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Neumann K, Kauschke C, Fox-Boyer A, Lüke C, Sallat S, Kiese-Himmel C. Interventions for Developmental Language Delay and Disorders. DEUTSCHES ARZTEBLATT INTERNATIONAL 2024; 121:155-162. [PMID: 38377329 DOI: 10.3238/arztebl.m2024.0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 01/08/2024] [Accepted: 01/08/2024] [Indexed: 02/22/2024]
Abstract
BACKGROUND Approximately 9.9 % of children present with difficulties in language development (DLD), 7.6 % without serious additional impairments and 2.3 % associated with languagerelevant comorbidities, e.g., hearing loss. Notably, in a consensus statement by experts in German-speaking countries, in the guideline presented here, and further in this article, all of these disorders are referred to as "developmental language disorders" (DLD), whereas the international consortium CATALISE only refers to those without comorbidities as DLD. DLDs are among the most commonly treated childhood disorders and, if persistent, often reduce educational and socio-economic outcome. Children in their third year of life with developmental language delay (late talkers, LT) are at risk of a later DLD. METHODS This German interdisciplinary clinical practice guideline reflects current knowledge regarding evidence-based interventions for developmental language delay and disorders. A systematic literature review was conducted on the effectiveness of interventions for DLD. RESULTS The guideline recommends parent training (Hedges g = 0.38 to 0.82) for LTs with expressive language delay, language therapy (Cohen's d = -0.20 to 0.90) for LTs with additional receptive language delay or further DLD risk factors, phonological or integrated phonological treatment methods (Cohen's d = 0.89 to 1.04) for phonological speech sound disorders (SSDs), a motor approach for isolated phonetic SSDs (non-DLD), and for lexical-semantic and morpho-syntactic impairments combinations of implicit and explicit intervention approaches (including input enrichment, modeling techniques, elicitation methods, creation of production opportunities, metalinguistic- approaches, visualizations; Cohen's d = 0.89-1.04). Recom mendations were also made for DLD associated with pragmatic-communicative impairment, bi-/ multilingualism, hearing loss, intellectual disability, autism-spectrum disorders, selective mutism, language- relevant syndromes or multiple disabilities, and for intensive inpatient language rehabilitation. CONCLUSION Early parent- and child-centered speech and language intervention implementing evidence-based intervention approaches, frequency, and settings, combined with educational language support, can improve the effectiveness of management of developmental language delay and disorders.
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Affiliation(s)
- Katrin Neumann
- Department of Phoniatrics and Pediatric Audiology, University Hospital of Muenster, University of Muenster, Germany; Department of German Linguistics, Clinical Linguistics, University of Marburg, Marburg, Germany; Institute of Health Sciences, University of Luebeck, Germany; Special Education and Therapy in Language and Communication Disorders, University of Wuerzburg, Germany; Department of Pedagogy for Speech and Communication Disorders, Halle, Germany
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Reilly S, McKean C. Creating the conditions for robust early language development for all-Part 1: Evidence-informed child language surveillance in the early years. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:2222-2241. [PMID: 37432035 DOI: 10.1111/1460-6984.12929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Accepted: 06/14/2023] [Indexed: 07/12/2023]
Abstract
BACKGROUND The emergence of language in the early years is a major developmental accomplishment that underpins learning, enables social interaction and, later, is an indicator of well-being. Learning language is an effortless process for most, but can be challenging for others. There is a need to act early. First, because there are several social, environmental and family factors known to influence how language develops during the critical early years. Second, there is a robust association between a child's socio-economic circumstances and language outcomes. Put simply, children living in less advantaged circumstance have poorer language outcomes, which are apparent very early and persist across the lifespan. Third, children with demonstrated weaknesses in language learning in early childhood have poorer educational, employment, mental health and quality-of-life outcomes across the lifespan. Acting early to counter these impacts is important; however, there are several well-documented challenges in accurately identifying in the early years children who are at later risk of developmental language disorder (DLD) and to deliver prevention and intervention programmes to scale. This is critical because many services do not currently reach those who need them most; as many as 50% of children in need may not be receiving support. AIM To determine whether an improved surveillance system, based on best evidence, could