scholarly journals A "Core Skills" Approach to the Assessment of Acquired Language Disorders: Exploration and Cross-Validation

2021 ◽  
Author(s):  
◽  
Victoria Lee
Keyword(s):  
Cognitive Skills ◽  
Language Disorder ◽  
Classical Model ◽  
Language Disorders ◽  
Sentence Production ◽  
Language Function ◽  
Production Task ◽  
Clinical Tool ◽  
Post Stroke ◽  
The Core

<p>The majority of diagnostic assessments of aphasia—an acquired language disorder that commonly occurs after stroke or brain injury—are based upon the classical model of language. A major limitation of these diagnostic assessments is that they are based upon a very simple neuroanatomical model of language function. In the decades since the classical model, cognitive theories of language function have developed considerably, which provides a much richer framework for the assessment of acquired language disorders. On the basis of this framework, Faulkner, Wilshire, Parker, and Cunningham (2015) developed the Brief Language Assessment for Surgical Tumours (BLAST) for the assessment of language function in brain tumour patients, based upon the notion that language can be decomposed into core cognitive skills. In the current thesis, we evaluate the efficacy of the BLAST in individuals with chronic post-stroke aphasia, cross-validate the core cognitive skills identified by the BLAST with independent measures argued to index the same theoretical construct, and evaluate whether an individual’s linguistic profile on the BLAST is predictive of performance on a more naturalistic sentence production task. The results from the current research can be divided into three primary findings. First, we found that the BLAST could be administered to individuals with post-stroke aphasia, and that the linguistic profiles provided by the BLAST extend far beyond the predictions derived from neural localization and classical diagnostic assessments. Second, we found support for the validity of five of the core cognitive skills. Third, we found some support for the notion that performance on the BLAST may be predictive of performance on a more naturalistic sentence production task. In short, the current findings suggest that the BLAST holds potential as a clinical tool for the assessment of language function in a range of different neurological populations.</p>

scholarly journals A "Core Skills" Approach to the Assessment of Acquired Language Disorders: Exploration and Cross-Validation

2021 ◽  
Author(s):  
◽  
Victoria Lee
Keyword(s):  
Cognitive Skills ◽  
Language Disorder ◽  
Classical Model ◽  
Language Disorders ◽  
Sentence Production ◽  
Language Function ◽  
Production Task ◽  
Clinical Tool ◽  
Post Stroke ◽  
The Core

<p>The majority of diagnostic assessments of aphasia—an acquired language disorder that commonly occurs after stroke or brain injury—are based upon the classical model of language. A major limitation of these diagnostic assessments is that they are based upon a very simple neuroanatomical model of language function. In the decades since the classical model, cognitive theories of language function have developed considerably, which provides a much richer framework for the assessment of acquired language disorders. On the basis of this framework, Faulkner, Wilshire, Parker, and Cunningham (2015) developed the Brief Language Assessment for Surgical Tumours (BLAST) for the assessment of language function in brain tumour patients, based upon the notion that language can be decomposed into core cognitive skills. In the current thesis, we evaluate the efficacy of the BLAST in individuals with chronic post-stroke aphasia, cross-validate the core cognitive skills identified by the BLAST with independent measures argued to index the same theoretical construct, and evaluate whether an individual’s linguistic profile on the BLAST is predictive of performance on a more naturalistic sentence production task. The results from the current research can be divided into three primary findings. First, we found that the BLAST could be administered to individuals with post-stroke aphasia, and that the linguistic profiles provided by the BLAST extend far beyond the predictions derived from neural localization and classical diagnostic assessments. Second, we found support for the validity of five of the core cognitive skills. Third, we found some support for the notion that performance on the BLAST may be predictive of performance on a more naturalistic sentence production task. In short, the current findings suggest that the BLAST holds potential as a clinical tool for the assessment of language function in a range of different neurological populations.</p>

scholarly journals GANGGUAN BERBAHASA PADA ANAK BERKEBUTUHAN KHUSUS DAN IMPLIKASINYA BAGI PEMBELAJARAN BAHASA INDONESIA DI SLB NEGERI 1 PEMALANG

