Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

scholarly journals Early Communication Behaviors in Infants With Cleft Palate With and Without Robin Sequence: A Preliminary Study

2021 ◽  
pp. 105566562110318
Author(s):  
Stephanie van Eeden ◽  
Yvonne Wren ◽  
Cristina McKean ◽  
Helen Stringer
Keyword(s):  
Cleft Palate ◽  
Soft Palate ◽  
Social Communication ◽  
Language Skills ◽  
Receptive Language ◽  
Group Differences ◽  
Communication Behaviors ◽  
Significant Group ◽  
Early Communication ◽  
Robin Sequence

Objective: To investigate the early communication behaviors in infants with nonsyndromic isolated cleft palate (iCP) and Robin sequence (RS). Design: Group comparison using parent report. Participants: There were 106 participants included in this study. Two groups were selected from the UK Cleft Collective resource. Parents had completed the Language ENvironment Analysis Developmental Snapshot questionnaire when their child turned 13 months. There were 78 participants in the iCP group and 28 in the RS group. Main Outcome Measure(s): Total number of communication behaviors reported on the questionnaire. Subdomains for expressive and receptive language and social communication behaviors were also analyzed. Results: There were no statistically significant group differences. Parents of infants with RS reported fewer later communication behaviors compared to the iCP group. Infants in both groups had fewer communication behaviors compared to the normative sample. Across the whole sample, post hoc analysis revealed a significant correlation between severity of the cleft and social communication behaviors and expressive but not receptive language. Infants with a cleft of the hard and soft palate were more likely to be in the RS group (odds ratio: 7.04 [95% CI: 1.55-32.04]; P = .01). Conclusions: Both groups reported similar levels of early communication. Some divergence of more complex language skills was seen, although there were no significant group differences. A relationship with the diagnosis of a cleft of the hard or soft palate with expressive language behaviors was found. Further study into the impact of cleft severity on early speech development and the relationship with later language skills is needed along with longitudinal follow-up of this population.

Lexical Learning and Language Abilities in Preschoolers with Perinatal Brain Damage

1989 ◽  
Vol 54 (3) ◽  
pp. 395-402 ◽  
Author(s):  
Kristen A. Keefe ◽  
Heidi M. Feldman ◽  
Audrey L. Holland
Keyword(s):  
Language Development ◽  
Brain Damage ◽  
Language Skills ◽  
Phonological Development ◽  
Language Abilities ◽  
Lexical Development ◽  
Left Brain ◽  
Linguistic System ◽  
Brain Injured ◽  
Language Measures

Studies of children with early-acquired brain damage have noted limitations on language development following such damage and have raised questions regarding the process by which these children acquire language skills. The purpose of this study was to examine the effects of perinatally acquired brain damage on early language abilities and on lexical development through the use of standard assessments, language samples, and a miniature linguistic system approach to teach a novel lexicon. Four children, ages 26–41 months, with localized, perinatal brain lesions documented on ultrasound or CT scan were selected for this study and were compared to 4 matched controls. The results show no differences in the pattern of scores and learning in children with right and left brain damage. With the exception of phonological development, subjects scored below controls on all formal language measures; however, the subjects often scored at or above test norms. Brain-injured subjects were similar to controls with respect to the number of novel words that they initially learned on comprehension and production tasks and the number that they consistently comprehended. Brain-injured subjects generally acquired fewer words when the criterion was consistent accurate production. Interestingly, subjects required more exposures to novel lexical items than did controls before reaching a given level of proficiency. Production seemed to be more difficult for all children, but more so for the brain-injured subjects. It appears that the effects of early damage have an impact on many aspects of language development and that these apparent deficits may reflect the child's need for greater exposure to language skills and structures before acquiring them.

Speech Development of Children with Cleft Palate before and after Palatal Surgery

2003 ◽  
Vol 40 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Courtney E. Jones ◽  
Kathy L. Chapman ◽  
Mary A. Hardin-Jones
Keyword(s):  
Cleft Palate ◽  
Speech Production ◽  
Educational Level ◽  
Speech Development ◽  
Group Differences ◽  
Significant Group ◽  
Before And After ◽  
Palate Repair ◽  
Palatal Surgery ◽  
Over Time

