Cues for Screening Language Disorders in Preschool Children

PEDIATRICS ◽  
1975 ◽  
Vol 55 (5) ◽  
pp. 717-722
Author(s):  
Arthur H. Schwartz ◽  
Michael W. Murphy
Keyword(s):  
Preschool Children ◽  
Early Detection ◽  
Developmental Disability ◽  
Language Disability ◽  
Language Disorders ◽  
Negative Consequences ◽  
Speech And Language ◽  
Vocabulary Comprehension ◽  
Word Forms ◽  
Development Of Language

This article has described procedures and criteria a pediatrician may employ during office evaluation to identify children suspected of having a developmental language disability. Disruptions in vocabulary comprehension, vocabulary production, sentence organization, use of word forms, and articulation patterns are important cues signaling the need for referral for a speech and language evaluation. The 1970 NINDS1 estimate that no less than one out of every 170 children has a developmental disability affecting the development of language suggests that one or more such children with such a disability enter the pediatrician's office each week. Many of the negative consequences of this problem may be prevented or greatly reduced by early detection and appropriate referral based upon the information described in this article.

scholarly journals Parents’ and speech and language pathologists’ attitudes toward preschool children with speech and language disorders

Logopedija ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 13-20
Author(s):  
Adinda Dulčić ◽  
Katarina Pavičić Dokoza ◽  
Koraljka Bakota ◽  
Iva Tadić
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Language Disorders ◽  
Daily Basis ◽  
Speech And Language ◽  
Speech And Language Pathologists ◽  
Speech And Language Disorders

The objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders.

scholarly journals The role of the district pediatrician in the early diagnosis of speech developmental disorders in preschool children

2021 ◽  
Vol 66 (4) ◽  
pp. 129-134
Author(s):  
S. Ya. Volgina ◽  
A. R. Ahmetova ◽  
E. A. Nikolaeva ◽  
R. G. Gamirova ◽  
N. A. Solovyeva
Keyword(s):  
Preschool Children ◽  
Developmental Disorders ◽  
Language Disorders ◽  
Speech Disorders ◽  
Speech And Language ◽  
Leading Role ◽  
Language Development Disorders ◽  
Important Means ◽  
Speech And Language Development ◽  
Speech And Language Disorders

Speech and language are the most important means of communication between a child and the outer world. Currently in the Russian Federation there is no reliable data on the prevalence of speech and language disorders in children. According to foreign authors, speech disorders are diagnosed in 3,4–6,4% in the population of preschool children, and language disorders are diagnosed in 8–10% of cases. Early identification of the causes of speech and language development disorders in children is a complex interdisciplinary problem. The authors have developed an algorithm for diagnosing speech and language developmental disorders in preschool children, where the district pediatrician plays the leading role. It is district pediatrician who can assess the speed of the child’s speech skills development, based on age norms, analyze the history data, risk factors, carry out a physical examination of the child, develop an individual program for conducting basic laboratory and instrumental studies and consult specialists. Dynamic observation of this category of children is important.

scholarly journals Communication Development of Preschool Children with Insufficient Development of Language System

2015 ◽  
Vol 3 ◽  
pp. 24
Author(s):  
Irina Cupere
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Theoretical Aspect ◽  
Language Disorders ◽  
Communication Development ◽  
Language System ◽  
Narrative Skills ◽  
Normal Language ◽  
Development Of Language ◽  
Speech And Language Disorders

This article explores communication development of preschool children with insufficient development of the language system. Children who have speech and language disorders have problems with interaction between persons in society, because they have poor narrative skills. Theoretical aspect is analyzed about communication development differences in preschool children with normal language development and with insufficient development of the language system.

