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Aras I, Vlahović S, Stevanović S, Pavičić Dokoza K, Košec A. Auditory Brainstem Response Testing in Children with Speech and Language Pathology: A Non-Randomized Observational Study. Folia Phoniatr Logop 2023; 76:321-328. [PMID: 37788639 DOI: 10.1159/000534417] [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: 01/26/2023] [Accepted: 09/28/2023] [Indexed: 10/05/2023] Open
Abstract
INTRODUCTION The aim of this study was to compare auditory brainstem response (ABR) findings of normal-hearing preschool children with different types of speech and language pathology. METHODS This retrospective, non-randomized, cohort study was conducted at a tertiary speech and hearing rehabilitation institution according to STROBE guidelines. The study enrolled 123 preschool children diagnosed with speech language pathology and normal hearing. The participants included children with developmental language disorder, autism spectrum disorder, isolated articulation pathology, organic brain lesions, cognitive delay, and a group of very young children with clinically significant speech development delay. All patients underwent standard ABR procedures. RESULTS The latencies were the longest in the group of children with organic lesion, followed by the group of children with autism spectrum disorder, then the group with developmental language disorder, and the young children group. In the group of children with articulation pathology and the cognitive delay group, the latencies were the shortest. CONCLUSION This study showed a connection between several groups of children with language pathology that includes comprehension problems and prolongation of ABR latencies.
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Affiliation(s)
- Ivana Aras
- SUVAG Polyclinic for Rehabilitation of Listening and Speech, Zagreb, Croatia
| | - Sanja Vlahović
- SUVAG Polyclinic for Rehabilitation of Listening and Speech, Zagreb, Croatia
| | - Siniša Stevanović
- Department of Otorhinolaryngology and Head and Neck Surgery, University Hospital Center Sestre Milosrdnice, Zagreb, Croatia
| | | | - Andro Košec
- Department of Otorhinolaryngology and Head and Neck Surgery, University Hospital Center Sestre Milosrdnice, Zagreb, Croatia
- School of Medicine, University of Zagreb, Zagreb, Croatia
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Varuzza C, D’Aiello B, Lazzaro G, Quarin F, De Rose P, Bergonzini P, Menghini D, Marini A, Vicari S. Gross, Fine and Visual-Motor Skills in Children with Language Disorder, Speech Sound Disorder and Their Combination. Brain Sci 2022; 13:brainsci13010059. [PMID: 36672041 PMCID: PMC9856286 DOI: 10.3390/brainsci13010059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 12/16/2022] [Accepted: 12/27/2022] [Indexed: 12/30/2022] Open
Abstract
Increasing evidence shows that children with Communication Disorders (CDs) may show gross, fine, and visual-motor difficulties compared to children with typical development. Accordingly, the present study aims to characterize gross, fine and visual-motor skills in children with CDs, distinguishing children with CDs into three subgroups, i.e., with Language Disorders (LD), Speech Sound Disorders (SSD), and LD + SSD. In Experiment 1, around 60% of children with CDs (4 to 7 years; 21 with LD, 36 with SSD, and 90 with LD + SSD) showed clinical/borderline scores in balance skills, regardless of the type of communication deficit. However, children with LD, SSD, and LD + SSD did not differ in gross and fine motor skills. In Experiment 2, a higher percentage of children with CDs (4 to 7 years; 34 with LD, 62 with SSD, 148 with LD + SSD) obtained clinical/borderline scores in Visual Perception skills. Moreover, children with LD + SSD performed significantly worsen in Visual Perception and Fine Motor Coordination skills compared to children with SSD only. Our results underlined that CDs are generally associated with gross motor difficulties and that visual-motor difficulties are related to the type of communication deficit. Paying earlier attention to the motor skills of children with CDs could help clinicians design effective interventions.
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Affiliation(s)
- Cristiana Varuzza
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
| | - Barbara D’Aiello
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
- Department of Human Science, LUMSA University, 00193 Rome, Italy
| | - Giulia Lazzaro
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
| | - Fabio Quarin
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
| | - Paola De Rose
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
| | - Paola Bergonzini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
| | - Deny Menghini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
- Correspondence:
| | - Andrea Marini
- Department of Language and Literatures, Communication, Education and Society, University of Udine, 33100 Udine, Italy
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy
- Department of Life Science and Public Health, Catholic University, 00168 Rome, Italy
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Moore MW, Rambo-Hernandez KE, McDonald TL. Consonant Age of Acquisition Reveals Nonlinear Effects in Nonword Repetition Performance. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:1347-1370. [PMID: 35871210 DOI: 10.1007/s10936-022-09901-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
Recent work has shown significant sublexical effects of long-term memory in nonword repetition (NWR) using a dichotomous consonant age of acquisition (CAoA) variable (Moore, 2018; Moore, Fiez, and Tompkins, 2017). Performance consistently decreased when stimuli comprised consonants acquired later versus earlier in speech development. To address potential confounds related to stimulus design and linearity, the purpose of this study was to test whether performance decreases as the CAoA value of stimuli increases in various linguistic tasks using a continuous CAoA variable. Thirty-one college students completed NWR and other linguistic tasks in which the stimuli varied in average CAoA values. Data were analyzed using multilevel modeling. After accounting for phonotactic probability, CAoA was a statistically significant predictor of performance across the models reported. The relationship was more complex in some of the models in which CAoA showed a statistically significant nonlinear relationship with the outcome measure. Results from this study support previous work showing that CAoA affects performance on NWR and other linguistic tasks that vary in their memory, auditory perceptual, and articulatory demands. Importantly, this line of work was extended here by demonstrating that the CAoA effect is robust across novel stimulus sets and study designs, and may be more complex than previously understood when using a dichotomous CAoA variable. Quadratic results suggest that the CAoA variable has a differential effect on performance for low to moderate CAoA values, but for higher CAoA values the effect is similarly negative. The nonlinear relationship between CAoA and measures of speed and accuracy on some of the tasks warrants further study into the complex relationship between various predictive factors that contribute to language performance.
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Affiliation(s)
- Michelle W Moore
- Division of Communication Sciences and Disorders, West Virginia University, P.O. Box 9226, Morgantown, WV, 26506, USA.
| | - Karen E Rambo-Hernandez
- Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas, 77843, USA
| | - Taylor L McDonald
- Division of Communication Sciences and Disorders, West Virginia University, P.O. Box 9226, Morgantown, WV, 26506, USA
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Coughler C, Hamel EM, Cardy JO, Archibald LMD, Purcell DW. Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2363-2376. [PMID: 33769836 DOI: 10.1044/2020_jslhr-20-00374] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose Developmental language disorder (DLD), an unexplained problem using and understanding spoken language, has been hypothesized to have an underlying auditory processing component. Auditory feedback plays a key role in speech motor control. The current study examined whether auditory feedback is used to regulate speech production in a similar way by children with DLD and their typically developing (TD) peers. Method Participants aged 6-11 years completed tasks measuring hearing, language, first formant (F1) discrimination thresholds, partial vowel space, and responses to altered auditory feedback with F1 perturbation. Results Children with DLD tended to compensate more than TD children for the positive F1 manipulation and compensated less than TD children in the negative shift condition. Conclusion Our findings suggest that children with DLD make atypical use of auditory feedback.
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Affiliation(s)
- Caitlin Coughler
- Graduate Program in Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada
| | - Emily Michaela Hamel
- Graduate Program in Neuroscience, The University of Western Ontario, London, Canada
- Doctor of Medicine Program, The University of British Columbia, Vancouver, Canada
| | - Janis Oram Cardy
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
- National Centre for Audiology, The University of Western Ontario, London, Canada
| | - Lisa M D Archibald
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
| | - David W Purcell
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
- National Centre for Audiology, The University of Western Ontario, London, Canada
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The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis. Neurosci Biobehav Rev 2020; 121:175-200. [PMID: 33246020 DOI: 10.1016/j.neubiorev.2020.11.016] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 11/13/2020] [Accepted: 11/19/2020] [Indexed: 01/25/2023]
Abstract
Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1-18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.
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Bloy L, Shwayder K, Blaskey L, Roberts TPL, Embick D. A Spectrotemporal Correlate of Language Impairment in Autism Spectrum Disorder. J Autism Dev Disord 2019; 49:3181-3190. [PMID: 31069618 PMCID: PMC6625831 DOI: 10.1007/s10803-019-04040-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study introduces an objective neurophysiological marker of language ability, the integral of event-related desynchronization in the 5-20 Hz band during 0.2-1 seconds post auditory stimulation with interleaved word/non-word tokens. This measure correlates with clinical assessment of language function in both ASD and neurotypical pediatric populations. The measure does not appear related to general cognitive ability nor autism symptom severity (beyond degree of language impairment). We suggest that this oscillatory brain activity indexes lexical search and thus increases with increased search in the mental lexicon. While specificity for language impairment in ASD remains to be determined, such an objective index has potential utility in low functioning individuals with ASD and young children during language acquisition.
