scholarly journals What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay

2019 ◽  
Vol 62 (2) ◽  
pp. 356-366 ◽  
Author(s):  
Hilary O'Neill ◽  
Carol-Anne Murphy ◽  
Shula Chiat
Keyword(s):  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Language Delay ◽  
Language Outcomes ◽  
Theoretical Understanding ◽  
Expressive Phonology ◽  
Language Measures ◽  
Expressive Language Delay

Purpose This study followed up children identified with expressive language delay (ELD) or receptive/expressive language delay (R/ELD) at 2 years of age, Time 1 (T1), in order to identify their language profiles at 4–5 years, Time 2 (T2), and explore relationships to T1 language, gesture use, and symbolic comprehension. Method Nineteen of 22 children were seen at follow-up (9 of 10 from R/ELD group, 10 of 12 from ELD group). T1 measures assessed receptive and expressive language, gesture use, and symbolic comprehension. At T2, we assessed receptive and expressive language, sentence repetition, and expressive phonology. Results Outcomes for the R/ELD group were significantly poorer, with all children continuing to have delay in receptive and/or expressive language compared to just 20% of the ELD group. Expressive phonology delay was common in both groups. T1 receptive language showed the most pervasive correlations with T2 language measures, but categorical performance on all three T1 measures correctly predicted language outcomes in 16–17 of the 19 children. Conclusion Findings add to evidence that receptive language is a strong predictor of outcomes. Gesture use and symbolic comprehension are also strong predictors and clinically valuable as part of play-based assessments with implications for theoretical understanding and intervention planning.

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

Language Growth in Children With Expressive Language Delay

PEDIATRICS ◽  
1989 ◽  
Vol 83 (2) ◽  
pp. 218-227
Author(s):  
Janet E. Fischel ◽  
Grover J. Whitehurst ◽  
Marie B. Caulfield ◽  
Barbara DeBaryshe
Keyword(s):  
Cognitive Skills ◽  
Language Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Normal Range ◽  
Vocabulary Size ◽  
Mild Improvement ◽  
Language Growth ◽  
Expressive Language Delay

Developmental expressive language disorder is a frequently occurring condition in children, characterized by severe delay in the development of expressive language compared with receptive language and cognitive skills. Opinions differ regarding whether expressive language delay is a disorder worthy of active intervention or an indication of normal variation in the onset of expressive language. The purpose of this research was to follow for 5 months 26 2-year-old children in whom expressive language disorder had been carefully diagnosed to discover the rate of improvement and its predictors. Improvement was variable, with approximately one third of the children showing no improvement, one third showing mild improvement, and one third in the normal range at posttest. Nearly two thirds of the variance in improvement could be accounted for by three child variables measured by the pretest: parentally reported vocabulary size, parentally reported problems with having regular meals, and observed frequency of quiet activity not requiring the parent's management. A screening procedure involving only one of those variables, reported vocabulary size, was 81% accurate in identifying children's improvement status. The implications of these results for the management of children with expressive language disorder are discussed.

scholarly journals What Our Hands Say: Exploring Gesture Use in Subgroups of Children With Language Delay

2015 ◽  
Vol 58 (4) ◽  
pp. 1319-1325 ◽  
Author(s):  
Hilary O'Neill ◽  
Shula Chiat
Keyword(s):  
Language Development ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Early Language ◽  
Study Support ◽  
Preliminary Study ◽  
Early Language Delay ◽  
Symbolic Understanding ◽  
Expressive Language Delay

Purpose The aim of this study was to investigate whether children with receptive-expressive language delay (R/ELD) and expressive-only language delay (ELD) differ in their use of gesture; to examine relationships between their use of gesture, symbolic comprehension, and language; to consider implications for assessment and for the nature of problems underlying different profiles of early language delay. Method Twelve children with ELD (8 boys, 4 girls) and 10 children with R/ELD (8 boys, 2 girls), aged 2–3 years, were assessed on measures of gesture use and symbolic comprehension. Results Performance of the R/ELD group was significantly poorer than performance of the ELD group on measures of gesture and symbolic comprehension. Gesture use and symbolic comprehension were significantly associated with receptive language, but associations with expressive language were not significant. Conclusions Findings of this study support previous research pointing to links between gesture and language development, and more specifically, between delays in gesture, symbolic understanding, and receptive rather than expressive language. Given potentially important implications for the nature of problems underlying ELD and R/ELD, and for assessment of children with language delay, this preliminary study invites further investigation comparing the use of different gesture types in samples of children matched on age and nonverbal IQ.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

scholarly journals Listening to Mom in the NICU: effects of increased maternal speech exposure on language outcomes and white matter development in infants born very preterm

