Examination of Creative Abilities of Preschool Children With and Without Specific Language Impairment (SLI)

2018 ◽  
Vol 41 (1) ◽  
pp. 22-33
Author(s):  
Mark Leikin ◽  
Esther Tovli
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Specific Language ◽  
Degree Of Dissociation ◽  
Language Deficit ◽  
Younger Age ◽  
The Relationship ◽  
Creativity Task

The present study aims to examine the relationship between developmental language deficit and children’s creative ability. For this purpose, we compared the performance of preschool children with Specific Language Impairment (SLI) on general and mathematic creativity tests with that of typically developing children. The findings demonstrated that children with SLI performed almost identically on the general creativity task, compared with older preschoolers, and did generally better than children from the younger age group. However, on the mathematic creativity task, they did significantly better statistically than the younger children and worse than children from the older control groups. Thus, the results showed that creativity as a specific cognitive ability seems to develop in children with SLI in the same way as in their typically developing peers but at a slower rate. In addition, our findings demonstrate some degree of dissociation between the cognitive and linguistic abilities of children with SLI.

Gesture and speech during shared book reading with preschoolers with specific language impairment

2015 ◽  
Vol 42 (6) ◽  
pp. 1191-1218 ◽  
Author(s):  
MANUELA LAVELLI ◽  
CHIARA BARACHETTI ◽  
ELENA FLORIT
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sequential Analysis ◽  
Book Reading ◽  
Shared Book Reading ◽  
Typically Developing ◽  
Specific Language ◽  
Potential Effectiveness ◽  
Maternal Speech ◽  
The Relationship

ABSTRACTThis study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture–speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the ‘gesture advantage’ hypothesis in children with SLI, and have implications for educational and clinical practice.

The Impact of Manipulating Attentional Shifting Demands on Preschool Children With Specific Language Impairment

2019 ◽  
Vol 62 (2) ◽  
pp. 324-336 ◽  
Author(s):  
Yara Aljahlan ◽  
Tammie J. Spaulding
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Response Speed ◽  
Error Rates ◽  
Typically Developing ◽  
Load Shifting ◽  
Specific Language ◽  
The Impact ◽  
Attentional Shifting

Purpose This study investigated attentional shifting in preschool children with specific language impairment (SLI) compared to their typically developing peers. Children's attentional shifting capacity was assessed by varying attentional demands. Method Twenty-five preschool children with SLI and 25 age-matched, typically developing controls participated. A behavioral task measuring attentional shifting within and across multiple dimensions (auditory, linguistic, and visual) was employed. Demands on attentional shifting were increased based on input dimension (low load: staying within dimension; medium load: shifting between 2 dimensions; and high load: shifting among 3 dimensions). Results Compared to controls, the group with SLI made more erroneous responses and exhibited longer response times. Although both groups' error rates were similarly affected by shifting compared to nonshifting trials, their response speed was not. The group with SLI exhibited a larger comparative decrement to their response speed in the high–attentional load condition. Discussion When demands on attentional shifting increase, children with SLI struggle to shift their attention as efficiently to changing stimuli as their unimpaired peers. Potential implications for the assessment and treatment of this population are discussed.

The temporal relationship between speech and manual communicative gesture in children with specific language impairment

Gesture ◽  
2016 ◽  
Vol 15 (3) ◽  
pp. 321-339 ◽  
Author(s):  
Teenu Sanjeevan ◽  
Elina Mainela-Arnold ◽  
Martha W. Alibali ◽  
Julia L. Evans
Keyword(s):  
Word Frequency ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Significant Group ◽  
Specific Language ◽  
Temporal Alignment ◽  
Animated Cartoon ◽  
Communicative Gestures ◽  
The Relationship

This study examined the relationship between word frequency and timing of communicative gestures in children with specific language impairment (SLI) and typically-developing (TD) children. Nine children with SLI and twelve age-matched TD children produced a narrative after watching an animated cartoon. Redundant gesture-speech pairs were identified and coded for temporal alignment between gesture and speech onset and gesture duration. Word frequency for the co-occurring words was determined using the SUBTLEXus database. No significant group differences were found for temporal alignment or gesture duration. However, word frequency was associated with temporal alignment and gesture duration in TD children, but not in children with SLI. This finding suggests that the role communicative gestures play in lexical access may be different in children with SLI relative to TD children.

scholarly journals Association of epileptiform brain activity and specific language impairment (SLI) in preschool children

2021 ◽  
Vol 57 (1) ◽  
Author(s):  
Ahmed Esmael ◽  
Sara Elsherbeny ◽  
Mohammed Abbas
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Significant Relationship ◽  
Specific Language Impairment ◽  
Intelligence Quotient ◽  
Epileptiform Activity ◽  
Control Group ◽  
Specific Language ◽  
Cognitive Age ◽  
The Impact

Abstract Background Epileptiform activities can cause transient or permanent deficits that affect the children during development and may be accompanied by neurodevelopmental disorders like specific language impairment. Objectives The objective of this study was to find if there is a possible association and the impact of epilepsy and epileptiform activity in children with specific language impairment. Patients and methods The study was conducted on 80 children suffering from specific language impairment and 80 age and sex match healthy control children. Computed tomography brain was performed and electroencephalography was recorded for children. Intelligence quotient level, cognitive age, social, and phoniatric assessment were done for all patients. Results Eighty children with specific language impairment (51 males and 29 females) with a mean age of 4.11 ± 1.93. Patients with specific language impairment showed significantly higher rates of abnormal electroencephalography (P = 0.006) and epilepsy (P < 0.001) compared to the control group. Spearman correlation demonstrated a highly negative significant relationship linking the language, intelligence quotient with abnormal electroencephalography and epilepsy (r = − 0.91, P < 0.01 and r = − 0.91, P < 0.01 respectively). Also, there was a moderately inverse significant relationship linking the cognitive age, social with abnormal electroencephalography, and epilepsy (r = − 0.70, P < 0.05 and r = − 0.65, P < 0.05 respectively). Conclusion Epileptiform activities even without epilepsy in preschool children may alter normal language function. Specific language impairment was associated with lower intelligence quotient levels, social, and cognitive age. Trial registration ClinicalTrials.gov ID: NCT04141332

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