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Research on the comprehension and production of syntactic units in children with developmental language disorders indicates the presence of various deficits. Given the insufficient research on syntactic abilities in this group of children in the Serbian- speaking area, the aim of the research is to determine the characteristics of syntactic aware- ness in children with developmental language disorder and consider the implications that are significant for school practice. The sample consisted of 240 children aged five to seven and a half, divided into two groups, i.e. children with developmental language disorders and children with typical development. The syntactic awareness test was carried out using the CELF-4 battery of language assessment tests. The obtained results showed that children with a developmental language disorder show significantly more deficits in comprehension and expression of syntactic units com- pared to children with typical development. In addition to mandatory treatment of language disorders, children with developmental language disorders need additional encouragement in styding at a younger school age. Specific characteristics of teacher’s speech in the school environment have been identified as stimulating for the development of language abilities in this group of children. Emphasis is placed on the need for teachers to use strategies that support the development and use of syntactic abilities in this group of children. These strategies can be used in more or less structured ways, according to children’s level of de- velopment, abilities and needs.

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Vuolo, Janet, i Lisa Goffman. "Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders". Journal of Speech, Language, and Hearing Research 61, nr 12 (10.12.2018): 3010–22. http://dx.doi.org/10.1044/2018_jslhr-l-18-0055.

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Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

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Adegbiji, Waheed Atilade, Gabriel Toye Olajide, Olawale Olubi O, Ahmed Ali i Adebayo Makinde Adeniyi. "Communication Disorders among Children in a Developing Country, Nigeria". International Journal of Biomedical Science 15, nr 4 (15.12.2019): 98–103. http://dx.doi.org/10.59566/ijbs.2019.15098.

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Background: Communication disorders in children are an invisible disability posing challenges to otorhinolaryngologist in developing countries. The aim of this study was to determine the prevalence, sociodemographic features, aetiology, types of communication disorders among under 18 years children attending our facility. Methods: This was a prospective study conducted in ear, nose and throat department in a Nigerian university teaching hospital, from June 2014 to May 2019. Data were obtained by using pretested interviewers assisted questionnaires from consented patients and analyzed using SPSS version 20.0. Results: Prevalence of communication disorder was 16.1%. Male was 68.2% with male to female ratio of 2.1:1. Communication disorder is commoner in first child 58.1% and detected by mother in 70.5% cases. Major cause was due to infection in 68.2%. Large percentage of communication disorder were language disorder in 60.8% and speech disorders which constitute 39.2% with associated varying degrees of hearing impairment in 78.8% of them. Sensorineural hearing impairment was noted in 69.6% cases. Language disorders were delayed speech & language, mutism and specific language impairment in 22.6%, 16.6% and 14.7% respectively. Major speech disorder was articulation problem in 15.7%. Main sources of referral were 52.5% from paediatrician while 30.9% was from general practitioners. Conclusions: There was high prevalence of communication disorder which was associated with high prevalence of hearing impairment. The major causes were infection with inadequate obstetrics management.

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Liles, Betty Z. "Narrative Discourse in Children With Language Disorders and Children With Normal Language". Journal of Speech, Language, and Hearing Research 36, nr 5 (październik 1993): 868–82. http://dx.doi.org/10.1044/jshr.3605.868.

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This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers’ rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.

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S. Levy, Nino, i Yeal Ben Ruby. "Frequent Articulation Disorders in Children". International Journal of Computer Science, Engineering and Applications 12, nr 2 (30.04.2022): 1–4. http://dx.doi.org/10.5121/ijcsea.2022.12201.

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Millions of children worldwide suffer from articulation disorders. An essential part of their treatment requires performing home exercises prescribed by their Speech Language Pathologist.Hence, academic institutions and companies are developing algorithms to address the correct classification of good versus poor phoneme articulation. As of today, the efforts to cover all the phonemes in the English language provide less than 90% accuracy. TIK TALK to Me Ltd., an Israeli company that develops methods and devices for treating speech disorders, conducted a large-scale study on children's most frequent articulation disorders. Over more than 24 months, the company accumulated records from some 250 children, ages 3 to 12, treated by 45 Speech Language Pathologists (SLPs) in the US. The metadata analysis obtained from the above records shows that 80% of the children required treatment on one or more of just 6 out of the 44 phonemes in the English language. The significance of the above findings is not just of academic interest to the community of speech-language pathologists. Companies and researchers should prioritize reaching top performance in the six most frequent articulation problems.

