Does Otitis Media Affect Later Language Ability? A Prospective Birth Cohort Study

2020 ◽  
Vol 63 (7) ◽  
pp. 2441-2452
Author(s):  
Christopher G. Brennan-Jones ◽  
Andrew J. O. Whitehouse ◽  
Samuel D. Calder ◽  
Cheryl Da Costa ◽  
Robert H. Eikelboom ◽  
...  
Keyword(s):  
Language Development ◽  
Otitis Media ◽  
Sociodemographic Factors ◽  
Language Ability ◽  
Receptive Vocabulary ◽  
Birth Cohort Study ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Wide Range ◽  
Vocabulary Growth

Purpose The aim of the study was to examine whether otitis media (OM) in early childhood has an impact on language development in later childhood. Methods We analyzed data from 1,344 second-generation (Generation 2) participants in the Raine Study, a longitudinal pregnancy cohort established in Perth, Western Australia, between 1989 and 1991. OM was assessed clinically at 6 years of age. Language development was measured using the Peabody Picture Vocabulary Test–Revised (PPVT-R) at 6 and 10 years of age and the Clinical Evaluation of Language Fundamentals–Third Edition at 10 years of age. Logistic regression analysis accounted for a wide range of social and environmental covariates. Results There was no significant relationship between bilateral OM and language ability at 6 years of age (β = −0.56 [−3.78, 2.66], p = .732). However, while scores were within the normal range for the outcome measures at both time points, there was a significant reduction in the rate of receptive vocabulary growth at 10 years of age (PPVT-R) for children with bilateral OM at 6 years of age (β = −3.17 [−6.04, −0.31], p = .030), but not for the combined unilateral or bilateral OM group (β = −1.83 [−4.04, 0.39], p = .106). Conclusions Children with OM detected at 6 years of age in this cohort had average language development scores within the normal range at 6 and 10 years of age. However, there was a small but statistically significant reduction in the rate of receptive vocabulary growth at 10 years of age (on the PPVT-R measure only) in children who had bilateral OM at 6 years of age after adjusting for a range of sociodemographic factors.

When Is "Watch and See" Warranted? A Response to Paul's 1996 Article, "Clinical Implications of the Natural History of Slow Expressive Language Development"

1997 ◽  
Vol 6 (2) ◽  
pp. 34-39 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Barbara Davis
Keyword(s):  
Social Policy ◽  
Language Development ◽  
Additional Data ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Language Intervention ◽  
Language Delay ◽  
Clinical Implications ◽  
Expressive Vocabulary ◽  
Normal Range

We commend Paul for undertaking an investigation that concerns critical clinical and theoretical issues. This type of longitudinal developmental research is exactly what is needed to advance the scientific basis of our profession. We also respect Paul's attempt to construct a firm bridge between her findings and their clinical implications. The necessary and sufficient data that completely solve a clinical problem are rarely available. Because clinicians do not have the luxury of waiting until the best data imaginable are collected and analyzed before acting, it is helpful for researchers to generalize their results to the extent possible. However, because of its potential clinical, economic, and educational implications, we believe that a broad social policy like Paul's "watch and see" recommendation should be based on unambiguous evidence. We have suggested that a number of the children in Paul's cohort may have been within the normal range in language development at the beginning of the study. Without individual data, it is impossible for us to know whether or not this was the case. To the extent that our suspicions hold true, Paul's study tells us that a number of children who function at the low end of the normal range of language development between 20 and 34 months stay within the normal range throughout the preschool and early school-age years. Paul's suggestion of "watch and see" seems reasonable enough for the 74% of the children who tested within the normal range by kindergarten and first grade, but it may not have been sufficient for the 26% who did not. We believe children like those in this latter group would probably benefit from preschool language intervention and that very valuable language learning time could be lost if Paul's general "watch and see" policy were implemented. It is possible that children with good outcomes and children with language delays that were significant and persistent had different profiles with respect to expressive vocabulary, receptive vocabulary, speech, and communicative intentions at the onset of the study. If so, one broad social policy may not be sufficient. We have asked Paul to provide additional data about the nature of the language difficulties exhibited by the children at the outset of her study, the predictors of continued language delay, and the results of language intervention efforts. It is our hope that Paul can provide the kinds of additional data and analyses we have requested in this discussion, and that this data can serve as the basis for refinements in definitions of early language delay, decisions about providing clinical services to very young children, and methods for analyzing intervention efficacy.

