scholarly journals Specific language impairment: linguistic and neurobiological aspects

2006 ◽  
Vol 64 (2a) ◽  
pp. 173-180 ◽  
Author(s):  
Simone Rocha de Vasconcelos Hage ◽  
Fernando Cendes ◽  
Maria Augusta Montenegro ◽  
Dagma V. Abramides ◽  
Catarina A. Guimarães ◽  
...  
Keyword(s):  
Clinical Manifestation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Standardized Test ◽  
Clinical Manifestations ◽  
Mri Findings ◽  
Specific Language ◽  
Cortical Involvement

Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions. The aim of this study was to classify a group of children according to the subtypes of SLI and to correlate clinical manifestations with cortical abnormalities. Seventeen children with SLI were evaluated. Language assessment was based on standardized test (Peabody) and a non-standardized protocol, which included phonological, syntactical, semantical, pragmatical and lexical aspects of language. All children, except one, had abnormal MRI. Thirteen children presented perisylvian polymicrogyria. The MRI findings in the remaining three patients were: right frontal polymicrogyria, bilateral fronto-parietal atrophy, and hypogenesis of corpus callosum with Chiari I. The data show that patients with posterior cortical involvement tended to present milder form of SLI (no sign of articulatory or bucofacial praxis disturbance), while diffuse polymicrogyric perisylvian cortex usually was seen in patients who presented severe clinical manifestation, mainly phonological-syntactic deficit. In conclusion, SLI may be associated with perisylvian polymicrogyria and clinical manifestation may vary according to the extent of cortical anomaly.

scholarly journals Internalizing Behavioral Problems in Children with Specific Language Impairment

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S Hassan ◽  
M Hegazi ◽  
H Ghandour ◽  
G Abdelrazek ◽  
D Elrefaie
Keyword(s):  
Behavioral Problems ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Behavioral Problem ◽  
Internalizing Behavior ◽  
Therapeutic Interventions ◽  
Control Group ◽  
Specific Language

Abstract Background Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions. Internalizing behavior is actions that are taken out toward the self. The symptoms of internalizing behavior problems are depression, anxiety, somatic complaints and withdrawal. Aim of the Work This study aimed to investigate the presence of internalizing behavioral problems among SLI and their frequencies if present. Patients and methods We assessed SLI by PLS-4 and assessed internalizing behavioral problems with CBCL 1 1/5-5. Fifty children with SLI with an age range of (4-5 years old), divided into 2 subgroups according to the type of SLI, are compared to fifty children with normal language development with the same age and gender regarding internalizing behavioral problems. Results SLI group had more internalizing behavioral problems than control group and there is significant association between behavioral problems and the severity of language deficits. Conclusion the most frequently behavioral problem found in preschool (SLI) children were withdrawn and anxiety, which need therapeutic interventions to remediate them.

scholarly journals Are Specific Language Impairment and Dyslexia Distinct Disorders?

2005 ◽  
Vol 48 (6) ◽  
pp. 1378-1396 ◽  
Author(s):  
Hugh W. Catts ◽  
Suzanne M. Adlof ◽  
Tiffany P. Hogan ◽  
Susan Ellis Weismer
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Specific Language Impairment ◽  
Representative Sample ◽  
Developmental Disorders ◽  
Reading Development ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Typical Development ◽  
Specific Language

Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results: Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions: These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia.

Modularity in developmental disorders: Evidence from Specific Language Impairment and peripheral dyslexias

2002 ◽  
Vol 25 (6) ◽  
pp. 756-757 ◽  
Author(s):  
Naama Friedmann ◽  
Aviah Gvion
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Letter Position ◽  
Lexical Knowledge ◽  
Specific Language ◽  
Neglect Dyslexia

Evidence from various subtypes of Specific Language Impairment and developmental peripheral dyslexias is presented to support the idea that even developmental disorders can be modular. However, in developmental letter position dyslexia and neglect dyslexia we show that additional errors can occur because of insufficient orthographic-lexical knowledge.

Tracking Children From Poverty at Risk for Specific Language Impairment: A 3-Year Longitudinal Study

1996 ◽  
Vol 39 (3) ◽  
pp. 611-624 ◽  
Author(s):  
Barbara B. Fazio ◽  
Rita C. Naremore ◽  
Phil J. Connell
Keyword(s):  
Longitudinal Study ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Standardized Test ◽  
Traditional Approach ◽  
Language Performance ◽  
Normal Children ◽  
Specific Language ◽  
Story Retelling ◽  
Vocabulary Subtest

A 3-year longitudinal study of the language performance of children from poverty was designed to address the problem of separating children with a specific language impairment (SLI) from low-scoring normal children in the borderline area on the continuum of language performance where normal ends and abnormal begins. Two approaches to definition were compared: an experimental approach (using story-retelling, rote-memory ability, and invented-morpheme learning) and a traditional approach (using standardized-test discrepancy scores). Results indicated that 6 of 34 children tracked from kindergarten through second grade appeared to be SLI at the end of the study. The best kindergarten predictor for the outcome status of these 6 children was a combination of the score on the Oral Vocabulary subtest of the TOLD-2P and the score on a combination of the experimental tasks. The best single kindergarten predictor of the academic status of the 15 children in the study who received academic remediation was story-retelling. Children’s scores on the experimental and standardized tests of language performance and nonverbal intelligence were profiled over the 3 years of the study, and patterns of change in many instances reveal the lifting of the early influences of poverty.

