scholarly journals Speech, Language, and Communication Skills of Adolescents With Craniofacial Microsomia

2019 ◽  
Vol 28 (4) ◽  
pp. 1571-1581 ◽  
Author(s):  
Brent R. Collett ◽  
Kathy Chapman ◽  
Erin R. Wallace ◽  
Sara L. Kinter ◽  
Carrie L. Heike ◽  
...  
Keyword(s):  
Speech Intelligibility ◽  
Negative Binomial ◽  
Expressive Language ◽  
Group Differences ◽  
Speech And Language ◽  
Mandibular Hypoplasia ◽  
Hearing Status ◽  
Craniofacial Microsomia ◽  
Language And Communication ◽  
Communication Differences

Purpose Youth with craniofacial microsomia (CFM) have anomalies and comorbidities that increase their risk for speech, language, and communication deficits. We examined these outcomes in youth with and without CFM and explored differences as a function of CFM phenotype and hearing status. Method Participants included youth ages 11–17 years with CFM ( n = 107) and demographically similar controls ( n = 306). We assessed speech intelligibility, articulation, receptive and expressive language, and parent and teacher report measures of communication. Hearing status was also screened at the study visit. Group differences were estimated using linear regression analyses with standardized effect sizes (ES) adjusted for demographic characteristics (adjusted ES) or negative binomial regression. Results Youth with CFM scored lower than unaffected peers on most measures of intelligibility, articulation, expressive language, and parent- and-teacher-rated communication. Differences were most pronounced among participants with CFM who had mandibular hypoplasia plus microtia (adjusted ES = −1.15 to −0.18). Group differences were larger in youth with CFM who failed the hearing screen (adjusted ES = −0.73 to 0.07) than in those who passed the hearing screen (adjusted ES = −0.34 to 0.27). Conclusions Youth with CFM, particularly those with mandibular hypoplasia plus microtia and/or hearing loss, should be closely monitored for speech and language concerns. Further research is needed to identify the specific needs of youth with CFM as well as to document the course of speech and language development in children with CFM.

scholarly journals Erratum to Eliciting Language Samples for Analysis ( ELSA ): A New Protocol for Assessing Expressive Language and Communication in Autism

2021 ◽  
Author(s):  
Mihaela D. Barokova ◽  
Chelsea La Valle ◽  
Sommer Hassan ◽  
Collin Lee ◽  
Mengyuan Xu ◽  
...  
Keyword(s):  
Expressive Language ◽  
Language And Communication

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

scholarly journals Preschool speech intelligibility and vocabulary skills predict long-term speech and language outcomes following cochlear implantation in early childhood

2013 ◽  
Vol 15 (4) ◽  
pp. 200-210 ◽  
Author(s):  
Irina Castellanos ◽  
William G Kronenberger ◽  
Jessica Beer ◽  
Shirley C Henning ◽  
Bethany G Colson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cochlear Implantation ◽  
Speech Intelligibility ◽  
Language Outcomes ◽  
Speech And Language ◽  
Vocabulary Skills

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

The Use of Repair Strategies by Children With and Without Hearing Impairment

2002 ◽  
Vol 33 (2) ◽  
pp. 112-123 ◽  
Author(s):  
Tova Most
Keyword(s):  
Hearing Impairment ◽  
Speech Intelligibility ◽  
Expressive Language ◽  
Normal Hearing ◽  
Strategy Training ◽  
Clinical Implications ◽  
Hearing Impairments ◽  
Communication Breakdown ◽  
Age Appropriate ◽  
Different Levels