Generalization of Treatment Effects by Young Language-Delayed Children

1986 ◽  
Vol 51 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Steven F. Warren ◽  
Ann P. Kaiser
Keyword(s):  
Language Development ◽  
Test Scores ◽  
Intervention Program ◽  
Free Play ◽  
Language Intervention ◽  
Vocabulary Test ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Structural Aspects

This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.

Influences of Hearing Impairment on Early Language Development

1979 ◽  
Vol 88 (5_suppl) ◽  
pp. 54-63 ◽  
Author(s):  
Rita C. Naremore
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hearing Impairment ◽  
Otitis Media ◽  
Chronic Otitis Media ◽  
Language Ability ◽  
Early Language ◽  
Early Language Development ◽  
Very Young Children ◽  
Moderate Hearing Loss

It is difficult to determine exactly the effects of chronic otitis media on early language development, in part because we do not know whether hearing loss resulting from otitis media is intermittent or constant, and in part because it is difficult to assess the precise language ability of very young children. This paper focuses on those aspects of language development which one might expect hearing impairment to affect, and presents several hypotheses about the possible effects of mild-to-moderate hearing loss on the earliest stages of language development.

Normal Birth Weight Variation and Children’s Neuropsychological Functioning: Links between Language, Executive Functioning, and Theory of Mind

2014 ◽  
Vol 20 (9) ◽  
pp. 909-919 ◽  
Author(s):  
M. Wade ◽  
D.T. Browne ◽  
S. Madigan ◽  
A. Plamondon ◽  
J.M. Jenkins
Keyword(s):  
Birth Weight ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Parent Education ◽  
Family Income ◽  
Neuropsychological Functioning ◽  
Language Ability ◽  
Receptive Vocabulary ◽  
Normal Range ◽  
Weight Variation

AbstractThe effect of low birth weight on children’s development has been documented for a range of neurocognitive outcomes. However, few previous studies have examined the effect of birth weight variability within the normal range on children’s neuropsychological development. The current study examined birth weight variation amongst children weighing ≥2500 g in relation to their language, executive functioning (EF), and theory of mind (ToM), and specified a developmental pathway in which birth weight was hypothesized to be associated with children’s EF and ToM through their intermediary language skills. The current study used a prospective community birth cohort of 468 children. Families were recruited when children were newborns and followed up every 18 months until children were age 4.5. Language was assessed at age 3 using a standardized measure of receptive vocabulary (PPVT), and EF and ToM were measured at age 4.5 using previously validated and developmentally appropriate tasks. After controlling for potential confounding variables (family income, parent education, gestational age), birth weight within the normal range was associated with language ability at age 3 (β=.17;p=.012); and the effect of birth weight on both EF (z=2.09;p=.03) and ToM (z=2.07;p=.03) at age 4.5 operated indirectly through their language ability at age 3. Our findings indicate that the effects of birth weight on child neurocognition extend into the normal range of birth weight, and specific developmental mechanisms may link these skills over time. (JINS, 2014,20, 1–11)

Evaluation of Antifungal Activity of CalvatiaCraniiformis and IverMectin as Novel Alternative Therapies for Aspergillus Niger Associated Acute Otitis Media with Special Refer to SocioDemographic Factors Among Rural Children of Diyala Province-Iraq

2017 ◽  
Vol 9 (08) ◽  
Author(s):  
Ghassan H. Jameel ◽  
Ali Ibrahim Ali Al-Ezzy
Keyword(s):  
Antifungal Activity ◽  
Aspergillus Niger ◽  
Otitis Media ◽  
Family Size ◽  
Acute Otitis Media ◽  
Sociodemographic Factors ◽  
P Value ◽  
Rural Children ◽  
Alcohol Extract ◽  
Family Economy