Motor performance in 5-year-old preschool children with developmental speech and language disorders

2009 ◽  
Vol 98 (8) ◽  
pp. 1334-1338 ◽  
Author(s):  
Iti Müürsepp ◽  
Jaan Ereline ◽  
Helena Gapeyeva ◽  
Mati Pääsuke
Keyword(s):  
Preschool Children ◽  
Motor Performance ◽  
Language Disorders ◽  
Speech And Language ◽  
Speech And Language Disorders

scholarly journals The role of risk factors in the development of speech and language disorders in preschool children

2021 ◽  
Vol 102 (4) ◽  
pp. 537-544
Author(s):  
S Ya Volgina ◽  
A R Ahmetova ◽  
L K Shaidukova ◽  
N V Zhurkova ◽  
G A Kulakova
Keyword(s):  
Risk Factors ◽  
Preschool Children ◽  
Developmental Disorders ◽  
Metabolic Diseases ◽  
Practical Importance ◽  
Language Disorders ◽  
Speech Disorders ◽  
Hereditary Diseases ◽  
Special Role ◽  
Speech And Language

The article provides an overview of modern literature on the risk factors for the development of speech and language, which can be taken into account by pediatricians when forming a high-risk group of the corresponding contingent of preschool children. The leading risk factor for the development of speech/language disorders in children is childhood developmental brain disorders that arose in the prenatal, intrapartum and postnatal period of a child's life, which is often found in children with cerebral palsy, epilepsy, and after head injuries. The occurrence of disorders is greatly influenced by anatomical defects in the speech apparatus, requiring timely surgical correction, and hearing loss. Impairment or absence of speech/language in children is common causes for visiting a psychiatrist, which is observed in autistic spectrum disorders (including autism), elective mutism, mental retardation, attention deficit hyperactivity disorder. Many genetic factors which are often found in patients with other hereditary diseases (chromosome disorders, monogenic hereditary diseases, inherited metabolic diseases, genetic speech disorders) play a special role in the development of speech/language and are associated with developmental disorders, intellectual disability and behavioral deviations. Finally, social factors such as socioeconomic status and social structure of the family, family conflict, pedagogical neglect, child abuse and prolonged use of modern digital devices throughout the day contribute to speech/language development disorders in preschool children. Analysis of the causes of speech/language pathology is of great practical importance for improving the management strategy aimed at preventing the manifestation of the disorders in children.

scholarly journals Humanistic approach towards education of preschool children with developmental speech and language disorders

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Voitovych Oksana ◽  
Kozliuk Olha ◽  
Kosarieva Oksana ◽  
Marchuk Galyna ◽  
Stepanova Olga
Keyword(s):  
Preschool Children ◽  
Speech Sound ◽  
Language Disorders ◽  
Speech And Language ◽  
Scientific Publications ◽  
Usual Practice ◽  
Academic Paper ◽  
Humanistic Approach ◽  
Speech And Language Disorders ◽  
Family Centered

Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.

scholarly journals The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

2021 ◽  
Vol 45 (1) ◽  
pp. 16-23
Author(s):  
Hyeong Seop Kim ◽  
Heesuk Shin ◽  
Chul Ho Yoon ◽  
Eun Shin Lee ◽  
Min-Kyun Oh ◽  
...  
Keyword(s):  
Preschool Children ◽  
Clinical Features ◽  
Language Disorders ◽  
Average Degree ◽  
Language Delay ◽  
Speech And Language ◽  
Social Maturity ◽  
The Social ◽  
Maternal Language ◽  
Speech And Language Disorders

Objective To retrospectively review the characteristics of preschool children with speech and language disorders to determine their clinical features and compares the average degrees of language delay based on hospital visit purposes, language developmental delay causes, and maternal language.Methods One thousand one hundred two children (832 males, 270 females) with the chief complaint of language or speech problems who underwent language assessment for the first time were included. Their medical records, including demographic data, language environments, and family history of language problems and other developmental problems, were collected. Furthermore, the results of language and developmental assessments and hearing tests were collected.Results Among the children enrolled in this study, 24% had parental problems and 9% were nurtured by their grandparents. The average degree of language delay did not differ regarding purposes of hospital visits. The average degree of language delay was greatest in children with autism spectrum disorders and least in children with mixed receptive–expressive language disorders. In children with mothers who do not speak Korean as their native language, social quotients in the social maturity scale were less than 70.Conclusion Language environment is an essential factor that may cause speech and language disorders. Moreover, maternal language seems to affect the social quotient of the social maturity scale.

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