scholarly journals Inconsistent lateralisation of language functions: a risk factor for language impairment?

2019 ◽  
Author(s):  
Abigail Bradshaw ◽  
Zoe Victoria Joan Woodhead ◽  
Paul Andrew Thompson ◽  
Dorothy Vera Margaret Bishop
Keyword(s):  
Language Impairment ◽  
Developmental Disorder ◽  
Language Disorder ◽  
Language Skills ◽  
Transcranial Doppler Sonography ◽  
Language Ability ◽  
Language Abilities ◽  
Language Functions ◽  
Semantic Decision ◽  
Functional Transcranial Doppler Sonography

Disruption to language lateralisation has been proposed as a cause of developmental language impairments. In this study we tested the idea that consistency of lateralisation across different language functions is associated with language ability. A large sample of adults with variable language abilities (N=67 with a developmental disorder affecting language and N=37 controls) were recruited. Lateralisation was measured using functional transcranial Doppler sonography (fTCD) for three language tasks that engage different language sub-processes (phonological decision, semantic decision and sentence generation). The whole sample was divided into those with consistent versus inconsistent lateralisation across the three tasks. Language ability (using a battery of standardised tests) was compared between the consistent and inconsistent groups. The results did not show a significant effect of lateralisation consistency on language skills. However, 26 of 31 (84%) of individuals with inconsistent lateralisation were in the disorder group, compared to 41 of 73 (56%) of those with consistent lateralisation, a difference that was higher than would be expected by chance. The developmental disorder group also demonstrated weaker correlations between laterality indices across pairs of tasks. In summary, although the data did not support the hypothesis that inconsistent language lateralisation is a major cause of poor language skills, the results suggested that some subtypes of language disorder are associated with inefficient distribution of language functions between hemispheres. Inconsistent lateralisation could be a causal factor in the aetiology of language disorder, or may arise in some cases as the consequence of developmental disorder, possibly reflective of compensatory reorganisation.

Developmental Language Disorder and the Assessment of Spoken Language

2021 ◽  
pp. 155-170
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Language Sample Analysis ◽  
Language Sample

Developmental language disorder (DLD), previously known as specific language impairment (SLI), is a long-term developmental disorder affecting approximately 7.5% of children. Language abilities in children with DLD are variable and can be challenging to ascertain with confidence. This chapter aims to discuss some of the challenges associated with assessing the language skills of children with DLD through an overview of different forms of language assessment including standardized language testing, language sample analysis, and observations. Uses and limitations of the different forms of assessment are considered, bearing in mind the different functions of assessment and the need to gain a full understanding of children’s profiles of strength and weakness and communicative functioning in context. The authors conclude with requirements for best practice in assessment and promising avenues of development in this area.

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

scholarly journals The Factor Structure of the Boston Diagnostic Aphasia Examination, Third Edition

2019 ◽  
Vol 25 (7) ◽  
pp. 772-776 ◽  
Author(s):  
Mandy W.M. Fong ◽  
Ryan Van Patten ◽  
Robert P. Fucetola
Keyword(s):  
Construct Validity ◽  
Factor Structure ◽  
Language Impairment ◽  
Phonological Processing ◽  
Principal Component ◽  
Testing Time ◽  
Auditory Comprehension ◽  
Language Abilities ◽  
Language Functions ◽  
Neuropsychological Evaluations

AbstractObjective: The Boston Diagnostic Aphasia Examination (BDAE) is one of the most commonly used aphasia batteries. The newest edition has undergone significant revisions since its original publication in 1972, but existing evidence for its validity is lacking. We examined the construct validity of BDAE-3 and identified the factor structure of this battery. Method: A total of 355 people with aphasia of various types and severity completed neuropsychological evaluations to assess their patterns of language impairment. A principal component analysis with varimax rotation was conducted to examine the components of BDAE-3 subtests. Results: Five components accounting for over 70% of the BDAE-3 total variance were found. The five language factors identified were auditory comprehension/ideomotor praxis, naming and reading, articulation-repetition, grammatical comprehension, and phonological processing. Conclusions: Our results show that the BDAE-3 demonstrates good construct validity, and certain language functions remain primary, distinct language domains (i.e., receptive vs. expressive language) across severities of aphasia. Overall, our findings inform clinical practice by outlining the inherent structure of language abilities in people with aphasia. Clinicians can utilize the findings to select core BDAE-3 tests that are most representative of their respective functions, thereby reducing the total testing time while preserving diagnostic sensitivity. (JINS, 2019, 25, 772–776)

