Oral and Verbal Praxis in Impaired Language Learners

2021 ◽  
pp. 003151252110564
Author(s):  
Swapna Narayanan ◽  
Kavya Vijayan ◽  
Mekhala Vastare Guruprasad ◽  
Prashanth Prabhu P ◽  
Animesh Barman
Keyword(s):  
Specific Language Impairment ◽  
Language Production ◽  
Language Disorder ◽  
Speech Sound ◽  
Clinical Group ◽  
Assessment Protocol ◽  
Sequential Movements ◽  
Oral Motor ◽  
Co Morbidity ◽  
Significant Difference

In the context of language descriptions, the terms oral and verbal praxis refer to volitional movements for performing oral gestures and movements for speech. These movements involve programming articulators and rapid sequences of muscle firings that are required for speech sound productions. A growing body of research has highlighted the links between oral motor kinematics and language production skills in both typically developing (TD) children and children with developmental language disorders, including Specific Language Impairment (SLI). Yet, there have been limited attempts to assess the link between non-linguistic and linguistic development. In the present study, we investigated oral and verbal praxis behaviors in children with SLI. Fifteen children with SLI formed a clinical group and 15 children with typical development who were matched to the clinical group for chronological age, gender, and socio-economic status formed the TD group. We assessed participants in both groups for their language abilities with age-appropriate standardized language tests. To investigate oral and verbal praxis behaviors, we administered the Assessment Protocol for Oral Motor, Oral Praxis and Verbal Praxis Skills to the two groups. We used the non-parametric Mann–Whitney U test to compare the two groups with respect to oral and verbal praxis measures; and we found a significant difference between isolated and sequential movements in the oral praxis section in two age subgroups of these groups ( p ≤ .05). Spearman’s correlations revealed a strong correlation between core language scores and sequential movements in the younger children with SLI and in TD children. These results showed co-morbidity between SLI and poor oral motor skills, suggesting that SLI is not just a language disorder, but a group of co-morbid conditions that include oral motor and verbal praxis difficulties.

scholarly journals Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders

2018 ◽  
Vol 61 (12) ◽  
pp. 3010-3022 ◽  
Author(s):  
Janet Vuolo ◽  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Speech Sound ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Retrieval Task ◽  
The Relationship

Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

scholarly journals The Bouba-Kiki Effect in Children With Childhood Apraxia of Speech

2021 ◽  
pp. 1-10
Author(s):  
Rinat Gold ◽  
Dina Klein ◽  
Osnat Segal
Keyword(s):  
Specific Language Impairment ◽  
Sensory Integration ◽  
Language Disorder ◽  
Spoken Word ◽  
Speech Development ◽  
Clinical Population ◽  
Control Group ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Significant Difference

Purpose: The bouba-kiki (BK) effect refers to associations between visual shapes and auditory pseudonames. Thus, when tested, people tend to associate the pseudowords bouba and kiki with round or spiky shapes, respectively. This association requires cross-modal sensory integration. The ability to integrate information from different sensory modalities is crucial for speech development. A clinical population that may be impaired in cross-modal sensory integration is children with childhood apraxia of speech (CAS). The purpose of this study was to examine the involvement of cross-modal sensory integration in children with (CAS). Method: The BK effect was assessed in participants with CAS ( n = 18) and two control groups: One control group was composed of children with developmental language disorder (DLD), also termed specific language impairment ( n = 15), and a second group included typically developing (TD) children ( n = 22). The children were presented with 14 pairs of novel visual displays and nonwords. All the children were asked to state which shape and nonword correspond to one another. In addition, background cognitive (Leiter-3) and language measures (Hebrew PLS-4) were determined for all children. Results: Children in the CAS group were less successful in associating between visual shapes and corresponding auditory pseudonames (e.g., associating the spoken word “bouba” with a round shape; the spoken word “kiki” with a spiky shape). Thus, children with CAS demonstrated a statistically significant reduced BK effect compared with participants with TD and participants with DLD. No significant difference was found between the TD group and the DLD group. Conclusions: The reduced BK effect in children with CAS supports the notion that cross-modal sensory integration may be altered in these children. Cross-modal sensory integration is the basis for speech production. Thus, difficulties in sensory integration may contribute to speech difficulties in CAS.