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Bellón, Paula, Silvia Nieva i Rena Lyons. "Amplifying Parental Views about Language Choice When Raising Multilingual Children: Towards a Family-Centered Approach in Professional Contexts". Languages 9, nr 7 (16.07.2024): 250. http://dx.doi.org/10.3390/languages9070250.

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Multilingualism has become the norm in families all over the world. These families need to juggle their children’s linguistic identity and integration in their contexts. They may also need professional advice about which language(s) they should use at home, especially when children present with developmental disorders. There is a dearth of studies addressing the role parental views play in home-language maintenance with children with developmental disorders. This study is conducted in Spain, where Spanish is the national language, along with local languages in certain regions, as well as foreign languages. This qualitative study aimed to deepen our understanding of the views about language choice of multilingual families whose children have either typical language development or a developmental disorder in Spain. We recruited 26 parents of multilingual children aged between 5 and 10 years, from different linguistic backgrounds. Semi-structured online interviews were conducted. The data were analyzed through reflexive thematic analysis. The findings illustrate the complexity and nuance of parents’ views and decisions regarding language choice in their contexts. The themes included identity and belonging, as well as the influences of external advice on parental decisions. It is important that professionals such as speech–language therapists understand these views to enable them to deliver family-centered care.

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Vender, Maria, Mirta Vernice i Antonella Sorace. "Supporting Bilingualism in Vulnerable Populations". Sustainability 13, nr 24 (14.12.2021): 13830. http://dx.doi.org/10.3390/su132413830.

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Although bilingualism is generally appraised and supported by society, many more doubts arise when it comes to children suffering from neurodevelopmental disorders. The concern that the exposure to two languages might deteriorate the linguistic development of children, together with the advice to simplify the linguistic environment and to adopt a monolingual approach, leads many families to abandon their home language and sacrifice bilingualism. Scientific research, however, has shown that this fear is ungrounded and that children with developmental disorders can become successful bilingual speakers, if they are provided with appropriate linguistic exposure. The aim of this paper is that of providing a state-of-the-art of the literature on this topic, by reviewing studies conducted on the interaction between bilingualism and neurodevelopmental disorders, focusing in particular on the interaction between bilingualism and developmental language disorder (DLD), developmental dyslexia and autism spectrum disorder. We discuss issues related to the early identification of DLD and dyslexia among bilinguals and we report the results of studies showing that bilingualism does not exacerbate the difficulties of children with developmental disorders, but on the contrary it can be beneficial for them, at the cognitive, linguistic and socio-cultural level. Finally, we provide some recommendations for parents, educators and practitioners, focusing on the importance of supporting the family language in all of its components, including literacy, for a complete and harmonic bilingual growth.

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Neils, Jean, i Dorothy M. Aram. "Family History of Children with Developmental Language Disorders". Perceptual and Motor Skills 63, nr 2 (październik 1986): 655–58. http://dx.doi.org/10.2466/pms.1986.63.2.655.

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The present study shows the increased incidence of language-related disorders among family members of children with language disorders. The family histories of 74 children with developmental language disorders and 36 normal children were compared. The children with language disorders had significantly more family members who reported speech, stuttering, reading, and language disorders than the normal control group.

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Aslamova, Farangiz Asliddinovna. "CERTAIN BARRIERS IN TEACHING LANGUAGE SKILLS". American Journal of Philological Sciences 3, nr 12 (1.12.2023): 23–27. http://dx.doi.org/10.37547/ajps/volume03issue12-05.

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This article tries to explain various concepts of communication barriers and communicative competence of children with speech disorders. These concepts are binary in nature and pertain to the development of all aspects of communicative competence, including phonemic hearing, memory, attention, thinking, and perception in children with speech disorders.

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Prizant, Barry M., Lisa R. Audet, Grace M. Burke, Lauren J. Hummel, Suzanne R. Maher i Geraldine Theadore. "Communication Disorders and Emotional/Behavioral Disorders in Children and Adolescents". Journal of Speech and Hearing Disorders 55, nr 2 (maj 1990): 179–92. http://dx.doi.org/10.1044/jshd.5502.179.

