scholarly journals Methods of Assessing the Available Level of Symbolization in Communication in Children with Hearing and Sight and Multiple Disabilities

2016 ◽  
Vol 5 (2) ◽  
pp. 121-134
Author(s):  
A.Yu. Khokhlova
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
Maximum Level ◽  
Multiple Disabilities ◽  
Evaluation Procedure ◽  
School Aged Children ◽  
Evaluation Protocol ◽  
Symbolic Notation ◽  
Dynamic Tracking ◽  
Real Objects

In this article, we describe a possible way of assessing the level of the means of communication in children with impaired sight and hearing in the structure of multiple developmental disorders. The method is designed for examination of children with complex and multiple disabilities. It is advisable to use a methodology for assessing the level of language development in children who do not enjoy the expanded verbal or sign language, especially in cases where the surrounding is difficult to assess what treatment and the extent to which the child understands. The proposed character level evaluation procedure, the child can understand, can be used for initial diagnosis, as well as for the dynamic tracking of language development in the learning process. This version of the method may be used with children who have a substantive vision. Addressing age: school-aged children. Stimulus material technique selected on the basis of the model of symbolic stairs (M. Skelly), according to which the first level of symbolization is the real object (the demonstration of an object becomes a permanent sign of the beginning of the corresponding event, such as a cap – a symbol of a walk), and the highest level of symbolization becomes concept language word. It includes 15 real objects, 5 items of clothing, 5 pieces of dishes and 5 educational supplies, pictures of these objects, realistic color images, as well as the outline of the image. In addition, the plates are attached to the printed names of the same things and pictures on their sign symbols. The procedure of conducting the survey and recording results are discribed. Evaluation protocol allows you to determine what level of symbolic notation of items most successful child acts and what is the maximum level of symbolization it is available. Examples of description and analysis of the results are presented.

Differentiating School-Aged Children With and Without Language Impairment Using Tense and Grammaticality Measures From a Narrative Task

2016 ◽  
Vol 59 (2) ◽  
pp. 317-329 ◽  
Author(s):  
Ling-Yu Guo ◽  
Phyllis Schneider
Keyword(s):  
Language Development ◽  
Diagnostic Accuracy ◽  
Language Impairment ◽  
Likelihood Ratios ◽  
Verb Morphology ◽  
Story Generation ◽  
School Aged Children ◽  
Sensitive Tool ◽  
Good Diagnostic Accuracy ◽  
Sensitivity Specificity

Purpose To determine the diagnostic accuracy of the finite verb morphology composite (FVMC), number of errors per C-unit (Errors/CU), and percent grammatical C-units (PGCUs) in differentiating school-aged children with language impairment (LI) and those with typical language development (TL). Method Participants were 61 six-year-olds (50 TL, 11 LI) and 67 eight-year-olds (50 TL, 17 LI). Narrative samples were collected using a story-generation format. FVMC, Errors/CU, and PGCUs were computed from the samples. Results All of the three measures showed acceptable to good diagnostic accuracy at age 6, but only PGCUs showed acceptable diagnostic accuracy at age 8 when sensitivity, specificity, and likelihood ratios were considered. Conclusion FVMC, Errors/CU, and PGCUs can all be used in combination with other tools to identify school-aged children with LI. However, FVMC and Errors/CU may be an appropriate diagnostic tool up to age 6. PGCUs, in contrast, may be a sensitive tool for identifying children with LI at least up to age 8 years.

Discussion of Issues Related to Assessment of Signed or Spoken Language Development in Children with Autism Spectrum Disorder

2021 ◽  
pp. 145-152
Author(s):  
Amy Kissel Frisbie ◽  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
Language Assessment ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Signed Language ◽  
Pragmatic Language Skills ◽  
Language Assessments ◽  
Hearing Children

This chapter is a joint discussion of key items presented in Chapters 4.1 and 4.2 related to the assessment of deaf and hearing children on the autism spectrum . From these chapters it becomes apparent that a number of aspects associated with signed language assessment are relevant to spoken language assessment. For example, there are several precautions to bear in mind about language assessments obtained via an interpreter. Some of these precautions apply solely to D/HH children, while others are applicable to assessments with hearing children in multilingual contexts. Equally, there are some aspects of spoken language assessment that can be applied to signed language assessment. These include the importance of assessing pragmatic language skills, assessing multiple areas of language development, differentiating between ASD and other developmental disorders, and completing the language evaluation within a developmental framework. The authors conclude with suggestions for both spoken and signed language assessment.

scholarly journals Language in Preterm Born Children: Atypical Development and Effects of Early Interventions on Neuroplasticity