be developed for the early years. METHODS & PROCEDURES We summarised findings from longitudinal, population or community studies that: (1) adopted bioecological models, (2) repeatedly measured language (including the early years) and (3) adopted similar methodologies, to identify factors that influence language outcomes. MAIN CONTRIBUTION The evidence confirmed that language development is not always stable but is characterized by distinct trajectories and each has distinguishing social, environmental features. Children in the change or fluctuating groups tend to live in less advantageous circumstances that may not always support and enable language development. Risk factors tend to cluster and accumulate across the early years and beyond, thereby markedly increasing the likelihood of poorer language outcomes later in life. CONCLUSIONS & IMPLICATIONS In this the first of two papers, designed to be read together, we integrate research on the social determinants of child language and propose they be embedded into surveillance models. This has the potential to reach more children and those living in disadvantaged circumstances. In the accompanying paper we combine this information with evidence-informed early prevention/intervention approaches and propose the design and implementation of an early language public health framework. WHAT THIS PAPER ADDS What is already known on the subject There are several well-documented challenges in accurately identifying in the early years children who are at later risk of DLD and reaching those most in need of language support. What this study adds to existing knowledge A combination of child, family and environmental determinants, collectively and cumulatively, play out over time and dramatically increase the risk of later language problems, in particular those children living in disadvantaged circumstances. We propose an improved surveillance system that incorporates these determinants be developed and that this be part of a whole of system approach to child language in the early years. What are the potential or actual clinical implications of this work? Clinicians intuitively act to prioritize children with multiple features or risks; however, they can only do so for those who present or are identified to be at risk. Given many children with language problems are not being reached by many early language services, it is reasonable to ask if this knowledge can be integrated to improve reach. Or is a different surveillance model required?
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Metwally AM, Abdallah AM, El-Din EMS, Zeid DA, Khadr Z, Elshaarawy GA, Elkhatib AA, Elsaied A, Ashaat EA, Elghareeb NA, Abdou MH, Fathy AM, Eldeeb SE, AbdAllah M, Soliman MAT, El Banna RAS, Hassanein AK, Rabah TM, Abdelrahman M, Sallam SF. Screening and determinant of suspected developmental delays among Egyptian preschool-aged children: a cross-sectional national community-based study. BMC Pediatr 2023; 23:521. [DOI: ttps:/doi.org/10.1186/s12887-023-04335-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 09/29/2023] [Indexed: 10/31/2023] Open
Abstract
Abstract
Background
Early childhood life is critical for optimal development and is the foundation of future well-being. Genetic, sociocultural, and environmental factors are important determinants of child development.
Aim
The objectives were to screen for suspected developmental delays (DDs) among Egyptian preschool children, and to explore the determinants of these delays based on sociodemographic, epidemiological, maternal, and child perinatal risk factors.
Methods
A national Egyptian cross-sectional developmental screening of a representative sample of preschool children (21,316 children) aged 12 to 71 months. The Revised Denver Prescreening Developmental Questionnaire (R-PDQ) followed by the Denver Developmental Screening Test, 2nd edition (DDST) was used.
Results
Each screened child manifested at least one of six developmental categories. Either typical development, gross motor delay (GM), fine motor adaptive delay (FMA), Language delay (L), Personal-social delay (PS), or multiple DDs. The prevalence of preschool children with at least one DD was 6.4%, while 4.5% had multiple DDs. Developmental language delay was the most prevalent, affecting 4.2% of children. The least affected domain was GM (1.9% of children). Boys were more likely to have DD than girls. Children in urban communities were more likely to have at least one DD than those in rural areas (OR = 1.28, 95%CI: 1.14–1.42), and children of middle social class than of low or high social class (OR = 1.49, 95%CI: 1.30–1.70 & OR = 1.40, 95%CI: 1.23–1.59 respectively). The strong perinatal predictors for at least one DD were children with a history of postnatal convulsions (OR = 2.68, 95%CI: 1.97–3.64), low birth weight (OR = 2.06, 95%CI: 1.69–2.52), or history of postnatal cyanosis (OR = 1.77, 95%CI: 1.26–2.49) and mothers had any health problem during pregnancy (OR = 1.73, 95%CI: 1.44–2.07). Higher paternal and maternal education decreased the odds of having any DD by 43% (OR = 0.57, 95% CI: 0.47–0.68) and 31% (OR = 0.69, 95%CI: 0.58–0.82) respectively.