An Empirical Contribution to the Identification of Second Language Skills

1979 ◽  
Vol 9 (1-2) ◽  
pp. 9-15
Author(s):  
J.C. Chamberlain
Keyword(s):  
Second Language ◽  
Language Skills ◽  
First Language ◽  
Language Ability ◽  
Department Of Education ◽  
First Year ◽  
Language Abilities ◽  
First Year Students ◽  
Training Schools ◽  
The Common

Two mutually exclusive hypotheses about the nature of second language skills are investigated. Hypothesis 1 (H1) states that second language skill is separable into components related to linguistically defined categories. Hypothesis 2 (H2) is that second language ability is mainly a unitary factor so that once the common variance on a variety of language tasks is explained, essentially no meaningful unique variance attributable to separate components will remain. Previous studies suggest greater support for H2. However, studies of first language abilities favour H1. Data from 547 first-year students at teacher training schools of the Department of Education and Training do not give unambiguous support to either hypothesis. The results suggest that the differentiation of second language ability into separately identifiable skills is related to the level of proficiency attained. The higher level of proficiency results in greater differentiation of separate language skills. Results are regarded as suggestive of further research, but in no way definitive.

scholarly journals Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

2020 ◽  
Vol 63 (10) ◽  
pp. 3277-3292
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Skills ◽  
Future Research ◽  
Specific Language ◽  
School Identification ◽  
Potential Benefits

Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793

scholarly journals Cortical Electrophysiological Markers of Language Abilities in Children with Hearing Aids: A Pilot Study

2014 ◽  
Vol 2014 ◽  
pp. 1-7
Author(s):  
David Bakhos ◽  
Hélène Delage ◽  
John Galvin ◽  
Emmanuel Lescanne ◽  
Sylvie Roux ◽  
...  
Keyword(s):  
Hearing Aids ◽  
Language Impairment ◽  
Brain Function ◽  
Auditory Evoked Potentials ◽  
Language Ability ◽  
Control Group ◽  
Language Abilities ◽  
Age Related ◽  
Bilateral Sensorineural Hearing Loss ◽  
Cortical Auditory Evoked Potentials

Objective. To investigate cortical auditory evoked potentials (CAEPs) in pediatric hearing aid (HA) users, with and without language impairment.Design. CAEPs were measured in 11 pediatric HA users (age: 8–12 years) with moderate bilateral sensorineural hearing loss (HL); participants were classified according to language ability. CAEPs were also measured for a control group of 11 age-matched, normal-hearing (NH) children.Results. HL children without language impairment exhibited normal CAEPs. HL children with language impairment exhibited atypical temporal CAEPs, characterized by the absence of N1c; frontocentral responses displayed normal age-related patterns.Conclusion. Results suggest that abnormal temporal brain function may underlie language impairment in pediatric HA users with moderate sensorineural HL.

scholarly journals A Family Aggregation Study

2003 ◽  
Vol 46 (2) ◽  
pp. 261-272 ◽  
Author(s):  
Naseem Choudhury ◽  
April Ann Benasich
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Sociodemographic Factors ◽  
Similar Data ◽  
Language Abilities ◽  
Standardized Measures ◽  
History Of ◽  
Family Aggregation ◽  
And Control

