scholarly journals The Effect of the Art Therapy Program Using Mutual Scribble Story Making on the Language Ability and Social Self-Concept of the Children with Specific Language Impairment

2009 ◽  
Vol 11 (3) ◽  
pp. 437-461
Author(s):  
장선경 ◽  
권요한
Keyword(s):  
Art Therapy ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Ability ◽  
Self Concept ◽  
Social Self ◽  
Specific Language ◽  
Therapy Program

Specific Language Impairment as a Clinical Category

1991 ◽  
Vol 22 (2) ◽  
pp. 66-68 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Ability ◽  
Central Mechanism ◽  
Alternative View ◽  
Specific Language ◽  
Language Impaired ◽  
Language Measures ◽  
Clinical Category

Many children are diagnosed as "specifically language-impaired" principally on the basis of their low scores relative to the norm on language measures. Yet it is often assumed that such children must suffer from a subtle disruption or defect in some peripheral or central mechanism that is involved in language learning. In this paper, an alternative view is offered: Many of these children may simply be limited in language ability in much the same way that others may be poor in musical, spatial, or bodily kinesthetic abilities.

Conversational Replies of Children with Specific Language Impairment

1986 ◽  
Vol 29 (1) ◽  
pp. 114-119 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Ability ◽  
World Knowledge ◽  
Considerable Variability ◽  
Single Word ◽  
Specific Language ◽  
Language Impaired ◽  
Normal Language ◽  
Impaired Children

Conversational replies were examined in two groups of children with comparable vocabularies and speech limited to single-word utterances: children with specific language impairment, ages 2:10 to 3:6 (years:months); and children, ages 1:5 to 1:11, who were developing language normally. In interactions with adults the language-impaired children produced a greater number and variety of replies to both questions and statements than the normal-language children. The findings suggest that language-impaired children can serve as responsive conversationalists when syntactic skill is not a factor and that comprehension, world knowledge, and/or experience with conversations permit considerable variability in conversational skill even within the same level of expressive language ability.

The Relationship of Language and Emotion Regulation Skills to Reticence in Children With Specific Language Impairment

2004 ◽  
Vol 47 (3) ◽  
pp. 637-646 ◽  
Author(s):  
Martin Fujiki ◽  
Matthew P. Spackman ◽  
Bonnie Brinton ◽  
Andrea Hall
Keyword(s):  
Emotion Regulation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Rating Scale ◽  
Teacher Behavior ◽  
Language Ability ◽  
Specific Language ◽  
Behavior Rating Scale ◽  
Significant Difference ◽  
The Relationship

This study examined the relationship between emotion regulation, language ability, and reticent behavior in children with specific language impairment (SLI) and their typical peers. Participants included 43 children with SLI and 43 typically developing children, for a total sample of 86 participants. Children were selected from 2 age ranges: 5–8 years and 9–12 years. The Emotion Regulation Checklist (ERC; A. Shields & D. Cicchetti, 1997, 1998) and the Teacher Behavior Rating Scale (TBRS; C. H. Hart & C. C. Robinson, 1996) were completed by each child’s teacher to provide measures of emotion regulation and reticence, respectively. The Comprehensive Assessment of Spoken Language (CASL; E. Carrow-Woodfolk, 1999) was administered to provide a measure of language ability. A regression analysis including all participants indicated that the emotion regulation scores and the CASL scores were significant predictors of the reticence scores, accounting for 43% of the variance. Group-specific analyses were then conducted to determine whether the 2 predictor scales differentially predicted reticence based on language and age groups. None of the tests exceeded the.05 level, indicating that there was no significant difference in predictive power on the 2 factors in question. KEY WORDS: emotion regulation, language impairment, reticence, withdrawal, socioemotional

An integrated approach to the study of specific language impairment and bilingualism

2010 ◽  
Vol 31 (2) ◽  
pp. 315-319 ◽  
Author(s):  
Kathleen F. Peets ◽  
Ellen Bialystok
Keyword(s):  
Language Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Integrated Approach ◽  
Language Ability ◽  
Substantial Contribution ◽  
Review Of The Literature ◽  
Specific Language ◽  
Domain Specific ◽  
L2 Learning

The debate over the characterization of specific language impairment (SLI) is fundamental to theoretical linguistics and, more broadly, to the whole of cognitive science. It is built directly out of the pervasive question regarding the extent to which language ability is best considered as a domain-specific set of skills or as the outcome of various domain-general processes. Therefore, an examination of this issue in conjunction with bilingual language acquisition, a situation that naturally entangles both linguistic and cognitive systems, is a powerful forum for exploring these basic theoretical questions. Paradis' Keynote Article is a substantial contribution to this enterprise: it provides a thorough review of the literature on bilingualism and SLI, and in so doing, evaluates the evidence in terms of its consistency with the maturational model that follows from the tradition of domain-specific language acquisition and the limited processing capacity (LPC) theory, a more domain-general approach. Her extensive review of the literature shows that both second language (L2) learning and bilingualism produce language proficiency profiles that are not identical to those found in SLI, and therefore support neither approach. In our view, the problem is in the attempt to dichotomize language ability as being controlled by either domain-specific or domain-general factors. A more inclusive approach to language ability, especially regarding bilingualism and L2 learning, would set out different criteria for evaluating language development other than the strictly linguistic features used in Paradis' analyses. Such an analysis may lead to a clearer identification of how these experiences uniquely affect language outcomes.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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