scholarly journals Speech-language therapy stimulation in children with Down’s syndrome

Revista CEFAC ◽  
2018 ◽  
Vol 20 (3) ◽  
pp. 271-280
Author(s):  
Mariane Sousa Regis ◽  
Ivonaldo Leidson Barbosa Lima ◽  
Larissa Nadjara Alves Almeida ◽  
Giorvan Ânderson dos Santos Alves ◽  
Isabelle Cahino Delgado
Keyword(s):  
Language Development ◽  
Receptive Vocabulary ◽  
Language Intervention ◽  
Expressive Vocabulary ◽  
Language Therapy ◽  
Communicative Intent ◽  
Deferred Imitation ◽  
Before And After ◽  
Therapy Sessions ◽  
Stimulation Of

ABSTRACT Objective: to analyze the contributions of speech-language therapy to the language development of children with Down syndrome (DS). Methods: eleven children with DS participated in the research. The children were between zero and five years of age, of both genders and attending a university extension project involving eight therapy sessions following stimulation guidelines. Children were evaluated before and after speech-language stimulation. The stimulation guidelines were based on the following aspects of language development: coordination of sensorimotor schema, constitution of object permanence, gestural/body imitation, imitation of utterances, deferred imitation and use of symbolic schema, communicative intent, receptive vocabulary and expressive vocabulary: words and phrases. The study was approved by the Research Ethics Committee of the institution. Data were analyzed quantitatively. Results: there were significant differences in the pre- and post-speech-language intervention in the following skills parameters: gestural/body imitation, imitation of utterances, deferred imitation and use of symbolic schema, communicative intent and receptive vocabulary. Conclusion: early stimulation of linguistic and cognitive aspects is important in the development of children with DS, as evidenced by the immediate development of speech-language skills in children after the intervention.

When Is "Watch and See" Warranted? A Response to Paul's 1996 Article, "Clinical Implications of the Natural History of Slow Expressive Language Development"

1997 ◽  
Vol 6 (2) ◽  
pp. 34-39 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Barbara Davis
Keyword(s):  
Social Policy ◽  
Language Development ◽  
Additional Data ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Language Intervention ◽  
Language Delay ◽  
Clinical Implications ◽  
Expressive Vocabulary ◽  
Normal Range

We commend Paul for undertaking an investigation that concerns critical clinical and theoretical issues. This type of longitudinal developmental research is exactly what is needed to advance the scientific basis of our profession. We also respect Paul's attempt to construct a firm bridge between her findings and their clinical implications. The necessary and sufficient data that completely solve a clinical problem are rarely available. Because clinicians do not have the luxury of waiting until the best data imaginable are collected and analyzed before acting, it is helpful for researchers to generalize their results to the extent possible. However, because of its potential clinical, economic, and educational implications, we believe that a broad social policy like Paul's "watch and see" recommendation should be based on unambiguous evidence. We have suggested that a number of the children in Paul's cohort may have been within the normal range in language development at the beginning of the study. Without individual data, it is impossible for us to know whether or not this was the case. To the extent that our suspicions hold true, Paul's study tells us that a number of children who function at the low end of the normal range of language development between 20 and 34 months stay within the normal range throughout the preschool and early school-age years. Paul's suggestion of "watch and see" seems reasonable enough for the 74% of the children who tested within the normal range by kindergarten and first grade, but it may not have been sufficient for the 26% who did not. We believe children like those in this latter group would probably benefit from preschool language intervention and that very valuable language learning time could be lost if Paul's general "watch and see" policy were implemented. It is possible that children with good outcomes and children with language delays that were significant and persistent had different profiles with respect to expressive vocabulary, receptive vocabulary, speech, and communicative intentions at the onset of the study. If so, one broad social policy may not be sufficient. We have asked Paul to provide additional data about the nature of the language difficulties exhibited by the children at the outset of her study, the predictors of continued language delay, and the results of language intervention efforts. It is our hope that Paul can provide the kinds of additional data and analyses we have requested in this discussion, and that this data can serve as the basis for refinements in definitions of early language delay, decisions about providing clinical services to very young children, and methods for analyzing intervention efficacy.

scholarly journals The Association Between Screen Media Quantity, Content, and Context and Language Development

2021 ◽  
Author(s):  
Haifa Alroqi ◽  
Ludovica Serratrice ◽  
Thea Cameron-Faulkner
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Negative Impact ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Older Children ◽  
Negative Effects ◽  
Positive Effects ◽  
Screen Media ◽  
Screen Use

This study investigates the influence of the quantity, content, and context of screen media use on the language development of 85 Saudi children aged 1 to 3 years. Surveys and weekly event-based diaries were employed to track children’s screen use patterns. Language development was assessed using an Arabic Communicative Development Inventory (CDI). Findings indicate that the most significant predictor of expressive and receptive vocabulary in 12- to 16-month-olds was screen media context (as measured by the frequency of interactive joint media engagements). In older children (17- to 36-month-olds), more screen time (as measured by the amount of time spent using screens, the prevalence of background TV at home, and the onset age of screen use) had the highest negative impact on expressive vocabulary and mean length of utterance. These findings support health recommendations on the negative effects of excessive screen time and the positive effects of co-viewing media with children.

