Language Acquisition After Mutism

1994 ◽  
Vol 37 (1) ◽  
pp. 96-105 ◽  
Author(s):  
Jennifer Windsor ◽  
Shirley S. Doyle ◽  
Gerald M. Siegel
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Written Language ◽  
Longitudinal Case Study ◽  
Speech And Language ◽  
Post Intervention ◽  
Speech And Language Development ◽  
Further Development

This longitudinal case study challenges the assumption that individuals with autism who have severely restricted speech and language skills have a poor prognosis for further development of expressive oral language. The study follows the development of a woman with autism from mutism at age 10 to acquisition of a range of spoken and written language skills at age 26. The intervention in which the woman participated and her skills pre- and post-intervention and at two follow-up assessments are documented. The results support the hypotheses that speech and language development may proceed after mutism associated with limited verbal imitation and phoneme production skills, that some skills may plateau or decline, and that both spoken and written language may become viable forms of communication.

Refugee and Asylum-Seeking Children in Mae Sot and Bangkok: An Analysis of Unmet Needs and Risks

2020 ◽  
Author(s):  
Paradee Thoresen ◽  
Sue Gillieatt ◽  
Angela Fielding
Keyword(s):  
Health Care ◽  
Lived Experience ◽  
Unmet Needs ◽  
Psychological Development ◽  
Longitudinal Case Study ◽  
Children’S Perspectives ◽  
Rights Of The Child ◽  
History Of

Abstract This article reports on a longitudinal case study, which included site visits in Thailand from 2014 to 2015, and participant follow-up to mid-2018. It documents the lived experience of children from Syria, Sri Lanka, Pakistan, Vietnam, and Myanmar in two different locations in Thailand: Bangkok and Mae Sot (a district close to Thailand-Myanmar border with a long history of economic migrants and refugees from Myanmar). It documents perspectives of children and the adults in their lives while in exile. It presents an analysis of the children’s perspectives on needs and how unmet needs for safety, basic materials, health care, and education put them at risk of arrest, detention, abuse, and exploitation, and impact their psychological development. Contextual factors such as available services, existing policies and laws are also discussed in relation to the Convention on the Rights of the Child (CRC).

Focal Choroidal Excavation and Central Serous Chorioretinopathy Following Choroidal Neovascularization: A Longitudinal Case Study

2019 ◽  
Vol 4 (2) ◽  
pp. 157-162
Author(s):  
S. Wiryasaputra ◽  
J. G. Wong
Keyword(s):  
Optical Coherence Tomography ◽  
Case Report ◽  
Choroidal Neovascularization ◽  
Central Serous Chorioretinopathy ◽  
Multimodal Imaging ◽  
Longitudinal Case Study ◽  
Focal Choroidal Excavation ◽  
Previously Treated

Purpose: This report describes the development of focal choroidal excavation (FCE) and recurrent central serous chorioretinopathy (CSCR) following the treatment of choroidal neovascularization (CNV) years earlier. Methods: A case report is presented. Results: A 30-year-old man previously treated for an active CNV returned several years later with subacute metamorphopsia. Optical coherence tomography and angiography demonstrated no recurrence of the CNV but instead found an FCE and associated CSCR in its place. Conclusion: Longitudinal follow-up with multimodal imaging demonstrated FCE with recurrent CSCR as possible sequelae of treated CNV.

Effectiveness of Rehabilitation Approaches Proposed to Children With Severe-to-Profound Prelinguistic Deafness on the Development of Auditory, Speech, and Language Skills: A Systematic Review

2019 ◽  
Vol 62 (11) ◽  
pp. 4196-4230 ◽  
Author(s):  
Dominique Demers ◽  
François Bergeron
Keyword(s):  
Systematic Review ◽  
Assessment Tool ◽  
Language Skills ◽  
Scientific Evidence ◽  
Receptive Language ◽  
Speech And Language ◽  
Level Of Evidence ◽  
Auditory Speech ◽  
Language Studies ◽  
Speech And Language Development

Purpose The purpose of this systematic review is to identify and evaluate the available scientific evidence on the effectiveness of rehabilitation approaches proposed to children with severe-to-profound prelinguistic deafness on the hearing, speech, and language skills development. Method Databases (PubMed, CINHAL, PsycInfo, Cochrane, ERIC, and EMBASE) were searched with relevant key words (children, deafness, rehabilitation approach, auditory, speech, and language). Studies published between 2000 and 2017 were included. The methodological quality of the studies was evaluated with the Quality Assessment Tool for Quantitative Studies, and the level of evidence was evaluated with the Oxford Centre for Evidence-Based Medicine Levels of Evidence. Every step of the selection and analysis was made by 2 independent judges. Results Of 1,739 articles listed in different databases, 38 met the inclusion criteria and were selected for analysis. The majority of included articles present a relatively low level of evidence. Rehabilitation approaches that do not include signs appear more frequently associated with a better auditory, speech, and language development, except for receptive language, than approaches that included any form of signs. Conclusion More robust studies are needed to decide on the approach to prioritize with severe-to-profound deaf children.