Conclusion
This study demonstrates a considerable attempt to assess the types and the prevalence of DD among preschool children in Egypt. Perinatal factors are among the most common determinants of DD in preschool children and the majority could be preventable risk factors.
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Metwally AM, Abdallah AM, El-Din EMS, Zeid DA, Khadr Z, Elshaarawy GA, Elkhatib AA, Elsaied A, Ashaat EA, Elghareeb NA, Abdou MH, Fathy AM, Eldeeb SE, AbdAllah M, Soliman MAT, El Banna RAS, Hassanein AK, Rabah TM, Abdelrahman M, Sallam SF. Screening and determinant of suspected developmental delays among Egyptian preschool-aged children: a cross-sectional national community-based study. BMC Pediatr 2023; 23:521. [PMID: 37858055 PMCID: PMC10585886 DOI: 10.1186/s12887-023-04335-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 09/29/2023] [Indexed: 10/21/2023] Open
Abstract
BACKGROUND Early childhood life is critical for optimal development and is the foundation of future well-being. Genetic, sociocultural, and environmental factors are important determinants of child development. AIM The objectives were to screen for suspected developmental delays (DDs) among Egyptian preschool children, and to explore the determinants of these delays based on sociodemographic, epidemiological, maternal, and child perinatal risk factors. METHODS A national Egyptian cross-sectional developmental screening of a representative sample of preschool children (21,316 children) aged 12 to 71 months. The Revised Denver Prescreening Developmental Questionnaire (R-PDQ) followed by the Denver Developmental Screening Test, 2nd edition (DDST) was used. RESULTS Each screened child manifested at least one of six developmental categories. Either typical development, gross motor delay (GM), fine motor adaptive delay (FMA), Language delay (L), Personal-social delay (PS), or multiple DDs. The prevalence of preschool children with at least one DD was 6.4%, while 4.5% had multiple DDs. Developmental language delay was the most prevalent, affecting 4.2% of children. The least affected domain was GM (1.9% of children). Boys were more likely to have DD than girls. Children in urban communities were more likely to have at least one DD than those in rural areas (OR = 1.28, 95%CI: 1.14-1.42), and children of middle social class than of low or high social class (OR = 1.49, 95%CI: 1.30-1.70 & OR = 1.40, 95%CI: 1.23-1.59 respectively). The strong perinatal predictors for at least one DD were children with a history of postnatal convulsions (OR = 2.68, 95%CI: 1.97-3.64), low birth weight (OR = 2.06, 95%CI: 1.69-2.52), or history of postnatal cyanosis (OR = 1.77, 95%CI: 1.26-2.49) and mothers had any health problem during pregnancy (OR = 1.73, 95%CI: 1.44-2.07). Higher paternal and maternal education decreased the odds of having any DD by 43% (OR = 0.57, 95% CI: 0.47-0.68) and 31% (OR = 0.69, 95%CI: 0.58-0.82) respectively. CONCLUSION This study demonstrates a considerable attempt to assess the types and the prevalence of DD among preschool children in Egypt. Perinatal factors are among the most common determinants of DD in preschool children and the majority could be preventable risk factors.