Language Intervention Isn't Just Spoken: Assessment and Treatment of a Deaf Signing Child With Specific Language Impairment

2021 ◽  
pp. 1-15
Author(s):  
Lauren E. Kelley ◽  
James P. McCann
Keyword(s):  
American Sign Language ◽  
Specific Language Impairment ◽  
Language Production ◽  
Visual Analysis ◽  
Language Disorder ◽  
Language Disorders ◽  
Parent Satisfaction ◽  
Language Intervention ◽  
Fine Motor ◽  
Starting Point

Purpose This case study describes the language evaluation and treatment of a 5-year-old boy, Lucas, who is Deaf, uses American Sign Language (ASL), and presented with a language disorder despite native access to ASL and no additional diagnosis that would explain the language difficulties. Method Lucas participated in an evaluation where his nonverbal IQ, fine motor, and receptive/expressive language skills were assessed. Language assessment included both formal and informal evaluation procedures. Language intervention was delivered across 7 weeks through focused stimulation. Results Evaluation findings supported diagnosis of a language disorder unexplained by other factors. Visual analysis revealed an improvement in some behaviors targeted during intervention (i.e., number of different verbs and pronouns), but not others. In addition, descriptive analysis indicated qualitative improvement in Lucas' language production. Parent satisfaction survey results showed a high level of satisfaction with therapy progress, in addition to a belief that Lucas improved in language areas targeted. Conclusions This study adds to the growing body of literature that unexplained language disorders in signed languages exist and provides preliminary evidence for positive outcomes from language intervention for a Deaf signing child. The case described can inform professionals who work with Deaf signing children (e.g., speech-language pathologists, teachers of the Deaf, and parents of Deaf children) and serve as a potential starting point in evaluation and treatment of signed language disorders. Supplemental Material https://doi.org/10.23641/asha.16725601

Genomics of Speech and Language Disorders

2018 ◽  
Author(s):  
Joaquin Guerra ◽  
Ramon Cacabelos
Keyword(s):  
Molecular Mechanisms ◽  
De Novo ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Speech And Language ◽  
Co Morbidity

There are multiple factors involved in speech and language. Investigating animal models, mainly through songbirds, have allowed a better understanding of the language process. Verbal dyspraxia, dysarthria, speech sound disorder, and stuttering are some examples of speech disorders, and specific language disorder, aphasia and, dyslexia of language disorders. More complex syndromes such as Autism-spectrum disorders, Down’s or Fragile X have more variable features. Genetic factors, such as hereditary or de novo mutations may be responsible for their development. In addition, most of them are involved in neurodevelopment with a huge range of molecular mechanisms and pathways that interact with each other, and there may be co-morbidity with other communication disorders or develop phenotypes unrelated to communication. Genes with heterogeneous functions in speech and language such as FOXP1, FOXP2, KIAA0319, ROBO1, APOE or CNTNAP2 are some examples. Epigenetic factors, especially miRNAs, influence their expressiveness. The genomics of these disorders allows us to understand language acquisition, carry out early detection strategies, genetic counseling and optimize future treatments, not only in communication disorders but also those neurological alterations that incorporate these mutations.

Genomics of Speech and Language Disorders

2018 ◽  
Author(s):  
Joaquin Guerra ◽  
Ramón Cacabelos
Keyword(s):  
Molecular Mechanisms ◽  
De Novo ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Speech And Language ◽  
Co Morbidity

There are multiple factors involved in speech and language. Investigating animal models, mainly through songbirds, have allowed a better understanding of the language process. Verbal dyspraxia, dysarthria, speech sound disorder, and stuttering are some examples of speech disorders, and specific language disorder, aphasia and, dyslexia of language disorders. More complex syndromes such as Autism-spectrum disorders, Down’s or Fragile X have more variable features. Genetic factors, such as hereditary or de novo mutations may be responsible for their development. In addition, most of them are involved in neurodevelopment with a huge range of molecular mechanisms and pathways that interact with each other, and there may be co-morbidity with other communication disorders or develop phenotypes unrelated to communication. Genes with heterogeneous functions in speech and language such as FOXP1, FOXP2, KIAA0319, ROBO1, APOE or CNTNAP2 are some examples. Epigenetic factors, especially miRNAs, influence their expressiveness. The genomics of these disorders allows us to understand language acquisition, carry out early detection strategies, genetic counseling and optimize future treatments, not only in communication disorders but also those neurological alterations that incorporate these mutations.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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.

scholarly journals Effect of Auditory Maturation on the Encoding of a Speech Syllable in the First Days of Life