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Recent research in child psychiatry has demonstrated a high prevalence of speech, language, and communication disorders in children referred to psychiatric and mental health settings for emotional and behavioral problems. Conversely, children referred to speech and language clinics for communication disorders have been found to have a high rate of diagnosable psychiatric disorders. Most of the emerging knowledge regarding relationships between communication disorders and psychiatric disorders has been presented in the child psychiatric literature. Speech-language pathologists and audiologists also need to be familiar with this information; an understanding of the complex interrelationships between communication disorders and emotional and behavioral disorders is important for diagnosis, assessment, and treatment. The purpose of this article is to review recent research and discuss clinical implications for professionals in speech-language pathology and audiology working with children and adolescents who have, or who are at risk for, developing emotional and behavioral disorders. Issues to be addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists serving these children and adolescents.

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Mohamed, Amr M., i Tahany S. Shaaban. "Promoting Multilingual Skills in Children with Autism: Parent and Teacher Perspectives on Teaching ESL". Sustainable Multilingualism 24, nr 1 (30.05.2024): 106–35. http://dx.doi.org/10.2478/sm-2024-0005.

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Abstract Research on autistic children who grow up in multilingual environments remains sparse, despite more than half of the global population being multilingual. Autistic spectrum disorder (ASD) is characterized by severe impairments in communication and language skills. Many ASD parents ask specialists for advice about whether their child should study both languages simultaneously in a bilingual environment. The study investigated the challenges faced by teachers and parents in educating children with ASD in learning English as a Second language (ESL). The study sample consisted of nine parents and five teachers of children with ASD who were interviewed using a qualitative approach. According to the findings of the study, teaching English as a Second Language to children with autism spectrum disorders with visual aids, modeling, and repetition has been shown to be an effective method to enhance the language and social abilities of children with autism. While it is difficult to develop teaching strategies that are effective for children with autism spectrum disorders, teachers have found that these children are extremely proficient in acquiring new languages. Additionally, to ensure successful language learning programs for children with ASD, it is essential that educators and parents collaborate in order to make the programs successful. Moreover, this study demonstrates various methods that educators and parents could use in order to assist children in achieving bilingualism. The study recommends that more research is needed to fully comprehend the difficulties that ESL teachers face when they are trying to teach children with ASD how to learn languages.

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Nasiri, Jafar, Mohammadreza Ghazavi, Omid Yaghini, Sobhan Poormasjedi, Keyvan Ghadimi i Mohammad Farid Masaeli. "Risk Factors of Idiopathic Language Development Disorders in Children". Caspian Journal of Neurological Sciences 5, nr 2 (1.04.2019): 66–72. http://dx.doi.org/10.32598/cjns.5.17.66.

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Background: Language Development Disorders (LDD) is a common idiopathic impairment in children. Numerous risk factors play a role in the emergence of this disorder. Objectives: The present study aimed to examine risk factors of LDD in children aged two to five years. Materials & Methods: In this case-control study, 98 children (aged two to five years) with LDD and 98 children without LDD were selected as case and control groups, respectively. Research population comprised children with language development disorder diagnosed by a pediatric neurologist, and the control group consisted of children without this disorder. Risk factors affecting LDD were examined in both groups, and the two groups were compared using Chi-squared and independent samples t-test in SPSS V. 22. Results: Results showed no significant difference between the two groups in terms of weight at birth and at the last visit; parents’ age, education level, language, and occupation; level and hours of access to television and cell phone; place of residence; birth order of children, and going to the kindergarten (P>0.05). However, the two groups significantly differed in terms of a positive family history. Mean age of the onset of developmental behaviors was significantly higher in the case than that in the control group (P<0.05). A positive family history raised the risk of developing LDD by 4.45-fold. Moreover, a significant correlation was observed between the age of head control and uttering the first word and the incidence of LDD (P<0.05). Conclusion: The identification of risk factors for language development disorders in children, including a positive family history, can help better identify, diagnose, and treat these patients. Also, the age of uttering the first word and head control can affect the emergence of LDD.

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Gerwin, Katelyn L., Bridget Walsh i Seth E. Tichenor. "Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders". Journal of Speech, Language, and Hearing Research 65, nr 1 (12.01.2022): 96–108. http://dx.doi.org/10.1044/2021_jslhr-21-00334.

