Comparing Language Disorders in Two Groups of Students with Severe Behavioral Disorders

1997 ◽  
Vol 22 (3) ◽  
pp. 160-166 ◽  
Author(s):  
Penny L. Griffith ◽  
Diana L. Rogers-Adkinson ◽  
Gary M. Cusick
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Deficits ◽  
Conversational Skills ◽  
Behavioral Difficulty ◽  
Interpersonal Difficulties ◽  
Language Problems ◽  
Language Measures

This study compared two groups of students (i.e., day versus residential) with severe behavioral disorders on several language measures to determine whether more severe language deficits were present based on restrictiveness of behavioral placement. Second, types of language deficits were compared to categories of behavioral problems to see if language problems were more prevalent in different behavioral categories. No significant differences were found between groups on standardized language measures, with both groups showing receptive and expressive language deficits below normal. Students in the day program were rated higher on conversational skills by their teachers than students in the residential program. Receptive language deficits correlated with Interpersonal Difficulties and Inappropriate Behavior categories on the Behavior Evaluation Scale-2 (BBS). Differentiation of language problems according to severity or category of behavioral difficulty was inconclusive.

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

scholarly journals Preschool Language Outcomes following Perinatal Hypoxic-Ischemic Encephalopathy in the Age of Therapeutic Hypothermia

2018 ◽  
Vol 40 (5-6) ◽  
pp. 627-637 ◽  
Author(s):  
Eric M. Chin ◽  
Srishti Jayakumar ◽  
Ezequiel Ramos ◽  
Gwendolyn Gerner ◽  
Bruno P. Soares ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Therapeutic Hypothermia ◽  
Expressive Language ◽  
Brain Mri ◽  
Receptive Language ◽  
Relative Strength ◽  
Hypoxic Ischemic Encephalopathy ◽  
Language Deficits ◽  
Ischemic Encephalopathy

Early studies following perinatal hypoxic-ischemic encephalopathy (HIE) suggested expressive language deficits and academic difficulties, but there is only limited detailed study of language development in this population since the widespread adoption of therapeutic hypothermia (TH). Expressive and receptive language testing was performed as part of a larger battery with 45 children with a mean age of 26 months following perinatal HIE treated with TH. Overall cohort outcomes as well as the effects of gender, estimated household income, initial pH and base excess, and pattern of injury on neonatal brain MRI were assessed. The cohort overall demonstrated expressive language subscore, visual-reception subscore, and early learning composite scores significantly below test norms, with relative sparing of receptive language subscores. Poorer expressive language manifested as decreased vocabulary size and shorter utterances. Expressive language subscores showed a significant gender effect, and estimated socioeconomic status showed a significant effect on both receptive and expressive language subscores. Initial blood gas markers and modified Sarnat scoring did not show a significant effect on language subscores. Binarized MRI abnormality predicted a significant effect on both receptive and expressive language subscores; the presence of specific cortical/subcortical abnormalities predicted receptive language deficits. Overall, the language development profile of children following HIE in the era of hypothermia shows a relative strength in receptive language. Gender and socioeconomic status predominantly predict expressive language deficits; abnormalities detectable on MRI predominantly predict receptive language deficits.

Incidental receptive language growth associated with expressive grammar intervention in SLI

2009 ◽  
Vol 29 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Stephen Camarata ◽  
Keith E. Nelson ◽  
Heather Gillum ◽  
Mary Camarata
Keyword(s):  
Cognitive Deficits ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Intervention ◽  
Control Group ◽  
Language Deficits ◽  
Language Growth

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can be improved using focused presentation of grammatical targets (cf. conversational recast; Camarata, Nelson & Camarata, 1994), but there have been few investigations addressing the remediation of receptive language skills in SLI for those children with receptive language deficits. The purpose of this study was to examine whether focused grammatical intervention on expressive grammar is associated with growth in receptive language in 21 children with SLI who have receptive language deficits. These children displayed significant growth in receptive language scores as an incidental or secondary association with expressive language intervention and significantly higher gains than seen in a comparison-control group with SLI and receptive language deficits ( n = 6). The theoretical and clinical implications of these results are discussed.

scholarly journals What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay

2019 ◽  
Vol 62 (2) ◽  
pp. 356-366 ◽  
Author(s):  
Hilary O'Neill ◽  
Carol-Anne Murphy ◽  
Shula Chiat
Keyword(s):  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Language Delay ◽  
Language Outcomes ◽  
Theoretical Understanding ◽  
Expressive Phonology ◽  
Language Measures ◽  
Expressive Language Delay

Purpose This study followed up children identified with expressive language delay (ELD) or receptive/expressive language delay (R/ELD) at 2 years of age, Time 1 (T1), in order to identify their language profiles at 4–5 years, Time 2 (T2), and explore relationships to T1 language, gesture use, and symbolic comprehension. Method Nineteen of 22 children were seen at follow-up (9 of 10 from R/ELD group, 10 of 12 from ELD group). T1 measures assessed receptive and expressive language, gesture use, and symbolic comprehension. At T2, we assessed receptive and expressive language, sentence repetition, and expressive phonology. Results Outcomes for the R/ELD group were significantly poorer, with all children continuing to have delay in receptive and/or expressive language compared to just 20% of the ELD group. Expressive phonology delay was common in both groups. T1 receptive language showed the most pervasive correlations with T2 language measures, but categorical performance on all three T1 measures correctly predicted language outcomes in 16–17 of the 19 children. Conclusion Findings add to evidence that receptive language is a strong predictor of outcomes. Gesture use and symbolic comprehension are also strong predictors and clinically valuable as part of play-based assessments with implications for theoretical understanding and intervention planning.

