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Elm L, Lundeborg Hammarström I, Samuelsson C, Plejert C. Swedish speech and language pathologists reflect on how their clinical practises align to everyday language and communication skills of children with developmental language disorder. LOGOP PHONIATR VOCO 2024:1-9. [PMID: 38949090 DOI: 10.1080/14015439.2024.2371284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Accepted: 06/18/2024] [Indexed: 07/02/2024]
Abstract
This study aims to extend current knowledge about the possibilities and challenges encountered by Swedish speech and language pathologists (SLPs) in targeting everyday language and communication in children with developmental language disorder (DLD). To explore this matter, unstructured focus groups were conducted where 15 SLPs, working with children with DLD, shared their views on the alignment between their clinical practices and children's everyday lives. Thematic analysis was used to analyse the data, which resulted in five themes: It's everyday life that matters; As an SLP, you're not a part of the child's everyday life; How do we merge the different worlds?; Resources at home vary, and The employer sets the framework for clinical practices. The SLPs stressed the importance of targeting everyday skills and needs, but they experienced themselves as being detached from the children's daily context. Collaboration with caregivers and (pre)school staff was emphasised; however, the resources and capacity of the caregivers and staff varied, and this was experienced as a challenge for providing the most appropriate care. Some children and their families were situated in a multifaceted context and needed more extensive care, and this group was described as increasing. However, the services that the SLPs were able to offer varied and were largely regulated by organisational constraints. Individualised services are crucial for ensuring a positive development for children with DLD and for empowering caregivers to be effective collaborative partners in intervention. Therefore, it is essential for SLPs to have the time and resources to ensure high-quality care.
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Affiliation(s)
- Lovisa Elm
- Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
| | | | - Christina Samuelsson
- Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden
| | - Charlotta Plejert
- Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
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Dahlberg A, Levin A, Fäldt AE. Implementation of the Infant-Toddler Checklist in Swedish child health services at 18 months: an observational study. BMJ Paediatr Open 2024; 8:e002406. [PMID: 38531549 DOI: 10.1136/bmjpo-2023-002406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 03/10/2024] [Indexed: 03/28/2024] Open
Abstract
BACKGROUND Communication and language disorders are common conditions that emerge early and negatively impact quality of life across the life course. Early identification may be facilitated using a validated screening tool such as the Infant-Toddler Checklist (ITC). We introduced the ITC at the 18-month visit to child health services (CHS) in a Swedish county. Using the RE-AIM implementation framework, this study assessed the implementation of the ITC according to five key dimensions: reach, effectiveness, adoption, implementation and maintenance. METHODS This observational study used medical records at CHS as data source. Data were collected from children who visited a child health nurse at 17-22 months. The sample included 2633 children with a mean age of 17.8 months, 1717 in the pre-implementation group and 916 in the post implementation group. We calculated the ITC completion rate (reach) and use at each site (adoption). We compared rates of referral to speech and language therapy (effectiveness) before and after implementation of the ITC using OR and 95% CIs. We described actions to facilitate implementation and maintenance of ITC screening over time. RESULTS The overall screening rate was 93% (reach) which increased from 80% initially to 94% at the end of the 2-year period (maintenance). All centres used the ITC (adoption). The ITC screen positive rate was 14%. Of children who had reached at least 24 months (n=2367), referral rate was 0.4% pre-implementation versus 6.9% post implementation (OR=18.17, 95% CI 8.15, 40.51, p<0.001) (effectiveness). Implementation strategies included training sessions, collaboration, written and automatic procedures and modifications to the medical records system. CONCLUSION The implementation of the ITC was associated with high reach, higher referral rate, complete adoption, and sustained maintenance over time.
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Affiliation(s)
- Anton Dahlberg
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Anna Levin
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Anna Erica Fäldt
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
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Benes C, Lund E. Knowledge and Perspectives of Developmental Language Disorders: The Pilot Development of a Survey of Professionals Working in Law Enforcement. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:969-989. [PMID: 38266216 DOI: 10.1044/2023_ajslp-22-00374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
PURPOSE The purpose of this study was to pilot test a survey of professionals within the justice system about their knowledge and perceptions of developmental language disorders (DLDs) and to gather initial data supporting their knowledge and perceptions. METHOD One hundred thirty-six adults in Texas with law enforcement jobs, primarily police officers, participated in this study. Participants completed a survey consisting of 78 questions about their background, experiences with DLD, and beliefs about communication. Additionally, 42 adults who did not work in law enforcement completed the survey twice to establish the initial measures of survey reliability. RESULTS This survey demonstrated sufficient test-retest reliability with adults not in law enforcement, and results indicated the emergence of two subscales within the survey. Law enforcement professionals appeared to have limited knowledge of DLD, and many linked language-related behaviors with credibility. A majority did agree with giving accommodations to individuals who struggle with language and reported interest in receiving training to recognize and accommodate DLD. CONCLUSIONS This pilot study demonstrates a need for collaboration between speech-language pathologists and law enforcement professionals and provides data for a survey that could be used across professional groups in the justice system to measure knowledge and perspectives of DLDs. This work represents an initial step in an iterative process of survey development for law enforcement professionals. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25033718.
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Affiliation(s)
- Clare Benes
- Davies School of Communication Sciences & Disorders, Texas Christian University, Fort Worth
| | - Emily Lund
- Davies School of Communication Sciences & Disorders, Texas Christian University, Fort Worth
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De Leeuw S, Delens G, Vanden Brande L, Henrion E, Legros L. Socio-familial environment influence on cognitive and language development in very preterm children. Child Care Health Dev 2024; 50:e13239. [PMID: 38413377 DOI: 10.1111/cch.13239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 01/25/2024] [Accepted: 02/06/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND Preterm children are at increased risk of cognitive and language delay compared with term-born children. While many perinatal factors associated with prematurity are well established, there is limited research concerning the influence of the socio-familial environment on the development of preterm children. This study aims to assess the relative impact of perinatal and socio-familial risk factors on cognitive and language development at 2 years corrected age (CA). METHOD This retrospective cross-sectional study included preterm infants with a gestational age <32 weeks and/or a birth weight <1500 g, who underwent neurodevelopmental assessment at 2 years CA. Cognitive and language scores were assessed using the Bayley Scales of Infant-Toddler Development, third edition. Adjusted odds ratios (aORs) with 95% confidence intervals (CIs) were calculated using a multivariable model to examine the relationship between developmental delays and perinatal and socio-familial factors. RESULT The prevalence of language delay was negatively associated with daycare attendance (aOR: 0.25, 95% CI: 0.07-0.85, p < 0.05) and high maternal educational levels (aOR: 0.24, 95% CI: 0.05-0.93, p < 0.05) and positively associated with bilingual environments (aOR: 5.62, 95% CI: 1.46-24.3, p < 0.05). Perinatal and postnatal risk factors did not show a significant impact on cognitive or language development. CONCLUSION The development of language appears to be more influenced by the socio-familial environment than by early perinatal and postnatal factors associated with prematurity. These findings highlight the importance of considering socio-familial factors in the early identification and intervention of language delay among preterm children.
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Affiliation(s)
- Stéphanie De Leeuw
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
| | - Gilda Delens
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
| | - Laura Vanden Brande
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
- Department of Pediatric Neurology, Centre Hospitalier Universitaire de Liège, Liège, Belgium
| | - Elisabeth Henrion
- Department of Neonatal Intensive Care, CHR Sambre et Meuse, Namur, Belgium
| | - Ludovic Legros
- Follow-up Center for Preterm Infants, CHR Sambre et Meuse, Namur, Belgium
- Department of Neonatal Intensive Care, CHIREC-Delta Hospital, Brussels, Belgium
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Meldrum SJ, Snyman LM, Hunt EF. Replication of a single-case design cross-situational statistically based word learning treatment for late talking children. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 26:83-95. [PMID: 37155572 DOI: 10.1080/17549507.2022.2160493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE Late talking children are at risk of ongoing language impairment. This intervention study replicated and extended research based on cross-situational statistical learning principles. METHOD Three late talking children (age 24-32 months) were enrolled into the concurrent multiple baseline single-case experimental intervention study. The intervention consisted of 16 sessions over eight/nine weeks, including 10-11 pairs of target and control words (three per session). Children heard the target words a minimum of 64 times per session, in sentences with high linguistic variability in varied play activities. RESULT All children increased production of target words and expressive vocabulary, with statistically significant differences between word acquisition in baseline and intervention phases. One of the three children learnt statistically significantly more target words than control words. CONCLUSION The results replicated the findings of previous research for some but not all of the participants, providing individual evidence that this approach has promise as a therapy technique for late talking children.
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Affiliation(s)
| | - Lucinda Monique Snyman
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Western Australia
| | - Emily Frances Hunt
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Western Australia
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Boerma T, Ter Haar S, Ganga R, Wijnen F, Blom E, Wierenga CJ. What risk factors for Developmental Language Disorder can tell us about the neurobiological mechanisms of language development. Neurosci Biobehav Rev 2023; 154:105398. [PMID: 37741516 DOI: 10.1016/j.neubiorev.2023.105398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/03/2023] [Accepted: 09/17/2023] [Indexed: 09/25/2023]
Abstract
Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. Consequently, language problems, for example those of children with Developmental Language Disorder (DLD), are explained by a variety of etiological pathways and each of these pathways will be associated with specific risk factors. In this review, we attempt to link previously described factors that may interfere with language development to putative underlying neurobiological mechanisms of language development, hoping to uncover openings for future therapeutical approaches or interventions that can help children to optimally develop their language skills.
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Affiliation(s)
- Tessel Boerma
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Sita Ter Haar
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands; Cognitive Neurobiology and Helmholtz Institute, Department of Psychology, Utrecht University/Translational Neuroscience, University Medical Center Utrecht, the Netherlands
| | - Rachida Ganga
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Frank Wijnen
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Elma Blom
- Department of Development and Education of youth in Diverse Societies (DEEDS), Utrecht University, Utrecht, the Netherlands; Department of Language and Culture, The Arctic University of Norway UiT, Tromsø, Norway.
| | - Corette J Wierenga
- Biology Department, Faculty of Science, Utrecht University, the Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands.