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Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. Results: CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. Conclusions: We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.

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CĂLUGĂR, Alexandra, Mara DEZMIREAN, Ramona BUZGAR, Ioana ROMAN, Mirela FĂRĂGĂU i Adela CÂMPAN. "Psychological aspects of school interventions in oral and written language disorders". Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IX, nr 2 (30.10.2023): 33–41. http://dx.doi.org/10.26744/rrttlc.2023.9.6.05.

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Language disorder is one of the most common childhood problems. The results of epidemiology studies are estimating that 1 in 12 preschoolers has a language disorder. The consequences of unresolved speech and language problems are significant and lead over time to behavioral disorders, mental health problems, reading difficulties, and school failure, including truancy and school dropout. Hence, we consider imperative raising awareness of this issue in the educational environment. Several studies reported an increased prevalence of social and emotional problems among children with written or spoken language disorders. Furthermore, a large body of research has demonstrated positive effects of school interventions in developing resilience strategies among children with language disorders. Accordingly, based on the results of previously conducted research of language disorders, this article presents a brief review of frequently associated social, emotional, and behavioral problems and reviews particular aspects of school interventions, which may contribute to students’ socio-emotional resilience.

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Volgina, S. Ya, A. R. Ahmetova, L. K. Shaidukova, N. V. Zhurkova i G. A. Kulakova. "The role of risk factors in the development of speech and language disorders in preschool children". Kazan medical journal 102, nr 4 (8.08.2021): 537–44. http://dx.doi.org/10.17816/kmj2021-537.

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The article provides an overview of modern literature on the risk factors for the development of speech and language, which can be taken into account by pediatricians when forming a high-risk group of the corresponding contingent of preschool children. The leading risk factor for the development of speech/language disorders in children is childhood developmental brain disorders that arose in the prenatal, intrapartum and postnatal period of a child's life, which is often found in children with cerebral palsy, epilepsy, and after head injuries. The occurrence of disorders is greatly influenced by anatomical defects in the speech apparatus, requiring timely surgical correction, and hearing loss. Impairment or absence of speech/language in children is common causes for visiting a psychiatrist, which is observed in autistic spectrum disorders (including autism), elective mutism, mental retardation, attention deficit hyperactivity disorder. Many genetic factors which are often found in patients with other hereditary diseases (chromosome disorders, monogenic hereditary diseases, inherited metabolic diseases, genetic speech disorders) play a special role in the development of speech/language and are associated with developmental disorders, intellectual disability and behavioral deviations. Finally, social factors such as socioeconomic status and social structure of the family, family conflict, pedagogical neglect, child abuse and prolonged use of modern digital devices throughout the day contribute to speech/language development disorders in preschool children. Analysis of the causes of speech/language pathology is of great practical importance for improving the management strategy aimed at preventing the manifestation of the disorders in children.

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Petrovic-Lazic, Mirjana, Nadica Jovanovic-Simic i Zorica Veljkovic. "Speech and language therapy for children with phonotrauma". Medical review 76, nr 5-6 (2023): 135–40. http://dx.doi.org/10.2298/mpns2306135p.

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Introduction. Proper voice production requires coordinated, synchronous and efficient functioning of the larynx, respiratory, resonance and articulation mechanisms. Phonotrauma is trauma to the laryngeal mechanism and includes any behavior that results in injury to the vocal folds. The aim of this research was to identify and describe the characteristics of voice disorders in children that occur as a result of phonotrauma, approach?es and techniques in speech and language therapy of these speech disorders, and the effects of their application. The characteristics of phonotrauma in children reflect the characteristics of hyperfunctional voice disorders, as they usually arise as a result of voice abuse. Speech and language therapy of children with phonotrauma includes identification and reduction, i.e. elimination of the vocal behavior that had caused the voice disorder. In addition, treatment focuses on a vocal hygiene program and the use of various direct treatment techniques to achieve appropriate voice production. Effects of applying direct and indirect treatment techniques is demonstrated by the reduction of the size of the lesion, the degree of dysphonia and voice disorders, hoarseness, breathiness in the voice, the absence of recurrence, and the achievement of optimal values of the acoustic parameters of the voice. Conclusion. In most cases, children can master the correct way of producing speech after a short period of speech and language therapy. However, in order to achieve this goal, it is necessary to actively involve children, their parents, and other people from the immediate and wider social environment.