Objective This study examined the speech production abilities of children with cleft palate before and after palate repair. Participants Twenty-eight children participated in the study, 14 with cleft palate and 14 without clefts matched for age, gender, and mothers’ educational level. Main Outcome Measures Comparisons were made between the children with cleft palate before and after surgery for canonical babbling ratios, size of consonant inventories, place and manner characteristics, and early developing sounds [p, b, t, d, k, g, m, n, η]. Also, comparisons were made between the children with cleft palate and their peers without clefts at postsurgery/17 months for the measures described above. Results Paired ttests revealed differences in pre- and postsurgery performance of the children with cleft palate for production of canonical syllables and size of consonant inventories. Although no significant differences were noted for place and manner features, production of oral stops doubled from the time before surgery to that after surgery. Specifically, production of the bilabial stop [b] showed significant change over time. Results of independent t tests indicated no difference between groups for production of canonical syllables and size of consonant inventories at 17 months. However, significant group differences were noted for production of stops, oral stops, nasals, glides, and alveolars. The children without clefts produced more stops, oral stops, and alveolars. In contrast, more nasals and glides were seen in the vocalizations of the children with cleft palate. Conclusions Children with cleft palate made gains in production of canonical syllables and size of consonant inventories postsurgery; however, they continued to show deficits in production of stops and alveolar place features.

scholarly journals Factors Affecting Articulation Skills in Children with Velocardiofacial Syndrome and Children with Cleft Palate or Velopharyngeal Dysfunction: A Preliminary Report

2008 ◽  
Vol 45 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Adriane L. Baylis ◽  
Benjamin Munson ◽  
Karlind T. Moller
Keyword(s):  
Speech Perception ◽  
Cleft Palate ◽  
Velocardiofacial Syndrome ◽  
Group Differences ◽  
Future Research ◽  
Nonverbal Intelligence ◽  
Cross Sectional ◽  
Significant Group ◽  
Phonological Representations ◽  
Factors Affecting

Objective: To examine the influence of speech perception, cognition, and implicit phonological learning on articulation skills of children with velocardiofacial syndrome (VCFS) and children with cleft palate or velopharyngeal dysfunction (VPD). Design: Cross-sectional group experimental design. Participants: Eight children with VCFS and five children with nonsyndromic cleft palate or VPD. Methods and Measures: All children participated in a phonetic inventory task, speech perception task, implicit priming nonword repetition task, conversational sample, nonverbal intelligence test, and hearing screening. Speech tasks were scored for percentage of phonemes correctly produced. Group differences and relations among measures were examined using nonparametric statistics. Results: Children in the VCFS group demonstrated significantly poorer articulation skills and lower standard scores of nonverbal intelligence compared with the children with cleft palate or VPD. There were no significant group differences in speech perception skills. For the implicit priming task, both groups of children were more accurate in producing primed nonwords than unprimed nonwords. Nonverbal intelligence and severity of velopharyngeal inadequacy for speech were correlated with articulation skills. Conclusions: In this study, children with VCFS had poorer articulation skills compared with children with cleft palate or VPD. Articulation difficulties seen in the children with VCFS did not appear to be associated with speech perception skills or the ability to learn new phonological representations. Future research should continue to examine relationships between articulation, cognition, and velopharyngeal dysfunction in a larger sample of children with cleft palate and VCFS.

scholarly journals Language development of the cleft palate child

1972 ◽  
Vol 19 (1) ◽  
Author(s):  
Loretta Horn
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Early Development ◽  
Speech Therapy ◽  
Language Skills ◽  
Clear Indication ◽  
Normal Children ◽  
Syntactic Structures

The ITPA was used in an assessment of the psycholinguistic abilities of three cleft palate children and three matched normal children, of ages ranging from 48 months to 66 months. The data obtained revealed that the cleft palate children manifested a general depression in those areas sampled by the ITPA, in particular in areas testing expressive abilities.A transformational analysis of the language samples of the cleft palate children showed the relative immaturity of the syntactic structures used by these children.In spite of the limitations of this study, there was a clear indication of a language retardation in the cleft palate group. Several factors present in the early development of cleft palate children could adversely affect the acquisition of language skills. The implications of these findings for speech therapy are important.