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Gasparini L, Shepherd DA, Bavin EL, Eadie P, Reilly S, Morgan AT, Wake M. Using machine-learning methods to identify early-life predictors of 11-year language outcome. J Child Psychol Psychiatry 2023; 64:1242-1252. [PMID: 36478310 PMCID: PMC10952842 DOI: 10.1111/jcpp.13733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/05/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND Language is foundational for neurodevelopment and quality of life, but an estimated 10% of children have a language disorder at age 5. Many children shift between classifications of typical and low language if assessed at multiple times in the early years, making it difficult to identify which children will have persisting difficulties and benefit most from support. This study aims to identify a parsimonious set of preschool indicators that predict language outcomes in late childhood, using data from the population-based Early Language in Victoria Study (n = 839). METHODS Parents completed surveys about their children at ages 8, 12, 24, and 36 months. At 11 years, children were assessed using the Clinical Evaluation of Language Fundamentals 4th Edition (CELF-4). We used random forests to identify which of the 1990 parent-reported questions best predict children's 11-year language outcome (CELF-4 score ≤81 representing low language) and used SuperLearner to estimate the accuracy of the constrained sets of questions. RESULTS At 24 months, seven predictors relating to vocabulary, symbolic play, pragmatics and behavior yielded 73% sensitivity (95% CI: 57, 85) and 77% specificity (95% CI: 74, 80) for predicting low language at 11 years. [Corrections made on 5 May 2023, after first online publication: In the preceding sentence 'motor skills' has been corrected to 'behavior' in this version.] At 36 months, 7 predictors relating to morphosyntax, vocabulary, parent-child interactions, and parental stress yielded 75% sensitivity (95% CI: 58, 88) and 85% specificity (95% CI: 81, 87). Measures at 8 and 12 months yielded unsatisfactory accuracy. CONCLUSIONS We identified two short sets of questions that predict language outcomes at age 11 with fair accuracy. Future research should seek to replicate results in a separate cohort.
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Affiliation(s)
- Loretta Gasparini
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- Department of PaediatricsThe University of MelbourneParkvilleVICAustralia
| | - Daisy A. Shepherd
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- Department of PaediatricsThe University of MelbourneParkvilleVICAustralia
| | - Edith L. Bavin
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- School of Psychology and Public HealthLa Trobe UniversityBundooraVICAustralia
| | - Patricia Eadie
- Melbourne Graduate School of EducationThe University of MelbourneParkvilleVICAustralia
| | - Sheena Reilly
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- Department of PaediatricsThe University of MelbourneParkvilleVICAustralia
- Menzies Health Institute QueenslandGriffith UniversityGold CoastQLDAustralia
| | - Angela T. Morgan
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- Department of Audiology and Speech PathologyThe University of MelbourneParkvilleVICAustralia
- Royal Children’s Hospital MelbourneParkvilleVICAustralia
| | - Melissa Wake
- Murdoch Children’s Research InstituteParkvilleVICAustralia
- Department of PaediatricsThe University of MelbourneParkvilleVICAustralia
- Liggins InstituteThe University of AucklandAucklandNew Zealand
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McGregor KK, Ohlmann N, Eden N, Arbisi-Kelm T, Young A. Abilities and Disabilities Among Children With Developmental Language Disorder. Lang Speech Hear Serv Sch 2023; 54:927-951. [PMID: 37159846 PMCID: PMC10473388 DOI: 10.1044/2023_lshss-22-00070] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 08/22/2022] [Accepted: 02/10/2023] [Indexed: 05/11/2023] Open
Abstract
PURPOSE The aim of this study was to situate developmental language disorder (DLD) within the impairment and disability framework of the International Classification of Functioning, Disability, and Health (ICF); describe the functional strengths and weaknesses of a cohort of first-grade children with DLD and their peers; and explore the ways that language-related disabilities relate to language impairment, developmental risk, and receipt of language services. METHOD We queried the caregivers of 35 children with DLD and 44 peers with typical language development about their children's language-related functions, developmental risks, and language services using mixed quantitative and qualitative methods. RESULTS The children with DLD presented with weaknesses in domains that are highly dependent upon language skill, including communication, community function, interpersonal relationships, and academics. They presented with strengths in domestic and personal aspects of daily living, play and coping aspects of socialization, and gross motor function. Caregivers of children with DLD expressed pride in their children's agentive and prosocial qualities. Consistent with the ICF, what distinguished children with DLD who had functional weaknesses and disabilities from those who had healthy function was not the severity of language impairment as measured by decontextualized tests of language skill, but the presence of cumulative developmental risks. Compared to those with healthy function, a larger portion of children with weaknesses and disabilities were receiving language services; however, two girls who had disabilities despite mild levels of impairment were without services. CONCLUSIONS Children with DLD present with predictable strengths and weaknesses in everyday language-related functioning. For some children, the weaknesses are mild, but for others, they limit function to a greater extent and should be considered disabilities. The severity of language impairment is not a strong indicator of language-related function and, therefore, is not a good metric for determining service qualification.
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Affiliation(s)
| | | | | | | | - Alys Young
- The University of Manchester, United Kingdom
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Nudel R, Christensen RV, Kalnak N, Schwinn M, Banasik K, Dinh KM, Erikstrup C, Pedersen OB, Burgdorf KS, Ullum H, Ostrowski SR, Hansen TF, Werge T. Developmental language disorder - a comprehensive study of more than 46,000 individuals. Psychiatry Res 2023; 323:115171. [PMID: 36963307 DOI: 10.1016/j.psychres.2023.115171] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 02/16/2023] [Accepted: 03/14/2023] [Indexed: 03/26/2023]
Abstract
Developmental language disorder (DLD) is characterized by enduring low language abilities with a significant functional impact, in the absence of biomedical conditions in which language impairment is part of a complex of impairments. There is a lack of awareness of DLD even among healthcare professionals. Here we estimated the prevalence of DLD and its links to reading and learning difficulties and physical and mental health in the Danish Blood Donor Study (N = 46,547), where DLD-related information is based on questionnaires (self-report). We compared the questionnaire-derived DLD status with the relevant language-related diagnoses from hospital registers. We also investigated the genetic architecture of DLD in a subset of the cohort (N = 18,380). DLD was significantly associated with reading and learning difficulties and poorer mental and physical health. DLD prevalence was 3.36%-3.70% based on questionnaires, compared with 0.04% in hospital registers. Our genetic analyses identified one genome-wide significant locus, but not a significant heritability estimate. Our study shows that DLD has health-related implications that may last into adulthood, and that DLD may be undiagnosed in general healthcare. Furthermore, DLD is likely more genetically heterogeneous than narrower developmental language phenotypes. Our results emphasize the need to raise awareness of DLD and consider criteria for molecular studies of DLD to reduce case heterogeneity.
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Affiliation(s)
- Ron Nudel
- CORE - Copenhagen Research Centre for Mental Health, Mental Health Centre Copenhagen, Copenhagen University Hospital, Copenhagen, Denmark; iPSYCH, The Lundbeck Foundation Initiative for Integrative Psychiatric Research, Denmark.
| | - Rikke Vang Christensen
- Department of Nordic Studies and Linguistics, University of Copenhagen, Emil Holms Kanal 2, Copenhagen 2300, Denmark.
| | - Nelli Kalnak
- Department of Women's and Children's Health, Karolinska Institute, Stockholm, Sweden; Department of Speech-Language Pathology, Helsingborg Hospital, Helsingborg, Sweden.
| | - Michael Schwinn
- Department of Clinical Immunology, Copenhagen University Hospital, Copenhagen, Denmark
| | - Karina Banasik
- Novo Nordisk foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Khoa Manh Dinh
- Department of Clinical Immunology, Aarhus University Hospital, Aarhus, Denmark
| | | | - Christian Erikstrup
- Department of Clinical Immunology, Aarhus University Hospital, Aarhus, Denmark; Department of Clinical Medicine, Aarhus University Hospital, Aarhus, Denmark
| | - Ole Birger Pedersen
- Department of Immunology, Næstved Hospital, Næstved, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Kristoffer Sølvsten Burgdorf
- Department of Immunology, Rigshospitalet, Copenhagen, Denmark; Translational Disease Systems Biology, Novo Nordisk Foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | | | - Sisse Rye Ostrowski
- Department of Clinical Immunology, Copenhagen University Hospital, Copenhagen, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Thomas Folkmann Hansen
- Novo Nordisk foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; Danish Headache Center, Rigshospitalet Glostrup, Glostrup, Denmark
| | - Thomas Werge
- iPSYCH, The Lundbeck Foundation Initiative for Integrative Psychiatric Research, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; Mental Health Centre Sct. Hans, Mental Health Services Copenhagen, Institute of Biological Psychiatry, Roskilde, Denmark
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Eriksson M. Insufficient evidence for the validity of the Language Development Survey and the MacArthur-Bates Communicative Development Inventories as screening tools: A critical review. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:555-575. [PMID: 36370048 DOI: 10.1111/1460-6984.12800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The Language Development Survey (LDS) and the MacArthur-Bates Communicative Development Inventories (MB-CDI) are two parental report forms that have been productive in providing data on early child language during the past 30 years. The instruments have been used both in studies relating to typical developing children and in screening for language difficulties. AIM To review the evidence for the LDS and the MB-CDI utility as screening instruments. METHODS A literature search in PubMed and PsychInfo identified 16 articles based on LDS or MB-CDI that reported statistics pertinent to early screening for language difficulties. MAIN CONTRIBUTION It was found that most reviewed studies were explorative in nature and tried out different versions of the screening test, including different cut-off values, multiple reference tests, small sample sizes and rarely reported confidence intervals. Spectrum, verification and review biases were common. Moreover, no study could convincingly show that the actual diagnostic accuracy was sufficient for clinical use. CONCLUSIONS There is insufficient evidence that the LDS or any version of the MB-CDI is a valid tool for screening for language difficulties. Of course, this is not to say that sufficient evidence will not be achieved in future studies, or that the instruments do not work well for purposes other than screening. WHAT THIS PAPER ADDS What is already known on this subject The LDS and the MB-CDI are two often-used instruments assessing various aspects of early child language by parental reports. Both instruments have also been used in screening for early language difficulties. What this study adds This study reveals that most published studies in which the classification accuracy of LDS and the MB-CDI has been investigated contain serious methodological shortcomings limiting conclusions about their validity. Currently, there is no good evidence about the usefulness of the LDS and the MB-CDI as general screening tools for language difficulties. What are the potential or actual clinical implications of this work? The LDS and MB-CDI should not be used as screening tools for language difficulties until better evidence of their effectiveness has been demonstrated.