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Affiliation(s)
- Ammal M Metwally
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt.
| | - Ali M Abdallah
- Quantitative Methods Department - Aswan University, Aswan, Egypt
| | - Ebtissam M Salah El-Din
- Child Health Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Dina Abu Zeid
- Child Health Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Zeinab Khadr
- Department of Statistics, Faculty of Economics and Political Science, Cairo University, Cairo, Egypt
- The Social Research Center of the American University in Cairo, Cairo, Egypt
| | - Ghada A Elshaarawy
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Alshaimaa A Elkhatib
- Child Health Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Amal Elsaied
- Child With Special Needs Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Engy A Ashaat
- Clinical Genetics Department/ Human Genetics and Genome Research Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Nahed A Elghareeb
- Prevention of Disability General Directorate, Ministry of Health and Population, Cairo, Egypt
| | - Mohamed H Abdou
- Mansoura Health Directorate, Ministry of Health and Population, Mansoura, Dakahlia, Egypt
| | - Asmaa M Fathy
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Sherif E Eldeeb
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Mohamed AbdAllah
- Complementary Medicine Department/ Medical Research and Clinical Studies Institute/National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Muhammed Al-Tohamy Soliman
- Biological Anthropology Department/ Medical Research and Clinical Studies Institute/National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Rokia AbdElshafy S El Banna
- Biological Anthropology Department/ Medical Research and Clinical Studies Institute/National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
| | - Abdelrahman K Hassanein
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Thanaa M Rabah
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Mohamed Abdelrahman
- Community Medicine Research Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Public Health and Community Medicine, Dokki, P.O. 12622, Giza, Egypt
| | - Sara F Sallam
- Child Health Department/ Medical Research and Clinical Studies Institute, National Research Centre (Affiliation ID: 60014618), Dokki, Giza, Egypt
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Jackson E, Levine D, de Villiers J, Iglesias A, Hirsh-Pasek K, Michnick Golinkoff R. Assessing the language of 2 year-olds: From theory to practice. INFANCY 2023; 28:930-957. [PMID: 37350307 DOI: 10.1111/infa.12554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 05/12/2023] [Accepted: 05/22/2023] [Indexed: 06/24/2023]
Abstract
Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0-2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach's alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems.
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Affiliation(s)
| | - Dani Levine
- University of Chicago, Chicago, Illinois, USA
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Cheung RW, Willan K, Dickerson J, Bowyer-Crane C. Risk factors for early language delay in children within a minority ethnic, bilingual, deprived environment (Born in Bradford's Better Start): a UK community birth cohort study. BMJ Paediatr Open 2023; 7:10.1136/bmjpo-2022-001764. [PMID: 36927864 PMCID: PMC10030670 DOI: 10.1136/bmjpo-2022-001764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 02/24/2023] [Indexed: 03/18/2023] Open
Abstract
BACKGROUND Preschool language skills and language delay predict academic and socioemotional outcomes. Children from deprived environments are at a higher risk of language delay, and both minority ethnic and bilingual children can experience a gap in language skills at school entry. However, research that examines late talking (preschool language delay) in an ethnically diverse, bilingual, deprived environment at age 2 is scarce. METHODS Data from Born in Bradford's Better Start birth cohort were used to identify rates of late talking (≤10th percentile on the Oxford-Communicative Development Inventory: Short) in 2-year-old children within an ethnically diverse, predominantly bilingual, deprived UK region (N=712). The relations between known demographic, maternal, distal and proximal child risk factors, and language skills and language delay were tested using hierarchical linear and logistic regression. RESULTS A total of 24.86% of children were classified as late talkers. Maternal demographic factors (ethnicity, born in UK, education, financial security, employment, household size, age) predicted 3.12% of the variance in children's expressive vocabulary. Adding maternal language factors (maternal native language, home languages) and perinatal factors (birth weight, gestation) to the model predicted 3.76% of the variance. Adding distal child factors (child sex, child age) predicted 11.06%, and adding proximal child factors (receptive vocabulary, hearing concerns) predicted 49.51%. Significant risk factors for late talking were male sex (OR 2.07, 95% CI 1.38 to 3.09), receptive vocabulary delay (OR 8.40, 95% CI 4.99 to 14.11) and parent-reported hearing concerns (OR 7.85, 95% CI 1.90 to 32.47). Protective factors were increased household size (OR 0.85, 95% CI 0.77 to 0.95) and age (OR 0.82, 95% CI 0.70 to 0.96). CONCLUSIONS Almost one in four children living in an ethnically diverse and deprived UK area have early language delay. Demographic factors explained little variance in early vocabulary, whereas proximal child factors held more predictive value. The results indicate further research on early language delay is warranted for vulnerable groups.