scholarly journals Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome

2015 ◽  
Vol 120 (4) ◽  
pp. 302-314 ◽  
Author(s):  
Paul J. Yoder ◽  
Tiffany Woynaroski ◽  
Marc E. Fey ◽  
Steven F. Warren ◽  
Elizabeth Gardner
Keyword(s):  
Down Syndrome ◽  
Treatment Phase ◽  
Receptive Vocabulary ◽  
Language Therapy ◽  
Dose Frequency ◽  
Only Children ◽  
Children With Down Syndrome ◽  
Vocabulary Growth ◽  
Therapy Sessions ◽  
Weekly Therapy

Abstract In an earlier randomized clinical trial, daily communication and language therapy resulted in more favorable spoken vocabulary outcomes than weekly therapy sessions in a subgroup of initially nonverbal preschoolers with intellectual disabilities that included only children with Down syndrome (DS). In this reanalysis of the dataset involving only the participants with DS, we found that more therapy led to larger spoken vocabularies at posttreatment because it increased children’s canonical syllabic communication and receptive vocabulary growth early in the treatment phase.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Antiparasitic Treatment of Patients with P. falciparum Malaria Reduces the Ability of Patient Serum to Induce Tissue Factor by Decreasing NF-κB Activation

1995 ◽  
Vol 73 (01) ◽  
pp. 039-048 ◽  
Author(s):  
A Bierhaus ◽  
Ch J Hemmer ◽  
N Mackman ◽  
R Kutob ◽  
R Ziegler ◽  
...  
Keyword(s):  
Tissue Factor ◽  
Falciparum Malaria ◽  
De Novo ◽  
Neutralizing Antibody ◽  
Mobility Shift ◽  
Before And After ◽  
Tf Gene ◽  
Electrophoretic Mobility Shift Assays ◽  
Antiparasitic Treatment ◽  
Stimulation Of

SummarySerum from patients with P. falciparum malaria at day 1 (pretherapy) induces tissue factor (TF) in cultured endothelial cells. TF induction depends on de novo transcription as shown in Nuclear Run On assays. Electrophoretic mobility shift assays demonstrated binding of AP-1 and NF- κB/Rel proteins to their recognition sites in the TF promotor. After therapy (day 28), stimulation of TF antigen by patient serum is reduced by 70%. When serum obtained before and after therapy was compared, a decrease of NF-κB activation was evident. Activation of NF-κB-like proteins was in part dependent on TNFα in patient serum, since a TNFα neutralizing antibody reduced induction of TF transcription and translation and induction of NF-κB-like proteins. Induction of TF activity was suppressed by pDTC, an inhibitor of NF-κB activation. When different promotor constructs of the TF gene were tested, induction was dependent upon the presence of the intact NF-κB-like binding site in the TF promotor. A mutant with deleted NF-κB, but intact AP-1 sites was not inducible. Mutation of the AP-1 sites did not prevent induction, but reduced inducibility by pretherapy serum. Therefore, NF-κB/Rel proteins are responsible for induction of TF transcription by pretherapy serum, but AP-1 is needed for highest inducibility. The effect of antiparasitic therapy on the induction of TF by serum from patients with complicated P. falciparum malaria is dependent on a therapy-mediated loss of activation of NF-κB-like proteins in post-treatment patient serum.

scholarly journals Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

2021 ◽  
Vol 11 (3) ◽  
pp. 407
Author(s):  
Sara Rinaldi ◽  
Maria Cristina Caselli ◽  
Valentina Cofelice ◽  
Simonetta D’Amico ◽  
Anna Giulia De Cagno ◽  
...  
Keyword(s):  
Language Disorder ◽  
Negative Impact ◽  
Receptive Vocabulary ◽  
Primary School Children ◽  
Control Group ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
Phonological Skills ◽  
Syntactic Skills ◽  
Positive Effect

Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

Cross-talk along gastrointestinal tract during electrical stimulation: effects and mechanisms of gastric/colonic stimulation on rectal tone in dogs

2005 ◽  
Vol 288 (6) ◽  
pp. G1195-G1198 ◽  
Author(s):  
Shi Liu ◽  
Lijie Wang ◽  
J. D. Z. Chen
Keyword(s):  
Electrical Stimulation ◽  
Inhibitory Effect ◽  
Adrenergic Blockade ◽  
Rectal Compliance ◽  
Rectal Tone ◽  
Before And After ◽  
Sensory Functions ◽  
Sympathetic Pathway ◽  
Colonic Electrical Stimulation ◽  
Stimulation Of