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Affiliation(s)
- Luke Bloy
- Department of Radiology, Lurie Family Foundations MEG Imaging Center, Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA.
| | - Kobey Shwayder
- Department of Radiology, Lurie Family Foundations MEG Imaging Center, Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
- Department of Linguistics, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Lisa Blaskey
- Department of Radiology, Lurie Family Foundations MEG Imaging Center, Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
| | - Timothy P L Roberts
- Department of Radiology, Lurie Family Foundations MEG Imaging Center, Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
- Department of Linguistics, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - David Embick
- Department of Linguistics, University of Pennsylvania, Philadelphia, PA, 19104, USA
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Left hemisphere enhancement of auditory activation in language impaired children. Sci Rep 2019; 9:9087. [PMID: 31235763 PMCID: PMC6591383 DOI: 10.1038/s41598-019-45597-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 06/10/2019] [Indexed: 12/26/2022] Open
Abstract
Specific language impairment (SLI) is a developmental disorder linked to deficient auditory processing. In this magnetoencephalography (MEG) study we investigated a specific prolonged auditory response (N250m) that has been reported predominantly in children and is associated with level of language skills. We recorded auditory responses evoked by sine-wave tones presented alternately to the right and left ear of 9-10-year-old children with SLI (n = 10) and children with typical language development (n = 10). Source analysis was used to isolate the N250m response in the left and right hemisphere. In children with language impairment left-hemisphere N250m responses were enhanced compared to those of controls, while no group difference was found in the right hemisphere. Consequently, language impaired children lacked the typical right-ward asymmetry that was found in control children. Furthermore, left but not right hemisphere N250m responses correlated positively with performance on a phonological processing task in the SLI group exclusively, possibly signifying a compensatory mechanism for delayed maturation of language processing. These results suggest that enhanced left-hemisphere auditory activation reflects a core neurophysiological manifestation of developmental language disorders, and emphasize the relevance of this developmentally specific activation pattern for competent language development.
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Impaired Recognition of Metrical and Syntactic Boundaries in Children with Developmental Language Disorders. Brain Sci 2019; 9:brainsci9020033. [PMID: 30764488 PMCID: PMC6407018 DOI: 10.3390/brainsci9020033] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Revised: 01/23/2019] [Accepted: 01/31/2019] [Indexed: 11/17/2022] Open
Abstract
In oral language, syntactic structure is cued in part by phrasal metrical hierarchies of acoustic stress patterns. For example, many children's texts use prosodic phrasing comprising tightly integrated hierarchies of metre and syntax to highlight the phonological and syntactic structure of language. Children with developmental language disorders (DLDs) are relatively insensitive to acoustic stress. Here, we disrupted the coincidence of metrical and syntactic boundaries as cued by stress patterns in children's texts so that metrical and/or syntactic phrasing conflicted. We tested three groups of children: children with DLD, age-matched typically developing controls (AMC) and younger language-matched controls (YLC). Children with DLDs and younger, language-matched controls were poor at spotting both metrical and syntactic disruptions. The data are interpreted within a prosodic phrasing hypothesis of DLD based on impaired acoustic processing of speech rhythm.
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Tomas E, Vissers C. Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage. Front Hum Neurosci 2019; 12:517. [PMID: 30687040 PMCID: PMC6333853 DOI: 10.3389/fnhum.2018.00517] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Accepted: 12/07/2018] [Indexed: 01/24/2023] Open
Abstract
Although the Developmental Language Disorder (DLD), also known as Specific Language Impairment in children has been the focus of unceasing scientific attention for decades, the nature and mechanisms of this disorder remain unclear. Most importantly, we still cannot reliably identify children requiring urgent intervention among other ‘late talkers’ at an early age and understand the high prevalence of comorbidity with psychiatric phenomena such as Autism Spectrum Disorder. One of the main reasons for this is the traditional ‘diagnosis-by-exclusion,’ resulting in heterogeneity of the DLD population. This paper proposes an alternative approach to the diagnosis, treatment and research of DLD, claiming that it is these children’s multiple deficits in neuropsychological development, which impede the spontaneous acquisition of their first language. Specifically, this review of the state-of-the-art in DLD research demonstrates deep and systematic interconnections between the speech and other higher cognitive functions developing in early childhood, including perception, attention and executive functions. In the proposed framework, speech is, therefore, considered as one of neuropsychological abilities, and the delay in its development is explained by other neuropsychological deficits, resulting in highly individual clinical profiles. By considering DLD as a complex neuropsychological syndrome, whose successful treatment depends on a holistic approach to diagnosis and intervention, we may significantly increase the efficacy of speech therapy, and also better understand the flexibility of the developing brain, its compensatory mechanisms and hence the comorbidity of DLD with psychiatric symptoms. Implications for using this paradigm in future scientific research are discussed.
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Affiliation(s)
- Ekaterina Tomas
- National Research University Higher School of Economics, Moscow, Russia
| | - Constance Vissers
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
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Marrus N, Hall LP, Paterson SJ, Elison JT, Wolff JJ, Swanson MR, Parish-Morris J, Eggebrecht AT, Pruett JR, Hazlett HC, Zwaigenbaum L, Dager S, Estes AM, Schultz RT, Botteron KN, Piven J, Constantino JN. Language delay aggregates in toddler siblings of children with autism spectrum disorder. J Neurodev Disord 2018; 10:29. [PMID: 30348077 PMCID: PMC6198516 DOI: 10.1186/s11689-018-9247-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Accepted: 09/20/2018] [Indexed: 01/14/2023] Open
Abstract
BACKGROUND Language delay is extremely common in children with autism spectrum disorder (ASD), yet it is unclear whether measurable variation in early language is associated with genetic liability for ASD. Assessment of language development in unaffected siblings of children with ASD can inform whether decreased early language ability aggregates with inherited risk for ASD and serves as an ASD endophenotype. METHODS We implemented two approaches: (1) a meta-analysis of studies comparing language delay, a categorical indicator of language function, and language scores, a continuous metric, in unaffected toddlers at high and low familial risk for ASD, and (2) a parallel analysis of 350 unaffected 24-month-olds in the Infant Brain Imaging Study (IBIS), a prospective study of infants at high and low familial risk for ASD. An advantage of the former was its detection of group differences from pooled data across unique samples; an advantage of the latter was its sensitivity in quantifying early manifestations of language delay while accounting for covariates within a single large sample. RESULTS Meta-analysis showed that high-risk siblings without ASD (HR-noASD) were three to four times more likely to exhibit language delay versus low-risk siblings without ASD (LR-noASD) and had lower mean receptive and expressive language scores. Analyses of IBIS data corroborated that language delay, specifically receptive language delay, was more frequent in the HR-noASD (n = 235) versus LR-noASD group (n = 115). IBIS language scores were continuously and unimodally distributed, with a pathological shift towards decreased language function in HR-noASD siblings. The elevated inherited risk for ASD was associated with lower receptive and expressive language scores when controlling for sociodemographic factors. For receptive but not expressive language, the effect of risk group remained significant even when controlling for nonverbal cognition. CONCLUSIONS Greater frequency of language delay and a lower distribution of language scores in high-risk, unaffected toddler-aged siblings support decreased early language ability as an endophenotype for ASD, with a more pronounced effect for receptive versus expressive language. Further characterization of language development is warranted to refine genetic investigations of ASD and to elucidate factors influencing the progression of core autistic traits and related symptoms.