scholarly journals Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome

2005 ◽  
Vol 26 (1) ◽  
pp. 7-27 ◽  
Author(s):  
MABEL L. RICE ◽  
STEVEN F. WARREN ◽  
STACY K. BETZ
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Fragile X ◽  
Autism Spectrum ◽  
Specific Pattern ◽  
Specific Language ◽  
Full Picture

Language deficits occur in a variety of developmental disorders including autism spectrum disorders, Down syndrome, fragile X syndrome, specific language impairment, and Williams syndrome. This paper describes the specific pattern of linguistic deficits in each of these disorders in terms of speech production, semantic, and syntactic abilities as well as the relationship between cognitive and linguistic skills and the presence of a deviant or delayed pattern of development. In the spirit of synthesis across diverse literatures, preliminary comparisons among the language profiles of these disorders are made. The full picture, however, is incomplete given the current state of the literature, which tends to focus on the analysis of a narrow range of linguistic phenomena within a single disorder. The field is in need of research that systematically compares these disorders and leads to detailed descriptions of linguistic phenotypes of each disorder.

Are developmental disabilities the same in children and adults?

2002 ◽  
Vol 25 (6) ◽  
pp. 768-769 ◽  
Author(s):  
Paula Tallal
Keyword(s):  
Developmental Disabilities ◽  
Life Span ◽  
Brain Damage ◽  
Developmental Dyslexia ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Related Question ◽  
Adult Brain ◽  
Specific Language

Thomas & Karmiloff-Smith (T&K-S) raise an issue of considerable theoretical importance: Are developmental disorders like cases of adult brain damage? However, a related question: Are developmental disabilities the same in children and adults? is rarely addressed. Failure to consider the cumulative and differing effects of aberrant development across the life span confounds the current literature on both developmental dyslexia and Specific Language Impairment.

scholarly journals Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?

2018 ◽  
Vol 52 (1) ◽  
pp. 3-14 ◽  
Author(s):  
George C. Spanoudis ◽  
Timothy C. Papadopoulos ◽  
Spyroula Spyrou
Keyword(s):  
Reading Disability ◽  
Language Impairment ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Group Differences ◽  
Cognitive Level ◽  
Significant Group ◽  
Learning To Read ◽  
Specific Language

Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group ( n = 10), an SLI group ( n = 13), a possible comorbid group ( n = 9), and a control–no deficit group ( n = 20). Analysis showed that all three clinical groups in our sample performed similarly in phonological awareness and naming-speed tasks. However, significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders. Results are in line with previous findings indicating that SLI and RD share common characteristics, although the two conditions are manifested with different symptoms.

Developmental disorders

2019 ◽  
pp. 67-104
Author(s):  
Risto Näätänen ◽  
Teija Kujala ◽  
Gregory Light
Keyword(s):  
Early Childhood ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Autism Spectrum ◽  
Attention And Memory ◽  
Oral Clefts ◽  
Specific Language ◽  
Promising Tool ◽  
Neural Marker

Developmental brain disorders, such as developmental dyslexia, specific language impairment (SLI), autism spectrum of disorders (ASD), and oral clefts, include perceptual-cognitive deficits of language, audition, attention, and memory. It is important to detect these dysfunctions in early childhood in order to determine how the development of perception and cognition differs from the typical course and to design interventions supporting development. The MMN, being elicited from the foetal stage onwards, is a promising tool for this purpose. It has illuminated low-level perceptual-cognitive dysfunctions in these disorders and shows promise as an early neural marker of future language-related dysfunction.

scholarly journals The Day Centre for Children with Developmental Disorders in Messolonghi, Greece

2016 ◽  
Vol 13 (3) ◽  
pp. 72-73
Author(s):  
Sotiris Kotsopoulos
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Children With Autism ◽  
Treatment Programme ◽  
Limited Impact ◽  
Specific Language ◽  
Academic Assistance ◽  
Regular School ◽  
Western Greece

This paper describes the challenges in starting a service for the diagnosis of and intensive therapeutic intervention for children with autism in a provincial town in western Greece (Messolonghi). Personnel had to be trained, the community had to be educated to accept and use the new service, and stigma had to be dealt with. Currently, fully developed 10 years after the beginning of the effort, in any one week the Day Centre serves on average 35 children with autism and 20 children with specific language impairment. The treatment programme runs along behavioural lines and the results are presently encouraging. Of 32 children referred consecutively to the Centre, after 5 years eight (25%) were attending regular school classes without a diagnosis of autism and eight (25%) with milder symptoms were attending classes with academic assistance. The limited impact of the Centre on the wider community is discussed.

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