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Affiliation(s)
- Rachael W Cheung
- Department of Health Sciences, University of York, York, UK
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Kathryn Willan
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Josie Dickerson
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Claudine Bowyer-Crane
- National Institute of Economic and Social Research, London, UK
- Department of Education, University of Sheffield, Sheffield, UK
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Filipe MG, Cruz S, Veloso AS, Frota S. Early predictors of language outcomes in Down syndrome: A mini-review. Front Psychol 2022; 13:934490. [PMID: 36186340 PMCID: PMC9515620 DOI: 10.3389/fpsyg.2022.934490] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 08/15/2022] [Indexed: 11/29/2022] Open
Abstract
As children with Down syndrome (DS) typically manifest significant delays in language development, the research has pointed out the predictors of later language skills for this clinical population. The purpose of this study was to systematically explore the evidence for early predictors of language outcomes in infants and toddlers with DS from studies published between 2012 and 2022. After the search, nine studies met the inclusion criteria. The results indicated that maternal educational level, adaptive level of functioning, cognitive function, attention skills, communicative intent of the child, early vocalizations, gestures, baby signs, parents' translation of their children's gestures into words, and vocabulary level are significant predictors of language outcomes in children with DS. These findings provide a timely and warranted summary of published work that contributes to current understanding of the development of language and communication in DS. They are therefore useful to researchers, clinicians, and families.
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Affiliation(s)
- Marisa G. Filipe
- Center of Linguistics, School of Arts and Humanities, University of Lisbon, Lisbon, Portugal
| | - Sara Cruz
- Universidade Lusófona do Porto, Porto, Portugal
| | - Andreia S. Veloso
- Faculty of Psychology and Education Sciences, Center for Psychology at University of Porto, University of Porto, Porto, Portugal
| | - Sónia Frota
- Center of Linguistics, School of Arts and Humanities, University of Lisbon, Lisbon, Portugal
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Holzinger D, Weber C, Diendorfer B. Development and Validation of a Language Screening for Implementation in Pre-School Settings. Front Public Health 2022; 10:866598. [PMID: 35812510 PMCID: PMC9257634 DOI: 10.3389/fpubh.2022.866598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 05/25/2022] [Indexed: 11/25/2022] Open
Abstract
Background To prevent or mitigate long-lasting learning problems and emotional, behavioral, and social-adaption difficulties associated with language disorders, age-appropriate German language competence at school entry level is essential. Therefore, universal screening of children in their penultimate year of pre-school has been established in Upper Austria. So far, the screenings administered by speech and language pathologists to identify risk of language disorder (LD) were not based on standardized materials. Objective To develop a screening instrument to identify increased risk of LD and to evaluate its validity and feasibility within the constraints of regular universal pre-school language screening. Design A two-component screening instrument including direct assessment of expressive and receptive grammar was used in a sample of 374 children with German as their dominant language attending a public pre-school in their penultimate year (age 4-5 ½ years) in the state of Upper Austria. Assessment by use of standardized German language tests including a variety of linguistic domains was considered reference standard for diagnosing LD. Feasibility was assessed by a self-developed questionnaire completed by the administrators of the screening. Results The combination of the expressive and receptive grammar scales demonstrated excellent accuracy (area under the curve score 0.928). A cut-off of 18 resulted in a failing rate of 21.8% and showed good sensitivity (84.2%) and specificity (85.3%). Acceptance by children and testers, time-economy and sustainability of the screening were mostly rated as high.