Purpose: This study examined how students with hearing impairments, having different levels of speech intelligibility, responded to a communication breakdown as compared to students with normal hearing. Method: Participants included 16 students with profound hearing impairment who were assessed as having age-appropriate expressive language (8 with good speech intelligibility and 8 with poor speech intelligibility) and 10 students with normal hearing, ages 11–18 years. The students’ task was to describe pictures and to respond to a series of three clarification requests ("Huh?," "What?," and "I didn’t understand") presented by the examiner. Results: Repetition was the most frequently used strategy by all groups. However, significant differences emerged in the use of other repair strategies among the three groups. The group’s choice of strategies across the three requests also differed significantly. Clinical Implications: Although the groups evidenced similar levels of age-appropriate expressive language, they appeared to differ in its pragmatic use. It was suggested that strategy training programs should consider the speech intelligibility of the speaker and be tailored according to individual needs.

scholarly journals Late-talking toddlers: MLU and IPSyn outcomes at 3;0 and 4;0

2000 ◽  
Vol 27 (3) ◽  
pp. 643-664 ◽  
Author(s):  
LESLIE RESCORLA ◽  
KATHERINE DAHLSGAARD ◽  
JULIE ROBERTS
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Group Differences ◽  
Typically Developing ◽  
Regression Analyses ◽  
Language Outcomes ◽  
Late Talkers ◽  
Nonverbal Ability ◽  
Standard Deviations ◽  
Predictive Relationship

Expressive language outcomes measured by MLU and the Index of Productive Syntax (IPSyn) at ages 3;0 and 4;0 were investigated in 34 late talkers with normal receptive language identified between 2;0 to 2;7 and 16 typically developing comparison children matched on age, SES, and nonverbal ability. Late talkers made greater gains than comparison children between 3;0 and 4;0 in both MLU and IPSyn raw score. However, when age-standardized z-scores were analysed, the late talkers were about 2·5 standard deviations below comparison children on both measures at both ages. At 3;0, 41% of the late talkers had MLUs above the 10th percentile based on Scarborough's (1990) benchmark sample; by 4;0, 71% did so. Using the IPSyn, a more stringent measure, 34% scored above the 10th percentile at 3;0 and only 29% did so at 4;0. MLU was significantly correlated with the IPSyn at both ages for the late talkers, but only at 3;0 for the comparison children. A converging set of regression analyses indicated no group differences in the predictive relationship between MLU and IPSyn, suggesting that the late talkers were delayed on both measures but not deviant in their development.

The Speech and Language Characteristics of Children with Prader-Willi Syndrome

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee
Keyword(s):  
Expressive Language ◽  
Spontaneous Speech ◽  
Prader Willi Syndrome ◽  
Limited Information ◽  
Speech And Language ◽  
Language Abilities ◽  
Speech Articulation ◽  
Communicative Development ◽  
Language Characteristics ◽  
Children's Speech

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.

Rating Deaf Speakers’ Comprehensibility

1993 ◽  
Vol 2 (3) ◽  
pp. 31-35 ◽  
Author(s):  
Sidney M. Barefoot ◽  
Joseph H. Bochner ◽  
Barbara Ann Johnson ◽  
Beth Ann vom Eigen
Keyword(s):  
Hearing Loss ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Speech Intelligibility ◽  
English Language ◽  
Rating Scale ◽  
English Language Proficiency ◽  
Speech And Language ◽  
Point Rating Scale ◽  
Communication Context

The purpose of this study was to investigate the utility of a measure of communication efficacy, one that explicitly encompasses features of both speech and language. Toward this end the construct of comprehensibility, which has been used in the field of second-language acquisition, was adapted. Comprehensibility, operationally defined as the extent to which a listener understands utterances produced by a speaker in a communication context, was studied in relation to various dimensions of communication efficacy. Four observers evaluated the comprehensibility of utterances produced by 41 deaf young adults, using a nine-point rating scale. The reliability of the comprehensibility ratings was determined, and the ratings were studied in relation to independent assessments of the subjects’ speech intelligibility, English language proficiency, speech recognition, reading comprehension, and hearing loss. The results of this investigation indicate that comprehensibility can be evaluated reliably and that comprehensibility is associated with both speech intelligibility and language proficiency. The implications of these findings for the clinical assessment of speech and language are discussed.

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