scholarly journals Late Language Emergence

2021 ◽  
Vol 21 (2) ◽  
pp. e182-190
Author(s):  
Peyman Nouraey ◽  
Mohammad A Ayatollahi ◽  
Marzieh Moghadas
Keyword(s):  
Early Diagnosis ◽  
Language Development ◽  
Empirical Studies ◽  
Clinical Intervention ◽  
Developmental Issues ◽  
Language Development Disorders ◽  
Late Talkers ◽  
Language Pathology ◽  
Language Emergence ◽  
Clinically Significant

Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 months, they develop a vocabulary of approximately 50 words, along with the ability to make two-word combinations. However, late talkers (LTs) demonstrate delayed speech in the absence of hearing impairments, cognitive developmental issues or relevant birth history. The prevalence of late language emergence (LLE) in toddlers is reported to be 10–15%. Studies of LTs are both theoretically and clinically significant. Early diagnosis and clinical intervention may result in relatively stable speech capabilities by the early school years. The present article aimed to review both theoretical and empirical studies regarding LLE within the process of first language acquisition, as well as methods for the early diagnosis of delayed speech in children and the authors’ own clinical and theoretical recommendations. Keywords: Infants; Speech; Language Development; Speech-Language Pathology; Language Development Disorders; Rehabilitation of Speech and Language Disorders.

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

Early Language Delay and Risk for Language Impairment

2008 ◽  
Vol 15 (3) ◽  
pp. 93-100 ◽  
Author(s):  
Erica M. Ellis ◽  
Donna J. Thal
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Language Delay ◽  
Clinical Implications ◽  
Early Language ◽  
Late Talkers ◽  
Late Talker ◽  
Early Language Delay ◽  
Clinically Significant ◽  
Normal Variability

Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

scholarly journals Physicians’ perceptions of palliative sedation for existential suffering: a systematic review

2019 ◽  
Vol 10 (2) ◽  
pp. 136-144 ◽  
Author(s):  
Paulo Rodrigues ◽  
Johan Menten ◽  
Chris Gastmans
Keyword(s):  
Systematic Review ◽  
Empirical Studies ◽  
Sufficient Conditions ◽  
Clinical Intervention ◽  
Palliative Sedation ◽  
Related Factors ◽  
Existential Suffering ◽  
Synthesis Methodology ◽  
Meta Analyses ◽  
Necessary And Sufficient

BackgroundPalliative sedation for existential suffering (PS-ES) is a controversial clinical intervention. Empirical studies about physicians’ perceptions do not converge in a clear position and current clinical practice guidelines do not agree either regarding this kind of intervention.AimTo gain deeper insight into physicians’ perceptions of PS-ES, the factors influencing it, the conditions for implementing it and the alternatives to it.DesignSystematic review of qualitative, quantitative and mixed-methods studies following the Peer Review Electronic Search Strategies and Preferred Reporting Items for Systematic Reviews and Meta-analyses protocols; quality appraisal and thematic synthesis methodology.Data sourcesSeven electronic databases (PubMed, CINAHL, Embase, Scopus, Web of Science, PsycINFO, PsycARTICLES) were exhaustively searched from inception through March 2019. Two reviewers screened paper titles, abstracts and full texts. We included only peer-reviewed journal articles published in English, French, German, Dutch, Spanish, Italian or Portuguese that focused on physicians’ perceptions of PS-ES.ResultsThe search yielded 17 publications published between 2002 and 2017. Physicians do not hold clear views or agree if and when PS-ES is appropriate. Case-related and individual-related factors that influenced physicians’ perceptions were identified. There is still no consensus regarding criteria to distinguish between necessary and sufficient conditions for invoking PS-ES. Some alternatives to PS-ES were identified.ConclusionsTo date, there is still no consensus on physicians’ perceptions of PS-ES. Further research is necessary to understand factors that influence physicians’ perceptions and philosophical-ethical presuppositions underlying this perceptions.

Factor Structure of the Borderline Personality Inventory in Adolescents

2004 ◽  
Vol 20 (1) ◽  
pp. 59-65 ◽  
Author(s):  
Henri Chabrol ◽  
Annie Montovany ◽  
Emmanuelle Ducongé ◽  
Ana Kallmeyer ◽  
Etienne Mullet ◽  
...  
Keyword(s):  
Factor Structure ◽  
Factor Model ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
Borderline Personality ◽  
Personality Inventory ◽  
Factorial Analysis ◽  
Self Report ◽  
Psychotic Symptoms ◽  
Developmental Issues

Summary: Borderline personality disorder (BPD) is a frequent disorder in in- and outpatient settings. However, empirical studies suggest that BPD lacks construct validity in adolescents. Problems with validity may be linked to the fact that borderline symptoms can occur in the course of normal adolescence. This study examined the factor structure of borderline symptomatology in a community-based sample of 616 adolescents (mean age = 16.9±1.5). Borderline symptomatology was assessed by the Borderline Personality Inventory (BPI), a self-report instrument for which reliability and validity have been demonstrated. An exploratory factorial analysis, which was performed on the first half of the sample, extracted six factors. They were the dissociative/psychotic symptoms factor, the substance use factor, the interpersonal instability factor, the affectivity/identity disturbances factor, the narcissistic features factor, and the impulsivity factor. This six- factor model was tested using a confirmatory factorial analysis on the second half of the sample and on the whole sample. It provided an adequate fit with the data. This factor structure captured central components of borderline symptomatology. As it differs from the one obtained in the study of the BPI in adults, these components may be specific to adolescents and reflect developmental issues rather than psychopathology.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

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