Language development in Iranian children with epilepsy

Background: Epilepsy is the most common pediatric neurologic disease accompanying with psychosocial delays causing a child’s isolation from the society. Developmental language delays are among the most common complaints of children with epilepsy. In the current study, verbal skills and expressive and receptive language development have been assessed in patients with epilepsy and compared with age-matched normal group. Methods: This case-control study was conducted on 78 2-5-year-old children with epilepsy and 78 age-matched normal children referred to the outpatient clinic of Imam Reza affiliated to Shiraz University of Medical Sciences, Shiraz, Iran, in 2017-2018. Demographic information of cases (age, age of onset, type of seizure, and number of consumed remedies) and controls was gathered. In order to assess study population’s verbal, receptive, and expressive language development, Newsha growth measurement test, a validated Persian version of verbal language development questionnaire, was utilized. Results: Comparison of children with epilepsy with normal controls showed a significant difference in spoken, expressive, and receptive language development between children with epilepsy and normal peers (P < 0.05). Spoken and receptive language developments were significantly in association with earlier age of onset, higher number of remedies received for seizure control, generalized type of seizures, and lacking of seizure control (P < 0.05). Expressive language development showed no association with type and control of seizures (P > 0.05) but had significant association with age of onset of epilepsy and number of remedies (P < 0.05). Conclusion: Assessment of verbal language development aspects among children with epilepsy showed a higher rate of delay among these children as compared with normal age-matched ones. Moreover, earlier age of onset, generalized type of seizures, higher number of consumed remedies, and poor seizure control were accompanied with higher and more severe speech and language delay.

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The Relationship Between Motor Delays and Language Development in Very Low Birthweight Premature Children at 18 Months Corrected Age

Journal of Speech Language and Hearing Research ◽

10.1044/2017_jslhr-l-17-0056 ◽

2018 ◽

Vol 61 (1) ◽

pp. 114-119 ◽

Cited By ~ 1

Author(s):

Gail Ross ◽

Rebecca Demaria ◽

Vivien Yap

Keyword(s):

Language Development ◽

Motor Development ◽

Low Birthweight ◽

Expressive Language ◽

Receptive Language ◽

Language Function ◽

Severe Motor ◽

Premature Children ◽

Specific Association ◽

Expressive Language Development

Purpose The aim of this study is to determine if there is a specific association between motor delays and receptive and expressive language function, respectively, in prematurely born children. Method Retrospective data review: 126 premature children ≤ 1,250-g birthweight from English-speaking families were evaluated on motor development (normal, mild delay, and moderate–severe delay) and the cognitive and language scales of the Bayley Scales of Infant and Toddler Development–Third Edition (Bayley, 2006) at 18 months corrected age. Cognitive scores were categorized as normal, suspect, and abnormal. Gender, demographic, and perinatal variables were recorded and analyzed with respect to motor category. Results Lower birthweight, chronic need for oxygen, severe intraventricular hemorrhage, and intestinal infection/inflammation were related to poorer motor development. On receptive language, the normal motor group attained significantly higher scores than the moderate–severe motor group but did not differ significantly from the mild delay motor group. On expressive language, the normal motor group had significantly higher scores than both the mild and moderate–severe groups. Girls performed better than boys on receptive and expressive language, but there was no significant interaction between gender and motor category on any of the Bayley scores. Cognitive, but not motor, category significantly contributed to variance of receptive language scores; cognitive and motor category each independently contributed to the variance in expressive language. Conclusion Findings suggest that motor control areas of the brain may be implicated in expressive language development of premature children. Further research is needed to determine the underlying factors for the association between motor and expressive language function.

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A Comparison of Categorization Skills of Normal and Language-Delayed Children in Early Elementary School

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1404.243 ◽

1983 ◽

Vol 14 (4) ◽

pp. 243-251

Author(s):

Cynthia M. Partyka ◽

Janet D. Kresheck

Keyword(s):

Elementary School ◽

Language Development ◽

Expressive Language ◽

First Grade ◽

Early Elementary ◽

Language Groups ◽

Significant Difference ◽

Early Elementary School ◽

Expressive Language Development

This study compared the categorization skills of first-grade children representing three levels of expressive language development. Each group of 12 children (normal, mild-moderate delay, and severe delay) was tested on seven different categorization tasks. The results indicated a significant difference in categorization skills between the children with normal expressive language development and each of the two expressive language-delayed groups. Differential results for the three language groups are discussed.

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Communication and Socialization Skills at Ages 2 and 3 in “Late-Talking” Young Children

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3404.858 ◽

1991 ◽

Vol 34 (4) ◽

pp. 858-865 ◽

Cited By ~ 85

Author(s):

Rhea Paul ◽

Shawn Spangle Looney ◽

Pamela S. Dahm

Keyword(s):

Expressive Language ◽

Receptive Language ◽

Vineland Adaptive Behavior Scales ◽

Normal Children ◽

Expressive Communication ◽

Late Talkers ◽

History Of ◽

Expressive Language Development ◽

Socialization Skills

Twenty-one apparently normal children between 18 and 34 months of age with slow expressive language acquisition were compared to a group of normally speaking children matched for age, SES, and sex ratio, on the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984) The late talkers (LTs) scored significantly lower not only in expressive communication, but also in receptive communication and socialization. A follow-up study of the same subjects, seen at age 3, showed nearly half the 3-year-olds with a history of LT remained delayed in expressive communication and socialization, while one third remained behind in receptive language. The data suggest that social skills are particularly vulnerable to disruption in children with late expressive language development, even after communication skills have moved into the normal range. They suggest, further, that receptive deficits do not seem, in themselves, to increase the risk of continued language delay Clinical implications of these findings are discussed.

