scholarly journals Outcomes of Intervention in Children with Language Difficulties in Bangladesh

2021 ◽  
Vol 8 (2) ◽  
pp. 77-xx
Author(s):  
Asma Begum Shilpi ◽  
Nasrin Sultana ◽  
Shelina Akhter ◽  
Humaira Muslima ◽  
Naila Zaman Khan
Keyword(s):  
Language Skills ◽  
Expressive Language ◽  
Population Based ◽  
Childhood Disability ◽  
Post Intervention ◽  
Parents And Children ◽  
Large Numbers ◽  
Language Difficulties ◽  
Important Means ◽  
Preverbal Language

Background: Both clinical audits within hospitals, and population-based surveys of childhood disability in Bangladesh, have shown that large numbers of children have speech and language difficulties. This study determined the improvement of language skills of children presenting with difficulties to the Speech, Language and Communication (SLC) clinic of the Child Development Center (CDC) in Dhaka Shishu (Children)  Hospital (DSH). Methodology: This is a retrospective study where records of children enrolled from April 2009 to March 2014, who had visited the SLC Clinic at least 3 times over a span of 6 months were analyzed. Preverbal language skills, comprehension, and expressive language levels were measured informally based upon play and interactive sessions and observation of function.  Interventions involved training parents on informal intervention techniques following some international standard guidelines. Pre and post-intervention observations on preverbal, comprehensive, and expressive language skills were recorded to determine outcomes. Results: Of the 706 enrolled children 11.0%, 79.2%, 9.5%, .3% were  0-<2 years, 2-<5 years, >5-9 and 10-16 years old, respectively. 69.5% of children were males. Preverbal skills (attention span, awaiting, eye contact, attention sharing, turn-taking, copying), comprehension, and expressive language status showed significant improvement between the first and last visit (p= 0.000)  Conclusions: Interactive play, music, books, etc. are important means of improving communication between parents and children. Professionals working with developmentally delayed children need to be trained to utilize these strategies, with the provision of appropriate facilities within clinical settings. A large majority of children can be assisted to overcome delays and optimize their potential.

The Relationship between Language Skills and Outcomes of the PATHS Curriculum

2008 ◽  
Vol 25 (2) ◽  
pp. 62-77
Author(s):  
Luisa Rossi ◽  
Janet Fletcher ◽  
Robin Harvey
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Western Australia ◽  
Language Skills ◽  
Language Ability ◽  
Significant Trend ◽  
Post Intervention ◽  
Language Difficulties ◽  
Language Measures ◽  
The Relationship

AbstractPrevious research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

scholarly journals Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study

2021 ◽  
pp. 1-17
Author(s):  
Elise Øksendal ◽  
Ragnhild Eek Brandlistuen ◽  
Dieter Wolke ◽  
Siri Saugestad Helland ◽  
Arne Holte ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Latent Variables ◽  
Structural Equation ◽  
Language Skills ◽  
Population Based ◽  
Equation Modeling ◽  
School Age ◽  
Typically Developing ◽  
Language Difficulties ◽  
Study Participants

Background and Purpose Schoolchildren with language difficulties experience more peer victimization compared to their typically developing (TD) peers. Whether these children also bully their peers (bully perpetration) more than TD children is unclear. Furthermore, little is known about peer victimization and bully perpetration among preschool children with language difficulties and how it may be related to different paths of language difficulties. This study aimed to investigate associations between language difficulties, peer victimization, and bully perpetration from preschool to school age as well as the risk of peer victimization and bully perpetration for children with different developmental paths of language difficulties and mild language difficulties compared to TD children. Method The sample was drawn from the Norwegian Mother, Father and Child Cohort Study. Participants with completed questionnaires at 3, 5, and 8 years of age ( n = 22,628) were included. Paths between latent variables of language skills at 3, 5, and 8 years of age, peer victimization at 5 and 8 years of age, and bully perpetration at 8 years of age were examined with structural equation modeling. Logistic regression was used to investigate peer victimization and bully perpetration for predefined paths of language difficulties. Results Poor language skills at 3 and 5 years of age were associated with peer victimization at 5 years of age. Poor language skills at 5 and 8 years of age were associated with peer victimization and bully perpetration at 8 years of age. The association between poor language skills at 5 years of age and bully perpetration at 8 years of age was stronger for girls. Persistent paths of language difficulties at 3, 5, and 8 years of age showed the highest risk of peer victimization and bully perpetration. Conclusions Language difficulties are associated with peer victimization and bully perpetration. The risk of peer victimization and bully perpetration differs according to different developmental paths of language difficulties from preschool to school age.

