Language Pathology

1989 ◽  
Vol 10 ◽  
pp. 26-36
Author(s):  
Paul Fletcher
Keyword(s):  
Language Disorder ◽  
Language Disorders ◽  
Speech And Language ◽  
Broad Term ◽  
Disciplinary Field ◽  
Language Pathology ◽  
Speech Science ◽  
Speech And Language Disorders ◽  
And Linguistics

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.

scholarly journals Comorbidity of stuttering disordered phonology in young children

1990 ◽  
Vol 37 (1) ◽  
Author(s):  
Lesley Wolk ◽  
Edward G. Conture ◽  
Mary L. Edwards
Keyword(s):  
Young Children ◽  
Special Reference ◽  
Language Disorders ◽  
Future Research ◽  
Speech Language Pathology ◽  
Speech And Language ◽  
Phonological Disorders ◽  
Language Pathology ◽  
Prognostic Implications ◽  
Speech And Language Disorders

Young stutterers frequently exhibit concomitant speech and/or language disorders. The co-occurrence of these disorders is, however, not yet well understood. The purpose of this paper is to introduce the notion of "comorbidity" as it relates to the field of speech-language pathology specifically, to discuss comorbidity (coexistence) of stuttering and disordered phonology in young children. Literature on concomitant speech and language disorders in young stutterers is reviewed, with special reference to the prevalence of articulatory/phonological disorders in young stutterers. Future research on the coexistence of two speech and language disorders is encouraged, as well as the consideration of diagnostic treatment and prognostic implications for children who, exhibit both stuttering and disordered phonology as opposed to children who exhibit each disorder in isolation.

Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders

2022 ◽  
pp. 1-13
Author(s):  
Katelyn L. Gerwin ◽  
Bridget Walsh ◽  
Seth E. Tichenor
Keyword(s):  
Sound Production ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Driving Factor ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Language Abilities ◽  
Speech And Language Disorders

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.

Population Health in Pediatric Speech and Language Disorders: Available Data Sources and a Research Agenda for the Field

2018 ◽  
Vol 61 (5) ◽  
pp. 1279-1291 ◽  
Author(s):  
Ramesh Raghavan ◽  
Stephen Camarata ◽  
Karl White ◽  
William Barbaresi ◽  
Susan Parish ◽  
...  
Keyword(s):  
Research Agenda ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Level ◽  
Data Sources ◽  
Speech And Language ◽  
National Surveys ◽  
Population Science ◽  
Speech And Language Disorders ◽  
Incidence Prevalence

Purpose The aim of the study was to provide an overview of population science as applied to speech and language disorders, illustrate data sources, and advance a research agenda on the epidemiology of these conditions. Method Computer-aided database searches were performed to identify key national surveys and other sources of data necessary to establish the incidence, prevalence, and course and outcome of speech and language disorders. This article also summarizes a research agenda that could enhance our understanding of the epidemiology of these disorders. Results Although the data yielded estimates of prevalence and incidence for speech and language disorders, existing sources of data are inadequate to establish reliable rates of incidence, prevalence, and outcomes for speech and language disorders at the population level. Conclusions Greater support for inclusion of speech and language disorder–relevant questions is necessary in national health surveys to build the population science in the field.

scholarly journals psychological and social implications of students with speech and language disorders from the point of view of specialists and ways to treat them in the northern West Bank - Palestine

2020 ◽  
Vol 2 (3) ◽  
Keyword(s):  
West Bank ◽  
Language Disorders ◽  
Speech Disorders ◽  
Point Of View ◽  
Social Effects ◽  
Speech And Language ◽  
Stability Coefficient ◽  
Parental Treatment ◽  
Speech And Language Disorders

This study aimed to identify the psychological and social effects of students with speech and language disorders from the point of view of specialists and ways to address them in the West Bank governorates, as well as to identify the role of the study variables, and to achieve the goal of the study a questionnaire was developed and its sincerity and stability factor were confirmed, and after an operation the collection of questionnaires was encoded and entered to the computer. The computer was used to analyze the data by the statistical packages program. The study reached the following results: 1. The stability coefficient (93%), which is an excellent stability coefficient that meets the objectives of the study. 2. The size of the study sample for speech therapy centers was 25 3. The percentage of psychological and social effects on students with speech and language disorders from the point of view of specialists and ways of treating them in the Nablus governorate (74%) is high. 4. It was found that there are no statistically significant differences in there are no statistically significant differences at the level of significance (a≤0.05) psychological and social effects on students with speech and language disorders from the point of view of the specialists and ways to address them in the Nablus governorate due to the variable of gender, age, specialization Scientific. Based on the Results of the Study, the Researcher Recommends the Following Recommendations: 1. The need to pay attention to the role of parental treatment methods in developing linguistic development among children as a priority, by holding courses for parents, to train them on how to deal with their children in building linguistic growth. 2. The teacher education programs in universities include courses related to the detection of speech and speech disorders, and how to deal with them. 3. Caring for group school activities, especially in the field of sports activities, committees, and school radio

scholarly journals The Influence of Speech and Language Disorders on the Effectiveness of Rehabilitation of Individuals who Suffered Stroke

2019 ◽  
Vol 2 (13) ◽  
Author(s):  
Lina Varžaitytė ◽  
Raimondas Savickas ◽  
Liepa Šiupinienė ◽  
Vilija Varanienė
Keyword(s):  
Language Disorder ◽  
Early Period ◽  
Language Disorders ◽  
Inpatient Rehabilitation ◽  
Functional Independence ◽  
Speech Disorders ◽  
Speech And Language ◽  
Stroke Patients ◽  
The Difference ◽  
Speech And Language Disorders