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Affiliation(s)
- Mårten Eriksson
- Faculty of Health and Occupational Studies, Department of Occupational Health Science and Psychology, University of Gävle, Gävle, Sweden
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Parent Perspectives of Ear Health and the Relationship with Children's Speech and Language in the Longitudinal Study of Indigenous Children. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10010165. [PMID: 36670715 PMCID: PMC9857726 DOI: 10.3390/children10010165] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 12/14/2022] [Accepted: 01/12/2023] [Indexed: 01/18/2023]
Abstract
Health and well-being are holistic concepts that are perceived to be inseparable for Aboriginal and Torres Strait Islander peoples. We examined relationships between parent-reported ear symptoms for 787 Indigenous children at two time points (age 2-3 years, age 4-5 years) and two parent-reported speech and language outcomes one year later (age 5-6 years). Most parents (80.2%) reported no concern about their child's expressive language and (93.8%) receptive language. Binary logistic regression models examined ear health as a predictor of children's expressive and receptive speech and language adjusting for sociodemographic and health covariates. For children without parent-reported ear symptoms, there were lower odds of parental concern about expressive speech and language (aOR = 0.45; 95% CI 0.21-0.99) and receptive language (aOR = 0.24; 95% CI 0.09-0.62). Parents were less likely to have concerns about the child's expressive speech and language if their child was female, lived in urban or regional areas, had excellent or very good global health, or had no disability when aged 2-5 years. Since parent-reported ear health and speech and language concerns were related, Aboriginal and Torres Strait Islander children could benefit from culturally safe, strength-based, and family-centered integrated speech, language, and ear health services.
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Selten I, Boerma T, Everaert E, Gerrits E, Houben M, Wijnen F, Vorstman J. Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231179844. [PMID: 37362238 PMCID: PMC10286206 DOI: 10.1177/23969415231179844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Background and Aim Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related behaviors in DLD is poorly understood. One factor that may hinder progress in understanding this relationship is the etiological heterogeneity of DLD. We therefore study this relationship in an etiologically homogeneous group of children, who share phenotypic characteristics with children with DLD: children with the 22q11.2 Deletion Syndrome (22q11DS). We compare children with 22q11DS, to children with DLD and age-matched typically developing children (TD). Method 44 children with 22q11DS, 65 children with DLD and 81 TD children, between 3.0-6.5 years old, participated in a longitudinal cohort study that included a baseline measure and a follow-up measure with a 1-year interval. A parental questionnaire (SRS-2) was used to measure the incidence of behaviors in two key behavioral domains associated with ASD: Social Communication and Interaction and Restricted Repetitive Behaviors and Interests. At baseline, we assessed children's expressive and receptive language abilities as well as their intellectual functioning with standardized tests. We compared the distribution of ASD-related behaviors between the three groups. We used regression analyses to investigate whether language abilities at baseline predict ASD-related behavior at follow-up, accounting for ASD-related behavior at baseline, demographic variables and intellectual functioning. Results Both the children with 22q11DS and the children with DLD displayed significantly more ASD-related behaviors than the TD children. Over 30% of children in both clinical groups had scores exceeding the subclinical threshold for ASD in both behavioral domains. Both in 22q11DS and DLD, baseline receptive language scores were negatively correlated with ASD-related behaviors 1 year later, when controlling for baseline SRS-scores. However, this association was statistically significant only in children with 22q11DS, even when controlled for IQ-scores, and it was significantly stronger as than in the TD group. The strength of the association did not differ significantly between 22q11DS and DLD. Conclusion Both children with 22q11DS and children with DLD present with elevated rates of ASD-related behaviors at a preschool-age. Only in children with 22q11DS we observed that weaker receptive language skills were related to increased behavioral problems in the domain of social communication and interaction one year later. Implications Our findings indicate that relations between early language impairment and other behavioral phenotypes may be more feasible to detect in a subgroup of children with a homogeneous etiology, than in a group of children with a heterogeneous etiology (such as children with DLD). Our results in 22q11DS reveal that receptive language is especially important in predicting the occurrence of ASD-related behaviors. Future research is needed to determine to what extent receptive language predicts the occurrence of ASD-related behaviors in children with DLD, especially among those children with DLD with the weakest receptive language. Clinically, screening for ASD-related behaviors in children with developmental language difficulties is recommended from a young age, especially among children with receptive language difficulties.
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Affiliation(s)
- Iris Selten
- Program in Genetics and Genome Biology, Research Institute, and Department of Psychiatry, The Hospital for Sick Children, Toronto, ON, Canada; Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | | | - Emma Everaert
- Institute for Language Sciences, Utrecht University, Utrecht, The Netherlands; Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Ellen Gerrits
- Institute for Language Sciences, Utrecht University, Utrecht, The Netherlands; Research group Speech and Language Therapy – Participation is Communication, HU University of Applied Sciences, Utrecht, The Netherlands
| | - Michiel Houben
- Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Frank Wijnen
- Institute for Language Sciences, Utrecht University, Utrecht, The Netherlands
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13
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Lajunen HR, Laasonen M, Lahti-Nuuttila P, Leminen M, Smolander S, Kunnari S, Arkkila E, Lauronen L. Is epileptiform activity related to developmental language disorder? Findings from the HelSLI study. Clin Neurophysiol Pract 2023; 8:65-70. [PMID: 37188277 PMCID: PMC10176248 DOI: 10.1016/j.cnp.2023.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Revised: 02/12/2023] [Accepted: 03/31/2023] [Indexed: 05/17/2023] Open
Abstract
Objective To study if interictal epileptiform discharges (IEDs) are associated with language performance or pre-/perinatal factors in children with developmental language disorder (DLD). Methods We recorded routine EEG in wake and sleep in 205 children aged 2.9-7.1 years with DLD, without neurologic diseases or intellectual disability. We examined the language performance of the children and collected data on pre-/perinatal factors. Results Interictal epileptiform discharges were not associated with lower language performance. Children with so-called "rolandic", i.e. centrotemporoparietal, IEDs had better language skills, but age explained this association. Most pre-/perinatal factors evaluated did not increase the risk of rolandic IEDs, except for maternal smoking (OR 4.4, 95% CI 1.4-14). We did not find electrical status epilepticus during slow-wave sleep (ESES)/spike-and-wave activation in sleep (SWAS) in any children. Conclusions Interictal epileptiform discharges are not associated with lower language performance, and ESES/SWAS is not common in children with DLD. Significance Routine EEGs do not bring additional information about language performance in children with DLD who do not have any neurologic diseases, seizures, intellectual disability, or regression of language development.
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Affiliation(s)
- Hanna-Reetta Lajunen
- Department of Clinical Neurophysiology, University of Helsinki and Helsinki University Hospital, Finland
- Corresponding author at: Department of Clinical Neurophysiology, University of Helsinki and Helsinki University Hospital, PO Box 800, 00029 HUS, Finland.
| | - Marja Laasonen
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
- Logopedics, School of Humanities, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Pekka Lahti-Nuuttila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Miika Leminen
- Unit of Analytics and Data Services, Helsinki University Hospital, Helsinki, Finland
| | - Sini Smolander
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
- Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Finland
| | - Sari Kunnari
- Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Finland
| | - Eva Arkkila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Leena Lauronen
- Department of Clinical Neurophysiology, University of Helsinki and Helsinki University Hospital and Epilepsia Helsinki, Finland
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14
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Valade F, Béliveau MJ, Breault C, Chabot B, Labelle F. Individual and cumulative risk factors in developmental language disorder: A case-control study. Clin Child Psychol Psychiatry 2023; 28:398-414. [PMID: 35797616 PMCID: PMC9893307 DOI: 10.1177/13591045221113389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Many mental disorders (MD) share common etiology, fuelling debates about the specificity of clinical categories and whether the presence of specific risk factors (RF) can distinguish among them. The study of developmental language disorder (DLD), more specifically, has been further hindered by a lack of consensus regarding its definition. These limitations increase the risk of under-detection and lifelong consequences for affected children. This paper aims (1) to document which individual RF allow differentiating DLD from other MD and (2) to compare the cumulative RF between children with DLD versus other MD. This case-control design study used medical records of a psychiatric sample of 795 preschoolers (mean age 4:11, 75% boys). A logistic regression measured the predictive value of potential RF on DLD. Later first sentences, maternal immigration and family history of language delay were identified as significant in explaining 30% of the variance for DLD diagnosis. An ANCOVA revealed that children with DLD were exposed to a significantly higher number of RF than were children with other MD. Public health policies informed with the knowledge of specific RF associated with DLD, and their cumulative impact, could improve early detection and reduce the cascade of negative consequences associated with DLD.