Language Intervention for Children with Severe Intellectual Disability: The Effects of Different Interventions on Children’s Acquisition of Receptive and Expressive Language

1992 ◽  
Vol 15 (1-2) ◽  
pp. 44-55
Author(s):  
Roger Rees ◽  
Paula Williams
Keyword(s):  
Intellectual Disability ◽  
Intervention Studies ◽  
Language Skills ◽  
Expressive Language ◽  
Language Intervention ◽  
Teaching Program ◽  
Severe Intellectual Disability ◽  
Language Measures ◽  
Family Based ◽  
Distinct Features

Three years of intervention to improve the language skills of children with severe intellectual disability are reported. Family based teaching, therapy and counselling programs were used as the basis of the interventions. Repeated language measures (norm referenced) were used to assess the effects of the interventions. Comparison with other language intervention studies are made. The distinct features of the effective behaviourally oriented teaching program are identified.

scholarly journals Joint Engagement and Early Language in Young Children With Fragile X Syndrome

2016 ◽  
Vol 59 (5) ◽  
pp. 1087-1098 ◽  
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Kandace K. Fleming ◽  
Steven F. Warren
Keyword(s):  
Young Children ◽  
Fragile X Syndrome ◽  
Rating Scale ◽  
Fragile X ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Abilities ◽  
Joint Engagement ◽  
Autism Symptomatology

PurposeIn this study, we examine joint engagement (JE) in young children with fragile X syndrome (FXS) and its relationship to language abilities and autism spectrum disorder symptomatology at 24 to 36 months (toddler period) and 59 to 68 months (child period).MethodParticipants were 28 children with FXS (24 boys, four girls) and their mothers. Videotaped home observations were conducted during the toddler period and coded for JE. Language abilities were measured at both ages from a developmental assessment, a functional measure, and from a language sample. The Childhood Autism Rating Scale (Schopler, Reichler, & Renner, 1988) was completed at both ages.ResultsChildren with FXS spent more time in supported JE than in coordinated JE. Using a weighted JE variable, we found that children with FXS who had higher weighted JE scores also had more advanced expressive language skills at both the toddler and child periods. Weighted JE was negatively related to autism symptomatology in the toddler period.ConclusionThis study provides evidence that children with FXS who use more JE also have more advanced expressive language skills in early development. Therefore, existing early interventions that target JE behaviors may be effective for promoting language, social communication, and social interaction in this population.

scholarly journals Development of lexical skillsin children with speech disorders and their principles

2020 ◽  
Vol 25 (3) ◽  
pp. 67-73
Author(s):  
S Turmakhanova ◽  
◽  
G Tanabayeva
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
Children With Disabilities ◽  
Speech Disorders ◽  
Speech Development ◽  
Educational Materials ◽  
Learning Methods ◽  
Close Relationship ◽  
Lexical Skills ◽  
Theoretical Foundations

The article discusses the theoretical foundations and ways of developing lexical skills and abilities of children with speech disorders. We considered effective methods for developing speech skills in children with disabilities. Defining learning methods by source of knowledge we studied the close relationship with their grouping by type of knowledge. In order to enrich the vocabulary of children with speech disorders, each teacher should pay special attention to the following processes of speech development in Kazakh language lessons. These are: the ability to correctly use a word in its meaning; the ability to correctly give a written game; the ability to use keywords. Depending on the features of language proficiency, the ability to use language tools for communication purposes, to improve the level of skills and abilities of language development, are considered on the basis of known language systems, language structures and language units, educational materials at school.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

scholarly journals Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

2019 ◽  
Vol 62 (4) ◽  
pp. 884-895 ◽  
Author(s):  
Caitlin M. Imgrund ◽  
Diane F. Loeb ◽  
Steven M. Barlow
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Full Term ◽  
Language Skill ◽  
Standardized Assessment ◽  
Group Differences ◽  
Sample Analysis ◽  
Assessment Scores ◽  
Language Sample Analysis ◽  
Language Sample

Purpose Preschoolers born preterm are at an increased risk for the development of language impairments. The primary objective of this study was to document the expressive language skills of preschoolers born preterm through 2 assessment procedures, language sample analysis, and standardized assessment. A secondary objective was to investigate the role of nonlinguistic factors in standardized assessment scores. Method The language skills of 29 children born preterm (mean gestational age of 31 weeks) were compared to a group of 29 preschoolers born full term. Language samples were collected during free play and objective measures of semantic and grammatical skills were calculated. Likewise, grammatical and semantic measures of language were obtained from a standardized assessment. Information on nonlinguistic factors, including attention, hyperactivity, and nonverbal intelligence quotient, was also collected. Results The results of analyses of variance indicated that the children in the PT group had significantly poorer performance than the children born full term on all of the measures of language skill obtained from the language sample analysis. Group differences were found for only 1 measure of language skill obtained from the standardized assessments. Nonverbal factors were not found to account for group differences in assessment scores. Conclusions Generally, the children born preterm performed more poorly when language skill was measured via language sample analysis than standardized assessment. These findings underscore the importance of using language sample analysis in conjunction with standardized assessment in the evaluation of children's developing language skills.

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