Acquired auditory verbal agnosia and seizures in childhood

The syndome of acquired aphasia with associated seizures in children has been known since the first report in 1957. Since then, 42 cases have been reported. This paper presents a review of these cases and discusses clinical features of three additional children in whom the specific syndrome of auditory verbal agnosia was identified. Presenting features, medical and neurological findings, and results of detailed psychometric and speech and language evaluations are discussed. The syndrome should be suspected in any child who develops loss of previously acquired language, preceded, accompanied, or followed by seizures. Joint diagnostic evaluation and therapeutic planning by neurologists, speech-language pathologists, and teachers are recommended.

Some suggested criteria for evaluation of language programs

Authors of language programs have failed to present adequate information concerning the usefulness of their programs. This paper advocates minimum standards of information for present and future program authors and suggests that clinicians not obtain language programs that do not meet the standards.

A therapeutic model for communicative disorders among children who speak black English vernacular

A therapeutic model of communicative pathology is proposed for children who speak black English vernacular. The model establishes a conceptual framework in which normal communicative behavior encompasses linguistic features that characterize black English vernacular. The model accounts for children's linguistic utterances as being either variant or invariant with Standard English and black English vernacular. Variant linguistic features are classified as either developmental or pathological deviations. Both Standard English and Black English vernacular constitute normative referents against which pathological deviations are assessed.

On facilitating spontaneous talking in young children

Encouraging spontaneous talking in children requires quite different techniques from those used in highly structured language skill training. Data are reviewed demonstrating that certain behaviors commonly used by clinicians may actually decelerate spontaneous talking in the child because they function as constraints on the child's behavior. This dilemma is interpreted in terms of pragmatics, the effects of communication on behavior. On this basis, techniques for encouraging spontaneous talking which emphasize the interpersonal aspects of clinical work with language-delayed children are discussed.

Sign language and multisensory input training of children with communication and related developmental disorders

This report deals with the preliminary findings of a research project on simultaneous communication and multisensory input in the treatment of six autistic and communication disordered children. The children, aged 5 to 12, were taught manually signed English and speech using a multisensory-intrusion approach. The hypothesis was that such a technique would serve to alleviate the children's difficulties in information processing, organization of experience, and affect. The dependent measures were behavioral ratings derived from both structured (teaching) and unstructured (free play) sessions. The results indicate that the children manifested a consistent acquisition of sign lanuage, which in some cases transferred into verbal communication skills. Moreover, statistical analyses of some of the observed socioaffective behaviors (i.e., nonsolitary play, interaction with peers and adults, exploration, and detachment) revealed tendencies supportive of the hypothesis. The variability of the data preclude any categorical statement in relation to the hypothesis. However, the preliminary results strongly support the continuation of the study.

[Applied phoniatry. I. Retarded language and speech development (author's transl)]

To better understand the assessment of difficulties in verbal communication it is considered to explain language and speech development in relation to motor function. The aetiology, diagnosis, prognosis and treatment of language disorders and their common characteristics are discussed. The otolaryngologist must expect an increase in the number of such cases and should initiate prompt and adequate treatment.

A therapeutic milieu for establishing and expanding communicative behaviors in psychotic children

This study describes a clinical intervention program that was used to facilitate development of receptive and expressive language skills in a group of four psychotic children. A group format utilizing an interactive language development teaching procedure combined with a therapeutic milieu was shown to be effective in establishing and expanding communicative behaviors in psychotic children. Nine diagnostic measures were utilized to assess children's performance prior to therapy and at the end of three-month and six-month intervals. Results indicated substantial reduction of delayed and immediate echolalia, jargon, inappropriate stress, pitch, and intonation. Substantial improvement was noted in expressive syntactic and morphological functioning and in the children's ability to generate novel utterances about day-to-day experiences, family, and toys. Increases in children's concept of body image and ego functioning paralleled their improvement in receptive and expressive language development.