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Affiliation(s)
- N Marrus
- Department of Psychiatry, Washington University School of Medicine, 660 S. Euclid Ave, Box 8504, St Louis, MO 63110 USA
| | - L P Hall
- Department of Psychology, St. Jude Children’s Research Hospital, 262 Danny Thomas Place, Mail Stop 740, Memphis, TN 38105 USA
| | - S J Paterson
- Department of Psychology, Temple University, 1801 N. Broad St, Philadelphia, PA 19122 USA
| | - J T Elison
- Institute of Child Development, University of Minnesota, 51 East River Parkway, Minneapolis, MN 55455 USA
| | - J J Wolff
- Department of Educational Psychology, University of Minnesota, 56 East River Road, Minneapolis, MN 55455 USA
| | - M R Swanson
- Department of Psychiatry, University of North Carolina at Chapel Hill, 101 Manning Dr, Chapel Hill, NC 27514 USA
| | - J Parish-Morris
- Children’s Hospital of Philadelphia, University of Pennsylvania, Civic Center Blvd, Philadelphia, PA 19104 USA
| | - A T Eggebrecht
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, 660 S. Euclid Ave, St Louis, MO 63110 USA
| | - J R Pruett
- Department of Psychiatry, Washington University School of Medicine, 660 S. Euclid Ave, Box 8504, St Louis, MO 63110 USA
| | - H C Hazlett
- Department of Psychiatry, University of North Carolina at Chapel Hill, 101 Manning Dr, Chapel Hill, NC 27514 USA
| | - L Zwaigenbaum
- Department of Pediatrics, University of Alberta, 1E1 Walter Mackenzie Health Sciences Centre (WMC), 8440 112 St NW, Edmonton, AB T6G 2B7 Canada
| | - S Dager
- Department of Radiology, University of Washington, Seattle, 1410 NE Campus Parkway, Seattle, WA 98195 USA
| | - A M Estes
- Department of Speech and Hearing Sciences, University of Washington, Seattle, 1701 NE Columbia Rd, Seattle, WA 98195-7920 USA
| | - R T Schultz
- Children’s Hospital of Philadelphia, University of Pennsylvania, Civic Center Blvd, Philadelphia, PA 19104 USA
| | - K N Botteron
- Department of Psychiatry, Washington University School of Medicine, 660 S. Euclid Ave, Box 8504, St Louis, MO 63110 USA
| | - J Piven
- Department of Psychiatry, University of North Carolina at Chapel Hill, 101 Manning Dr, Chapel Hill, NC 27514 USA
| | - J N Constantino
- Department of Psychiatry, Washington University School of Medicine, 660 S. Euclid Ave, Box 8504, St Louis, MO 63110 USA
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Ofoe LC, Anderson JD, Ntourou K. Short-Term Memory, Inhibition, and Attention in Developmental Stuttering: A Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1626-1648. [PMID: 29984373 PMCID: PMC6195058 DOI: 10.1044/2018_jslhr-s-17-0372] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Revised: 02/07/2018] [Accepted: 03/26/2018] [Indexed: 05/05/2023]
Abstract
Purpose This study presents a meta-analytic review of differences in verbal short-term memory, inhibition, and attention between children who stutter (CWS) and children who do not stutter (CWNS). Method Electronic databases and reference sections of articles were searched for candidate studies that examined verbal short-term memory, inhibition, and attention using behavioral and/or parent report measures. Twenty-nine studies met the eligibility criteria, which included, among other things, children between the ages of 3 and 18 years and the availability of quantitative data for effect size calculations. Data were extracted, coded, and analyzed, with the magnitude of the difference between the 2 groups of children being estimated using Hedge's g (Hedges & Olkin, 1985). Results Based on the random-effects model (Hunter & Schmidt, 2004), findings revealed that CWS scored lower than CWNS on measures of nonword repetition (Hedges' g = -0.62), particularly at lengths of 2 and 3 syllables (Hedges' g = -0.62 and - 0.50, respectively), and forward span (Hedges' g = -0.40). Analyses further revealed that the parents of CWS rated their children as having weaker inhibition (Hedges' g = -0.44) and attentional focus/persistence (Hedges' g = -0.36) skills than the parents of CWNS, but there were no significant differences between CWS and CWNS in behavioral measures of inhibition and attention. Conclusion The present findings were taken to suggest that cognitive processes are important variables associated with developmental stuttering.
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Affiliation(s)
- Levi C. Ofoe
- Department of Speech and Hearing Sciences, Indiana University, Bloomington
| | - Julie D. Anderson
- Department of Speech and Hearing Sciences, Indiana University, Bloomington
| | - Katerina Ntourou
- Department of Speech and Hearing Sciences, Indiana University, Bloomington
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Moore MW, Fiez JA, Tompkins CA. Consonant Age-of-Acquisition Effects in Nonword Repetition Are Not Articulatory in Nature. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:3198-3212. [PMID: 29052729 PMCID: PMC5945079 DOI: 10.1044/2017_jslhr-l-16-0359] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2016] [Accepted: 05/08/2017] [Indexed: 05/12/2023]
Abstract
PURPOSE Most research examining long-term-memory effects on nonword repetition (NWR) has focused on lexical-level variables. Phoneme-level variables have received little attention, although there are reasons to expect significant sublexical effects in NWR. To further understand the underlying processes of NWR, this study examined effects of sublexical long-term phonological knowledge by testing whether performance differs when the stimuli comprise consonants acquired later versus earlier in speech development. METHOD Thirty (Experiment 1) and 20 (Experiment 2) college students completed tasks that investigated whether an experimental phoneme-level variable (consonant age of acquisition) similarly affects NWR and lexical-access tasks designed to vary in articulatory, auditory-perceptual, and phonological short-term-memory demands. The lexical-access tasks were performed in silence or with concurrent articulation to explore whether consonant age-of-acquisition effects arise before or after articulatory planning. RESULTS NWR accuracy decreased on items comprising later- versus earlier-acquired phonemes. Similar consonant age-of-acquisition effects were observed in accuracy measures of nonword reading and lexical decision performed in silence or with concurrent articulation. CONCLUSION Results indicate that NWR performance is sensitive to phoneme-level phonological knowledge in long-term memory. NWR, accordingly, should not be regarded as a diagnostic tool for pure impairment of phonological short-term memory. SUPPLEMENTAL MATERIALS https://doi.org/10.23641/asha.5435137.
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Affiliation(s)
- Michelle W. Moore
- West Virginia University, Morgantown
- University of Pittsburgh, Pennsylvania
| | - Julie A. Fiez
- University of Pittsburgh, Pennsylvania
- Learning Research and Development Center, Pittsburgh, PA
- Center for the Neural Basis of Cognition, Pittsburgh, PA
| | - Connie A. Tompkins
- University of Pittsburgh, Pennsylvania
- Center for the Neural Basis of Cognition, Pittsburgh, PA
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Genetic and environmental etiology of speech and word reading in Chinese. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Lount SA, Purdy SC, Hand L. Hearing, Auditory Processing, and Language Skills of Male Youth Offenders and Remandees in Youth Justice Residences in New Zealand. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:121-135. [PMID: 28114615 DOI: 10.1044/2016_jslhr-l-15-0131] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Accepted: 05/23/2016] [Indexed: 05/14/2023]
Abstract
PURPOSE International evidence suggests youth offenders have greater difficulties with oral language than their nonoffending peers. This study examined the hearing, auditory processing, and language skills of male youth offenders and remandees (YORs) in New Zealand. METHOD Thirty-three male YORs, aged 14-17 years, were recruited from 2 youth justice residences, plus 39 similarly aged male students from local schools for comparison. Testing comprised tympanometry, self-reported hearing, pure-tone audiometry, 4 auditory processing tests, 2 standardized language tests, and a nonverbal intelligence test. RESULTS Twenty-one (64%) of the YORs were identified as language impaired (LI), compared with 4 (10%) of the controls. Performance on all language measures was significantly worse in the YOR group, as were their hearing thresholds. Nine (27%) of the YOR group versus 7 (18%) of the control group fulfilled criteria for auditory processing disorder. Only 1 YOR versus 5 controls had an auditory processing disorder without LI. CONCLUSIONS Language was an area of significant difficulty for YORs. Difficulties with auditory processing were more likely to be accompanied by LI in this group, compared with the controls. Provision of speech-language therapy services and awareness of auditory and language difficulties should be addressed in youth justice systems.
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Archibald LMD, Harder Griebeling K. Rethinking the connection between working memory and language impairment. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2016; 51:252-264. [PMID: 26541936 DOI: 10.1111/1460-6984.12202] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2015] [Accepted: 07/21/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. AIMS To examine the processing function of working memory in children with low language (LL) by employing tasks imposing increasing processing loads with constant storage demands individually adjusted based on each participant's short-term memory capacity. METHODS & PROCEDURES School-age groups with LL (n = 17) and typical language with either average (n = 28) or above-average nonverbal intelligence (n = 15) completed complex working memory-span tasks varying processing load while keeping storage demands constant, varying storage demands while keeping processing load constant, simple storage-span tasks, and measures of language and nonverbal intelligence. Teachers completed questionnaires about cognition and learning. OUTCOMES & RESULTS Significantly lower scores were found for the LL than either matched group on storage-based tasks, but no group differences were found on the tasks varying processing load. Teachers' ratings of oral expression and mathematics abilities discriminated those who did or did not complete the most challenging cognitive tasks. CONCLUSIONS & IMPLICATIONS The results implicate a deficit in the phonological storage but not in the central executive component of working memory for children with LL. Teacher ratings may reveal personality traits related to perseverance of effort in cognitive research.