The Role of Semantic Knowledge in Learning to Read Exception Words

2017 ◽  
Vol 2 (1) ◽  
pp. 95-104 ◽  
Author(s):  
Nicola Dawson ◽  
Jessie Ricketts
Keyword(s):  
Oral Language ◽  
Word Reading ◽  
Language Disorder ◽  
Language Skills ◽  
Semantic Knowledge ◽  
Written Language ◽  
Language Knowledge ◽  
Artificial Boundaries ◽  
Oral Language Skills ◽  
Language Profiles

In research and clinical practice, oral and written language skills have often been treated as separate domains. Yet they do not exist independently. Reading skills are contingent upon earlier acquired oral language skills, and the process of reading fosters growth in oral language. The importance of semantic knowledge for reading comprehension is well-documented, but there is growing evidence that it also plays a significant role in word reading. In English, a distinction can be made between regular words that follow predictable spelling-sound mappings, and exception words that do not. Oral language knowledge may be particularly important for the latter as it functions to supplement partial decoding. For speech- language pathologists (SLPs), it is important to consider how remediation targeted at improving oral language skills may also elicit benefits for reading development, and conversely how reading might be used to support oral language development. Practitioners should be aware of the pattern of literacy impairments that they are likely to encounter in children with developmental language disorder, and how this relates to their oral language profiles. The purpose of this paper is to enable practitioners to generalize their knowledge and skills across the artificial boundaries that have traditionally separated these two domains.

Reducing Intrusive Memories of Childhood Trauma Using a Visuospatial Intervention: A Case Study in Iceland (Preprint)

2021 ◽  
Author(s):  
Kristjana Thorarinsdottir ◽  
Emily Holmes ◽  
Johann Palmar Hardarson ◽  
Unnur Hedinsdottir ◽  
Marie Kanstrup ◽  
...  
Keyword(s):  
Traumatic Event ◽  
Single Case ◽  
Psychological Trauma ◽  
Cognitive Intervention ◽  
Clinical Psychologist ◽  
Post Intervention ◽  
Intrusive Memories ◽  
Intervention Phase

BACKGROUND Additional interventions are needed for survivors of psychological trauma. Case studies can help treatment innovation with an intervention designed to disrupt memory reconsolidation, taking a single symptom approach by focusing on intrusive memories of a traumatic event. OBJECTIVE We aimed to examine a novel brief cognitive intervention to reduce the number of intrusive memories of trauma, in an Icelandic setting and extending previous studies by examining longer-term effects up to 3 months. The intervention comprised a brief memory reminder, then Tetris gameplay with mental rotation, targeting one memory at a time in each session. The intervention was guided by a clinical psychologist and adapted to the Icelandic setting. METHODS This was a single case study in Iceland with a woman in her fifties, with 4 different intrusive memories from childhood. The primary outcome was the change in number of intrusive memories from baseline to intervention phase, and to follow-ups. The number of intrusions was monitored in a daily diary for: 4 weeks preintervention; 8 weeks during intervention; 1 week at 1-month and 3-month follow-ups. Intrusions were targeted one-by-one over 6 intervention sessions, creating 4 repetitions of an AB design (i.e., length of baseline ‘A’ and intervention phase ‘B’ varied for each memory). We examined change in both total number of intrusions (summed across all 4 memories) and individually for each memory. RESULTS The number of total intrusions per week was 12.6 at baseline; 6.1 over the intervention phase (a 52% reduction from baseline); 3.0 at the 1-month follow-up (76% reduction); and 1.0 at the 3-month follow-up (92% reduction). Reductions in symptoms of posttraumatic stress and depression were observed post-intervention. Sleep, concentration, stress and functioning improved. The participant considered the gameplay intervention acceptable, and helpful in that she found the memories disappeared while playing. CONCLUSIONS This guided brief cognitive intervention reduced the number intrusive memories from over the intervention phase and follow-ups. The brief memory reminder was well-tolerated, removing the need to discuss trauma in detail. Next steps require extension to more cases and exploring remote delivery of the intervention. CLINICALTRIAL VSNb2017110046/03.01

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