Speech-Language Impairments Rank First, Second Highest By Age

ASHA Leader ◽  
2016 ◽  
Vol 21 (4) ◽  
pp. 13-13
Keyword(s):  
Language Impairments

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Neuro-Clinical Signatures of Language Impairments: A Theoretical Framework for Function-to-structure Mapping in Clinics

2020 ◽  
Vol 20 (9) ◽  
pp. 800-811 ◽  
Author(s):  
Ferath Kherif ◽  
Sandrine Muller
Keyword(s):  
Brain Mapping ◽  
Theoretical Framework ◽  
Brain Regions ◽  
Language Impairments ◽  
Structure Mapping ◽  
Language Functions ◽  
The Past ◽  
Language Recovery ◽  
The Brain ◽  
Bow Tie

In the past decades, neuroscientists and clinicians have collected a considerable amount of data and drastically increased our knowledge about the mapping of language in the brain. The emerging picture from the accumulated knowledge is that there are complex and combinatorial relationships between language functions and anatomical brain regions. Understanding the underlying principles of this complex mapping is of paramount importance for the identification of the brain signature of language and Neuro-Clinical signatures that explain language impairments and predict language recovery after stroke. We review recent attempts to addresses this question of language-brain mapping. We introduce the different concepts of mapping (from diffeomorphic one-to-one mapping to many-to-many mapping). We build those different forms of mapping to derive a theoretical framework where the current principles of brain architectures including redundancy, degeneracy, pluri-potentiality and bow-tie network are described.

scholarly journals Why Words Are Hard for Adults With Developmental Language Impairments

2013 ◽  
Vol 56 (6) ◽  
pp. 1845-1856 ◽  
Author(s):  
Karla K. McGregor ◽  
Ulla Licandro ◽  
Richard Arenas ◽  
Nichole Eden ◽  
Derek Stiles ◽  
...  
Keyword(s):  
Language Impairment ◽  
Normal Development ◽  
Declarative Memory ◽  
Poor Performance ◽  
Language Impairments ◽  
Learning Problems ◽  
Word Form ◽  
Word Meanings ◽  
Word Forms ◽  
Similarities And Differences

Purpose To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. Method Sixty-nine 18- to 25-year-olds with LI or without (the normal development [ND] group) took tests to measure learning of 16 word forms and meanings immediately after training (encoding) and 12 hr, 24 hr, and 1 week later (remembering). Half of the participants trained in the morning, and half trained in the evening. Results At immediate posttest, participants with LI performed more poorly on form and meaning than those with ND. Poor performance was more likely among those with more severe LI. The LI–ND gap for word form recall widened over 1 week. In contrast, the LI and ND groups demonstrated no difference in remembering word meanings over the week. In both groups, participants who trained in the evening, and therefore slept shortly after training, demonstrated greater gains in meaning recall than those who trained in the morning. Conclusions Some adults with LI have encoding deficits that limit the addition of word forms and meanings to the lexicon. Similarities and differences in patterns of remembering in the LI and ND groups motivate the hypothesis that consolidation of declarative memory is a strength for adults with LI.

scholarly journals Effectiveness of semantic therapy for word-finding difficulties in pupils with persistent language impairments: a randomized control trial

2011 ◽  
Vol 47 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Susan H. Ebbels ◽  
Hilary Nicoll ◽  
Becky Clark ◽  
Beth Eachus ◽  
Aoife L. Gallagher ◽  
...  
Keyword(s):  
Randomized Control Trial ◽  
Language Impairments ◽  
Word Finding ◽  
Randomized Control

scholarly journals A Language Screening Protocol for Use With Young African American Children in Urban Settings

2004 ◽  
Vol 13 (4) ◽  
pp. 329-340 ◽  
Author(s):  
Julie A. Washington ◽  
Holly K. Craig
Keyword(s):  
African American ◽  
Cognitive Assessment ◽  
Language Impairments ◽  
Nonword Repetition ◽  
African American Children ◽  
Urban Settings ◽  
Screening Protocol ◽  
Assessment Measures ◽  
American Children ◽  
Language Screening

Language screenings represent an important tool for early identification of language impairments in young children between 3 and 5 years of age. This investigation examined the utility of a well-established set of assessment measures for screening young African American children. One hundred and ninety-six children participated in the screening. Based upon the outcomes of the screening, 25 children who failed and a random sample of 56 children who passed were administered a larger language and cognitive assessment battery. Sensitivity and specificity of the screening were determined to be high. The number of different words, the Kaufman Nonverbal Scale, and nonword repetition accounted for a significant amount of the variance in performance. The screening is brief, valid, and culturally fair for use with preschool- and kindergarten-aged African American children living in urban settings.

Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments

1999 ◽  
Vol 73 (2) ◽  
pp. 139-158 ◽  
Author(s):  
Kate Nation ◽  
John W. Adams ◽  
Claudine A. Bowyer-Crane ◽  
Margaret J. Snowling
Keyword(s):  
Working Memory ◽  
Memory Deficits ◽  
Language Impairments ◽  
Poor Comprehenders

Progressive language impairments: Intervention and management

Aphasiology ◽  
2009 ◽  
Vol 23 (2) ◽  
pp. 123-124 ◽  
Author(s):  
Lyndsey Nickels ◽  
Karen Croot
Keyword(s):  
Language Impairments
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