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Affiliation(s)
- Lisa M D Archibald
- School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada
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16
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Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR. Heritability of non-speech auditory processing skills. Eur J Hum Genet 2016; 24:1137-44. [PMID: 26883091 DOI: 10.1038/ejhg.2015.277] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2015] [Revised: 11/16/2015] [Accepted: 12/08/2015] [Indexed: 11/09/2022] Open
Abstract
Recent insight into the genetic bases for autism spectrum disorder, dyslexia, stuttering, and language disorders suggest that neurogenetic approaches may also reveal at least one etiology of auditory processing disorder (APD). A person with an APD typically has difficulty understanding speech in background noise despite having normal pure-tone hearing sensitivity. The estimated prevalence of APD may be as high as 10% in the pediatric population, yet the causes are unknown and have not been explored by molecular or genetic approaches. The aim of our study was to determine the heritability of frequency and temporal resolution for auditory signals and speech recognition in noise in 96 identical or fraternal twin pairs, aged 6-11 years. Measures of auditory processing (AP) of non-speech sounds included backward masking (temporal resolution), notched noise masking (spectral resolution), pure-tone frequency discrimination (temporal fine structure sensitivity), and nonsense syllable recognition in noise. We provide evidence of significant heritability, ranging from 0.32 to 0.74, for individual measures of these non-speech-based AP skills that are crucial for understanding spoken language. Identification of specific heritable AP traits such as these serve as a basis to pursue the genetic underpinnings of APD by identifying genetic variants associated with common AP disorders in children and adults.
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Affiliation(s)
- Carmen C Brewer
- Otolaryngology Branch, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Christopher K Zalewski
- Otolaryngology Branch, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Kelly A King
- Otolaryngology Branch, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Oliver Zobay
- Medical Research Council, Institute of Hearing Research, Nottingham, UK
| | - Alison Riley
- Medical Research Council, Institute of Hearing Research, Nottingham, UK
| | - Melanie A Ferguson
- Medical Research Council, Institute of Hearing Research, Nottingham, UK.,National Institute of Health Research, Nottingham Hearing Biomedical Research Unit, Nottingham, UK
| | - Jonathan E Bird
- Laboratory of Molecular Genetics, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Margaret M McCabe
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD, USA
| | - Linda J Hood
- Department of Hearing and Speech Sciences, Vanderbilt Bill Wilkerson Center, Vanderbilt University, Nashville, TN, USA
| | - Dennis Drayna
- Laboratory of Communication Disorders, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Andrew J Griffith
- Otolaryngology Branch, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Robert J Morell
- Laboratory of Molecular Genetics, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA.,Genomics and Computational Biology Core, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - Thomas B Friedman
- Laboratory of Molecular Genetics, National Institute on Deafness and Other Communication Disorders, National Institutes of Health, Bethesda, MD, USA
| | - David R Moore
- Medical Research Council, Institute of Hearing Research, Nottingham, UK.,Communication Sciences Research Center, Cincinnati Children's Hospital, Cincinnati, OH, USA
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17
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Auditory temporal processing, phonological awareness, and oral language ability in prereaders: Can we identify children at risk for reading disability more accurately? ACTA ACUST UNITED AC 2015. [DOI: 10.1017/s0816512200028029] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractA longitudinal study was designed to investigate the possibility of improving current accuracy in prediction of reading disability, using phonological awareness (PA), oral language, and auditory temporal processing (ATP) as predictors. Preschoolers (n = 106) were tested on PA, and two groups were selected from the upper and lower quartiles of the PA distribution for initial testing as prereaders on ATP and oral language, and later testing on reading and oral language at the end of years 1, 2 , and 3. Oral language markedly improved levels of prediction previously achieved using PA alone. However, although ATP is related to PA and oral language in prereaders, it contributed little to prediction of reading achievement beyond that afforded by measures of PA and oral language. Options for improving the levels of prediction achieved here by increasing the sensitivity of our measure of AJP are discussed.
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18
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Moav-Scheff R, Yifat R, Banai K. Phonological memory and word learning deficits in children with specific language impairment: A role for perceptual context? RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 45-46:384-399. [PMID: 26301906 DOI: 10.1016/j.ridd.2015.08.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2015] [Revised: 08/10/2015] [Accepted: 08/11/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Sensitivity to perceptual context (anchoring) has been suggested to contribute to the development of both oral- and written-language skills, but studies of this idea in children have been rare. AIMS To determine whether deficient anchoring contributes to the phonological memory and word learning deficits of children with specific language impairment (SLI). METHODS AND PROCEDURES 84 preschool children with and without SLI participated in the study. Anchoring to repeated items was evaluated in two tasks - a phonological memory task and a pseudo-word learning task. OUTCOMES AND RESULTS Compared to children with typical development, children with SLI had poorer phonological memory spans and learned fewer words during the word learning task. In both tasks the poorer performance of children with SLI reflected a smaller effect of anchoring that was manifested in a smaller effect of item repetition on performance. Furthermore, across the entire sample anchoring was significantly correlated with performance in vocabulary and grammar tasks. CONCLUSIONS AND IMPLICATIONS These findings are consistent with the hypothesis that anchoring contributes to language skills and that children with SLI have impaired anchoring, although further studies are required to determine the role of anchoring in language development.
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Affiliation(s)
- Ronny Moav-Scheff
- Department of Communication Sciences and Disorders, University of Haifa, Israel
| | - Rachel Yifat
- Department of Communication Sciences and Disorders, University of Haifa, Israel
| | - Karen Banai
- Department of Communication Sciences and Disorders, University of Haifa, Israel.
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Holmes J, Butterfield S, Cormack F, van Loenhoud A, Ruggero L, Kashikar L, Gathercole S. Improving working memory in children with low language abilities. Front Psychol 2015; 6:519. [PMID: 25983703 PMCID: PMC4415325 DOI: 10.3389/fpsyg.2015.00519] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2014] [Accepted: 04/13/2015] [Indexed: 11/13/2022] Open
Abstract
This study investigated whether working memory training is effective in enhancing verbal memory in children with low language abilities (LLA). Cogmed Working Memory Training was completed by a community sample of children aged 8-11 years with LLA and a comparison group with matched non-verbal abilities and age-typical language performance. Short-term memory (STM), working memory, language, and IQ were assessed before and after training. Significant and equivalent post-training gains were found in visuo-spatial short-term memory in both groups. Exploratory analyses across the sample established that low verbal IQ scores were strongly and highly specifically associated with greater gains in verbal STM, and that children with higher verbal IQs made greater gains in visuo-spatial short-term memory following training. This provides preliminary evidence that intensive working memory training may be effective for enhancing the weakest aspects of STM in children with low verbal abilities, and may also be of value in developing compensatory strategies.
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Affiliation(s)
- Joni Holmes
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge UK
| | - Sally Butterfield
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge UK
| | | | - Anita van Loenhoud
- Cognitive Psychology Unit, Department of Psychology, Leiden University, Leiden Netherlands
| | - Leanne Ruggero
- Speech and Language Therapy Department, Davison Therapy Centre, Brookfields Hospital, Cambridge UK
| | - Linda Kashikar
- Georg-Elias-Müller-Institut für Psychologie, University of Göttingen, Göttingen Germany
| | - Susan Gathercole
- Medical Research Council Cognition and Brain Sciences Unit, Cambridge UK
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20
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Delcenserie A, Genesee F. Language and memory abilities of internationally adopted children from China: evidence for early age effects. JOURNAL OF CHILD LANGUAGE 2014; 41:1195-1223. [PMID: 24168794 DOI: 10.1017/s030500091300041x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA children scored significantly lower than the controls on language, verbal short-term memory, verbal working memory, and verbal long-term memory. No group differences were found on non-verbal memory, non-verbal cognitive ability, and socio-emotional development, suggesting language-specific difficulties. Despite extended exposure to French, adoptees may experience language difficulties due to limitations in verbal memory, possibly as a result of their delayed exposure to that language and/or attrition of the birth language.