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Ahyar, Juni, Yusri Ibrahim, Jumadil Saputra i Zikri Muhammad. "Language Development: Early Detection of Speaking Disorders and The Process of Treating". Eduvest - Journal of Universal Studies 2, nr 4 (20.04.2020): 735–45. http://dx.doi.org/10.59188/eduvest.v2i4.420.

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The old paradigm which states that speech disorders in children are normal so that when they become a disorder, it will have an impact on the process of language development of children to adulthood. The number of cases of speech disorders found in children caused by the delay in early detection by parents. This is due to the lack of information regarding children's speech disorders. The purpose of writing this article is 1) to find out the stages of children's language development, (2) to find out the causes of speech and language disorders in children and (3) to find out the symptoms and the process of handling speech and language disorders in children. The article writing methodology uses a systematic literature review approach to 39 articles. The results of the writing obtained four stages of children's language development, namely the babbling stage (the babbling stage), the holophrastic stage (the one-word one-phrase stage), the two-word one-phrase stage (telegraphic) and the differentiation stage. Every child has a different range of stages. Factors that cause children's speech disorders that can be caused by medical factors, physiological factors and environmental factors. Children's speech disorders can be in the form of delays in language development, aphasia, speech organ disorders, hearing problems, autism, emotional and behavioral disorders. Treatment of speech disorders can be done with speech therapy, oral motor therapy and melodic intonation therapy. The implications of writing this article can be used as a reference by parents and health practitioners to carry out early detection and the process of handling speech disorders.

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Siregar, M. Yusuf, i Alvy Mawaddah. "Language Disorders in Patients with Blad Blessings". Vernacular: Linguistics, Literature, Communication and Culture Journal 2, nr 1 (30.08.2022): 112–17. http://dx.doi.org/10.35447/vernacular.v2i1.572.

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Children who suffer from brain disorders, either disorders due to medical factors or disorders due to abnormalities in brain function also pass through the language acquisition stage. KY is a teenager who has a language disorder and is declared mentally retarded. Children with mental retardation acquire language skills in essentially the same way as non- mentally retarded children. Their rate of acquiring language skills was lower than that of non-mindset children of the same mental age. In the case of Kartini, Kartini was able to pronounce the sounds [a], [c], [d], [e], [g], [h], [i], [j], [k], [l], [s], [t], [u], and [y]. There are some consonants that cannot be pronounced if the consonants are at the beginning, in the middle and at the end. For vocals [u] Kartini can pronounce it but it is not perfect. The tongue is located between the oral cavity under the palate. For consonant [i] Kartini sometimes changes it to vowel [e]. Consonants [b], [d], [m],[t] are sometimes missing. For the consonant [n] which is located at the end of the word, Kartini changes it to the sound [ŋ]. However, for the consonant [n] which is located in the middle of the word Kartini omitted it. For consonant [s] Kartini undergoes obliteration and replacement. Consonant [s] changes to consonant [c] , Consonant [s] at the end of the word changes to consonant [t].

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Sørensen, H. D., i M. K. Møller. "Developmental language disorders in young school children with fluency disorders". Journal of Fluency Disorders 25, nr 3 (wrzesień 2000): 249. http://dx.doi.org/10.1016/s0094-730x(00)80327-7.

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Hasanah, Uswatun, i Asep Supena. "Implementation of Online Learning for Children with Language Disorder During the COVID-19 Pandemic: A Case Study in Inclusive Primary Schools". ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 11, nr 1 (5.07.2021): 69. http://dx.doi.org/10.24114/esjpgsd.v11i1.24095.

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Children with language disorder must receive special attention during online learning during a pandemic. This study aims to explore the perceptions of inclusive elementary school teachers on the implementation of online learning for children with language disorders during the COVID-19 pandemic. Data collection was carried out through surveys and semi-structured interviews with 38 inclusive primary school teachers spread across the South Jakarta area. Data analysis using thematic analysis of qualitative data. The results of the analysis found three main themes, namely, the selection of teaching media, learning methods, and learning assessments. The results of this study indicate that the success of online learning for children with language disorders depends on the involvement of teachers and parents in guiding students. Parents must be actively involved in supporting and guiding children during the learning process at home, while teachers must be creative and innovative in creating fun learning for children, especially children with language disorders. This research can also be a reference for future researchers to develop a learning model that is appropriate for implementation during the pandemic period.Keywords: language disorder, online learning, COVID-19

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Lee, Eun Ju. "The Effect of Speech Sound Disorders on Language, Literacy, and Nonverbal Mathematical Thinking Skills of 6-Year-Old Children". Communication Sciences & Disorders 27, nr 4 (31.12.2022): 879–93. http://dx.doi.org/10.12963/csd.22936.