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 147-157
Author(s):  
AGUSTYA DYAH NUGRAHAENI ◽  
BURHAN EKO PURWANTO ◽  
KHUSNUL KHOTIMAH
Keyword(s):  
Language Learning ◽  
Special Needs ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Language Disorders ◽  
Children With Special Needs ◽  
Related Factors ◽  
Data Source ◽  
Learning Language ◽  
Bahasa Indonesia

Abstrak Penelitian ini berisikan tentang gambaran umum mengenai gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran bahasa Indonesia di SLB Negeri 1 Pemalang. Tujuan penelitian ini adalah Untuk mengetahui jenis gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran Bahasa Indonesia di SLB Negeri 1 Pemalang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data adalah guru atau karyawan di SLB Negeri 1 Pemalang dengan wujud data hasil peserta didik selama mengikuti kegiatan pembelajaran di sekolah yang diperoleh peneliti melalui wawancara yang berupa kartu data, dan dokumentasi. Teknik pengumpulan data dengan menggunakan teknik observasi, wawancara dan studi dokumentasi. Teknik analisis data menggunakan tiga teknik yaitu pengklasifikasian, pendeskripsian serta penyimpulan kemudian penyajian hasil analisis yaitu menggunakan metode informal.  Hasil penelitian menunjukkan bahwa Jenis gangguan Bahasa yang dialami oleh anak di SLB Negeri 1 Pemalang pada dasarnya mereka adalah anak penyandang disabilitas tunanetra, tunarunguwicara, tunadaksa, dan tunagrahita. Gangguan bahasa pada anak tunanetra terletak pada pemahaman serta perasaan mereka kurang baik dimana bahasa yang digunakan dalam komunkasi harus bisa dinalar. Gangguan bahasa pada anak tunarunguwicara terletak  pada pendengaran dan bicaranya sehingga terhambatnya komunikasi lisan/verbal baik secara berbicara ataupun memahami pembicaraan orang lain. Gangguan bahasa pada anak tunadaksa terletak pada kelainan/kerusakan pada otak yang dapat mengakibatkan gangguan gerak, kecerdasan, perilaku, adaptasi, komunikasi, koordinasi, dan persepsi. Gangguan bahasa pada anak tunagrahita terletak pada keterbelakangan intelektual yang disebabkan oleh beberapa faktor terkait yang dapat menyebabkan penderitanya memiliki kecerdasan intelektual di bawah rata-rata, keterbatasan dalam fungsi intelektual yang diantaranya yaitu kecerdasan penalaran, penyelesaian masalah, keterampilan kognitif, dan pembelajaran. Gangguan bahasa pada anak berkebtuhan khusus jika diimplikasikan dalam pembelajaran bahasa Indonesia keduanya saling berkaitan   Kata Kunci: Gangguan Berbahasa, Anak Berkebutuhan Khusus, Pembelajaran Bahasa Indonesia.   Abstrack                                                                                           This study contains an overview of the language disorder in children with special needs and the implications for Indonesian language study in SLB Negeri 1 Pemalang. The purpose of this research is to know the type of language disorder in children with special needs and the implications for learning Bahasa Indonesia in SLB Negeri 1 Pemalang. This study uses a qualitative approach with a descriptive method. The data source is the teacher or employee of SLB Negeri 1 Pemalang with the form of students ' results during the learning activities in schools obtained by researchers through interviews in the form of data cards, and documentation. Data collection techniques using observation techniques, interviews and documentation studies. Data analysis techniques using three techniques, namely classifying, descriptant and presentation and then presenting the results of analysis is using informal methods. The results showed that the type of language disorder experienced by children in the state SLB 1 Pemalang Basically they are children with impaired disability, Tunarunguwicara, Tunadaksa, and disabled. Language disorder in the blind child lies in the understanding and feeling they lack better where the language used in the communication should be normalable. Language disorders in the child's Tunarunguwicara lies in the hearing and speech so that the abuse of verbal /verbal communication either speak or understand the talks of others. The child's language disorder lies in the abnormalities/damage to the brain that can result in impaired motion, intelligence, behaviour, adaptation, communication, coordination, and perception. The language disorder in children of disabled lies in the intellectual retardation caused by several related factors that can cause the sufferer to have below average intellectual intelligence, limitation in intellectual function such as intelligence reasoning, problem solving, cognitive skills, and learning. Language disorders in children are special when implied in Indonesian language learning are interconnected.   Keywords: Language, disorder, children with special needs, Indonesian language learning.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Literature ◽  
Language Disorder ◽  
Language Disorders ◽  
Unknown Origin ◽  
Developmental Language Disorder ◽  
The Past ◽  
History Of ◽  
The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

