scholarly journals Erratum to “A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention”

2021 ◽  
pp. 1-1
Keyword(s):  
Sentence Comprehension ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Memory Perspective

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

scholarly journals Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ

2005 ◽  
Vol 48 (01) ◽  
pp. 33 ◽  
Author(s):  
David E Mandelbaum ◽  
Michael Stevens ◽  
Eric Rosenberg ◽  
Max Wiznitzer ◽  
Mitchell Steinschneider ◽  
...  
Keyword(s):  
Language Disorder ◽  
Children With Autism ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Low Iq ◽  
Sensorimotor Performance

scholarly journals Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

2021 ◽  
Vol 11 (5) ◽  
pp. 604
Author(s):  
Asimina M. Ralli ◽  
Elisavet Chrysochoou ◽  
Petros Roussos ◽  
Kleopatra Diakogiorgi ◽  
Panagiota Dimitropoulou ◽  
...  
Keyword(s):  
Working Memory ◽  
Verbal Fluency ◽  
Language Disorder ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Verbal Intelligence ◽  
Developmental Language Disorder ◽  
English Speaking ◽  
Digit Recall

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.

scholarly journals Vocabulary Abilities and Parents’ Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Mari Aguilera ◽  
Nadia Ahufinger ◽  
Núria Esteve-Gibert ◽  
Laura Ferinu ◽  
Llorenç Andreu ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Middle Childhood ◽  
Emotional Regulation ◽  
Language Disorder ◽  
Receptive Vocabulary ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
The Impact

A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children’s ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children’s and adolescents’ ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2 via self-reporting the DERS questionnaire. Results showed no significant differences in ER between DLD and TD groups neither in middle childhood nor in adolescence. Concerning vocabulary and ER, expressive language predicted ER in school-age children but not in adolescents. Finally, parental ER explained their school-age children’s ER, but this was not the case in adolescents. In conclusion, the present data indicated that expressive vocabulary has a fundamental role in ER, at least during primary school years, and adds new evidence of the impact of parents’ ER upon their children’s ER, encouraging educators and speech language pathologists to include parents’ assessments in holistic evaluations and interventions for children with language and ER difficulties.

scholarly journals Structural Relationship Between Cognitive Processing and Syntactic Sentence Comprehension in Children With and Without Developmental Language Disorder

2018 ◽  
Vol 61 (12) ◽  
pp. 2950-2976 ◽  
Author(s):  
James W. Montgomery ◽  
Julia L. Evans ◽  
Jamison D. Fargo ◽  
Sarah Schwartz ◽  
Ronald B. Gillam
Keyword(s):  
Pattern Recognition ◽  
Cognitive Processing ◽  
Structural Equation ◽  
Sentence Comprehension ◽  
Language Disorder ◽  
School Age Children ◽  
Equation Modeling ◽  
Long Term Memory ◽  
Developmental Language Disorder ◽  
Cognitive Mechanisms

PurposeWe assessed the potential direct and indirect (mediated) influences of 4 cognitive mechanisms we believe are theoretically relevant to canonical and noncanonical sentence comprehension of school-age children with and without developmental language disorder (DLD).MethodOne hundred seventeen children with DLD and 117 propensity-matched typically developing (TD) children participated. Comprehension was indexed by children identifying the agent in implausible sentences. Children completed cognitive tasks indexing the latent predictors of fluid reasoning (FLD-R), controlled attention (CATT), complex working memory (cWM), and long-term memory language knowledge (LTM-LK).ResultsStructural equation modeling revealed that the best model fit was an indirect model in which cWM mediated the relationship among FLD-R, CATT, LTM-LK, and sentence comprehension. For TD children, comprehension of both sentence types was indirectly influenced by FLD-R (pattern recognition) and LTM-LK (linguistic chunking). For children with DLD, canonical sentence comprehension was indirectly influenced by LTM-LK and CATT, and noncanonical comprehension was indirectly influenced just by CATT.ConclusionscWM mediates sentence comprehension in children with DLD and TD children. For TD children, comprehension occurs automatically through pattern recognition and linguistic chunking. For children with DLD, comprehension is cognitively effortful. Whereas canonical comprehension occurs through chunking, noncanonical comprehension develops on a word-by-word basis.Supplemental Materialhttps://doi.org/10.23641/asha.7178939

scholarly journals A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention

2021 ◽  
pp. 1-18
Author(s):  
James W. Montgomery ◽  
Ronald B. Gillam ◽  
Julia L. Evans
Keyword(s):  
Sentence Comprehension ◽  
Fluid Intelligence ◽  
Language Disorder ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
New Model ◽  
Syntactic Knowledge ◽  
Controlled Attention

Purpose The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention. Method We review a large-scale study of children with and without DLD that focused on the connections between cognition, memory, and sentence comprehension. We also summarize a new model of these relationships. Results Our new model suggests that WM serves as a conduit through which syntactic knowledge in LTM, controlled attention, and general pattern recognition indirectly influence sentence comprehension in both children with DLD and typically developing children. For typically developing children, language-based LTM and fluid intelligence indirectly influence sentence comprehension. However, for children with DLD, controlled attention plays a larger indirect role. Conclusions WM plays a key role in children's ability to apply their syntactic knowledge when comprehending canonical and noncanonical sentences. Our new model has important implications for the assessment of sentence comprehension and for the treatment of larger sentence comprehension deficits.

scholarly journals Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Ronald B. Gillam ◽  
Sarfaraz Serang ◽  
James W. Montgomery ◽  
Julia L. Evans
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Disorder ◽  
Memory Capacity ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Structural Regression

The purpose of this study was to investigate the dimensionality of the cognitive processes related to memory capacity and language ability and to assess the magnitude of the relationships among these processes in children developing typically (TD) and children with developmental language disorder (DLD). Participants were 234 children between the ages of 7;0 and 11;11 (117 TD and 117 DLD) who were propensity matched on age, sex, mother education and family income. Latent variables created from cognitive processing tasks and standardized measures of comprehension and production of lexical and sentential aspects of language were tested with confirmatory factor analysis (CFA) and structural regression. A five-factor CFA model that included the constructs of Fluid Intelligence, Controlled Attention, Working Memory, Long-Term Memory for Language Knowledge and Language Ability yielded better fit statistics than two four-factor nested models. The four cognitive abilities accounted for more than 92% of the variance in the language measures. A structural regression model indicated that the relationship between working memory and language ability was significantly greater for the TD group than the DLD group. These results are consistent with a broad conceptualization of the nature of language impairment in older, school-age children as encompassing a dynamic system in which cognitive abilities account for nearly all of the variance in linguistic abilities.

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