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Affiliation(s)
- Florence Valade
- Department of Psychology, 5622University of Montreal, Montreal, QC, Canada.,CIUSSS Nord-de-l'Ile-de-Montréal, Hôpital en santé mentale Rivière-des-Prairies, Montreal, QC, Canada
| | - Marie-Julie Béliveau
- Department of Psychology, 5622University of Montreal, Montreal, QC, Canada.,CIUSSS Nord-de-l'Ile-de-Montréal, Hôpital en santé mentale Rivière-des-Prairies, Montreal, QC, Canada
| | - Chantale Breault
- CIUSSS Nord-de-l'Ile-de-Montréal, Hôpital en santé mentale Rivière-des-Prairies, Montreal, QC, Canada.,School of Speech-Language Pathology and Audiology, 5622University of Montreal, Montreal, QC, Canada
| | - Benjamin Chabot
- Department of Psychology, 5622University of Montreal, Montreal, QC, Canada
| | - Fannie Labelle
- Department of Psychology, 5622University of Montreal, Montreal, QC, Canada.,CIUSSS Nord-de-l'Ile-de-Montréal, Hôpital en santé mentale Rivière-des-Prairies, Montreal, QC, Canada
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15
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Wei L, Huang H, Chen X, Wang X, Zhang R, Su L, Duan W, Rahman M, Golam Mostofa M, Qamruzzaman Q, Shen H, Hu Z, Wei Y, Christiani DC, Chen F. Umbilical cord serum elementomics of 52 trace elements and early childhood neurodevelopment: Evidence from a prospective birth cohort in rural Bangladesh. ENVIRONMENT INTERNATIONAL 2022; 166:107370. [PMID: 35772314 PMCID: PMC9926395 DOI: 10.1016/j.envint.2022.107370] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 06/13/2022] [Accepted: 06/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Prenatal exposures to neurotoxic metals and trace elements are associated with early childhood neurodevelopmental outcomes. However, consequences of simultaneous exposure to mixtures of elements remain unclear. OBJECTIVE To examine individual and joint effects of prenatal trace element exposure on early childhood neurodevelopment. METHODS Using a well-established Bangladesh prospective birth cohort (2008-2011), we measured concentrations of 52 trace elements in umbilical cord serum of 569 mother-infant pairs using inductively coupled plasma mass spectrometry. Neurodevelopment was evaluated at 20-40 months of age using Bayley Scales of Infant and Toddler Development, Third Edition. Stability elastic net (ENET) was used to screen elements individually associated with the outcome; candidate exposures were combined by weighted linear combination to form a risk score representing their mixture effect on early childhood neurodevelopment. RESULTS Stability ENET identified 15 trace elements associated with cognitive composite score and 14 associated with motor composite score, which were linearly combined to form the element risk score (ERS). Children with higher ERScognitive had lower probability of cognitive developmental delay (ORhighest vs lowest: 0.21; 95 %CI: 0.10, 0.40; P < 0.001; Ptrend < 0.001). Children with ERSmotor in the top quintile had a significantly lower risk of motor developmental delay (OR: 0.16; 95 %CI: 0.09, 0.31; P < 0.001; Ptrend < 0.001) versus the lowest quintile. In Bayesian kernel machine regression analyses, lithium [conditional posterior inclusion probability (cPIP) = 0.68], aluminum (cPIP = 0.83) and iron (cPIP = 1.00) contributed most to the lower cognitive composite score; zinc (cPIP = 1.00), silver (cPIP = 0.81), and antimony (cPIP = 0.65) mainly contributed to the change of motor composite score. CONCLUSION Co-exposure to lithium/aluminum/iron or zinc/silver/antimony appears to impact children's neurodevelopment. ERS score reflecting maternal exposure could indicate children's risk of neurodevelopmental delay, warranting further studies to explore the underlying mechanism.
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Affiliation(s)
- Liangmin Wei
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | - Hui Huang
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | - Xin Chen
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | - Xiang Wang
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | - Ruyang Zhang
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | - Li Su
- Department of Environmental Health, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - Weiwei Duan
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China
| | | | | | | | - Hongbing Shen
- State Key Laboratory of Reproductive Medicine, Nanjing Medical University, Nanjing 211166, China; Department of Epidemiology, School of Public Health, Nanjing Medical University, Nanjing 211166, China; China International Cooperation Center for Environment and Human Health, Center of Global Health, Nanjing Medical University, Nanjing 211166, China
| | - Zhibin Hu
- State Key Laboratory of Reproductive Medicine, Nanjing Medical University, Nanjing 211166, China; Department of Epidemiology, School of Public Health, Nanjing Medical University, Nanjing 211166, China; China International Cooperation Center for Environment and Human Health, Center of Global Health, Nanjing Medical University, Nanjing 211166, China
| | - Yongyue Wei
- Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China; China International Cooperation Center for Environment and Human Health, Center of Global Health, Nanjing Medical University, Nanjing 211166, China.
| | - David C Christiani
- Department of Environmental Health, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA; China International Cooperation Center for Environment and Human Health, Center of Global Health, Nanjing Medical University, Nanjing 211166, China.
| | - Feng Chen
- State Key Laboratory of Reproductive Medicine, Nanjing Medical University, Nanjing 211166, China; Department of Biostatistics, School of Public Health, Nanjing Medical University, Nanjing 211166, China; China International Cooperation Center for Environment and Human Health, Center of Global Health, Nanjing Medical University, Nanjing 211166, China.
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16
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Selin CM, Rice ML, Girolamo TM, Wang CJ. Work Setting Effects on Speech-Language Pathology Practice: Implications for Identification of Children With Specific Language Impairment. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:854-880. [PMID: 35120298 PMCID: PMC9150684 DOI: 10.1044/2021_ajslp-21-00024] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 05/21/2021] [Accepted: 11/05/2021] [Indexed: 05/25/2023]
Abstract
PURPOSE Most research on language acquisition and impairments is neutral to work setting; however, work settings (e.g., schools, health care) are expected to differ in alignment with overlaid workplace models (e.g., education, medical). These differences may affect clinical service provision for individuals with specific language impairment (SLI). This article evaluates potential effects of work setting on top-down advocacy initiatives and clinical service provision for children with symptoms of SLI. METHOD Speech-language pathologists serving pediatric populations in health care-based (n = 140) and school-based (n = 423) work settings completed a three-part survey: (a) participant demographics, (b) report of case/workload and practice patterns, and (c) clinical vignettes and eligibility belief. Data analysis included descriptives and chi-square tests. RESULTS The work setting groups reported differences in eligibility terminology, eligibility criteria, and practice patterns from the point of referral through discharge. The reported differences aligned with overlaid workplace models. As compared to the school-based group, health care-based participants reported fewer eligibility restrictions in the workplace, agreed more often with a belief in less restrictive eligibility criteria, and reported more sensitive clinical decisions when operating under neutral workplace circumstances. Despite these findings, health care-based participants reported a smaller proportion of individuals with language impairment only on their caseload. DISCUSSION Work setting variations influence the underidentification of individuals with SLI for speech-language pathology services. Differences in responses by workplace indicate the need for unique and targeted advocacy efforts. Shifting diagnostic terminology and criteria will be insufficient in closing the gap unless advocacy efforts also address speech-language pathologists' workplace realities.
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Affiliation(s)
- Claire M. Selin
- Department of Human Development and Family Studies, The Pennsylvania State University, University Park
| | - Mabel L. Rice
- Child Language Doctoral Program, University of Kansas, Lawrence
| | - Teresa M. Girolamo
- Cognitive Neuroscience of Communication, University of Connecticut, Storrs
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17
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KAS B, JAKAB Z, LŐRIK J. Development and norming of the Hungarian CDI-III: A screening tool for language delay. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2022; 57:252-273. [PMID: 34997807 PMCID: PMC9304143 DOI: 10.1111/1460-6984.12686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/04/2021] [Revised: 09/28/2021] [Accepted: 10/22/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Difficulties in language development are related to social and emotional problems, lower academic outcomes, and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. The introduction of systematic screening for language delay (LD) in 3-year-old children in Hungary was based on the recent adaptation of the MacArthur-Bates CDI-III (HCDI-III). AIMS To explore the relevant psychometric properties of the HCDI-III; to identify factors characteristic of the families and children influencing language development at the age group under investigation; and to evaluate the adequacy of the tool for the purpose of screening LD in kindergarten at the age of 3 years. METHODS & PROCEDURES The norming study of the HCDI-III was conducted in a collaborative research project with the Metropolitan Pedagogical Services in Budapest. HCDI-III parent report forms along with a demographic survey form were distributed to parents of all Hungarian-speaking children between the ages of 2;0 and 4;2 without special education needs. The normative sample comprised data from 1424 children aged 2;0-4;2 with 51.1% boys and 48.9% girls. The data set contained information including language skills, basic demographics, birth conditions, health issues and socio-economic status (SES). OUTCOMES & RESULTS In the HCDI-III form, six outcome variables were created to cover the domains of expressive vocabulary, morphosyntax and language use. Statistical analyses revealed appropriate psychometric properties of five outcome variables that showed a normal distribution and were strongly correlated to age. Outcomes of girls were slightly (but significantly) higher on scales corresponding to vocabulary, syntax, language use and productivity. Most variables were highly correlated with one another even with age partialled out. Multiple regression analyses revealed significant effect of age, gender and parental education on all main outcome variables. Neither one of the other eight predictors, including familial and birth-related factors, affected linguistic outcomes in our sample. CONCLUSIONS & IMPLICATIONS The results are consistent with the majority of Communicative Development Inventory (CDI) studies, and support the psychometric eligibility of the instrument for screening purposes between 30 and 50 months. As certain regions of Hungary are characterised by a high prevalence of low-SES families, more research is needed to adapt the screening procedure and subsequent measures to their needs. WHAT THIS PAPER ADDS What is already known on the subject Difficulties in language development are related to lower social and academic outcomes and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. Structured parent report forms such as the MacArthur-Bates CDI are widely accepted methods for screening children with LD. What this paper adds to existing knowledge This study reports the Hungarian adaptation and norming of the CDI-III form. Statistical analyses revealed appropriate psychometric properties of most of its sections. Language outcomes were affected by age, gender and parental education on all main outcome variables in children between 2 and 4 years of age. What are the potential or actual clinical implications of this work? The results support the psychometric eligibility of the HCDI-III instrument for screening purposes. The introduction of the screening procedure in clinical practice is expected to improve early support of children with language difficulties and reduce risks of developmental problems related to language disorders.
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Affiliation(s)
- Bence KAS
- Hungarian Research Centre for LinguisticsEötvös Loránd Research NetworkBudapestHungary
- Bárczi Gusztáv Faculty of Special Needs EducationEötvös Loránd UniversityBudapestHungary
| | - Zoltán JAKAB
- Bárczi Gusztáv Faculty of Special Needs EducationEötvös Loránd UniversityBudapestHungary
| | - József LŐRIK
- Bárczi Gusztáv Faculty of Special Needs EducationEötvös Loránd UniversityBudapestHungary
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18
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McGregor KK, Smolak E, Jones M, Oleson J, Eden N, Arbisi-Kelm T, Pomper R. What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning. Cogn Sci 2022; 46:e13094. [PMID: 35122309 PMCID: PMC9285947 DOI: 10.1111/cogs.13094] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 12/20/2021] [Accepted: 12/27/2021] [Indexed: 11/28/2022]
Abstract
Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross‐situational word learning. First‐graders (Mage = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross‐situational word‐learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures of learning and retention, a performance gap that emerged in the first cycle of the cross‐situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose‐but‐verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. Children navigate the problem space of cross‐situational learning via varied routes. This conclusion is offered as motivation for theorists to capture all learners, not just the most typical ones.