Key considerations when interviewing individuals with expressive language difficulties

2020 ◽  
Vol 20 (6) ◽  
pp. 960-970
Author(s):  
Judy Verseghy ◽  
Lynda Atack ◽  
Janet Maher
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Expressive Language ◽  
Intellectual And Developmental Disabilities ◽  
Fair Share ◽  
Post Secondary ◽  
Language Difficulties ◽  
Disability Research ◽  
Research Recommendations ◽  
Reporting Data

Qualitative research comes with its fair share of challenges; however, those challenges are often amplified when interviewing individuals with intellectual and developmental disabilities. A research project, Friendly Housemates, was conducted where people with intellectual and developmental disabilities were matched with post-secondary students to live together as housemates. Drawing on experience gleaned from interviews conducted for the study and earlier research, recommendations are made for collecting, analyzing, and reporting data from participants who are quiet or have expressive language difficulties. These practices will help to ensure that the voices that are so often relegated to the fringes are brought to the disability research discourse.

“Outcome evaluation of fruit and vegetables distribution interventions in schools: A systematic review and meta-analysis”

2021 ◽  
pp. 1-34
Author(s):  
M. R. Ismail ◽  
J. A. Seabrook ◽  
J. A. Gilliland
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Population Based ◽  
Outcome Evaluation ◽  
Fruit And Vegetables ◽  
Post Intervention ◽  
Health Strategy ◽  
Rigorous Study ◽  
Mean Differences

Abstract Objective: Fruit and vegetables (FVs) distribution interventions have been implemented as a public health strategy to increase children’s intake of FVs at school settings. The purpose of this review was to examine whether snack-based FVs distribution interventions can improve school-aged children’s consumption of FVs. Design: Systematic Review and meta-analysis of articles published in English, in a peer-review journals were identified by searching six databases up to August 2020. Standardized Mean Differences (SMDs) and 95% Confidence Interval (CI) were calculated using a random effects model. Heterogeneity was quantified using I2 statistics. Setting: Population-based studies of interventions where the main focus was the effectiveness of distributed FVs as snacks to schoolchildren in North America, Europe and Pacific were included. Results: Forty-seven studies, reporting on 15 different interventions, were identified; 10 studies were included in the meta-analysis. All interventions were effective in increasing children’s consumption of FVs, with only one intervention demonstrating a null effect. Pooled results under all classifications showed effectiveness in improving children’s consumption of FVs, particularly for multi-component interventions at post-intervention (SMD 0.20, CI 0.13, 0.27) and free distribution interventions at follow-up (SMD 0.19, CI 0.12, 0.27). Conclusions: Findings suggest that utilizing FV distribution interventions provide a promising avenue by which children’s consumption can be improved. Nonetheless, our results are based on a limited number of studies, and further studies should be performed to confirm these results. More consistent measurement protocols in terms of rigorous study methodologies, intervention duration, and follow-up evaluation are needed to improve comparability across studies.

scholarly journals Correction to: Childhood disability in Malawi: a population based assessment using the key informant method

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Myroslava Tataryn ◽  
Sarah Polack ◽  
Linda Chokotho ◽  
Wakisa Mulwafu ◽  
Petros Kayange ◽  
...  
Keyword(s):  
Population Based ◽  
Childhood Disability ◽  
Key Informant

scholarly journals The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties

2018 ◽  
Vol 35 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Eleftheria Geronikou ◽  
Maggie Vance ◽  
Bill Wells ◽  
Jenny Thomson
Keyword(s):  
Speech Sound ◽  
Single Subject ◽  
Inflectional Morphology ◽  
Speech Sound Disorders ◽  
Post Intervention ◽  
Assessment Scores ◽  
Single Subject Research ◽  
Language Difficulties ◽  
English Speaking ◽  
And Control

Intervention with children with speech and language difficulties has been proven beneficial compared with no treatment yet, knowing what type of intervention to provide remains a challenge. Studies of English-speaking children indicate that intervention targeting the production of morphological targets may have a positive effect on phonological aspects and vice versa. However, studies have not reported on generalization effects to untreated morphemes and little is yet known about morphological intervention in the context of a highly inflected language. The purpose of the current intervention case study was to investigate the effect of intervention in relation to phonological and morphological targets in Greek, a language characterized by complex inflectional morphology. A single subject research design was used with pre- and post-intervention assessment carried out. The participant was a four-year-old Greek-speaking boy with speech difficulties. The production of /s/, a phoneme used in multiple phonological and morphological contexts was targeted with alternating focus of intervention between phonological and morphological targets. Assessment took place at two levels: macro-assessment to monitor broad changes in speech; micro-assessment to measure therapy-specific changes in the production of treated targets and generalization to untreated targets and control items. There were four phases of intervention with a total of 24 hours of therapy. Significant improvement in performance accuracy was found between assessment scores immediately pre- and post-intervention. Intervention targeting the production of a phoneme in the word stem was not sufficient to accomplish the accurate production of morphemes requiring the same phoneme; intervention directly targeting morphemes was successful. Within-domain generalization was observed in both domains. Improved naming accuracy was observed post-intervention that was maintained at follow-up. The present study supports the case for morphophonological intervention. Morphological elements should be addressed in a comprehensive intervention for speech sound disorders.