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Objectives: The purpose of this study is to examine the effects of speech sound disorders on the development of language, literacy, and nonverbal mathematical thinking skills. Methods: 1,474 children who participated in both the ‘Three-Sentence-Screening Test for Korean speech sound disorders’ and ‘Academic Skills: Language and Literacy Ability, and Non-Language Mathematical Thinking’ as part of the Panel Study on Korean Children (7th year, age 6) were targeted. Through the ‘Three-Sentence-Screening Test for Korean speech sound disorders’, the severity of speech sound disorder was classified into four groups (general, slight speech error, recommendation of deep examination, and suspected articulation disorder); and scores for three academic abilities (language and literacy, non-verbal mathematical thinking) measurement variables were compared through multivariate analysis (MANOVA) and one-way analysis (ANOVA). Results: At the age of 6, it was confirmed that the severity of speech sound disorders had a significant effect on all aspects of language, literacy, and non-verbal mathematical thinking skills. Conclusion: The results of these studies are consistent with the results of existing studies that have found that speech sound disorders acted as a variable affecting language, literacy, and mathematical thinking in existing studies. Therefore, it may be necessary to identify children with speech sound disorders early in the pre-school age period and to observe their language and academic ability more carefully to support them.

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Hall, Nancy E., Toyoko S. Yamashita i Dorothy M. Aram. "Relationship Between Language and Fluency in Children With Developmental Language Disorders". Journal of Speech, Language, and Hearing Research 36, nr 3 (czerwiec 1993): 568–79. http://dx.doi.org/10.1044/jshr.3603.568.

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The present investigation addresses two primary hypotheses: (a) that a subset of children with developmental language disorders exhibits significantly more disfluencies than other children with language disorders and (b) that differences between the disfluent and nondisfluent groups observed in fluency may be related to differences in language deficits. Spontaneous language samples from 60 preschool children with developmental language disorders were analyzed for frequency and type of disfluencies. Comparisons of the frequency of disfluencies across subjects revealed that a subset of 10 subjects exhibited significantly more disfluencies than the other subjects with language disorders. Demographic, intelligence, and language variables were compared across the two groups to determine whether such factors could account for the differences in fluency. The subjects with greater percentages of disfluencies were found to be significantly older and demonstrated significantly higher scores on two standard measures of vocabulary. These findings were interpreted in light of two models of disfluencies: the neuropsycholinguistic (Perkins, Kent, & Curlee, 1991) and Demands and Capacities (Adams, 1990; Starkweather, 1987). This suggests that some children with language disorders are at risk for fluency breakdown because of dysynchronies in the development of lexical and syntactic aspects of language or as a result of mismatches between speaking demands and capacities.

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Karthi, Neeraja, i Amudhu Sankar. "Language Disorders in Children: A Brief Outlook". International Journal of Pediatric Nursing 2, nr 2 (2016): 99–103. http://dx.doi.org/10.21088/ijpen.2454.9126.2216.6.

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Gomaa, MohammedA, HaithamM Mohamed, Efat Zaki, AdelAbdel Baki Abdall i MarwaM Abdel Wahab. "Language disorders in children with congenital hypothyroidism". Egyptian Journal of Otolaryngology 33, nr 4 (2017): 685. http://dx.doi.org/10.4103/1012-5574.217383.

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Garralda, M. E. "Autism, language disorders and psychoses in children". Current Opinion in Psychiatry 2, nr 4 (sierpień 1989): 472–75. http://dx.doi.org/10.1097/00001504-198908000-00002.

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Bucca, Antonino, i Carmen Valentina Arcoraci. "Language and learning disorders in hander children". Conjectura: filosofia e educação 20, nr 1 (15.01.2015): 13–22. http://dx.doi.org/10.18226/21784612.v20iss1p13.

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