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Edith Brignoni-Pérez ◽  
Maya Chan Morales ◽  
Virginia A. Marchman ◽  
Melissa Scala ◽  
Heidi M. Feldman ◽  
...  
Keyword(s):  
White Matter ◽  
Structural Connectivity ◽  
Receptive Language ◽  
Secondary Outcome ◽  
Language Outcomes ◽  
Theoretical Understanding ◽  
Very Preterm ◽  
White Matter Development ◽  
Maternal Speech

Abstract Background Infants born very preterm (< 32 weeks gestational age (GA)) are at risk for developmental language delays. Poor language outcomes in children born preterm have been linked to neurobiological factors, including impaired development of the brain’s structural connectivity (white matter), and environmental factors, including decreased exposure to maternal speech in the neonatal intensive care unit (NICU). Interventions that enhance preterm infants’ exposure to maternal speech show promise as potential strategies for improving short-term health outcomes. Intervention studies have yet to establish whether increased exposure to maternal speech in the NICU offers benefits beyond the newborn period for brain and language outcomes. Methods This randomized controlled trial assesses the long-term effects of increased maternal speech exposure on structural connectivity at 12 months of age (age adjusted for prematurity (AA)) and language outcomes between 12 and 18 months of age AA. Study participants (N = 42) will include infants born very preterm (24–31 weeks 6/7 days GA). Newborns are randomly assigned to the treatment (n = 21) or standard medical care (n = 21) group. Treatment consists of increased maternal speech exposure, accomplished by playing audio recordings of each baby’s own mother reading a children’s book via an iPod placed in their crib/incubator. Infants in the control group have the identical iPod setup but are not played recordings. The primary outcome will be measures of expressive and receptive language skills, obtained from a parent questionnaire collected at 12–18 months AA. The secondary outcome will be measures of white matter development, including the mean diffusivity and fractional anisotropy derived from diffusion magnetic resonance imaging scans performed at around 36 weeks postmenstrual age during the infants’ routine brain imaging session before hospital discharge and 12 months AA. Discussion The proposed study is expected to establish the potential impact of increased maternal speech exposure on long-term language outcomes and white matter development in infants born very preterm. If successful, the findings of this study may help to guide NICU clinical practice for promoting language and brain development. This clinical trial has the potential to advance theoretical understanding of how early language exposure directly changes brain structure for later language learning. Trial registration NIH Clinical Trials (ClinicalTrials.gov) NCT04193579. Retrospectively registered on 10 December 2019.

Clinical Significance of Electroencephalography in Children with Specific Learning Disorders

2019 ◽  
Vol 08 (02) ◽  
pp. 038-043
Author(s):  
Erhan Aksoy ◽  
Ülkühan Öztoprak ◽  
Murat Sabancı ◽  
Miray Çetinkaya ◽  
Çiğdem Genç-Sel ◽  
...  
Keyword(s):  
Expressive Language ◽  
Neurodevelopmental Disorder ◽  
Learning Disorders ◽  
Language Delay ◽  
Prenatal Smoking ◽  
Mathematics Ability ◽  
Potential Marker ◽  
Expressive Language Delay ◽  
Specific Learning ◽  
Spike Wave

AbstractA specific learning disorder (SLD) is a neurodevelopmental disorder in which academic skills, such as reading, writing, and mathematics ability, are below the expected range. This study was conducted to determine the relationship between spike-wave index and SLD in children. We recruited 110 child psychiatry outpatients (38 girls, 72 boys) with SLDs for this study between January 2015 and March 2018. The mean ± standard deviation patient age was 9.17 ± 1.87 years. Electroencephalography (EEG) findings were abnormal in 20.9% of children. We found that children with expressive language delay and who were born prematurely had a significantly higher risk of spike-wave index. Attention deficit/hyperactivity disorder was present in 55.5% of children with SLD. This comorbidity was significantly higher in children with a history of prenatal smoking exposure or premature birth. The EEG findings were particularly important in cases of SLD in children who were born prematurely and had expressive language delay. The spike-wave index is a potential marker of SLD and can be easily and noninvasively detected by EEG.

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