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Characteristics of Functional Speech Sound Disorders in Korean Children

Annals of Child Neurology ◽

10.26815/acn.2021.00535 ◽

2021 ◽

Vol 30 (1) ◽

pp. 8-16

Author(s):

Min Jeong Han ◽

Sun Jun Kim

Keyword(s):

Language Development ◽

Language Impairment ◽

Expressive Language ◽

Speech Sound ◽

Receptive Language ◽

Error Rates ◽

Phonological Processes ◽

Korean Children ◽

Neuromuscular Abnormalities ◽

Expressive Language Development

Purpose: A speech sound disorder (SSD) is defined as the presence of a problem with articulation and phonological processes in a child. This study analyzed the clinical characteristics of Korean patients with functional SSDs without any neuromuscular abnormalities. Methods: The medical records of patients aged 36 to 72 months old who were diagnosed with SSDs were retrospectively reviewed. SSD patients who scored less than 85 in the U-Tap test were divided into two groups according to their receptive language scores on the PRES/SELSI. Results: Sixty-seven percent of patients with language impairment (LI) who were diagnosed with an SSD initially visited the hospital for a delay in language development (n=18, 66.7%). Among children with only an SSD, 26.7% (n=8) of the patients recognized it as a language developmental problem. All SSD patients had substitution errors in the onset of initial syllables (SSD, SSD+LI: 100%; typical development [TD]: 37.5%). Of particular note, SSD children with LI had more omission errors (55.6%) than patients with SSD only (16.7%). SSD patients had higher error rates than TD children in all consonants except for the glottal element (P<0.01). The lower the U-Tap score of SSD patients, the lower their expressive language score (P<0.001). Conclusion: A high percentage of children with SSD initially visited the hospital for the treatment of language development delays. Articulation tests are essential for children who suffer from language delay. Furthermore, since incorrect articulation can lead to delays in expressive language development, early interventions should be considered.

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Expressive language development in ASD context- Case Study

Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare ◽

10.26744/rrttlc.2021.7.2.08 ◽

2021 ◽

Vol VII (2) ◽

pp. 85-96

Author(s):

Valentina-Georgica POPONETE

Keyword(s):

Language Development ◽

Speech Therapy ◽

Expressive Language ◽

Receptive Language ◽

Focused Attention ◽

Total Absence ◽

Expressive Language Development ◽

Further Development ◽

Proper Response

This paper aims to highlight a way of approach for a child with ASD in the field of speech therapy alone, despite the unfavorable forecast (prognosis). The structure of the paper consists of two main parts: a theoretical one regarding the diagnosis and its involvement in the field of language development, and in the second part will be presented a case study carried out over a period of 6 months and with possible future opportunities progress. It is well known that most children with ADS have major language deficiencies coupled with their lack of social skills which worsens (accentuates) the course of further development and, therefore, early intervention can substantially reduce their disabilities. But, in this case study, it is presented a thirteen-year-old boy with ADS and its total absence (lack) of expressive language although the receptive language is at a pretty good level. The main goal of the program was to develop, somehow, (at first hand) first of all, a phonological basis in order to establish a pragmatic (functional) verbal communication. It is known that children with ADS are quite difficult to engage in activities that require focused attention and proper response to multiple requests and what was really remarkable and quite unusual, in the same time, is his full cooperation that led to significant results that will help him in the future.

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Sensitivity of the Denver Developmental Screening Test in Speech and Language Screening

PEDIATRICS ◽

10.1542/peds.78.6.1075 ◽

1986 ◽

Vol 78 (6) ◽

pp. 1075-1078

Author(s):

Kathleen C. Borowitz ◽

Frances P. Glascoe

Keyword(s):

Language Development ◽

Screening Test ◽

Expressive Language ◽

Receptive Language ◽

Developmental Screening ◽

Speech And Language ◽

Developmental Problems ◽

Significant Difference ◽

Language Screening ◽

Speech And Language Development

A retrospective study was undertaken to determine whether the Denver Developmental Screening Test (DDST) language sector is a sensitive screen of speech and language development. Seventy-one children between 18 and 66 months of age with suspected developmental problems were referred to screening clinics conducted by a child evaluation team. Each child was screened using the DDST (revised) and another screening measure of speech and language development. Statistically significant differences were found between the DDST language sector and the speech-language screening in identification of expressive language and articulation problems. No significant difference was found with receptive language. The DDST failed to identify more than one half of the children with expressive language and/or articulation problems. These results demonstrate that the DDST may fail to identify children with speech and language impairment. Professionals involved in developmental screening need to be advised of alternative speech and language screening measures.

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Effects of receptive language training on receptive and expressive language development

Journal of Abnormal Child Psychology ◽

10.1007/bf00919097 ◽

1974 ◽

Vol 2 (2) ◽

pp. 153-164 ◽

Cited By ~ 2

Author(s):

Patricia Pothier ◽

Delmont Morrison ◽

Frank Gorman

Keyword(s):

Language Development ◽

Expressive Language ◽

Receptive Language ◽

Language Training ◽

Expressive Language Development

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The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5401.101 ◽

1989 ◽

Vol 54 (1) ◽

pp. 101-105 ◽

Cited By ~ 19

Author(s):

J. Bruce Tomblin ◽

Cynthia M. Shonrock ◽

James C. Hardy

Keyword(s):

Child Development ◽

Language Development ◽

Expressive Language ◽

Strong Predictor ◽

Receptive Language ◽

Strongly Correlated ◽

Language Measure ◽

The Mean ◽

Child Development Inventory ◽

Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

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