scholarly journals Teachers’ Perceptions about Primary School Students with Learning Disabilities Problems with Receptive and Expressive Language in Al Madinah Region

2021 ◽  
Vol 45 (2) ◽  
pp. 100-132
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Primary Schools ◽  
Expressive Language ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Language Problems ◽  
Academic Specialization

The aim of the study was to identify problems with receptive and expressive language among primary-school students with learning disabilities, as perceived by teachers in the region of Al Madinah. The study also aimed to identify the different levels of teachers’ awareness of the problems of receptive and expressive language among such students, and the effect of teachers’ gender, amount of experience, and academic specialization. The study sample consisted of 97 male and 94 female teachers in the region of Al Madinah. The participants responded to a survey consisting of 25 items, including 15 items to identify problems with receiving language and 10 items to identify problems with expressive language. The results of the study indicated that the receptive language problems were prevalent, as perceived by teachers with (M = 3.83). Expressive language problems were also prevalent, with an average of (M = 3.80). The study also indicated that there was no effect of gender, experience, and academic specialization. The study recommends organizing training courses for primary grade teachers discovering and developing receptive and expressive language for students with learning disabilities. Keywords: Learning disabilities, problems of receptive and expressive language, teachers of primary schools

Performance of Articulation-Disordered Children on Language and Perception Measures

1983 ◽  
Vol 26 (1) ◽  
pp. 124-136 ◽  
Author(s):  
Ann B. Smit ◽  
John E. Bernthal
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Perception Task ◽  
Language Measure ◽  
Word Familiarity ◽  
Language Measures ◽  
Normal Controls

Five-year-old articulation-disordered children were classified as syllable reducers or as substituters. They were compared to each other and to normal controls on measures of expressive and receptive language and on perception of word-initial and word-final voicing contrasts. There were significant differences among the groups on several imitative expressive language measures, with the syllable reducers making both deletion and substitution errors and the substituters making substitution errors for functors. There were no significant differences on a receptive language measure, nor in perception of final voicing contrasts, but the articulation-disordered groups performed more poorly than the controls in perception of initial voicing contrasts. Children's familiarity with the stimulus words of the perception task was related to their performance on language measures. Word familiarity appeared to interact with the intrinsic difficulty of stimulus pairs in the case of word-final voicing contrasts.

scholarly journals “I can Speak Like You, I am Just Different” A Psycholinguistics Study of Autistic Child

2021 ◽  
Vol 7 (2) ◽  
pp. 141-151
Author(s):  
Dyah Ayu Rahmawati ◽  
Emy Sudarwati
Keyword(s):  
Autistic Child ◽  
Language Disorder ◽  
Expressive Language ◽  
Language Disorders ◽  
Receptive Language ◽  
Autistic Children ◽  
Verbal Language ◽  
Language Problems ◽  
Language Growth ◽  
Present Thesis

Language deficiency is one of the barriers that autistic children face in their language growth. Autistic children may face these difficulties in which they have trouble in understanding and communicating their language. Using Chaer's Language Disorders Theory (2003), this research attempts to investigate the receptive language disorders performed by an autistic child named Rahesa and the expressive language disorders performed by an autistic child named Rahesa based on Suherman’s (2016) theory. Using a qualitative with descriptive approach, the data were taken from the videos of the subject’s relationship with his mother, then transcribed into dialogs and analyzed. Then, researcher continued to describe all the findings. The findings of this research indicate that an autistic person has trouble interpreting the message of others and communicating his/her emotions by verbal words. An autistic boy has three difficulties with receptive language disorder, such as difficulty in interpreting verbal language, difficulty in following verbal guidance, and difficulty in focusing his mind.As far as expressive language disorder is concerned, an autistic person faces six difficulties, such as difficulty in inserting words into sentences, difficulty in choosing the correct expression, poor comprehension, taking words out of sentences, repeating some words or phrases, and inappropriately using language structure.The present thesis seeks to offer insights to prospective scholars who are interested in linguistic, in particular psycholinguistics concerned with language problems in the case of autism. General readers will enrich their understanding of and how to cope with the forms of language problems in autistic children.

Narrative Skills in Children With Selective Mutism

2004 ◽  
Vol 13 (4) ◽  
pp. 304-315 ◽  
Author(s):  
Alison McInnes ◽  
Daniel Fung ◽  
Katharina Manassis ◽  
Lisa Fiksenbaum ◽  
Rosemary Tannock
Keyword(s):  
Comparison Group ◽  
Expressive Language ◽  
Selective Mutism ◽  
Receptive Language ◽  
Assessment Procedure ◽  
Language Abilities ◽  
Language Deficits ◽  
Assessment Protocol ◽  
Complex Disorder ◽  
Narrative Skills

Selective mutism (SM) is a rare and complex disorder associated with anxiety symptoms and speech-language deficits; however, the nature of these language deficits has not been studied systematically. A novel cross-disciplinary assessment protocol was used to assess anxiety and nonverbal cognitive, receptive language, and expressive narrative abilities in 7 children with SM and a comparison group of 7 children with social phobia (SP). The children with SM produced significantly shorter narratives than children with SP, despite showing normal nonverbal cognitive and receptive language abilities. The findings suggest that SM may involve subtle expressive language deficits that may influence academic performance and raise additional questions for further research. The assessment procedure developed for this study may be potentially useful for language clinicians.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Sign in / Sign up

Export Citation Format

Share Document