scholarly journals More or less likely to offend? Young adults with a history of identified developmental language disorders*

2017 ◽  
Vol 53 (2) ◽  
pp. 256-270 ◽  
Author(s):  
Maxine Winstanley ◽  
Roger T. Webb ◽  
Gina Conti‐Ramsden
Keyword(s):  
Young Adults ◽  
Language Disorders ◽  
Developmental Language Disorders ◽  
History Of

Family History of Children with Developmental Language Disorders

1986 ◽  
Vol 63 (2) ◽  
pp. 655-658 ◽  
Author(s):  
Jean Neils ◽  
Dorothy M. Aram
Keyword(s):  
Family History ◽  
Family Members ◽  
Language Disorders ◽  
Normal Control Group ◽  
Control Group ◽  
Reported Speech ◽  
Normal Children ◽  
Developmental Language Disorders ◽  
The Family ◽  
History Of

The present study shows the increased incidence of language-related disorders among family members of children with language disorders. The family histories of 74 children with developmental language disorders and 36 normal children were compared. The children with language disorders had significantly more family members who reported speech, stuttering, reading, and language disorders than the normal control group.

A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Literature ◽  
Language Disorder ◽  
Language Disorders ◽  
Unknown Origin ◽  
Developmental Language Disorder ◽  
The Past ◽  
History Of ◽  
The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

Continuum of Care Following Sports-Related Concussion

2020 ◽  
Vol 29 (3) ◽  
pp. 1389-1403
Author(s):  
Jessica Brown ◽  
Kelly Knollman-Porter
Keyword(s):  
Young Adults ◽  
Life Span ◽  
Sports Injuries ◽  
Continuum Of Care ◽  
Medical Professional ◽  
Structured Interviews ◽  
Youth Athletes ◽  
Speech Language Pathologist ◽  
History Of ◽  
Injury Reporting

Purpose Although guidelines have changed regarding federally mandated concussion practices since their inception, little is known regarding the implementation of such guidelines and the resultant continuum of care for youth athletes participating in recreational or organized sports who incur concussions. Furthermore, data regarding the role of speech-language pathologists in the historic postconcussion care are lacking. Therefore, the purpose of this retrospective study was to investigate the experiences of young adults with history of sports-related concussion as it related to injury reporting and received follow-up care. Method Participants included 13 young adults with history of at least one sports-related concussion across their life span. We implemented a mixed-methods design to collect both quantitative and qualitative information through structured interviews. Participants reported experiencing 42 concussions across the life span—26 subsequent to sports injuries. Results Twenty-three concussions were reported to a parent or medical professional, 14 resulted in a formal diagnosis, and participants received initial medical care for only 10 of the incidents and treatment or services on only two occasions. Participants reported concussions to an athletic trainer least frequently and to parents most frequently. Participants commented that previous experience with concussion reduced the need for seeking treatment or that they were unaware treatments or supports existed postconcussion. Only one concussion incident resulted in the care from a speech-language pathologist. Conclusion The results of the study reported herein shed light on the fidelity of sports-related concussion care management across time. Subsequently, we suggest guidelines related to continuum of care from injury to individualized therapy.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

Designing measures for profiling and genotype/phenotype studies of individuals with genetic syndromes or developmental language disorders

2005 ◽  
Vol 26 (1) ◽  
pp. 41-64 ◽  
Author(s):  
CAROLYN B. MERVIS ◽  
BYRON F. ROBINSON
Keyword(s):  
Language Disorders ◽  
Target Population ◽  
Cognitive Profiles ◽  
Genetic Syndromes ◽  
Developmental Language Disorders ◽  
Measurement Issues ◽  
Special Measurement ◽  
Ideal Measure ◽  
Infants And Young Children ◽  
The Ideal

Accurate phenotypic description is critical for the success of studies of the genetic basis for developmental language disorders. An important purpose of such a phenotypic description is to differentiate the language and associated cognitive profiles of syndromes or other developmental language disorders with diverse genotypes. In this paper we consider six measurement issues relevant to genotype/phenotype research and profiling: (a) Who is the target population? (b) What is the “ideal” measure of a single component of language? (c) What is the “ideal” measure(s) for quantifying the language (or language and cognitive) profile for a particular syndrome or disorder? (d) What are the special measurement issues for infants and young children? (e) How do we develop a profile? (f) What are the unresolved issues?

Patterns of Language Behavior in Children with Developmental Language Disorders

1975 ◽  
Vol 18 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Dorothy M. Aram ◽  
James E. Nation
Keyword(s):  
Factor Analysis ◽  
Language Disorders ◽  
Older Children ◽  
Language Performance ◽  
Developmental Language Disorders ◽  
Factor I ◽  
Factor Ii ◽  
Language Behavior ◽  
Low Performance ◽  
Comprehension Deficit

Tests to measure comprehension, formulation, and repetition of certain phonologic, syntactic, and semantic aspects of language were administered to 47 children who had developmental language disorders. A factor analysis of the resultant scores indicated that three factors were present in the data. These factors are presented as six patterns of language performance, one for high loadings on the factor and one for low loadings. The six patterns are (1) repetition strength (Factor I, high); (2) nonspecific formulation-repetition deficit (Factor I, low); (3) generalized low performance (Factor II, high); (4) phonologic comprehension-formulation-repetition deficit (Factor II, low); (5) comprehension deficit (Factor III, high); and (6) formulation-repetition deficit (Factor III, low). Possible relations among these patterns and nonlinguistic measures (sex, race, age, nonverbal intelligence, socioeconomic status, and status of the peripheral speech mechanism) were investigated. Two of the patterns of language performance were found to be related significantly to age. On Factor II, the younger children tended to get high loadings (generalized low performance) while the older children tended to get low loadings (phonologic comprehension-formulation-repetition deficit).

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