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Affiliation(s)
- Daniel Holzinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
- Research Institute of Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Institute of Linguistics, University of Graz, Graz, Austria
| | - Christoph Weber
- Research Institute of Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Department for Inclusive Education, University of Education Upper Austria, Linz, Austria
| | - Bettina Diendorfer
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
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Zhao B, Liu Y, Liu J, Liu Y. Early Family Intervention in Children with Language Delay: The Effect of Language Level and Communication Ability. EVIDENCE-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE : ECAM 2022; 2022:3549912. [PMID: 35600939 PMCID: PMC9122674 DOI: 10.1155/2022/3549912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 03/24/2022] [Accepted: 03/29/2022] [Indexed: 11/17/2022]
Abstract
Language development delay refers to the children's oral expression ability or language understanding ability obviously lagging behind the normal development level of children of the same age. The efficacy of early family intervention in children with language delays is promising. The observational study was conducted involving 120 children aged 0∼3 years treated in the pediatric health department of the Third Affiliated Hospital of Zunyi Medical University for language delay. They were assessed for eligibility and recruited. The eligible children were grouped by 1 year, 2 years, and 3 years and were assessed on the Gesell Developmental Schedules and Normal Development of Social Skills from Infant to Junior High School Children (S-M) at the time of initial diagnosis and after the family language intervention. The family language intervention was performed by the parents and lasted for 6 months. All eligible children had a development quotient (DQ) > 86 in motor ability before and after the intervention. All eligible children had a DQ < 86 before the family language intervention in adaptive ability, social ability, and language ability and a DQ > 86 after the intervention. Family language intervention was associated with significant improvement in social life skills in all children, with higher independent living, exercise, operation, interaction, and participation in group activities and self-management after the intervention. Early family intervention yields significant efficacy in children with language delays in Zunyi City by improving the language ability and communication ability of young children, which provides a reference for clinical treatment.
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Affiliation(s)
- Bo Zhao
- Child Healthcare Department, The Third Affiliated Hospital of Zunyi Medical University (The First People's Hospital of Zunyi), Zunyi 563000, China
| | - Yu Liu
- Child Healthcare Department, Maternal and Child Health Hospital of Zigong, Zigong, China
| | - Jing Liu
- Child Healthcare Department, The Third Affiliated Hospital of Zunyi Medical University (The First People's Hospital of Zunyi), Zunyi 563000, China
| | - Yurui Liu
- Child Healthcare Department, The Third Affiliated Hospital of Zunyi Medical University (The First People's Hospital of Zunyi), Zunyi 563000, China
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Suthar K, Yousefi Zowj F, Speights Atkins M, He QP. Feature engineering and machine learning for computer-assisted screening of children with speech disorders. PLOS DIGITAL HEALTH 2022; 1:e0000041. [PMID: 36812555 PMCID: PMC9931328 DOI: 10.1371/journal.pdig.0000041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 04/08/2022] [Indexed: 06/18/2023]
Abstract
Auditory perceptual analysis (APA) is the main method for clinical assessment of speech-language deficits, which are one of the most prevalent childhood disabilities. However, results from APA are susceptible to intra- and inter-rater variabilities. There are also other limitations of manual or hand transcription-based speech disorder diagnostic methods. There is increased interest in developing automated methods that quantify speech patterns for diagnosing speech disorders in children to address these limitations. Landmark (LM) analysis is an approach that characterizes acoustic events occurring due to sufficiently precise articulatory movements. This work investigates the utilization of LMs for automatic speech disorder detection in children. Besides the LM-based features that have been proposed in existing research, we propose a set of novel knowledge-based features that have not been proposed before. A systematic study and comparison of different linear and nonlinear machine learning classification techniques based on the raw features and the proposed features is conducted to assess the effectiveness of the novel features in classifying speech disorder patients from normal speakers.