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Affiliation(s)
- Karla K McGregor
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital.,Department of Communication Sciences and Disorders, University of Iowa
| | - Erin Smolak
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital
| | | | | | - Nichole Eden
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital
| | - Timothy Arbisi-Kelm
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital
| | - Ronald Pomper
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital
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Andreu L, Igualada A, Ahufinger N, Sanz-Torrent M. La situación del trastorno específico del lenguaje en los países hispanohablantes. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2022. [DOI: 10.5209/rlog.74552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
El trastorno específico del lenguaje (TEL) es un trastorno del lenguaje oral con desarrollo en etapa infantil que afecta a la expresión y la comprensión. En el ámbito angloparlante, fruto de dos estudios con la metodología Delphi (Bishop et al., 2016; 2017) se ha generalizado, tanto en el ámbito clínico y educativo como en las publicaciones científicas, el uso de la nueva terminología (Developmental Language Disorder o DLD), así como los principales acuerdos alcanzados respecto a su concepción, detección, evaluación, diagnóstico e intervención. En el ámbito hispanohablante es necesario un proceso de reflexión por parte de expertos especializados en el ámbito que analice si la adopción de los principales acuerdos a nivel anglosajón es factible y ajustado para el contexto hispano. En este sentido, el objetivo de este estudio es analizar el uso actual de la conceptualización, etiqueta/s diagnóstica/s y los criterios diagnósticos de las dificultades del desarrollo del lenguaje oral en los diferentes países de habla hispana. El estudio se ha basado en la metodología de recogida de datos mediante encuestas realizadas a profesionales de acción directa e investigadores del TEL. Los resultados muestran las principales características sobre el trastorno que son compartidas mayoritariamente en todo el ámbito lingüístico español, así como las que presentan más discrepancias. Destaca el predominio de la terminología TEL aunque crece el uso de la expresión trastorno del desarrollo del lenguaje (TDL). Los resultados también muestran una gran diversidad en los criterios diagnósticos y en algunos aspectos de la concepción del trastorno. Estas informaciones permiten mostrar una primera aproximación a la situación del trastorno y puede servir como base para un proceso de reflexión y acuerdo que fije unas recomendaciones y criterios globales para todo el ámbito hispanohablante.
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Bonuck K, Shafer V, Battino R, Valicenti-McDermott RM, Sussman ES, McGrath K. Language Disorders Research on Bilingualism, School-Age, and Related Difficulties: A Scoping Review of Descriptive Studies. Acad Pediatr 2022; 22:518-525. [PMID: 34896271 PMCID: PMC9252163 DOI: 10.1016/j.acap.2021.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 11/08/2021] [Accepted: 12/02/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Developmental language disorder (DLD) often remains undetected until children shift from 'learning to read' to 'reading to learn,' around 9 years of age. Mono- and bilingual children with DLD frequently have co-occurring reading, attention, and related difficulties, compared to children with typical language development (TLD). Data for mono- and bilingual children with DLD and TLD would aid differentiation of language differences versus disorders in bilingual children. OBJECTIVE We conducted a scoping review of descriptive research on mono-and bilingual children < and >= 9 years old with DLD versus TLD, and related skills (auditory processing, attention, cognition, executive function, and reading). DATA SOURCES We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018. CHARTING METHODS Two abstracters charted all search results. Main exclusions were: secondary data/reviews, special populations, intervention studies, and case studies/series. Abstracted data included age, related skills measures', and four language groups of participants: monolingual DLD, monolingual TLD, bilingual DLD, and bilingual TLD. RESULTS Of 366 articles, 159 (43%) met inclusion criteria. Relatively few (14%, n = 22) included all 4 language groups, co-occurring difficulties other than nonverbal intelligence (n = 49, 31%) or reading (n = 51, 32%) or any 9-18 year-olds (31%, n = 48). Just 5 (3%) included only 9-18 year-olds. Among studies with any 9 to 18 year olds, just 4 (8%, 4/48) included 4 language groups. CONCLUSIONS Future research should include mono- and bilingual children with both DLD and TLD, beyond 8 years of age, along with data about their related skills.
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Affiliation(s)
| | | | | | | | | | - Kathleen McGrath
- Rose F. Kennedy CERC at Montefiore Medical Center, The University Hospital for Albert Einstein College of Medicine (R Battino, K McGrath), Bronx, NY.
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21
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Chilosi AM, Brovedani P, Cipriani P, Casalini C. Sex differences in early language delay and in developmental language disorder. J Neurosci Res 2021; 101:654-667. [PMID: 34822733 DOI: 10.1002/jnr.24976] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 09/17/2021] [Accepted: 09/21/2021] [Indexed: 11/11/2022]
Abstract
Developmental language disorder (DLD) is a neurodevelopmental condition, occurring in about 3% to 7% of preschoolers, that can impair communication and negatively impact educational and social attainments, in spite of adequate neurological, cognitive, emotional, social development, and educational opportunities for language learning. Significant risk factors for DLD are male sex, familial history of early language delay, low parental education, and various perinatal factors. A strong sex effect with a higher prevalence of language delay and DLD in males than in females has been consistently reported. Neurobiological and environmental risk factors, interacting with each other, are probably responsible for the phenotypic expression of DLD. The aim of this brief review is to further the knowledge of the role of sex in early language delay and DLD by analyzing the evidence from four significant sources: epidemiological studies, studies on twins, family aggregation studies, and studies on sex chromosome trisomies. Data pertaining only to sex differences (biological and physiological characteristics of females and males) will be analyzed. Studies on family aggregations and twins confirm the role of genetic factors and of sex in determining language abilities and disabilities, but genes alone do not determine outcomes. Sex chromosome trisomies represent a unique example of the relationship between a genetic alteration and a language disorder. Clarification of how sex acts in determining DLD could provide new information on early risk factors and, thus, contribute to improve diagnosis and clinical management.
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Affiliation(s)
- Anna Maria Chilosi
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Paola Brovedani
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Paola Cipriani
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Claudia Casalini
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
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Moland CW, Oetting JB. Comparison of the Diagnostic Evaluation of Language Variation-Screening Test Risk Subtest to Two Other Screeners for Low-Income Prekindergartners Who Speak African American English and Live in the Urban South. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2528-2541. [PMID: 34582275 PMCID: PMC9132032 DOI: 10.1044/2021_ajslp-20-00270] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Purpose We compared the Risk subtest of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-Screening Test Risk) with two other screeners when administered to low-income prekindergartners (pre-K) who spoke African American English (AAE) in the urban South. Method Participants were 73 children (six with a communication disorder and 67 without) enrolled in Head Start or a publicly funded pre-K in an urban Southern city. All children completed the DELV-Screening Test Risk, the Fluharty Preschool Speech and Language Screening Test-Second Edition (FLUHARTY-2), and the Washington and Craig Language Screener (WCLS). Test order was counterbalanced across participants. Results DELV-Screening Test Risk error scores were higher than those reported for its standardization sample, and scores on the other screeners were lower than their respective standardization/testing samples. The 52% fail rate of the DELV-Screening Test Risk did not differ significantly from the 48% rate of the WCLS. Fail rates of the FLUHARTY-2 ranged from 34% to 75%, depending on the quotient considered and whether scoring was modified for dialect. Although items and subtests assumed to measure similar constructs were correlated to each other, the three screeners led to inconsistent pass/fail outcomes for 44% of the children. Conclusions Like other screeners, the DELV-Screening Test Risk subtest may lead to high fail rates for low-income pre-K children who speak AAE in the urban South. Inconsistent outcomes across screeners underscore the critical need for more study and development of screeners within the field.
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Rautakoski P, Ursin PA, Carter AS, Kaljonen A, Nylund A, Pihlaja P. Communication skills predict social-emotional competencies. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106138. [PMID: 34182379 DOI: 10.1016/j.jcomdis.2021.106138] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 05/26/2021] [Accepted: 06/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined. METHODS The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age < 17 months with the Brief Infant-Toddler Social and Emotional Assessment (BITSEA). RESULTS Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems. CONCLUSIONS The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.
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Affiliation(s)
- Pirkko Rautakoski
- Department of Speech and Language Pathology, Abo Akademi University, Turku, Finland.
| | - Piia Af Ursin
- Department of Education, University of Turku, Turku, Finland.
| | - Alice S Carter
- Department of Psychology, University of Massachusetts Boston, Boston, USA.
| | - Anne Kaljonen
- Statistics of the STEPS study (Steps to the Healthy Development and Well-being of Children), University of Turku, Turku, Finland.
| | - Annette Nylund
- Department of Speech and Language Pathology, Abo Akademi University, Turku, Finland.
| | - Päivi Pihlaja
- Department of Education, University of Helsinki, Helsinki, Finland.
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Neumann K, Arnold B, Baumann A, Bohr C, Euler HA, Fischbach T, Hausschild J, Heinrich D, Keilmann A, Köhler C, Krägeloh-Mann I, Kummer P, Mathmann P, Noterdaeme M, Plontke S, Schliewenz R, Schmid R, Schmitz-Salue C, Schröder M, Seidel A, Wichmann J, Kiese-Himmel C. Neue Terminologie für Sprachentwicklungsstörungen? Monatsschr Kinderheilkd 2021. [DOI: 10.1007/s00112-021-01148-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Zusammenfassung
Hintergrund
Sprachtherapeutisch-linguistische Fachkreise empfehlen die Anpassung einer von einem internationalen Konsortium empfohlenen Änderung der Nomenklatur für Sprachstörungen im Kindesalter, insbesondere für Sprachentwicklungsstörungen (SES), auch für den deutschsprachigen Raum.
Fragestellung
Ist eine solche Änderung in der Terminologie aus ärztlicher und psychologischer Sicht sinnvoll?
Material und Methode
Kritische Abwägung der Argumente für und gegen eine Nomenklaturänderung aus medizinischer und psychologischer Sicht eines Fachgesellschaften- und Leitliniengremiums.