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21
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Lachmann T, van Leeuwen C. Reading as functional coordination: not recycling but a novel synthesis. Front Psychol 2014; 5:1046. [PMID: 25309489 PMCID: PMC4176034 DOI: 10.3389/fpsyg.2014.01046] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2014] [Accepted: 09/02/2014] [Indexed: 11/13/2022] Open
Abstract
The Functional Coordination approach describes the processes involved in learning to read as a form of procedural learning in which pre-existing skills, mainly from the visual, and auditory domain, are (1) recruited, (2) modified, and (3) coordinated to create the procedures for reading text, which form the basis of subsequent (4) automatization. In this context, we discuss evidence relating to the emerging prevalence of analytic processing in letter perception. We argue that the process of learning to read does not have to lead to a loss of perceptual skill as consequence of a "cultural recycling"; learning to read just leads to a novel synthesis of functions, which are coordinated for reading and then automatized as a package over several years. Developmental dyslexia is explained within this framework as a Functional Coordination Deficit (Lachmann, 2002), since the coordination level is assumed to be most liable to manifest deficiencies. This is because, at this level, the greatest degree of fine tuning of complex functions is required. Thus, developmental dyslexia is not seen as a consequence of a deficient automatization per se, but of automatization of abnormally developed functional coordination.
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Affiliation(s)
- Thomas Lachmann
- Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern Kaiserslautern, Germany
| | - Cees van Leeuwen
- Cognitive and Developmental Psychology Unit, Center for Cognitive Science, University of Kaiserslautern Kaiserslautern, Germany ; Experimental Psychology Unit and Laboratory for Perceptual Dynamics - University of Leuven Leuven, Belgium
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22
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Kwong TE, Brachman KJ. Strategy choice mediates the link between auditory processing and spelling. PLoS One 2014; 9:e107131. [PMID: 25198787 PMCID: PMC4157809 DOI: 10.1371/journal.pone.0107131] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2014] [Accepted: 08/13/2014] [Indexed: 12/02/2022] Open
Abstract
Relations among linguistic auditory processing, nonlinguistic auditory processing, spelling ability, and spelling strategy choice were examined. Sixty-three undergraduate students completed measures of auditory processing (one involving distinguishing similar tones, one involving distinguishing similar phonemes, and one involving selecting appropriate spellings for individual phonemes). Participants also completed a modified version of a standardized spelling test, and a secondary spelling test with retrospective strategy reports. Once testing was completed, participants were divided into phonological versus nonphonological spellers on the basis of the number of words they spelled using phonological strategies only. Results indicated a) moderate to strong positive correlations among the different auditory processing tasks in terms of reaction time, but not accuracy levels, and b) weak to moderate positive correlations between measures of linguistic auditory processing (phoneme distinction and phoneme spelling choice in the presence of foils) and spelling ability for phonological spellers, but not for nonphonological spellers. These results suggest a possible explanation for past contradictory research on auditory processing and spelling, which has been divided in terms of whether or not disabled spellers seemed to have poorer auditory processing than did typically developing spellers, and suggest implications for teaching spelling to children with good versus poor auditory processing abilities.
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Affiliation(s)
- Tru E. Kwong
- Department of Psychology, Mount Royal University, Calgary, Alberta, Canada
- * E-mail:
| | - Kyle J. Brachman
- Department of Psychology, Mount Royal University, Calgary, Alberta, Canada
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23
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Yoder PJ, Molfese D, Murray MM, Key APF. Normative topographic ERP analyses of speed of speech processing and grammar before and after grammatical treatment. Dev Neuropsychol 2014; 38:514-33. [PMID: 24219693 DOI: 10.1080/87565641.2011.637589] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Typically developing (TD) preschoolers and age-matched preschoolers with specific language impairment (SLI) received event-related potentials (ERPs) to four monosyllabic speech sounds prior to treatment and, in the SLI group, after 6 months of grammatical treatment. Before treatment, the TD group processed speech sounds faster than the SLI group. The SLI group increased the speed of their speech processing after treatment. Posttreatment speed of speech processing predicted later impairment in comprehending phrase elaboration in the SLI group. During the treatment phase, change in speed of speech processing predicted growth rate of grammar in the SLI group.
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Affiliation(s)
- Paul J Yoder
- a Special Education Department , Vanderbilt University , Nashville , Tennessee
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24
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The relationship between twin language, twins' close ties, and social competence. Twin Res Hum Genet 2013; 17:27-37. [PMID: 24330841 DOI: 10.1017/thg.2013.83] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study investigated the relationship between twin language, twins' close ties, and social competence in a prospective longitudinal study. We hypothesized that twins whose tie is close would be more likely to develop a twin language, and these twins would be less likely to develop social competence. In addition, we hypothesize that some environmental factors, such as having an older sibling, preschool attendance, zygosity, and sex are also related to twin language, twins' close ties, and social competence. At baseline in 1999 a mailed questionnaire survey was conducted, and a follow-up questionnaire was distributed in 2004 among 958 mothers. As a result, 516 respondents returned the questionnaire (53.9%). In this study, we used 261 twin pairs aged from 6 to 12 years (school-age children) for analysis, excluding those with missing values. In the present study, we found that zygosity and sex were associated with twins' close ties. Having an older sibling and preschool attendance did not affect the twins' close tie, twin language, or social competence. One of the most important findings was that social competence was not affected directly by twins' close tie, but was affected when a twin language was found.
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25
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Protopapas A. From temporal processing to developmental language disorders: mind the gap. Philos Trans R Soc Lond B Biol Sci 2013; 369:20130090. [PMID: 24324245 PMCID: PMC3866431 DOI: 10.1098/rstb.2013.0090] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
The 'rapid temporal processing' and the 'temporal sampling framework' hypotheses have been proposed to account for the deficits in language and literacy development seen in specific language impairment and dyslexia. This paper reviews these hypotheses and concludes that the proposed causal chains between the presumed auditory processing deficits and the observed behavioural manifestation of the disorders are vague and not well established empirically. Several problems and limitations are identified. Most data concern correlations between distantly related tasks, and there is considerable heterogeneity and variability in performance as well as concerns about reliability and validity. Little attention is paid to the distinction between ostensibly perceptual and metalinguistic tasks or between implicit and explicit modes of performance, yet measures are assumed to be pure indicators of underlying processes or representations. The possibility that diagnostic categories do not refer to causally and behaviourally homogeneous groups needs to be taken seriously, taking into account genetic and neurodevelopmental studies to construct multiple-risk models. To make progress in the field, cognitive models of each task must be specified, including performance domains that are predicted to be deficient versus intact, testing multiple indicators of latent constructs and demonstrating construct reliability and validity.
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Affiliation(s)
- Athanassios Protopapas
- Department of Philosophy and History of Science, University of Athens, Ano Ilissia Campus, Zografos 157 71, Greece
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26
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Musacchia G, Choudhury NA, Ortiz-Mantilla S, Realpe-Bonilla T, Roesler CP, Benasich AA. Oscillatory support for rapid frequency change processing in infants. Neuropsychologia 2013; 51:2812-24. [DOI: 10.1016/j.neuropsychologia.2013.09.006] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2013] [Revised: 08/22/2013] [Accepted: 09/02/2013] [Indexed: 10/26/2022]
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Banai K, Ahissar M. Musical experience, auditory perception and reading-related skills in children. PLoS One 2013; 8:e75876. [PMID: 24086654 PMCID: PMC3782483 DOI: 10.1371/journal.pone.0075876] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2013] [Accepted: 08/16/2013] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. METHODOLOGY/PRINCIPAL FINDINGS Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. CONCLUSIONS/SIGNIFICANCE Participants' previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case.
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Affiliation(s)
- Karen Banai
- Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel
| | - Merav Ahissar
- Departments of Psychology and Cognitive Sciences, Hebrew University, Jerusalem, Israel
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Bailey T. Beyond DSM: the role of auditory processing in attention and its disorders. APPLIED NEUROPSYCHOLOGY-CHILD 2013; 1:112-20. [PMID: 23428298 DOI: 10.1080/21622965.2012.703890] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This article reviews and synthesizes recent research regarding auditory processing, attention, and their roles in generating both adaptive and maladaptive behavioral responses. Research in these areas is beginning to converge on the role of polymorphisms associated with catecholamine metabolism and transport, particularly the neurotransmitter dopamine. The synthesis offered in this article appears to be the first to argue that genetic differences in dopamine metabolism may be the common factor in four disparate disorders that are often observed to be comorbid, i.e., attention-deficit hyperactivity disorder, auditory processing disorders, developmental language disorders, and reading disorders.
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Affiliation(s)
- Teresa Bailey
- Department of Research, Athena Academy, Palo Alto, CA, USA.