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Charlotte Vandormael ◽  
Lucie Schoenhals ◽  
Petra S. Hüppi ◽  
Manuela Filippa ◽  
Cristina Borradori Tolsa
Keyword(s):  
Preterm Birth ◽  
Language Development ◽  
Early Exposure ◽  
Long Term Effects ◽  
School Aged Children ◽  
Short And Long Term ◽  
Atypical Development ◽  
Preterm Born ◽  
And Behavior

Predicting language performances after preterm birth is challenging. It is described in the literature that early exposure to the extrauterine environment can be either detrimental or advantageous for neurodevelopment. However, the emphasis mostly lies on the fact that preterm birth may have an unfavorable effect on numerous aspects of development such as cognition, language, and behavior. Various studies reported atypical language development in preterm born children in the preschool years but also in school-aged children and adolescents. This review gives an overview of the course of language development and examines how prematurity can lead to atypical linguistic performances. In this paper, we mainly focus on environmental and neurophysiological factors influencing preterm infant neuroplasticity with potential short- and long-term effects on language development. Further research, however, should focus on examining the possible benefits that early exposure might entail.

scholarly journals Identification of an Identical de Novo SCAMP5 Missense Variant in Four Unrelated Patients With Seizures and Severe Neurodevelopmental Delay

2020 ◽  
Vol 11 ◽  
Author(s):  
Xianru Jiao ◽  
Manuela Morleo ◽  
Vincenzo Nigro ◽  
Annalaura Torella ◽  
Stefano D’Arrigo ◽  
...  
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
De Novo ◽  
Brain Mri ◽  
Brain Magnetic Resonance Imaging ◽  
Autism Spectrum ◽  
Neurodevelopmental Delay ◽  
Dysmorphic Features ◽  
Severe Intellectual Disability ◽  
Neurological Exam

Objective: To establish and broaden the phenotypic spectrum of secretory carrier membrane protein (SCAMP5) associated with epilepsy and neurodevelopmental delay.Methods: A Chinese patient was identified at the First Hospital of Peking University, and the three unrelated patients were recruited from two different countries (Italy and United States) through GeneMatcher. SCAMP5 pathogenic variants were identified by whole exome sequencing; clinical data of the patients were retrospectively collected and analyzed.Result: The onset age of seizures was ranged from 6 to 15 months. Patients had different types of seizures, including focal seizures, generalized tonic-clonic seizures and tonic seizure. One patient showed typical autism spectrum disorder (ASD) symptoms. Electroencephalogram (EEG) findings presented as focal or multifocal discharges, sometimes spreading to generalization. Brain magnetic resonance imaging (MRI) abnormalities were present in each patient. Severe intellectual disability and language and motor developmental disorders were found in our patients, with all patients having poor language development and were nonverbal at last follow-up. All but one of the patients could walk independently in childhood, but the ability to walk independently in one patient had deteriorated with age. All patients had abnormal neurological exam findings, mostly signs of extrapyramidal system involvement. Dysmorphic features were found in 2/4 patients, mainly in the face and trunk. All four unrelated patients were found to have the same heterozygous pathogenic SCAMP5 de novo variant (p. Gly180Trp).Conclusion: Epilepsy, severe developmental delay, abnormal neurological exam findings, with or without ASD or variably dysmorphic features and were common in patients with SCAMP5 variant. The onset time and type of seizure varied greatly. The EEG and brain MRI findings were not consistent, but diverse and nonspecific. The motor ability of patients with heterozygous SCAMP5 variant might have a regressive course; language development was more severely affected.

A Developmental Approach to Children’s Communications

2018 ◽  
Author(s):  
Sabina E. Preter ◽  
Theodore Shapiro ◽  
Barbara Milrod
Keyword(s):  
Language Development ◽  
Developmental Stage ◽  
Psychodynamic Psychotherapy ◽  
Child And Adolescent ◽  
Story Telling ◽  
Developmental Approach ◽  
Adolescent Anxiety ◽  
School Aged Children ◽  
Communicative Abilities ◽  
Theoretical Overview

Chapter 3 addresses the implications of age and developmental stage of the youth on the therapist’s behavior and how the therapist conducts treatment. The authors provide a theoretical overview across development as it relates to child and adolescent anxiety psychodynamic psychotherapy (CAPP) (Piaget, Bowlby, Erikson, Mahler, Winnicott, among others), and the authors explain how making therapeutic contact is adjusted to the stage related competence for understanding. Particular attention is paid to language, development of communicative abilities in general, and the capacity to treat nonverbal play as well as verbal story telling symbolically, by providing a framework built on the most prominent developmental theorists and researchers (Vygostky, Bowlby, Stern, Fonagy, Nelson, among others). The capacity for empathy and reflection across the developmental span is explored. Examples of encounters with children of all ages, school-aged children, preteens, and teenagers are offered and prefaced by comments about their respective developmental uniqueness and how this affects communication between child and therapist.