Ergebnisse
Die ICD-10-GM (Internationale statistische Klassifikation der Krankheiten und verwandter Gesundheitsprobleme, 10. Revision, German Modification) und eine S2k-Leitlinie unterteilen SES in umschriebene SES (USES) und SES assoziiert mit anderen Erkrankungen (Komorbiditäten). Die USES- wie auch die künftige SES-Definition der ICD-11 (International Classification of Diseases 11th Revision) fordern den Ausschluss von Sinnesbehinderungen, neurologischen Erkrankungen und einer bedeutsamen intellektuellen Einschränkung. Diese Definition erscheint weit genug, um leichtere nonverbale Einschränkungen einzuschließen, birgt nicht die Gefahr, Kindern Sprach- und weitere Therapien vorzuenthalten und erkennt das ICD(International Classification of Disease)-Kriterium, nach dem der Sprachentwicklungsstand eines Kindes bedeutsam unter der Altersnorm und unterhalb des seinem Intelligenzalter angemessenen Niveaus liegen soll, an. Die intendierte Ersetzung des Komorbiditäten-Begriffs durch verursachende Faktoren, Risikofaktoren und Begleiterscheinungen könnte die Unterlassung einer dezidierten medizinischen Differenzialdiagnostik bedeuten.
Schlussfolgerungen
Die vorgeschlagene Terminologie birgt die Gefahr, ätiologisch bedeutsame Klassifikationen und differenzialdiagnostische Grenzen zu verwischen und auf wertvolles ärztliches und psychologisches Fachwissen in Diagnostik und Therapie sprachlicher Störungen im Kindesalter zu verzichten.
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Chutko LS, Surushkina SY, Yakovenko EA, Anisimova TI, Cherednichenko DV. [Behavioral disorders in children with specific language impairment]. Zh Nevrol Psikhiatr Im S S Korsakova 2021; 121:57-61. [PMID: 34184479 DOI: 10.17116/jnevro202112105157] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To study emotional and behavioral disorders in children with specific language impairment (SLI). MATERIAL AND METHODS The study group included 60 children with a diagnosis of specific expressive language impairment at the age of 4-6 years. The following methods were used to assess emotional and behavioral disorders: the Strengths and Difficulties Questionnaire, the SNAP-IV scale, and the Questionnaire created by G.P. Lavrentieva and T.M. Titarenko. To objectify the severity of speech disorders, 10-point scales were used, assessing the level of comprehension of the addressed speech, the volume of the active vocabulary and the lexico-grammatical structure of speech. The control group consisted of 30 children of the same age without psycho-neurological disorders. RESULTS AND CONCLUSION Speech disorders in children are often combined with behavioral disorders (61.7%). Children with SLI have significant attention disorders, hyperactivity and difficulties in relationships with peers compared with the control group. A comparative study shows that combined SLI and behavioral disorders lead to a more severe course of speech impairment.
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Affiliation(s)
- L S Chutko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - S Yu Surushkina
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - E A Yakovenko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - T I Anisimova
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - D V Cherednichenko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
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Dimer NA, Rech RS, Chiari BM, Goulart BNGD. Prevalence of speech-language and hearing disorders in elderly and younger adults according to sex and age: a population survey. Codas 2021; 33:e20200080. [PMID: 34133611 DOI: 10.1590/2317-1782/20202020080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 06/23/2020] [Indexed: 11/21/2022] Open
Abstract
PURPOSE To verify the distribution of self-reported speech-language and hearing disorders and their association to sex and age in a representative sample of the population in southern Brazil. METHODS Prevalence of speech-language and hearing disorders in elderly and younger adults according to sex and age: a population survey based on a household survey on Human Communication Disorders (DCH-POP Study). Standardized home interviews were conducted using a questionnaire with residents of the city of Porto Alegre between 2012 and 2014. The study outcome was self-reported "speech-language and hearing disorders", constituted from the variables: language, orofacial motricity, hearing, and balance. Analyses of absolute and relative frequencies were performed. Multivariable prevalence ratios were estimated in an adjusted analysis using Poisson Regression with robust variation and 95% confidence intervals. RESULTS Of the 1246 individuals interviewed, 918 participants were eligible for this study. Most of them were female (58.1%), and the average age was 48.9 (± 19.6) years. The outcome of speech-language and hearing disorders was found in 364 (39.4%) individuals, and the most affected age group was 60 years old or more (54.4%), with a higher prevalence in men (58.9%) than in women (51.9%). The multivariate analysis showed a significant prevalence ratio only in elderly individuals aged 60 years or older (PR 1.84; 95% CI 1.50-2.26). CONCLUSION In this study, we did not find significant differences between sexes in the prevalence of self-reported speech-language and hearing disorders in elderly and younger adults. However, elderly and younger adults presented a higher prevalence of these disorders.
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Affiliation(s)
- Nathalia Avila Dimer
- Curso de Fonoaudiologia, Universidade Federal do Rio Grande do Sul - UFRGS - Porto Alegre (RS), Brasil
| | - Rafaela Soares Rech
- Curso de Fonoaudiologia, Universidade Federal do Rio Grande do Sul - UFRGS - Porto Alegre (RS), Brasil
| | - Brasília Maria Chiari
- Programa de Pós-graduação em Distúrbios da Comunicação Humana, Universidade Federal de São Paulo - USP - São Paulo (SP), Brasil
| | - Bárbara Niegia Garcia de Goulart
- Curso de Fonoaudiologia, Universidade Federal do Rio Grande do Sul - UFRGS - Porto Alegre (RS), Brasil.,Programa de Pós-graduação em Epidemiologia, Universidade Federal do Rio Grande do Sul - UFRGS - Porto Alegre (RS), Brasil
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Vansteensel MJ, Selten IS, Charbonnier L, Berezutskaya J, Raemaekers MAH, Ramsey NF, Wijnen F. Reduced brain activation during spoken language processing in children with developmental language disorder and children with 22q11.2 deletion syndrome. Neuropsychologia 2021; 158:107907. [PMID: 34058175 DOI: 10.1016/j.neuropsychologia.2021.107907] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 05/19/2021] [Accepted: 05/19/2021] [Indexed: 01/03/2023]
Abstract
Language difficulties of children with Developmental Language Disorder (DLD) have been associated with multiple underlying factors and are still poorly understood. One way of investigating the mechanisms of DLD language problems is to compare language-related brain activation patterns of children with DLD to those of a population with similar language difficulties and a uniform etiology. Children with 22q11.2 deletion syndrome (22q11DS) constitute such a population. Here, we conducted an fMRI study, in which children (6-10yo) with DLD and 22q11DS listened to speech alternated with reversed speech. We compared language laterality and language-related brain activation levels with those of typically developing (TD) children who performed the same task. The data revealed no significant differences between groups in language lateralization, but task-related activation levels were lower in children with language impairment than in TD children in several nodes of the language network. We conclude that language impairment in children with DLD and in children with 22q11DS may involve (partially) overlapping cortical areas.
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Affiliation(s)
- Mariska J Vansteensel
- UMC Utrecht Brain Center, Department of Neurology and Neurosurgery, University Medical Center Utrecht, Utrecht, the Netherlands.
| | - Iris S Selten
- Utrecht Institute of Linguistics (UIL-OTS), Utrecht University, Utrecht, the Netherlands
| | - Lisette Charbonnier
- UMC Utrecht Brain Center, Department of Neurology and Neurosurgery, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Julia Berezutskaya
- UMC Utrecht Brain Center, Department of Neurology and Neurosurgery, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Mathijs A H Raemaekers
- UMC Utrecht Brain Center, Department of Neurology and Neurosurgery, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Nick F Ramsey
- UMC Utrecht Brain Center, Department of Neurology and Neurosurgery, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Frank Wijnen
- Utrecht Institute of Linguistics (UIL-OTS), Utrecht University, Utrecht, the Netherlands
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Borovsky A, Thal D, Leonard LB. Moving towards accurate and early prediction of language delay with network science and machine learning approaches. Sci Rep 2021; 11:8136. [PMID: 33854086 PMCID: PMC8047042 DOI: 10.1038/s41598-021-85982-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 02/28/2021] [Indexed: 11/09/2022] Open
Abstract
Due to wide variability of typical language development, it has been historically difficult to distinguish typical and delayed trajectories of early language growth. Improving our understanding of factors that signal language disorder and delay has the potential to improve the lives of the millions with developmental language disorder (DLD). We develop predictive models of low language (LL) outcomes by analyzing parental report measures of early language skill using machine learning and network science approaches. We harmonized two longitudinal datasets including demographic and standardized measures of early language skills (the MacArthur-Bates Communicative Developmental Inventories; MBCDI) as well as a later measure of LL. MBCDI data was used to calculate several graph-theoretic measures of lexico-semantic structure in toddlers' expressive vocabularies. We use machine-learning techniques to construct predictive models with these datasets to identify toddlers who will have later LL outcomes at preschool and school-age. This approach yielded robust and reliable predictions of later LL outcome with classification accuracies in single datasets exceeding 90%. Generalization performance between different datasets was modest due to differences in outcome ages and diagnostic measures. Grammatical and lexico-semantic measures ranked highly in predictive classification, highlighting promising avenues for early screening and delineating the roots of language disorders.
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Affiliation(s)
- Arielle Borovsky
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, 47906, USA.
| | - Donna Thal
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USA
| | - Laurence B Leonard
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, 47906, USA
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Rinaldi S, Caselli MC, Cofelice V, D’Amico S, De Cagno AG, Della Corte G, Di Martino MV, Di Costanzo B, Levorato MC, Penge R, Rossetto T, Sansavini A, Vecchi S, Zoccolotti P. Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review. Brain Sci 2021; 11:brainsci11030407. [PMID: 33806938 PMCID: PMC8005159 DOI: 10.3390/brainsci11030407] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 03/05/2021] [Accepted: 03/16/2021] [Indexed: 01/08/2023] Open
Abstract
Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.