Gastric electrical stimulation (GES) has been shown to alter motor and sensory functions of the stomach. However, its effects on other organs of the gut have rarely been investigated. The study was performed in 12 dogs implanted with two pairs of electrodes, one on the serosa of the stomach and the other on the colon. The study was composed of two experiments. Experiment 1 was designed to study the effects of GES on rectal tone and compliance in nine dogs compared with colonic electrical stimulation (CES). Rectal tone and compliance were assessed before and after GES or CES. Experiment 2 was performed to study the involvement of sympathetic pathway in 8 of the 12 dogs. The rectal tone was recorded for 30–40 min at baseline and 20 min after intravenous guanethidine. GES or CES was given for 20 min 20 min after the initiation of the infusion. It was found that both GES and CES reduced rectal tone with comparable potency. Rectal compliance was altered neither with GES, nor with CES. The inhibitory effect of GES but not CES on rectal tone was abolished by an adrenergic blockade, guanethidine. GES inhibited rectal tone with a comparable potency with CES but did not alter rectal compliance. The inhibitory effect of GES on rectal tone is mediated by the sympathetic pathway. It should be noted that electrical stimulation of one organ of the gut may have a beneficial or adverse effect on another organ of the gut.

Effects of pharyngeal lubrication on the opening of obstructed upper airway

1992 ◽  
Vol 72 (6) ◽  
pp. 2311-2316 ◽  
Author(s):  
H. Miki ◽  
W. Hida ◽  
Y. Kikuchi ◽  
T. Chonan ◽  
M. Satoh ◽  
...  
Keyword(s):  
Hypoglossal Nerve ◽  
Muscle Tone ◽  
Upper Airway ◽  
Intraluminal Pressure ◽  
Lower Airway ◽  
Before And After ◽  
Airway Opening ◽  
Cervical Trachea ◽  
Artificial Surfactant ◽  
Stimulation Of

We examined the effect of electrical stimulation of the hypoglossal nerve and pharyngeal lubrication with artificial surfactant (Surfactant T-A) on the opening of obstructed upper airway in nine anesthetized supine dogs. The upper airway was isolated from the lower airway by transecting the cervical trachea. Upper airway obstruction was induced by applying constant negative pressures (5, 10, 20, and 30 cmH2O) on the rostral cut end of the trachea. Peripheral cut ends of the hypoglossal nerves were electrically stimulated by square-wave pulses at various frequencies from 10 to 30 Hz (0.2-ms duration, 5–7 V), and the critical stimulating frequency necessary for opening the obstructed upper airway was measured at each driving pressure before and after pharyngeal lubrication with artificial surfactant. The critical stimulation frequency for upper airway opening significantly increased as upper airway pressure became more negative and significantly decreased with lubrication of the upper airway. These findings suggest that greater muscle tone of the genioglossus is needed to open the occluded upper airway with larger negative intraluminal pressure and that lubrication of the pharyngeal mucosa with artificial surfactant facilitates reopening of the upper airway.

scholarly journals Characterizing pinprick-evoked brain potentials before and after experimentally induced secondary hyperalgesia

2015 ◽  
Vol 114 (5) ◽  
pp. 2672-2681 ◽  
Author(s):  
Emanuel N. van den Broeke ◽  
André Mouraux ◽  
Antonia H. Groneberg ◽  
Doreen B. Pfau ◽  
Rolf-Detlef Treede ◽  
...  
Keyword(s):  
Event Related Potentials ◽  
Stimulus Onset ◽  
Secondary Hyperalgesia ◽  
Brain Potentials ◽  
Nociceptive Pathways ◽  
Before And After ◽  
Pain Ratings ◽  
Related Potentials ◽  
Positive Complex ◽  
Stimulation Of

Secondary hyperalgesia is believed to be a key feature of “central sensitization” and is characterized by enhanced pain to mechanical nociceptive stimuli. The aim of the present study was to characterize, using EEG, the effects of pinprick stimulation intensity on the magnitude of pinprick-elicited brain potentials [event-related potentials (ERPs)] before and after secondary hyperalgesia induced by intradermal capsaicin in humans. Pinprick-elicited ERPs and pinprick-evoked pain ratings were recorded in 19 healthy volunteers, with mechanical pinprick stimuli of varying intensities (0.25-mm probe applied with a force extending between 16 and 512 mN). The recordings were performed before (T0) and 30 min after (T1) intradermal capsaicin injection. The contralateral noninjected arm served as control. ERPs elicited by stimulation of untreated skin were characterized by 1) an early-latency negative-positive complex peaking between 120 and 250 ms after stimulus onset (N120-P240) and maximal at the vertex and 2) a long-lasting positive wave peaking 400–600 ms after stimulus onset and maximal more posterior (P500), which was correlated to perceived pinprick pain. After capsaicin injection, pinprick stimuli were perceived as more intense in the area of secondary hyperalgesia and this effect was stronger for lower compared with higher stimulus intensities. In addition, there was an enhancement of the P500 elicited by stimuli of intermediate intensity, which was significant for 64 mN. The other components of the ERPs were unaffected by capsaicin. Our results suggest that the increase in P500 magnitude after capsaicin is mediated by facilitated mechanical nociceptive pathways.

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