Background. The speech and language disorders for stroke patients are associate with bigger morbidity, mortality, hypofunction, but the literature fndings are controversial. The aim of the study is to analyse the influence of speech and language disorders on the effectiveness of rehabilitation of individuals who suffered stroke. Subjects and methods. The study involved 64 individuals with stroke who were treated at LUHSH KK Neurorehabilitation subdivision during the years 2008 and 2010. In this analysis a retrospective data from hospital medical records forms was used. The effectiveness of rehabilitation was assessed by a change of results of functional independence measurement (FIM) and mini-mental state examination (MMSE) tests during rehabilitation. The factors that may influence the effectiveness of rehabilitation (age, gender, type of speech and language disorder) were analysed. Results. The analysis revealed that rehabilitation was effective and effcient for individuals who suffered stroke both in the right and the left side, and the difference was not statistically signifcant. The FIM results of individuals with speech disorders before rehabilitation were worse, comparing to those who had speech and language disorder. The difference was statistically significant (p = 0.004). But after rehabilitation, although the FIM results of subjects with speech impairments remained lower, the difference was not statistically signifcant (p = 0.367). The difference between FIM results after rehabilitation among separate aphasia groups was not statistically signifcant. But there was a statistically signifcant difference, comparing MMSE results before and after rehabilitation (p = 0.02). Conclusions. The inpatient rehabilitation was effective for stroke patients. The age and gender did not have statistically signifcant influence. The speech and language disorders did not have statistically signifcant influence to recovery of cognitive dysfunction for stroke patients in the early period of rehabilitation.Keywords: stroke, speech and language disorder, rehabilitation. 

SPEECH AND LANGUAGE DISORDERS IN PRESCHOOL CHILDREN: A PREVENTIVE APPROACH

PEDIATRICS ◽  
1965 ◽  
Vol 36 (4) ◽  
pp. 637-647
Author(s):  
Gertrud L. Wyatt
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Disorder ◽  
Language Disorders ◽  
Social Adaptation ◽  
Speech And Language ◽  
Biological Time ◽  
Rapid Acquisition ◽  
Early School ◽  
Speech And Language Disorders

From 4 to 9% of elementary school children with normal to superior intelligence exhibit symptoms of developmental speech and language disorders, such as: stuttering (or stammering);* severely defective articulation in the absence of hearing loss; and finally the syndrome of multiple perceptual, motor, and language disorder. These developmental deviations or disorders interfere markedly with early school adaptation. If no adequate help is forthcoming the symptoms may increase in severity and interfere with the achievement and social adaptation of the children concerned. The sex ratio reported has been, as a rule, 75% boys to 25% girls. The importance of the preschool years for language development has been established in many studies.1, 2 McCarthy referred to the "amazingly rapid acquisition of an extremely complex system of symbolic habits by young children,"1 while Penfield and Roberts3 mentioned the "biological time table for language learning," and assumed that the most intensive learning occurs between 2 and 4 years of age. Studies in language development carried out earlier in the century were mostly normative, focusing upon the number of different sounds and words mastered by the majority of children at a given age1, 4, 5 Thus we expect the "average" child to begin using his first words between 10 and 18 months of age, to master approximately 300 words at age 2, and approximately 1,000 words at age 3. In a more recent study, Templin compared her findings concerning children's learning of consonant sounds with those of other investigators.6 The pediatrician, trying to evaluate a child's stage of language development may want to know what specific sounds a child should be able to master at what particular age.

scholarly journals Perception of Medial Consonants by Children With and Without Speech and Language Disorders: A Preliminary Study

2020 ◽  
Vol 29 (2) ◽  
pp. 883-889 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker ◽  
Keith R. Kluender
Keyword(s):  
Language Disorder ◽  
Statistical Significance ◽  
Speech Sound ◽  
Language Disorders ◽  
Speech And Language ◽  
Language Tests ◽  
Mixed Analysis ◽  
Word Position ◽  
Preliminary Study ◽  
Speech And Language Disorders

Purpose The aim of this preliminary study was to investigate perception of the early-acquired consonant /p/ and later-acquired consonant /ʃ/ in medial word position by preschoolers with and without speech and language disorders. Method Twenty-four children, six with isolated speech sound disorder (SSD-only), six with SSD and concomitant developmental language disorder (SSD + DLD), and 12 with typical speech and language skills (TD) completed a battery of standardized speech and language tests as well as an identification task of /aCa/ disyllables. Targets and foils varied by only one place, manner, or voice feature. Mixed analysis of variance (participant groups × two target consonants) was conducted to compare performance of children in the three groups (between-subjects) and to compare performance on consonants that are early acquired or later acquired (within-subject). Results All groups of participants were more accurate in perceiving the early-acquired consonant than the later-acquired consonant. Overall performance by children with SSD-only did not differ significantly from children with TD. As a group, children with SSD + DLD were less accurate than children with TD and children with SSD-only for both target consonants. Conclusions Children with SSD + DLD performed less well than peers with SSD-only and with TD with both predictably easy and difficult sound contrasts. Children with SSD-only performed nominally less well than children with TD for the speech sound with which they have difficulty, but this difference did not reach statistical significance for these relatively small group sizes.

SPEECH AND LANGUAGE DISORDERS AGGREGATE IN ROLANDIC EPILEPSY FAMILIES

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
T Clarke ◽  
B Bali ◽  
J Carvalho ◽  
S Foster ◽  
G Tremont ◽  
...  
Keyword(s):  
Language Disorders ◽  
Speech And Language ◽  
Rolandic Epilepsy ◽  
Speech And Language Disorders
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