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Robertson EK, Joanisse MF, Desroches AS, Terry A. Past-tense morphology and phonological deficits in children with dyslexia and children with language impairment. JOURNAL OF LEARNING DISABILITIES 2013; 46:230-240. [PMID: 22714029 DOI: 10.1177/0022219412449430] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The authors investigated past-tense morphology problems in children with dyslexia compared to those classically observed in children with oral language impairment (LI). Children were tested on a past-tense elicitation task involving regulars (look-looked), irregulars (take-took), and nonwords (murn-murned). Phonological skills were also assessed, using tests of nonsense word reading and phoneme elision. Analyses focused on whether children with dyslexia and LI showed overlapping patterns of morphological and phonological difficulties compared to controls with typical reading and language levels. Both the groups with LI and dyslexia had difficulty generating past tenses overall, although the deficit was less pronounced in dyslexia. Both groups also showed similar problems with phonological processing. The results have important implications for the theory that both language and reading problems involve oral language processing deficits. Specifically, our data support the theory that the phonological deficits observed in both dyslexia and LI are related to deficits in morphological processing. However, some important differences between dyslexia and LI are also discussed.
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Affiliation(s)
- Erin K Robertson
- Department of Psychology, Cape Breton University, Sydney, Sydney, Nova Scotia, Canada.
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30
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Schwartz RG, Scheffler FLV, Lopez K. Speech perception and lexical effects in specific language impairment. CLINICAL LINGUISTICS & PHONETICS 2013; 27:339-354. [PMID: 23635335 PMCID: PMC4058711 DOI: 10.3109/02699206.2013.763386] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Using an identification task, we examined lexical effects on the perception of vowel duration as a cue to final consonant voicing in 12 children with specific language impairment (SLI) and 13 age-matched (6;6-9;6) peers with typical language development (TLD). Naturally recorded CV/t/sets [word-word (WW), nonword-nonword (NN), word-nonword (WN) and nonword-word (NW)] were edited to create four 12-step continua. Both groups used duration as an identification cue but it was a weaker cue for children with SLI. For NN, WN and NW continua, children with SLI demonstrated certainty at shorter vowel durations than their TLD peers. Except for the WN continuum, children with SLI demonstrated category boundaries at shorter vowel durations. Both groups exhibited lexical effects, but they were stronger in the SLI group. Performance on the WW continuum indicated adequate perception of fine-grained duration differences. Strong lexical effects indicated reliance on familiar words in speech perception.
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Affiliation(s)
- Richard G Schwartz
- PhD Program in Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, New York, NY 10016, USA.
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Fujisawa KK, Wadsworth SJ, Kakihana S, Olson RK, Defries JC, Byrne B, Ando J. A multivariate twin study of early literacy in Japanese Kana. LEARNING AND INDIVIDUAL DIFFERENCES 2013; 24:160-167. [PMID: 23997545 DOI: 10.1016/j.lindif.2012.12.018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, kana letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children.
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Meronen A, Tiippana K, Westerholm J, Ahonen T. Audiovisual speech perception in children with developmental language disorder in degraded listening conditions. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:211-221. [PMID: 22653918 DOI: 10.1044/1092-4388(2012/11-0270)] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE The effect of the signal-to-noise ratio (SNR) on the perception of audiovisual speech in children with and without developmental language disorder (DLD) was investigated by varying the noise level and the sound intensity of acoustic speech. The main hypotheses were that the McGurk effect (in which incongruent visual speech alters the auditory speech percept) would be weaker for children with DLD than for controls and that it would get stronger with decreasing SNR in both groups. METHOD The participants were 8-year-old children with DLD and a sample of children with normal language development. In the McGurk stimuli, the consonant uttered by the voice differed from that articulated by the face. Three sound intensities (24, 36, and 48 dB) and noise levels (-12, 0, and +6 dB) were used. Perception of unisensory visual speech was also measured. RESULTS The children with DLD experienced a weak McGurk effect, that is, a weak influence of visual speech on audiovisual speech perception, which remained rather constant across SNR levels. The children with DLD were inaccurate at lipreading. CONCLUSIONS Children with DLD have problems in perceiving spoken consonants presented audiovisually and visually. The weaker McGurk effect could be accounted for by the poorer lipreading ability of children with DLD.
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Affiliation(s)
- Auli Meronen
- Niilo Mäki Institute, University of Jyväskylä, Finland.
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Malenfant N, Grondin S, Boivin M, Forget-Dubois N, Robaey P, Dionne G. Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness. Child Dev 2012; 83:1332-46. [PMID: 22591182 DOI: 10.1111/j.1467-8624.2012.01777.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.
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Affiliation(s)
- Nathalie Malenfant
- Groupe de recherche sur l’inadaptationpsychosociale chez l’enfant, Université Laval, Québec, QC, Canada
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Sharma M, Purdy SC, Kelly AS. A randomized control trial of interventions in school-aged children with auditory processing disorders. Int J Audiol 2012; 51:506-18. [DOI: 10.3109/14992027.2012.670272] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Hayashi C, Hayakawa K, Tsuboi C, Oda K, Amau Y, Kobayashi Y, Kato K. Relationship Between Parents' Report Rate of Twin Language and Factors Related to Linguistic Development: Older Sibling, Nonverbal Play and Preschool Attendance. Twin Res Hum Genet 2012. [DOI: 10.1375/twin.9.1.165] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractThe definition and nature of twin language has been a focus of recent studies concerned with the phenomenon. There has been a call for a tighter definition and understanding of the meaning of twin language (Thorpe et al., 2001). This article sought to identify social factors associated with the parent report of twin language and thus provide further understanding of the phenomenon. Data from 583 mothers of twins aged 25 to 59 months were analyzed using multiple logistic regression. Factors included in the modeling of parent-report twin language included social experience factors such as presence of siblings, attendance at preschool education and reports of nonverbal play. It was found that twin pairs who didn't have an older sibling, who showed frequent nonverbal play and who didn't attend preschool were more likely to have a twin language. Moreover, in the group not having an older sibling, the influence of whether twins attended preschool or not was strong and the odds ratio was 0.589 (95% confidence intervals 0.360–0.963). The findings suggest that social experience factors are important predictors of the parent reporting of twin language.
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Li N, Bartlett CW. Defining the genetic architecture of human developmental language impairment. Life Sci 2012; 90:469-75. [PMID: 22365959 DOI: 10.1016/j.lfs.2012.01.016] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2011] [Revised: 01/24/2012] [Accepted: 01/26/2012] [Indexed: 01/08/2023]
Abstract
Language is a uniquely human trait, which poses limitations on animal models for discovering biological substrates and pathways. Despite this challenge, rapidly developing biotechnology in the field of genomics has made human genetics studies a viable alternative route for defining the molecular neuroscience of human language. This is accomplished by studying families that transmit both normal and disordered language across generations. The language disorder reviewed here is specific language impairment (SLI), a developmental deficiency in language acquisition despite adequate opportunity, normal intelligence, and without any apparent neurological etiology. Here, we describe disease gene discovery paradigms as applied to SLI families and review the progress this field has made. After review the evidence that genetic factors influence SLI, we discuss methods and findings from scans of the human chromosomes, including the main replicated regions on chromosomes 13, 16 and 19 and two identified genes, ATP2C2 and CMIP that appear to account for the language variation on chromosome 16. Additional work has been done on candidate genes, i.e., genes chosen a priori and not through a genome scanning studies, including several studies of CNTNAP2 and some recent work implicating BDNF as a gene x gene interaction partner of genetic variation on chromosome 13 that influences language. These recent developments may allow for better use of post-mortem human brain samples functional studies and animal models for circumscribed language subcomponents. In the future, the identification of genetic variation associated with language phenotypes will provide the molecular pathways to understanding human language.
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Affiliation(s)
- Ning Li
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, Columbus, OH 43205, USA
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Verhoeven JS, Rommel N, Prodi E, Leemans A, Zink I, Vandewalle E, Noens I, Wagemans J, Steyaert J, Boets B, Van de Winckel A, De Cock P, Lagae L, Sunaert S. Is there a common neuroanatomical substrate of language deficit between autism spectrum disorder and specific language impairment? Cereb Cortex 2011; 22:2263-71. [PMID: 22047968 DOI: 10.1093/cercor/bhr292] [Citation(s) in RCA: 62] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
Discussion of an overlap between specific language impairment (SLI) and autism spectrum disorder (ASD) is on going. The most intriguing overlap between both phenotypes is the similarity in the observed language deficits described in SLI and a subgroup of ASD with co-occurring linguistic impairment, ASD-LI. Examining whether a similar neuroanatomical substrate underlies this phenotypical linguistic overlap, we studied the white matter microstructural properties of the superior longitudinal fascicle (SLF) of 19 ASD-LI adolescents (mean age 13.8 ± 1.6 years) and 21 age-matched controls and compared them with 13 SLI children (mean age 10.1 ± 0.4 years) and 12 age-matched controls. A linguistic profile assessment and a diffusion tensor imaging analysis of the SLF were performed. Linguistic testing revealed a mixed receptive-expressive disorder profile in both groups, confirming their overlap at phenotypical level. At neuroanatomical level, no significant differences in mean SLF fractional anisotropy (FA) and mean SLF apparent diffusion coefficient values between ASD-LI participants and controls were seen. By contrast, the mean SLF FA was significantly reduced in the SLI children as compared with their controls. The observation of structural SLF disturbances in SLI but not in ASD-LI suggests the existence of a different neuroanatomical substrate for the language deficits in both disorders.