Language in childhood psychosis: a review

Childhood psychosis is a group of disorders characterized by numerous behavioral abnormalities, the most significant of which may well be in the area of language. Absence, delay, or deficit in linguistic development are frequently contributing factors to the retardation often associated with childhood psychosis. The literature on language in childhood psychosis covering the general characteristics of the linguistic deficits, the importance of language in diagnosis and prognosis, mother-child linguistic interaction, and intervention programs is reviewed. Recent psycholinguistic studies in normal development point up the present inadequacies or lack of structural linguistic studies in childhood psychosis. Some assumptions about innate linguistic capacities prerequisite to normal development are discussed and a hypothesis relating to a dysfunction in these capacities in childhood psychosis as well as directions for further research are proposed.

Language therapy for children: some thoughts on context and content

A presentation of ideas on the ideal context for language therapy for children, this paper explores in detail the importance of teaching child language, centering language therapy in the present, teaching words with empirical significance to the child, attempting to provide a language context which is generative to unassisted later language learning, and finally, teaching communication, not merely to language skills. In addition a sample core lexicon is presented which was designed to relate the above contextual aspects of therapy to psycholinguistic strategies of language therapy.

[Psycholinguistics and logopathies. Processes of communication and language disorders]

The evolution of an idiolect and the acquisition of speech patterns are discussed. The need to examine speech disturbances with a view to the adoption of more suitable rehabilitation techniques is emphasised.

[Psycholinguistics and logopathies. New prospects of speech therapy]

Certain aspects of language in growing children are examined. In the field of linguodental dyslalia, reference is made to improvement in speech therapy techniques and the hope is expressed that these may be extended to the management of other forms.

Ethological approach to delayed language acquistion

Language is initially a social or communicative event that develops from the nonverbal communication system existing between caretaker and child. While language in an adult speaker is used for reasons other than social communication, the communication function is the primary source for language acquistion, other language functions being derivatives of this basic function. A few studies were cited which suggest that the normal process of language acquisition may be conceived heuristically in terms of an ethological or psychosoical framework. This ethological approach to language acquisition suggests that noncognitive, interpersonal factors may be major contributors to the slow pace of language development among mentally retarded and autistic children. The implications of this approach were discussed in terms of the design of language-intervention programs.

The applied communication game: a comment on Muma's "communication game: dump and play"

We now have technology available to teach speech and language skills to children. We cannot always expect children to carry over or generalize this training and spontaneously use this "trained language" in communication situations, so we now must develop technology for teaching interpersonal communication skills. This report commented on a model presented by Muma (1975). Illustrations were presented that should help clinicians train more effective interpersonal communication. The applied communication game provides an objective procedure that utilizes the natural consequences in communication situations to improve communication skill in handicapped children.

Imitation and language development: issues and clinical implications

The relationship between imitation and language learning is of both theoretical and clinical interest. While current psycholinguistic accounts give imitation only a limited role in language learning, learning theorists and others continue to refer to imitation as a major factor in the child's acquisition of language. Clinicians deal with imitation in modeling procedures as well as in counseling parents about how to promote children's language development. A review of theory and research on the nature and development of imitation reveals wide variation in terminology, definitions, and explanations. The clinical use of imitation procedures have greater significance for the acquisition of communication skills than for the development of linguistic structure.

Modifying the verbal expression of a child with autistic behaviors

The Bell and Howell Language Master was used in conjunction with the Monterey Language Program to modify the verbal expression of a nine-year-old boy with autistic behaviors. The goal was to train the child to correctly name up to 10 pictures presented individually. Two training modes were used. For one, the therapist spoke at the time (live voice). For the other, she presented a tape recording of her voice via a Language Master. The results suggested that the child's responses to the Language Master were as good as, if not better than, his responses to the live-voice presentations. In addition, observation indicated that he responded more readily to the Language Master presentations. His spontaneous speech was also noted by independent observers to improve in his classroom and in his home. Possible reasons for the improvement in verbal expression are considered.

An objective measurement of nonspeaking children's performance with a computer-controlled program for the stimulation of language behavior

A method is described for recording a child's performance with a computer-controlled audio-visual device designed to stimulate language behavior in nonspeaking children. From the recorded data a child's position can be estimated on a curve derived from normal children. This position could be of value in planning treatment for a nonspeaking child and assessing his progress.