Inquiry into the Incidence of Hyperlexia in a Statewide Population of Children with Pervasive Developmental Disorder

1985 ◽  
Vol 57 (1) ◽  
pp. 236-238 ◽  
Author(s):  
Larry Burd ◽  
Jacob Kerbeshian ◽  
Wayne Fisher
Keyword(s):  
Word Recognition ◽  
North Dakota ◽  
Pervasive Developmental Disorder ◽  
Cognitive Abilities ◽  
Prevalence Rate ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Reading Skills ◽  
Developmental Disorder ◽  
School Aged Children

Hyperlexia is a condition occurring in a group of children who traditionally have been described as having word-recognition reading skills which far exceed their other language and cognitive abilities. The incidence of this particular skill in a group of children with pervasive developmental disorders had not previously been documented. In the state of North Dakota 68 children who meet DSM-III criteria for pervasive developmental disorders (including autism) have been identified. Four of these children show hyperlexia. This computes to a prevalence rate of 6.6% of school-aged children with pervasive developmental disorders.

scholarly journals Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi

2018 ◽  
pp. 73-88
Author(s):  
Agnieszka Dłużniewska
Keyword(s):  
Language Development ◽  
Facial Expressions ◽  
Developmental Disorders ◽  
Communication Process ◽  
Language Delays ◽  
Qualitative And Quantitative ◽  
Atypical Development

Gestures and facial expressions appear in child communication before she/he is able to say the first word, and their qualitative and quantitative growth is considered an indicator of future language development. The aims of this article is review of the research available in literature on the use of gestures in the communication process of children whose development is typically and children with developmental disorders. There is an evidence that the differences in the development of gestures communication in children with typical and atypical development allow to predict potential language delays.

scholarly journals MENGENALI GIFTED PADA ANAK MELALUI PERKEMBANGAN BAHASA

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
David Syasli
Keyword(s):  
Mental Disorders ◽  
Language Development ◽  
Behavioral Disorders ◽  
Developmental Disorders ◽  
Gifted Children ◽  
The Will ◽  
Gifted Characteristics ◽  
Very High ◽  
Development Of Students

One language development of children who appear to be less than perfect is gifted or giftedness. This imperfect development received the attention of experts in the fields of language, health, and education, as well as other experts. At present the problem of gifted children is diagnosed with various behavioral disorders, mental disorders, and developmental disorders, so that for the needs of care, guidance, and education for him gifted children should be detected early so that guidance can be given according to their needs. Khalid, a 6-year-old child has gifted characteristics. Khalid's curiosity was so high that he did not take into account the risks of getting answers from his curiosity. When you want something Khalid wants to impose the will, so that the goal is achieved. Khalid is indicated to experience behavioral disorders, mental disorders and is very fond of toy collections. Khalid's parents must be observant and understand the development of their children, because despite having behavioral, mental disorders and fans of toy collections, Khalid actually has an advantage that is very beneficial for his future such as a very strong desire to do and realize things and have curiosity very high against any phenomenon that interests him. Report on the Development of Students from the school where Khalid learned to show information that Khalid stood out one of them in an attitude of curiosity.Keywords: gifted, development, behavior, mental.

Assessment of Executive Functions in School-Aged Children: Challenges and Solutions for the SLP

2014 ◽  
Vol 15 (4) ◽  
pp. 151-163 ◽  
Author(s):  
Jill K. Fahy
Keyword(s):  
Developmental Disorders ◽  
Rating Scales ◽  
Language Disorders ◽  
Executive Dysfunction ◽  
Mental Health Disorders ◽  
Learning Disorders ◽  
Academic Problems ◽  
School Aged Children ◽  
Health Disorders ◽  
Specific Profile

The assessment of executive function (EF) deficits in school-aged children has become an area of increased interest and need for speech-language pathologists (SLPs) working in educational settings. Various challenges exist that complicate the assessment of executive dysfunction (EDF) in students, among them the fact that EDF is present within a heterogeneous mix of developmental disorders. The resulting communication, behavioral, and academic problems addressed by the SLP, educators, and parents are frequently an interwoven mix of language disorders, social disorders, learning disorders, and/or mental health disorders—each of which is known to present with EDF. Furthermore, there is no one specific profile of EDF. The SLP must evaluate for each student's individual EF profile, while also taking into account foundations of language or social cognition. Questionnaires, informal observations, standardized rating scales, and standardized EF tests are available that can provide diagnostic insight for SLPs working with students who display EDF.

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