2021 ◽  
Vol 11 (7) ◽  
pp. 844
Author(s):  
Laís Ferreira ◽  
Piotr Henryk Skarzynski ◽  
Magdalena Beata Skarzynska ◽  
Milaine Dominici Sanfins ◽  
Eliara Pinto Vieira Biaggio
Keyword(s):  
Language Development ◽  
Speech Sound ◽  
Normal Hearing ◽  
Auditory Maturation ◽  
Significant Difference ◽  
Sound Changes ◽  
The Mean ◽  
Neonates And Infants

(1) Background: In neonates and infants, the physiological modifications associated with language development are reflected in their Frequency Following Responses (FFRs) in the first few months of life. (2) Objective: This study aimed to test the FFRs of infants in the first 45 days of life in order to evaluate how auditory maturation affects the encoding of a speech syllable. (3) Method: In total, 80 healthy, normal-hearing infants, aged 3 to 45 days old, participated in this study. The sample was divided into three groups: GI, 38 neonates from 3 to 15 days; GII, 25 infants from 16 to 30 days; and GIII, 17 infants from 31 to 45 days. All participants underwent FFR testing. Results: With age, there was a decrease in the latency of all FFR waves, with statistically significant differences among the groups studied for waves V, A, E, F, and O. The mean amplitudes showed an increase, with a statistically significant difference only for wave V. The slope measure increased over the 45 days, with a statistically significant difference between GIII and GI and between GIII and GII. (4) Conclusions: The encoding of a speech sound changes with auditory maturation over the first 45 days of an infant’s life.

A Survey of the Usage of Nonspeech Oral Motor Exercises by Speech and Language Therapists in the Republic of Ireland

2014 ◽  
Vol 21 (1) ◽  
pp. 1-40
Author(s):  
Alice Lee ◽  
Niamh Moore
Keyword(s):  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Online Questionnaire ◽  
Warm Up ◽  
Republic Of Ireland ◽  
Oral Motor ◽  
The Republic ◽  
Oral Motor Exercises

Objective: To collect information on the usage of nonspeech oral motor exercises (NSOMEs) by speech and language therapists (SLTs) for treating speech sound disorders (SSDs) in children in the Republic of Ireland. Method: SLTs who had worked with children with SSDs were invited to complete an online questionnaire adapted from a previous survey conducted in the US by Lof and Watson (2008). Main results:: 22/39 (56%) of the respondents reported using NSOMEs. Information from a colleague about the usefulness of NSOMEs, continuing education, and literature influenced the respondents the most to use NSOMEs. Most respondents used NSOMEs as a “warm up”, mainly with children with childhood apraxia of speech, dysarthria, and Down Syndrome. Conclusion: NSOMEs are used by over half of the respondents despite the lack of evidence that supports this treatment approach. Continuous effort to encourage the application of evidence-based practice in clinics is warranted.

scholarly journals Overcontrolled, undercontrolled, and resilient personality styles among patients with eating disorders

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Martina Isaksson ◽  
Ata Ghaderi ◽  
Martina Wolf-Arehult ◽  
Mia Ramklint
Keyword(s):  
Eating Disorders ◽  
Anorexia Nervosa ◽  
Clinical Group ◽  
Personality Style ◽  
Personality Styles ◽  
Dsm 5 ◽  
Significant Difference ◽  
Poor Treatment ◽  
Atypical Anorexia Nervosa ◽  
Poor Treatment Outcome

Abstract Background Personality has been suggested to be an important factor in understanding onset, maintenance, and recovery from eating disorders (ED). The objective of the current study was to evaluate personality style in different ED diagnostic groups as classified in the Diagnostic and Statistical Manual of Mental Disorders, Fifth edition (DSM-5). Methods The overcontrolled, undercontrolled, and resilient personality styles were compared in four groups of patients with EDs: anorexia nervosa restricting (ANr) (n = 34), anorexia nervosa binge eating/purging (ANbp) (n = 31), atypical anorexia nervosa (AAN) (n = 29), and bulimia nervosa (BN) (n = 76). These groups were compared with a group of patients with borderline personality disorder (BPD) (n = 108), and a non-clinical group (NC) (n = 444). Patient data were collected at two outpatient clinics in Uppsala, Sweden. NC control data were collected through convenience sampling. Participants filled out questionnaires assessing personality style. Results The main findings were more pronounced overcontrol reported by the ANr and AAN groups compared with the BN, BPD, and NC groups, and no significant difference in resilience between the ED and the NC groups. Considerable variability of over- and undercontrol was also found within each group. Conclusions The results replicate previous findings when EDs are classified according to current diagnostic criteria (DSM-5). Taking personality styles into account may improve our understanding of certain characteristics in EDs, such as social deficits and rigidity that are attributed to poor treatment outcome.

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