Objectives are to determine antifungal activity of Ivermectin and Calvatiacraniiformis as a novel alternative therapy for aspergillus niger associated acute otitis media (AOM) among rural children of Diyala province; correlation of sociodemographic factors with frequency of infection. Ear swabs taken from 58 infected children and cultured onSabouraud dextrose agar for 7-14 days .Macroscopic and microscopic criteria used for diagnosis of A.niger .High isolation rate for A.niger (27.59%) among children of (4-6) years with significant difference between age groups ( p value 0.039); genders ( p value 0.004);house status(p value=0.018);family size (p value =0.00006334) and month of infection (p value=0.000). A.niger infection negatively correlated with patients age (p value =0.039), family economy and house status (p value =0.000),family size (p value =0.000). Alcohol extract of C.craniiformis (100mg, 200mg, 400mg, 500mg, 600mg, 800mg and 1000 mg) and ivermectin (0.5%,1 % and 2%) restricted the growth of A. niger after 3 days .Significance difference reported between all concentrations except 100 mg and 200 mg ; 600 mg and 800 mg. Significance difference in inhibitory activity between concentration 1% and 2%,0.5% and 2% of Ivermectin respectively. Conclusions: A.niger infections positively correlated with family size and inversely with age and family economy. The growth of A nigersignificantly restricted by alcohol extract of C.craniiformis and Ivermectin in concentration dependent manner. The powerful concentration was 1000mg, for C.craniiformis and 2% for Ivermectin. Thus, C.craniiformis and Ivermectin consider a novel antifungal agents that can be used in clinical practice for treatment of A.niger associated otitis media that represents a clinical problem in children and need serious attention from clinicians.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

Factors associated with the development of paediatric chronic otitis media by age nine: a prospective longitudinal cohort study of 6560 children

2020 ◽  
pp. 1-12
Author(s):  
P J Clamp ◽  
K De-Loyde ◽  
A R Maw ◽  
S Gregory ◽  
J Golding ◽  
...  
Keyword(s):  
Cohort Study ◽  
Otitis Media ◽  
Maternal Education ◽  
Univariate Analysis ◽  
Chronic Otitis Media ◽  
Birth Cohort Study ◽  
Control Group ◽  
Factors Associated ◽  
Prospective Longitudinal

Abstract Objective This study aimed to analyse social, health and environmental factors associated with the development of chronic otitis media by age nine. Method This was a prospective, longitudinal, birth cohort study of 6560 children, reviewed at age nine. Chronic otitis media defined as previous surgical history or video-otoscopic changes of tympanic membrane retraction, perforation or cholesteatoma. Non-affected children were used as the control group. Results Univariate analysis demonstrated an association between chronic otitis media and otorrhoea, snoring, grommet insertion, adenoidectomy, tonsillectomy, hearing loss, abnormal tympanograms and preterm birth. Multivariate analysis suggests many of these factors may be interrelated. Conclusion The association between chronic otitis media and otorrhoea, abnormal tympanograms and grommets supports the role of the Eustachian tube and otitis media (with effusion or acute) in the pathogenesis of chronic otitis media. The role of snoring, adenoidectomy and tonsillectomy is unclear. Associations suggested by previous studies (sex, socioeconomic group, parental smoking, maternal education, childcare, crowding and siblings) were not found to be significant predictors in this analysis.

scholarly journals Teaching Critical Vocabulary to Filipino Heritage Language Learners

2021 ◽  
Vol 11 (6) ◽  
pp. 260
Author(s):  
Jayson Parba
Keyword(s):  
Language Development ◽  
Social Issues ◽  
Language Teaching ◽  
Language Teachers ◽  
World Language ◽  
Wide Range ◽  
Teachers And Students ◽  
The Status ◽  
Language Classrooms ◽  
L1 And L2

Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy “literate talk” to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers’ and students’ engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai’i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students’ lived experiences, the notion of “critical vocabulary” emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students’ perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.

Otitis Media and Language Development at 1 Year of Age

1988 ◽  
Vol 53 (3) ◽  
pp. 245-251 ◽  
Author(s):  
Ina F. Wallace ◽  
Judith S. Gravel ◽  
Cecelia M. McCarton ◽  
Robert J. Ruben
Keyword(s):  
Language Development ◽  
Otitis Media ◽  
Infant Development ◽  
Expressive Language ◽  
Positive Outcome ◽  
First Year ◽  
Positive Group ◽  
Communication Development ◽  
Medical Visits ◽  
Bayley Scales

The effect of otitis media on emerging language was examined in a group of 1-year-olds. Based on pneumatic otoscopy, 15 babies were considered to be free of otitis media in both ears at 80% or more of their first year medical visits (otitis free) and 12 infants had bilaterally positive otoscopy results at 30% or more of their visits (otitis positive). Outcome measures at 1 year included the Bayley Scales of Infant Development (Bayley, 1969) and the Sequenced Inventory of Communication Development (SICD; Hedrick, Prather, & Tobin, 1984) Receptive and Expressive scales. No significant differences were detected on either the Bayley or the SICD Receptive scale. However, the otitis positive group exhibited significantly lower expressive language scores than the otitis free group, suggesting that impairments in language expression may be evident as early as 1 year of age in children with otitis media.

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