Substantial evidence continues to accrue for familial transmission of specific language impairment (SLI). The incidence in families with a history of SLI is estimated at approximately 20%–40%, whereas in the general population the estimated incidence is about 4%. Typical aggregation studies compare data on the speech and language status of parents and siblings of individuals with SLI (the probands) to similar data from family members of control individuals with no speech or language disorder history. In the present study, family aggregation of SLI was examined for a unique sample of children who were ascertained before 6 months of age and thus did not have SLI, but were born into a family with a positive history of SLI (FH + ). No study to date has examined the pattern of affectance in families of children ascertained at such a young age. In addition, the ratio of boys to girls born into such families was investigated, as previous studies have suggested alterations in the expected gender ratios. Consistent with prior research, SLI was found to aggregate in families; the average affectance rate in FH + families was 32%, with significantly more boys (41%) reported as having SLI than girls (16%). A comparison of FH + and control families (FH–) on sociodemographic factors and medical history revealed differences in the overall rate of autoimmune diseases; FH + families reported a significantly higher incidence (35%) compared to FH– families (9%). Finally, the 3- year language abilities of a subset of 32 children from FH + families were compared with those of 60 children from FH– families. Children from FH + families scored significantly lower on standardized measures of language and were more likely to fall below the 16th percentile (28%) than children from FH– families (7%). These results provide converging evidence that children from FH + families are indeed at greater risk of developing language delay compared to children from control families.

scholarly journals Language Ability of Mild Intellectually Disabled (MID) Children: Case Study of Dina MaraMida in SLB Negeri 1 Padang

2019 ◽  
Vol 6 (1) ◽  
pp. 69-80
Author(s):  
Yasirly Amrina ◽  
Armita Sari
Keyword(s):  
Intellectual Disability ◽  
Language Production ◽  
Language Disorder ◽  
Language Skills ◽  
Language Ability ◽  
Disabled Children ◽  
Mild Intellectual Disability ◽  
Intellectually Disabled ◽  
The Subject

This study is a case study of mild intellectually disabled children. The purpose of this study is to describe the language skills of Dina Maradina as children with mild intellectual disability (MID). This research is expected to contribute educatively to actions that can be given to intellectually disabled children, especially mild intellectual disability to encourage increased language skills. At the stage of providing data, used the refer and proficient method. The basic technique used in this method is Teknik Sadap, followed by Teknik Simak Libat Cakap (SLC), Teknik Simak Bebas Libat Cakap (SBLC), Teknik Catat and Teknik Rekam as advanced techniques. Data analysis was carried out qualitatively in the form of a description of aspects of language disorders experienced by the subject of the research by describing various symptoms and language skills owned by the subject. The results showed that subjects with mild intellectual disability has good language skills. It has several disadvantages, such as the ability of subject in emotional control, the ability in focus and concentration control and the ability in language production in terms of writing production. The results showed the subject did not have a significant language disorder. The subject is able to communicate smoothly with the other person. This can be seen from the subject's ability to issue sentences that fit the context of the conversation. The subject is also able to show gestures, facial expressions, and usual expressions in accordance with the communication she does.   Keywords: Language ability, intellectual disability, neurolinguistics  

scholarly journals Design and Evaluation of a Spanish Language Therapy Support System

2021 ◽  
Vol 12 (6) ◽  
pp. 853-863
Author(s):  
Karla I. Arce-Ruelas ◽  
Omar Alvarez-Xochihua ◽  
José A. Gonzalez-Fraga ◽  
Evelio Martinez-Martinez ◽  
Patricia Paez-Manjarrez
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Therapy ◽  
Language Disorder ◽  
Language Skills ◽  
Spanish Language ◽  
Language Therapy ◽  
Accuracy Rate ◽  
Speech Language Pathologists ◽  
Part Of Speech

Specific Language Impairment (SLI) is a language disorder that delays progress in mastering speech-language skills, and typically occurs in childhood. Most speech-language pathologists commonly use paper-based instruments to diagnose and treat this problem. This article describes the design, implementation, and evaluation of SATEL, an ontology-based system used both in diagnosing this condition and as part of speech therapy for children with SLI. With the help of a Kinect sensor, SATEL is able to recognize and classify pronounced words. The proposed system was designed and evaluated by a team of four speech-language pathologists and 26 children diagnosed with SLI. Results showed an accuracy rate of 94.42% and 97.75% in recognizing syllables and words correctly and incorrectly pronounced in the diagnostic and treatment modules, respectively.

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