scholarly journals Retention Time Standardization and Registration (RTStaR): An algorithm that matches corresponding and identifies unique species in nanoliquid chromatography-nanoelectrospray ionization-mass spectrometry lipidomic datasets

2021 ◽  
Author(s):  
Alexandre P Blanchard ◽  
Yun Wang ◽  
Graeme P Taylor ◽  
Matthew W Granger ◽  
Stephen Fai ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Retention Time ◽  
Population Based ◽  
Ionization Mass ◽  
Serum Samples ◽  
Bioinformatic Tools ◽  
Nanoelectrospray Ionization ◽  
Large Numbers ◽  
Lipid Species ◽  
Nanoliquid Chromatography

Bioinformatic tools capable of registering, rapidly and reproducibly, large numbers of nanoliquid chromatography-nanoelectrospray ionization-tandem mass spectrometry (nLC-nESI-MS/MS) lipidomic datasets are lacking. We provide here a freely available Retention Time Standardization and Registration (RTStaR) algorithm that aligns nLC-nESI-MS/MS spectra within a single dataset and compares these aligned retention times across multiple datasets. This two-step calibration matches cor-responding and identifies unique lipid species in different lipidomes from different matrices and organisms. RTStaR was developed using a population-based study of 1001 human serum samples composed of 71 distinct glycerophosphocholine metabolites comprising a total of 68,572 analytes. Platform and matrix independence were validated using different MS instruments, nLC methodologies, and mammalian lipidomes. The complete algorithm is packaged in two modular ExcelTM workbook templates for easy implementation. RTStaR is freely available from the India Taylor Lipidomics Research Platform http://www.neurolipidomics.ca/rtstar/rtstar.html. Technical support is provided through [email protected]

scholarly journals Development Of Animation Based Quiz Media Themes Of Animals To Improve Expressive Language Skills

2021 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Rere Setianingsih ◽  
Ahmad Yani ◽  
Asep Mulyana ◽  
Alfiyanti Nurkhasyanah
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Research And Development ◽  
Research Method ◽  
Language Skills ◽  
Expressive Language ◽  
Study Results ◽  
Graphic Language ◽  
Play Group ◽  
Development Methods

The use of media that is still low at the level of children's expressive language skills makes researchers create media that aims to improve graphic language skills of children 4-5 years old by making magazines as children's worksheets. The research method used is by using research and development methods with data collection techniques through data collection, product design, and produce results which are then processed into data which is then analyzed. Based on the study results, the expressive language skills of the students of Play Group PAUD Harapan Bangsa Cirebon Regency after the trial showed an increase of 22.50% with the outcome of 78.50%, namely in the very well developed category. Animated animal-themed quiz game contains animations (moving pictures), including sub-themes of animal types, animal characteristics, and animal food. Therefore, creating an animated quiz media based on animal themes can improve the expressive language skills of early childhood.

scholarly journals Have associations between mental health and health related behaviours changed between 2005 and 2015? A population based cross-cohort study

2020 ◽  
Author(s):  
Suzanne H. Gage ◽  
Praveetha Patalay
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Cohort Study ◽  
Mental Health Problems ◽  
Weight Perception ◽  
Population Based ◽  
Parents And Children ◽  
Health Related ◽  
Avon Longitudinal Study ◽  
Over Time

AbstractBackgroundPoor adolescent mental health is a growing concern over recent decades with evidence of increasing internalising mental health problems corresponding with decrease in anti-social, smoking and alcohol behaviours. However, understanding whether and how the associations between mental health and health-related behaviours such as substance use, anti-social behaviour and obesity have changed over time is less well-understood.ObjectivesWe investigate whether the associations between different health-related outcomes in adolescence are stable or changing over time in two recent cohorts of adolescents born ten years apart.MethodData from two UK birth cohort studies, the Avon Longitudinal Study of Parents and Children (ALSPAC, born 1991-92, N=5627, 50.7% female) and Millennium Cohort Study (MCS, born 2000-1, N=11318, 50.6% female) at age 14 sweeps are used. The health outcomes of focus are depressive symptom score, substance use (alcohol, smoking, cannabis and other drugs), antisocial behaviours (assault, graffiti, vandalism, shoplifting and rowdy behaviour), weight (BMI), weight perception (perceive self as overweight) and sexual activity (had sexual intercourse).ResultsOur results suggest although directions of associations between mental-health and health-related behaviours (eg smoking) are similar over time, their strength across the distribution has changed. While smoking and alcohol use behaviours are decreasing in adolescents, those that endorse these behaviours in 2015 are more likely to have co-occurring mental-health and other problems than those born in 2005. Similarly, higher body mass index is more strongly associated with depressive symptoms in 2015.ConclusionsOur findings suggest that associations between these factors has changed over time, which has implications for public health and our understanding of the mechanisms underlying their observed associations in the population.

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.

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