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Affiliation(s)
- Sara Rinaldi
- Developmental Neurorehabilitation Service, UOC Infancy, Adolescence, Family Counseling, AULSS 6 Euganea—Padua Bacchiglione District, Via Dei Colli 4/6, 35143 Padua, Italy
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
- Correspondence: ; Tel.: +39-0498217670
| | | | | | - Simonetta D’Amico
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, P.le S. Tommasi, 1, 67100 Coppito, Italy;
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
| | - Anna Giulia De Cagno
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | | | - Maria Valeria Di Martino
- Health Professions Integrated Service, Azienda Ospedaliera dei Colli di Napoli, 80131 Napoli, Italy;
| | - Brigida Di Costanzo
- Division of Phoniatrics and Audiology, Department of Mental and Physical Health, and Preventive Medicine, Luigi Vanvitelli University, Largo Madonna delle Grazie 1, 80138 Naples, Italy;
- Cinetic Center, Neuromotor Rehabilitation Centre, Via Santella 26, 81025 Marcianise, Italy
| | - Maria Chiara Levorato
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Developmental Psychology and Socialization, University of Padua, Via Venezia, 8, 35131 Padova, Italy
| | - Roberta Penge
- Department of Human Neuroscience, Sapienza University of Rome, Via dei Sabelli 108, 00185 Rome, Italy;
| | - Tiziana Rossetto
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | - Alessandra Sansavini
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy
| | - Simona Vecchi
- Department of Epidemiology, Lazio Regional Health Service, Via Cristoforo Colombo, 112, 00154 Rome, Italy;
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi 78, 00185 Rome, Italy;
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Via Ardeatina 306, 00179 Rome, Italy
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Wilczyński J, Ślęzak G. Level of Vocabulary Development and Selected Elements Regarding Sensory Integration and Balance in 5-Year-Old Girls and Boys. CHILDREN (BASEL, SWITZERLAND) 2021; 8:200. [PMID: 33800019 PMCID: PMC7999570 DOI: 10.3390/children8030200] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 03/03/2021] [Accepted: 03/04/2021] [Indexed: 11/16/2022]
Abstract
The aim of this research was to assess relationships between the level of vocabulary and selected elements of sensory integration and balance in 5-year-old girls and boys, showing the differences between them. The study group consisted of 290 5-year-old children (172 boys and 118 girls) with different levels of vocabulary development and selected disturbances in sensory integration and balance processes. To evaluate the developmental deficits of speech with regard to vocabulary, the Children's Dictionary Test was used. The Clinical Test of Sensory Integration and Balance was also employed. In our research's overall assessment, 118 children, i.e., 41%, had a low level of vocabulary, while 108 (37%) had an average level and 64 (22%) had a high level. However, the average score of all examined children (3.71 stens) indicates a low level of vocabulary development. Less developed vocabulary skills included the ability to create subordinate words and define concepts. There were no significant differences in the level of vocabulary between girls and boys. We observed disorders concerning selected elements of sensory integration and balance in most of the children, and more often in boys. There were statistically significant relationships between the level of vocabulary and selected disorders of sensory integration and balance; however, they were not unambiguous. Children with the lowest level of vocabulary in overall assessment obtained significantly the worst results in the Clinical Test of Sensory Integration and Balance (CTSIB) open eyes, hard surface test. However, in the closed eyes, hard surface test, the lowest score was obtained by children with a high overall assessment. In turn, in the open eyes, soft surface test, the lowest score was noted for children with average overall assessment. In the complex CTSIB test, the lowest score was achieved by children with low ability to define concepts. The problem of the relationship between vocabulary level of and sensory integration as well as balance requires further research. The demonstrated significant relationships between some aspects of vocabulary level and selected elements of sensory integration as well as balance confirm the need to care for the overall psychomotor sphere of a child.
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Affiliation(s)
- Jacek Wilczyński
- Laboratory of Posturology, Collegium Medicum, Jan Kochanowski University in Kielce, Al. IX Wieków Kielc 19, 25–317 Kielce, Poland
| | - Grzegorz Ślęzak
- Municipal Psychological and Pedagogical Clinic Complex, Kielce, 75–215 Koszalin, Poland;
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Nayeb L, Lagerberg D, Sarkadi A, Salameh E, Eriksson M. Identifying language disorder in bilingual children aged 2.5 years requires screening in both languages. Acta Paediatr 2021; 110:265-272. [PMID: 32869381 DOI: 10.1111/apa.15343] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 04/22/2020] [Accepted: 04/28/2020] [Indexed: 12/31/2022]
Abstract
AIM Bilingual children are at risk of being overlooked for early identification of language difficulties. We investigated the accuracy of four screening models for children aged 2.5. The first model screened the child using their mother tongue, the second screened in Swedish, and the third screened in both languages used by the child. The fourth model consisted of direct screening in Swedish and using parental information about the child's language development in their mother tongue. METHODS Overall, 111 bilingual children (51% girls), 29-33 months, were recruited from three child health centres in Gävle, Sweden, from November 2015 to June 2017. All children were consecutively assessed by a speech and language pathologist, blinded to the screening outcomes. RESULTS Developmental language disorder was confirmed in 32 children (29%). Only the third model, based on direct assessment using the two languages used by the child, attained adequate accuracy; 88% sensitivity, 82% specificity, 67% positive and 94% negative predictive values. CONCLUSION Bilingual children should be screened directly in both their languages in order to achieve adequate accuracy. Such screening procedure is particularly important for children from families with low socio-economic status living in complex linguistic environments.
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Affiliation(s)
- Laleh Nayeb
- Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden
| | - Dagmar Lagerberg
- Department of Women's and Children's Health Uppsala University Uppsala Sweden
| | - Anna Sarkadi
- Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden
| | | | - Mårten Eriksson
- Faculty of Health and Occupational Studies University of Gävle Gävle Sweden
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Thordardottir E, Topbaş S. How aware is the public of the existence, characteristics and causes of language impairment in childhood and where have they heard about it? A European survey. JOURNAL OF COMMUNICATION DISORDERS 2021; 89:106057. [PMID: 33279754 DOI: 10.1016/j.jcomdis.2020.106057] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 09/23/2020] [Accepted: 10/04/2020] [Indexed: 06/12/2023]
Abstract
UNLABELLED Public awareness of language impairment in childhood (Developmental Language Disorder (DLD)) has been identified as an important determiner of research and clinical service delivery, yet studies directly assessing public awareness are lacking. This study surveyed awareness across 18 countries of Europe. METHOD A questionnaire developed by an international team asked whether respondents had heard of language impairment affecting children, what they thought its manifestations and causes were and where they had heard of it. Respondents were also asked whether they had heard of autism, dyslexia, ADD/ADHD and speech disorder. The questionnaire was administered to members of the public in 18 European countries. A total of 1519 responses were obtained, spanning 6 age groups, 4 educational level groups and 3 income level groups. RESULTS Across all but one country, significantly fewer people had heard of language impairment than any of the other disorders (or 60 % compared to over 90 % for autism). Awareness tended to be lowest in Eastern Europe and greatest in North-Western Europe, and was influenced by education level, age and income level. People in countries with overall low and overall high awareness differed in their views on manifestations and causes. People had heard of language impairment and autism the same way - most frequently through the media, including Internet, and less frequently through their child's school or a medical professional. DISCUSSION The study confirms that awareness of language impairment and knowledge of the breadth of its manifestations are low. It also suggests opportunities for how to increase awareness, including greater media coverage of language impairment and more efficient use of venues such as schools and healthcare. Ways in which cultural and linguistic differences may influence public awareness efforts are discussed, including the translatability of clinical labels and scientific terms. These may impact the acceptance of a common term and definition across all countries. As awareness campaigns are gaining momentum, the findings of this study can serve as a baseline against which to compare future findings.
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Affiliation(s)
- Elin Thordardottir
- McGill University, Canada; ReykjavíkurAkademían (The Academy of Reykjavik), Iceland.
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The effects of sex on prevalence and mechanisms underlying neurodevelopmental disorders. HANDBOOK OF CLINICAL NEUROLOGY 2020. [PMID: 32958183 DOI: 10.1016/b978-0-444-64150-2.00025-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
Neurodevelopmental disorders occur more frequently in boys than in girls and often differ in presentation between the sexes. The sex differences in prevalence and presentation of autism spectrum disorder, intellectual disability, communication disorders, specific learning disabilities, attention deficit/hyperactivity disorder, Tourette's syndrome, and epilepsy are discussed, as well as sex differences in the patterns of comorbidities between these disorders. Prominent theories have been proposed to explain sex biases. These include genetic factors, sex hormones, sociological factors, cognitive differences between the sexes, and environmental insult. Despite the large body of research reviewed in this chapter, many aspects of sex-related effects in neurodevelopmental disorders remain poorly understood.
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Park JS, Miller CA, Sanjeevan T, van Hell JG, Weiss DJ, Mainela-Arnold E. Bilingualism and Processing Speed in Typically Developing Children and Children With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1479-1493. [PMID: 32379528 DOI: 10.1044/2020_jslhr-19-00403] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The aim of the current study was to investigate whether dual language experience modulates processing speed in typically developing (TD) children and in children with developmental language disorder (DLD). We also examined whether processing speed predicted vocabulary and sentence-level abilities in receptive and expressive modalities. Method We examined processing speed in monolingual and bilingual school-age children (ages 8-12 years) with and without DLD. TD children (35 monolinguals, 24 bilinguals) and children with DLD (17 monolinguals, 10 bilinguals) completed a visual choice reaction time task. The Clinical Evaluation of Language Fundamentals, the Peabody Picture Vocabulary Test, and the Expressive Vocabulary Test were used as language measures. Results The children with DLD exhibited slower response times relative to TD children. Response time was not modified by bilingual experience, neither in children with typical development nor children with DLD. Also, we found that faster processing speed was related to higher language abilities, but this relationship was not significant when socioeconomic status was controlled for. The magnitude of the association did not differ between the monolingual and bilingual groups across the language measures. Conclusions Slower processing speed is related to lower language abilities in children. Processing speed is minimally influenced by dual language experience, at least within this age range. Supplemental Material https://doi.org/10.23641/asha.12210311.