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Affiliation(s)
- Judith S Verhoeven
- Department of Pediatrics, University Hospitals of the Catholic University of Leuven, Leuven, Belgium
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Processes That Influence Communicative Impairments in Deaf Children Using Cochlear Implants. Ear Hear 2011; 32:690-8. [DOI: 10.1097/aud.0b013e31821f0538] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Logan J, Petrill SA, Flax J, Justice LM, Hou L, Bassett AS, Tallal P, Brzustowicz LM, Bartlett CW. Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment. Behav Genet 2011; 41:651-9. [PMID: 21193955 PMCID: PMC3129390 DOI: 10.1007/s10519-010-9435-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2010] [Accepted: 12/17/2010] [Indexed: 10/18/2022]
Abstract
Specific language impairment is a developmental language disorder characterized by failure to develop language normally in the absence of a specific cause. Previous twin studies have documented the heritability of reading and language measures as well as the genetic correlation between those measures. This paper presents results from an alternative to the classical twin designs by estimating heritability from extended pedigrees. These pedigrees were previously studied as part of series of molecular genetic studies of specific language impairment where the strongest genetic findings were with reading phenotypes rather than language despite selecting pedigrees based on language impairments. To explore the relationship between reading and language in these pedigrees, variance components estimates of heritability of reading and language measures were conducted showing general agreement with the twin literature, as were genetics correlations between reading and language. Phonological short-term memory, phonological awareness and auditory processing were evaluated as candidate mediators of the reading-language genetic correlations. Only phonological awareness showed significant genetic correlations with all reading measures and several language measures while phonological short-term memory and auditory processing did not.
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Affiliation(s)
- Jessica Logan
- Department of Human Development and Family Science, The Ohio State University, Columbus, OH, USA
| | - Stephen A. Petrill
- Department of Human Development and Family Science, The Ohio State University, Columbus, OH, USA
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
| | - Judy Flax
- Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, USA
- Department of Genetics, Rutgers University, New Brunswick, NJ, USA
| | - Laura M. Justice
- School of Teaching and Learning, The Ohio State University, Columbus, OH, USA
| | - Liping Hou
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
| | - Anne S. Bassett
- Department of Psychiatry, University of Toronto, and Schizophrenia Research Program, Queen Street Division, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Paula Tallal
- Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, USA
| | | | - Christopher W. Bartlett
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
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Gerdts J, Bernier R. The broader autism phenotype and its implications on the etiology and treatment of autism spectrum disorders. AUTISM RESEARCH AND TREATMENT 2011; 2011:545901. [PMID: 22937250 PMCID: PMC3420416 DOI: 10.1155/2011/545901] [Citation(s) in RCA: 73] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/11/2010] [Revised: 03/13/2011] [Accepted: 05/09/2011] [Indexed: 11/18/2022]
Abstract
The presence of autism-related traits has been well documented in undiagnosed family members of individuals with autism spectrum disorder (ASD). The most common finding is mild impairments in social and communication skills that are similar to those shown by individuals with autism, but exhibited to a lesser degree. Termed the broader autism phenotype (BAP), these traits suggest a genetic liability for autism-related traits in families. Genetic influence in autism is strong, with identical twins showing high concordance for the diagnosis and related traits and approximately 20% of all ASD cases having an identified genetic mechanism. This paper highlights the studies conducted to date regarding the BAP and considers the implications of these findings for the etiology and treatment of ASD.
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Affiliation(s)
- Jennifer Gerdts
- Department of Psychology, University of Washington, Seattle, WA 98195, USA
| | - Raphael Bernier
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98195, USA
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Kamhi AG. What Speech-Language Pathologists Need to Know About Auditory Processing Disorder. Lang Speech Hear Serv Sch 2011; 42:265-72. [DOI: 10.1044/0161-1461(2010/10-0004)] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
To consider whether auditory processing disorder (APD) is truly a distinct clinical entity or whether auditory problems are more appropriately viewed as a processing deficit that may occur with various developmental disorders.
Method
Theoretical and clinical factors associated with APD are critically evaluated.
Results
There are compelling theoretical and clinical reasons to question whether APD is in fact a distinct clinical entity. Not only is there little evidence that auditory perceptual impairments are a significant risk factor for language and academic performance (e.g., Hazan, Messaoud-Galusi, Rosan, Nouwens, & Shakespeare, 2009; Watson & Kidd, 2009), there is also no evidence that auditory interventions provide any unique benefit to auditory, language, or academic outcomes (Fey et al., 2011).
Conclusion
Because there is no evidence that auditory interventions provide any unique therapeutic benefit (Fey et al., 2011), clinicians should treat children who have been diagnosed with APD the same way they treat children who have been diagnosed with language and learning disabilities. The theoretical and clinical problems associated with APD should encourage clinicians to consider viewing auditory deficits as a processing deficit that may occur with common developmental language and reading disabilities rather than as a distinct clinical entity.
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Redmond SM, Thompson HL, Goldstein S. Psycholinguistic profiling differentiates specific language impairment from typical development and from attention-deficit/hyperactivity disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:99-117. [PMID: 20719871 PMCID: PMC4493886 DOI: 10.1044/1092-4388(2010/10-0010)] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PURPOSE Practitioners must have confidence in the capacity of their language measures to discriminate developmental language disorders from typical development and from other common disorders. In this study, psycholinguistic profiles were collected from 3 groups: children with specific language impairment (SLI), children with attention-deficit/hyperactivity disorder (ADHD), and children with typical development (TD). The capacity of different language indices to successfully discriminate SLI cases from TD and ADHD cases was examined through response operating characteristics curves, likelihood ratios, and binary logistic regression. METHOD The Test of Early Grammatical Impairment (Rice & Wexler, 2001a), Dollaghan and Campbell's (1998) nonword repetition task, Redmond's (2005) sentence recall task, and the Test of Narrative Language (Gillam & Pearson, 2004) were administered to 60 children (7-8 years of age). RESULTS Diagnostic accuracy was high for all 4 psycholinguistic measures, although modest reductions were observed with the SLI versus ADHD discriminations. Classification accuracy associated with using the Test of Early Grammatical Impairment and the Sentence Recall task was equivalent to using all 4 measures. IMPLICATIONS Outcomes confirmed and extended previous investigations, documenting high levels of diagnostic integrity for these particular indices and supporting their incorporation into eligibility decisions, differential diagnosis, and the identification of comorbidity.
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Affiliation(s)
- Sean M Redmond
- Department of Communication Sciences and Disorders, University of Utah, 390 South 1530 East BEHS, Room 1201, Salt Lake City, UT 84112-0252, USA.
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Weber-Fox C, Leonard LB, Wray AH, Tomblin JB. Electrophysiological correlates of rapid auditory and linguistic processing in adolescents with specific language impairment. BRAIN AND LANGUAGE 2010; 115:162-81. [PMID: 20889197 PMCID: PMC2975860 DOI: 10.1016/j.bandl.2010.09.001] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2009] [Revised: 08/18/2010] [Accepted: 09/04/2010] [Indexed: 05/25/2023]
Abstract
Brief tonal stimuli and spoken sentences were utilized to examine whether adolescents (aged 14;3-18;1) with specific language impairments (SLI) exhibit atypical neural activity for rapid auditory processing of non-linguistic stimuli and linguistic processing of verb-agreement and semantic constraints. Further, we examined whether the behavioral and electrophysiological indices for rapid auditory processing were correlated with those for linguistic processing. Fifteen adolescents with SLI and 15 adolescents with normal language met strict criteria for displaying consistent diagnoses from kindergarten through the eighth grade. The findings provide evidence that auditory processing for non-linguistic stimuli is atypical in a significant number of adolescents with SLI compared to peers with normal language and indicate that reduced efficiency in auditory processing in SLI is more vulnerable to rapid rates (200ms ISI) of stimuli presentation (indexed by reduced accuracy, a tendency for longer RTs, reduced N100 over right anterior sites, and reduced amplitude P300). Many adolescents with SLI displayed reduced behavioral accuracy for detecting verb-agreement violations and semantic anomalies, along with less robust P600s elicited by verb-agreement violations. The results indicate that ERPs elicited by morphosyntactic aspects of language processing are atypical in many adolescents with SLI. Additionally, correlational analyses between behavioral and electrophysiological indices of processing non-linguistic stimuli and verb-agreement violations suggest that the integrity of neural functions for auditory processing may only account for a small proportion of the variance in morphosyntactic processing in some adolescents.