Cortical language localization in left, dominant hemisphere

1989 ◽  
Vol 71 (3) ◽  
pp. 316-326 ◽  
Author(s):  
George Ojemann ◽  
Jeff Ojemann ◽  
E. Lettich ◽  
M. Berger
Keyword(s):  
Early Life ◽  
Classical Model ◽  
Individual Variability ◽  
Clinical Implications ◽  
Minimal Risk ◽  
Language Function ◽  
Verbal Intelligence ◽  
Dominant Hemisphere ◽  
Content Type ◽  
A Current

✓ The localization of cortical sites essential for language was assessed by stimulation mapping in the left, dominant hemispheres of 117 patients. Sites were related to language when stimulation at a current below the threshold for afterdischarge evoked repeated statistically significant errors in object naming. The language center was highly localized in many patients to form several mosaics of 1 to 2 sq cm, usually one in the frontal and one or more in the temporoparietal lobe. The area of individual mosaics, and the total area related to language was usually much smaller than the traditional Broca-Wernicke areas. There was substantial individual variability in the exact location of language function, some of which correlated with the patient's sex and verbal intelligence. These features were present for patients as young as 4 years and as old as 80 years, and for those with lesions acquired in early life or adulthood. These findings indicate a need for revision of the classical model of language localization. The combination of discrete localization in individual patients but substantial individual variability between patients also has major clinical implications for cortical resections of the dominant hemisphere, for it means that language cannot be reliably localized on anatomic criteria alone. A maximal resection with minimal risk of postoperative aphasia requires individual localization of language with a technique like stimulation mapping.

scholarly journals Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES)

2021 ◽  
Author(s):  
Courtenay Norbury ◽  
Sarah Louise Griffiths ◽  
George Vamvakas ◽  
Gillian Baird ◽  
Tony Charman ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Word Reading ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Based ◽  
Language And Literacy ◽  
Developmental Language Disorders

Objectives. The purpose of this study was to determine the changing prevalence of developmental language disorders at different quintiles of the Income Deprivation Affecting Children Index (IDACI), a measure of neighbourhood deprivation. In addition, this study investigated the long term association of IDACI rank with growth in language and literacy skills for children with and without language disorder over a six year period.Design. Prospective, population-based, longitudinal cohort study.Setting. State-maintained primary schools in Surrey, England.Participants and procedure. Teachers rated the language skills of 7267 children starting a state-maintained school in 2011 (aged 4;9-5;10, 59% of all eligible children). Comprehensive language and literacy assessment was conducted with a monolingual sub-sample in Year 1 (n = 529, age 5-6), Year 3 (n = 499, age 7-8), and Year 6 (n = 384, age 10-11).Analytic methods. Logistic regression determined the association of IDACI scores and teacher-rated language proficiency. Structural Equation Models using auxiliary variables estimated the association of IDACI and prevalence of developmental Language Disorder (LD) in Year 1, and IDACI and language and literacy growth from Years 1 – 6.Results. Predicted probability of language disorder was 2.5 times greater at the 10th centile of IDACI rank (.19 [.11, .27]) versus the 90th centile (.07 [.04, .09]). IDACI rank did not associate with growth in raw scores on measures of vocabulary, grammar, or word reading. Socioeconomic gaps in vocabulary and grammar were ameliorated when language status at school entry was accounted for, but persisted for word reading. Conclusions. The association of neighbourhood disadvantage with language and literacy primarily reflects higher rates of language disorder in areas of socio-economic deprivation. Interventions that alleviate deprivation and enhance the language and literacy experiences of disadvantaged children could reduce socioeconomic attainment gaps. However, the persistence of language disorder suggests on-going support is required to attenuate personal and societal cost.