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Affiliation(s)
- Ji Sook Park
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - Carol A Miller
- Department of Communication Sciences and Disorders, Pennsylvania State University, State College
| | - Teenu Sanjeevan
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Janet G van Hell
- Department of Psychology, Pennsylvania State University, State College
| | - Daniel J Weiss
- Department of Psychology, Pennsylvania State University, State College
| | - Elina Mainela-Arnold
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
- Department of Psychology and Speech and Language Pathology, University of Turku, Finland
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Ladányi E, Persici V, Fiveash A, Tillmann B, Gordon RL. Is atypical rhythm a risk factor for developmental speech and language disorders? WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2020; 11:e1528. [PMID: 32244259 PMCID: PMC7415602 DOI: 10.1002/wcs.1528] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 03/07/2020] [Accepted: 03/09/2020] [Indexed: 01/07/2023]
Abstract
Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment. This article is categorized under: Linguistics > Language in Mind and Brain Neuroscience > Development Linguistics > Language Acquisition.
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Affiliation(s)
- Enikő Ladányi
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Valentina Persici
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Department of Psychology, Università degli Studi di Milano - Bicocca, Milan, Italy.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA
| | - Anna Fiveash
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Reyna L Gordon
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Genetics Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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Flensborg-Madsen T, Grønkjær M, Mortensen EL. Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort. BMC Pediatr 2019; 19:420. [PMID: 31703689 PMCID: PMC6842139 DOI: 10.1186/s12887-019-1778-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Accepted: 10/09/2019] [Indexed: 11/30/2022] Open
Abstract
Background Pre- and postnatal factors have been found to be predictors of age at attaining milestones in infancy; however, the degree to which such factors are predictors of milestones in the subsequent years is less investigated. The aim was to conduct a systematic evaluation of a broad range of possible predictors of milestone attainment during the second and third years to identify factors that explain significant inter-individual variance. Methods Mothers of 4009 children from the Copenhagen Perinatal Cohort (1959–61) were interviewed by a physician about 20 developmental milestones at a three-year examination. Milestones were related to: Language, Walking, Eating, Dressing, Social interaction, and Toilet training. Information on possible predictors was collected during pregnancy and at a 1- and 3-year follow-up. Results Several pre- and postnatal factors were significantly associated with the timing of milestone attainment; especially parental social status, paternal age, sex, gestational age, birth weight, birth length, weight increase in the first year of life, and motor development during the first year of life. The significant predictors explained 16.2% of the variance in the Overall mean of milestones and 20.3% of the variance in milestones related to Walking. The most influential individual factor for the timing of milestone attainment was previous motor development during the first year of life. Additionally, sex was an important factor as girls were generally faster at attaining milestones. Parental social status was a consistent, but relatively week predictor. Conclusion A notable amount of variance in the timing of milestones during the first three years of life can be explained by perinatal and early postnatal factors. The study provides evidence of developmental continuity as the main predictor of milestones in the second and third years was the speed of development during the first year.
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Affiliation(s)
- Trine Flensborg-Madsen
- Unit of Medical Psychology, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5A, 1353, Copenhagen K, Denmark. .,Center for Healthy Aging, University of Copenhagen, Blegdamsvej 3B, 2200, Copenhagen N, Denmark.
| | - Marie Grønkjær
- Unit of Medical Psychology, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5A, 1353, Copenhagen K, Denmark
| | - Erik Lykke Mortensen
- Unit of Medical Psychology, Department of Public Health, University of Copenhagen, Øster Farimagsgade 5A, 1353, Copenhagen K, Denmark.,Center for Healthy Aging, University of Copenhagen, Blegdamsvej 3B, 2200, Copenhagen N, Denmark
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Antonijevic-Elliott S, Lyons R, O' Malley MP, Meir N, Haman E, Banasik N, Carroll C, McMenamin R, Rodden M, Fitzmaurice Y. Language assessment of monolingual and multilingual children using non-word and sentence repetition tasks. CLINICAL LINGUISTICS & PHONETICS 2019; 34:293-311. [PMID: 31291748 DOI: 10.1080/02699206.2019.1637458] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2019] [Revised: 06/16/2019] [Accepted: 06/25/2019] [Indexed: 06/09/2023]
Abstract
The number of children speaking more than one language as well as the number of languages spoken in Ireland has increased significantly posing a problem for timely identification of children with language disorder. The current study aims to profile performance of monolingual and multilingual children on language processing tasks: non-word repetition (NWR) and sentence repetition (SR). We used: (1) Crosslinguistic (CL) and English Language-Specific (LS) NWR and (2) SR in English, Polish and Russian. Children's socioeconomic status, language emergence, the age of exposure (AoE) to English and the percentage of English spoken at home were recorded. The study included 88 children age 5-8 attending a school in a disadvantaged area.CL and LS NWR yielded similar distribution of scores for monolinguals and multilinguals. The tasks identified small number of children who performed significantly lower than the mean while there were no significant differences between the groups. In English SR, monolinguals significantly outperformed multilinguals. Comparison of SR in English and Polish/Russian indicated that some children showed balanced performance in both of their languages while others showed marked differences performing better in either Polish/Russian or English depending on their AoE to English and percentage of English spoken at home.The pilot study suggests that CL-NWR is a promising screening tool for identifying monolingual and multilingual children with language disorder while SR provides more detailed information on children's language performance relative to their language exposure. SR task is recommended to be used only if comparable tasks are available in all of children's languages.
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Affiliation(s)
| | - Rena Lyons
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
| | - Mary Pat O' Malley
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
| | - Natalia Meir
- Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel
| | - Ewa Haman
- Psycholinguistics Lab, University of Warsaw, Warsaw, Poland
| | - Natalia Banasik
- Institute for Psychology, Maria Grzegorzewska University, Warsaw, Poland
| | - Clare Carroll
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
| | - Ruth McMenamin
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
| | - Margaret Rodden
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
| | - Yvonne Fitzmaurice
- Discipline of Speech and Language Therapy, National University of Ireland, Galway, Ireland
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Ebbels SH, McCartney E, Slonims V, Dockrell JE, Norbury CF. Evidence-based pathways to intervention for children with language disorders. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:3-19. [PMID: 29696726 DOI: 10.1111/1460-6984.12387] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2017] [Revised: 02/22/2018] [Accepted: 03/12/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Paediatric speech and language therapist (SLT) roles often involve planning individualized intervention for specific children, working collaboratively with families and education staff, providing advice, training and coaching and raising awareness. A tiered approach to service delivery is currently recommended whereby services become increasingly specialized and individualized for children with greater needs. AIMS To stimulate discussion regarding delivery of SLT services by examining evidence regarding the effectiveness of (1) intervention for children with language disorders at different tiers and (2) SLT roles within these tiers; and to propose an evidence-based model of SLT service delivery and a flowchart to aid clinical decision-making. METHODS & PROCEDURES Meta-analyses and systematic reviews, together with controlled, peer-reviewed group studies where recent systematic reviews were not available, of interventions for children with language disorders are discussed, alongside the differing roles SLTs play in these interventions. Gaps in the evidence base are highlighted. MAIN CONTRIBUTION The service-delivery model presented resembles the tiered model commonly used in education services, but divides individualized (Tier 3) services into Tier 3A: indirect intervention delivered by non-SLTs, and Tier 3B: direct intervention by an SLT. We report evidence for intervention effectiveness, which children might best be served by each tier, the role SLTs could take within each tier and the effectiveness of these roles. Regarding universal interventions provided to all children (Tier 1) and those targeted at children with language weaknesses or vulnerabilities (Tier 2), there is growing evidence that approaches led by education services can be effective when staff are highly trained and well supported. There is currently limited evidence regarding additional benefit of SLT-specific roles at Tiers 1 and 2. With regard to individualized intervention (Tier 3), children with complex or pervasive language disorders can progress following direct individualized intervention (Tier 3B), whereas children with milder or less pervasive difficulties can make progress when intervention is managed by an SLT, but delivered indirectly by others (Tier 3A), provided they are well trained and supported, and closely monitored. CONCLUSIONS & IMPLICATIONS SLTs have a contribution to make at all tiers, but where prioritization for clinical services is a necessity, we need to establish the relative benefits and cost-effectiveness at each tier. Good evidence exists for SLTs delivering direct individualized intervention and we should ensure that this is available to children with pervasive and/or complex language disorders. In cases where service models are being provided which lack evidence, we strongly recommend that SLTs investigate the effectiveness of their approaches.
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Affiliation(s)
- Susan H Ebbels
- Moor House School & College, Oxted, UK; Division of Psychology and Language Sciences, University College London
| | | | - Vicky Slonims
- Children's Neurosciences, Evelina London Children's Hospital, Guy's and St Thomas NHS Foundation Trust, London
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Chow JC. Prevalence of Publication Bias Tests in Speech, Language, and Hearing Research. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:3055-3063. [PMID: 30458500 DOI: 10.1044/2018_jslhr-l-18-0098] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Accepted: 06/11/2018] [Indexed: 06/09/2023]
Abstract
PURPOSE The purpose of this research note is to systematically document the extent that researchers who publish in American Speech-Language-Hearing Association (ASHA) journals search for and include unpublished literature in their meta-analyses and test for publication bias. METHOD This research note searched all ASHA peer-reviewed journals for published meta-analyses and reviewed all qualifying articles for characteristics related to the acknowledgment and assessment of publication bias. RESULTS Of meta-analyses published in ASHA journals, 75% discuss publication in some form; however, less than 50% test for publication bias. Further, only 38% (n = 11) interpreted the findings of these tests. CONCLUSION Findings reveal that more attention is needed to the presence and impact of publication bias. This research note concludes with 5 recommendations for addressing publication bias. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.7268648.
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Krier JC, Green TD, Kruger A. Youths in foster care with language delays: Prevalence, causes, and interventions. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22129] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Bishop DV, Snowling MJ, Thompson PA, Greenhalgh T. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychol Psychiatry 2017; 58:1068-1080. [PMID: 28369935 PMCID: PMC5638113 DOI: 10.1111/jcpp.12721] [Citation(s) in RCA: 648] [Impact Index Per Article: 92.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/22/2017] [Indexed: 12/12/2022]
Abstract
BACKGROUND Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. METHODS The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. RESULTS We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term 'Language Disorder' is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, 'Developmental Language Disorder' (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. CONCLUSIONS This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature.
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Affiliation(s)
| | | | - Paul A. Thompson
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | - Trisha Greenhalgh
- Nuffield Department of Primary Care Health SciencesUniversity of OxfordOxfordUK
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