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Affiliation(s)
- Christine Weber-Fox
- Purdue University, Department of Speech, Language, and Hearing Sciences, Heavilon Hall, 500 Oval Drive, West Lafayette, IN 47907-2038, United States.
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Moore MW, Tompkins CA, Dollaghan CA. Manipulating articulatory demands in non-word repetition: a 'late-8' non-word repetition task. CLINICAL LINGUISTICS & PHONETICS 2010; 24:997-1008. [PMID: 20887214 DOI: 10.3109/02699206.2010.510917] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
The purpose of this paper was to examine the psychometric properties of a non-word repetition task (NRT), the Late-8 Non-word Repetition Task (L8NRT). This task was designed similarly to the NRT, but contains only Late-8 consonants to increase articulatory demands and avoid ceiling effects in studies with adolescents and adults. Thirty college students were administered the Woodcock Reading Mastery Tests-Revised/Normative Update WRMT-RNU, L8NRT and NRT. Results showed that inter- and intra-rater reliability of the L8NRT were high; split-half reliability was significant and comparable to that of the NRT. Average L8NRT scores were significantly lower than NRT scores overall and at all non-word lengths but the shortest (1 syllable). Both measures correlated significantly, at similar levels, with Total WRMT-RNU score. We conclude that the psychometric properties of the L8NRT were acceptable, but an error analysis suggested ways in which the task might be improved to better control perceptual demands and articulatory feature overlap.
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Affiliation(s)
- Michelle W Moore
- Department of Communication Science & Disorders, University of Pittsburgh, Pittsburgh, PA 15260, USA.
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Gillberg C. The ESSENCE in child psychiatry: Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations. RESEARCH IN DEVELOPMENTAL DISABILITIES 2010; 31:1543-1551. [PMID: 20634041 DOI: 10.1016/j.ridd.2010.06.002] [Citation(s) in RCA: 403] [Impact Index Per Article: 28.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2010] [Revised: 05/25/2010] [Accepted: 06/04/2010] [Indexed: 05/27/2023]
Abstract
Co-existence of disorders--including attention-deficit/hyperactivity disorder, oppositional defiant disorder, tic disorder, developmental coordination disorder, and autism spectrum disorder--and sharing of symptoms across disorders (sometimes referred to as comorbidity) is the rule rather than the exception in child psychiatry and developmental medicine. The acronym ESSENCE refers to Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations. It is a term I have coined to refer to the reality of children (and their parents) presenting in clinical settings with impairing child symptoms before age 3 (-5) years in the fields of (a) general development, (b) communication and language, (c) social inter-relatedness, (d) motor coordination, (e) attention, (f) activity, (g) behaviour, (h) mood, and/or (i) sleep. Children with major difficulties in one or more (usually several) of these fields, will be referred to and seen by health visitors, nurses, social workers, education specialists, pediatricians, GPs, speech and language therapists, child neurologists, child psychiatrists, psychologists, neurophysiologists, dentists, clinical geneticists, occupational therapists and physiotherapists, but, usually they will be seen only by one of these specialists, when they would have needed the input of two or more of the experts referred to. Major problems in at least one ESSENCE domain before age 5 years often signals major problems in the same or overlapping domains years later. There is no time to wait; something needs to be done, and that something is unlikely to be just in the area of speech and language, just in the area of autism or just in special education.
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Affiliation(s)
- Christopher Gillberg
- Institute of Neuroscience and Physiology, Child and Adolescent Psychiatry, University of Göteborg, Sweden
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Leppänen PHT, Hämäläinen JA, Salminen HK, Eklund KM, Guttorm TK, Lohvansuu K, Puolakanaho A, Lyytinen H. Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia. Cortex 2010; 46:1362-76. [PMID: 20656284 DOI: 10.1016/j.cortex.2010.06.003] [Citation(s) in RCA: 125] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2008] [Revised: 07/16/2009] [Accepted: 09/25/2009] [Indexed: 11/30/2022]
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Chiat S. Mapping theories of developmental language impairment: Premises, predictions and evidence. ACTA ACUST UNITED AC 2010. [DOI: 10.1080/01690960042000012] [Citation(s) in RCA: 77] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Shula Chiat
- a Department of Human Communication Science, University College London, London, UK
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Pennala R, Eklund K, Hämäläinen J, Richardson U, Martin M, Leiwo M, Leppänen PHT, Lyytinen H. Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2010; 53:710-724. [PMID: 20530384 DOI: 10.1044/1092-4388(2009/08-0133)] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
PURPOSE To examine the ability to discriminate phonemic length and the association of this ability with reading accuracy, reading speed, and spelling accuracy in Finnish children throughout Grades 1-3. METHOD Reading-disabled (RDFR, n = 35) and typically reading children (TRFR, n = 69) with family risk for dyslexia and typically reading control children (TRC, n = 80) were tested once in each grade of Grades 1-3 using a phonemic length discrimination task. Reading, spelling, IQ, verbal short-term memory, phonological memory, and naming speed were assessed. RESULTS The RDFR group made more errors in phonemic length discrimination than the TRC group in Grades 2 and 3. After taking into account variance in verbal short-term memory, phonological memory, and naming speed, discrimination ability explained unique variance of spelling accuracy in Grades 2 and 3 and reading accuracy in Grade 3 in the RDFR group. At the individual level, in Grade 2, 31.4% of the RDFR group and 14.7% of the TRFR group performed below -1.25 SDs in the phonemic length discrimination task. CONCLUSION Problems in phonemic length discrimination could be one of the accumulating risk factors affecting development leading to dyslexia.
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Affiliation(s)
- Riitta Pennala
- Department of Languages, University of Jyväskylä, P.O. Box 35, Agora 40014, University of Jyväskylä, Finland.
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Addis L, Friederici AD, Kotz SA, Sabisch B, Barry J, Richter N, Ludwig AA, Rübsamen R, Albert FW, Pääbo S, Newbury DF, Monaco AP. A locus for an auditory processing deficit and language impairment in an extended pedigree maps to 12p13.31-q14.3. GENES BRAIN AND BEHAVIOR 2010; 9:545-61. [PMID: 20345892 PMCID: PMC2948670 DOI: 10.1111/j.1601-183x.2010.00583.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Despite the apparent robustness of language learning in humans, a large number of children still fail to develop appropriate language skills despite adequate means and opportunity. Most cases of language impairment have a complex etiology, with genetic and environmental influences. In contrast, we describe a three-generation German family who present with an apparently simple segregation of language impairment. Investigations of the family indicate auditory processing difficulties as a core deficit. Affected members performed poorly on a nonword repetition task and present with communication impairments. The brain activation pattern for syllable duration as measured by event-related brain potentials showed clear differences between affected family members and controls, with only affected members displaying a late discrimination negativity. In conjunction with psychoacoustic data showing deficiencies in auditory duration discrimination, the present results indicate increased processing demands in discriminating syllables of different duration. This, we argue, forms the cognitive basis of the observed language impairment in this family. Genome-wide linkage analysis showed a haplotype in the central region of chromosome 12 which reaches the maximum possible logarithm of odds ratio (LOD) score and fully co-segregates with the language impairment, consistent with an autosomal dominant, fully penetrant mode of inheritance. Whole genome analysis yielded no novel inherited copy number variants strengthening the case for a simple inheritance pattern. Several genes in this region of chromosome 12 which are potentially implicated in language impairment did not contain polymorphisms likely to be the causative mutation, which is as yet unknown.
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Affiliation(s)
- L Addis
- Wellcome Trust Centre for Human Genetics, University of Oxford, Roosevelt Drive, Oxford OX3 7BN, UK
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Hart SA, Petrill SA, Dush CMK. Genetic influences on language, reading, and mathematics skills in a national sample: an analysis using the National Longitudinal Survey of Youth. Lang Speech Hear Serv Sch 2010; 41:118-28. [PMID: 19948771 PMCID: PMC3148850 DOI: 10.1044/0161-1461(2009/08-0052)] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics. METHODS A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20(th) percentile. RESULTS The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies. CONCLUSION The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies.
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Affiliation(s)
- Sara A Hart
- The Ohio State University, Human Development and Family Science, 1787 Neil Avenue, 135 Campbell Hall, Columbus, OH 43204, USA.
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