Benefits of antidepressant treatment after a stroke

2017 ◽  
Vol 41 (S1) ◽  
pp. S315-S315 ◽  
Author(s):  
O. Zerriaa ◽  
O. Moula ◽  
S. Ben Saadi ◽  
I. Jelalia ◽  
R. Ghachem
Keyword(s):  
Functional Recovery ◽  
Cognitive Skills ◽  
Antidepressant Treatment ◽  
Antidepressant Drugs ◽  
Antidepressant Therapy ◽  
Motor Deficit ◽  
Stroke Patients ◽  
Double Blind ◽  
Post Stroke ◽  
Post Stroke Depression

IntroductionStroke is an important cause of morbidity and is responsible for 9% of all deaths worldwide. The most frequent neuropsychiatric consequence of stroke is post-stroke depression (PSD). It has been shown to be associated with both impaired recovery and increased mortality. The aim of our study is to determine the benefits of antidepressant prescription after a stroke.MethodThe databases from Medline and PubMed were reviewed for articles related to post-stroke depression (PSD), antidepressant treatment and stroke, post-stroke depression and functional recovery, stroke related impairment.ResultsAntidepressant drugs have been shown to be effective in treating PSD in six double blind randomized studies. Patients treated with antidepressants had better recovery from disability than patients who did not receive antidepressant therapy: it was proved that antidepressant drugs cause an improvement in cognitive skills and functional recovery in PSD patients. In patients with ischemic stroke and moderate to severe motor deficit, the early prescription of fluoxetine with physiotherapy enhanced motor recovery after 3 months. Some studies showed that PSD can be effectively prevented: nortriptyline, fluoxetine, milnacipran and sertraline appeared to be efficacious in preventing depression after stroke and are to use without significant adverse effects in stroke patients.ConclusionAntidepressant treatment plays an increasing role in the management of patients with acute stroke. Therefore, early initiation of antidepressant therapy, in non-depressed stroke patients, may reduce the odds for development of PSD, and improve cognitive and functional recovery.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Inter-rater reliability of the Modified Modified Ashworth Scale as a clinical tool in measurements of post-stroke elbow flexor spasticity

2009 ◽  
Vol 24 (3) ◽  
pp. 225-229 ◽  
Author(s):  
Noureddin Nakhostin Ansari ◽  
Soofia Naghdi ◽  
Scott Hasson ◽  
Atefeh Mousakhani ◽  
Azam Nouriyan ◽  
...  
Keyword(s):  
Elbow Flexor ◽  
Clinical Tool ◽  
Rater Reliability ◽  
Post Stroke ◽  
Modified Ashworth Scale ◽  
Ashworth Scale

Mutualistic coupling of vocabulary and non-verbal reasoning in children with and without language disorder

2021 ◽  
Author(s):  
Sarah Louise Griffiths ◽  
Rogier Kievit ◽  
Courtenay Norbury
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Verbal Ability ◽  
Change Score ◽  
Developmental Theory ◽  
Receptive Vocabulary ◽  
Verbal Reasoning ◽  
Coupling Parameters ◽  
Rates Of Growth

Mutualism is a developmental theory that posits positive reciprocal relationships between distinct cognitive abilities during development. It predicts that abilities such as language and reasoning will influence each other’s rates of growth. This may explain why children with Language Disorders also tend to have lower than average non-verbal cognitive abilities, as poor language would limit the rate of growth of other cognitive skills. The current study tests whether language and non-verbal reasoning show mutualistic coupling in children with and without language disorder using three waves of data from a longitudinal cohort study that over-sampled children with poor language at school entry (N = 501, 7-13 years). Bivariate Latent Change Score models were used to determine whether early receptive vocabulary predicted change in non-verbal reasoning and vice-versa. Models that included mutualistic coupling parameters between vocabulary and non-verbal reasoning showed superior fit to models without these parameters, replicating previous findings. Specifically, children with higher initial language abilities showed greater improvement in non-verbal ability and vice versa. Multi-group models suggested that coupling between language and non-verbal reasoning was equally strong in children with language disorder and those without. This indicates that language has downstream effects on other cognitive abilities, challenging the existence of selective language impairments. Future intervention studies should test whether improving language skills in children with language disorder has positive impacts on other cognitive abilities (and vice versa), and low non-verbal IQ should not be a barrier to accessing such intervention.

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