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Affiliation(s)
- Kerul Suthar
- Department of Chemical Engineering, Auburn University, Auburn, Alabama, United States of America
| | - Farnaz Yousefi Zowj
- Department of Chemical Engineering, Auburn University, Auburn, Alabama, United States of America
| | - Marisha Speights Atkins
- Communication Sciences & Disorders, Northwestern University, Evanston, Illinois, United States of America
| | - Q. Peter He
- Department of Chemical Engineering, Auburn University, Auburn, Alabama, United States of America
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Holzinger D, Weber C, Fellinger J. Validity and feasibility of a predictive language screening tool in 2-year-old children in primary pediatric care. Front Pediatr 2022; 10:865457. [PMID: 36147818 PMCID: PMC9485630 DOI: 10.3389/fped.2022.865457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2022] [Accepted: 08/12/2022] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To assess the predictive validity and feasibility of the newly developed language screening tool, SPES-2 (Sprachentwicklungsscreening), for 2-year-old children in pediatric primary care. METHODS A prospective cohort study recruited 2,044 non-selected German-speaking children undergoing a regular well-baby check-up at the age of 2 years. Thirty primary care pediatricians spread over urban and rural areas screened the children using a short parent-reported questionnaire and direct assessment of word comprehension. To validate the screening tool, language skills were assessed using a standardized language screening tool in the complete sample 1 year later. Data of a random sample of 621 children were analyzed. Feasibility of the screening tool was evaluated using questionnaires completed by the participating pediatricians. RESULTS The new screening tool, SPES-2, demonstrated good diagnostic accuracy with AUC (Area under the Roc Curve) of 0.885, a sensitivity of 0.74, and specificity of 0.86, using a parent-reported questionnaire (expressive vocabulary, two-word combinations, parental concerns) as stage 1, followed by a stage 2 direct assessment of word comprehension by the pediatrician. The second stage was restricted to children who failed the parental screening. The screening identified children with high, moderate, and low risk of significant language deficits (SLD) at the age of 3 years, permitting tailored follow-up assessment and parental counseling. Practicality and acceptability of the screening were mostly rated as high. Pediatricians regarded the availability of follow-up diagnostic services and parent guidance as most important for a general implementation of the new instrument. CONCLUSION The language screening tool, SPES-2, was valid for the identification of significant language deficits 1 year later, and considered as feasible within primary pediatric care.
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Affiliation(s)
- Daniel Holzinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria.,Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria.,Institute of Linguistics, University of Graz, Graz, Austria
| | - Christoph Weber
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria.,Department for Inclusive Education, University of Education Upper Austria, Linz, Austria
| | - Johannes Fellinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria.,Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria.,Division of Social Psychiatry, University Clinic for Psychiatry and Psychotherapy, Medical University of Vienna, Vienna, Austria
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12
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Eadie P, Levickis P, McKean C, Westrupp E, Bavin EL, Ware RS, Gerner B, Reilly S. Developing Preschool Language Surveillance Models - Cumulative and Clustering Patterns of Early Life Factors in the Early Language in Victoria Study Cohort. Front Pediatr 2022; 10:826817. [PMID: 35186809 PMCID: PMC8854765 DOI: 10.3389/fped.2022.826817] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Screening and surveillance of development are integral to ensuring effective early identification and intervention strategies for children with vulnerabilities. However, not all developmental skills have reliable screening processes, such as early language ability. METHOD We describe how a set of early life factors used in a large, prospective community cohort from Australia are associated with language abilities across the preschool years, and determine if either an accumulation of risk factors or a clustering of risk factors provide a feasible approach to surveillance of language development in preschool children. RESULTS There were 1,208 children with a 7-year language outcome. The accumulation of early life factors increased the likelihood of children having low language skills at 7-years. Over a third of children with typical language skills (36.6%) had ≤ two risks and half of the children with low language (50%) had six or more risks. As the number of factors increases the risk of having low language at 7-years increases, for example, children with six or more risks had 17 times greater risk, compared to those with ≤ two risks. Data collected from 1,910 children at 8- to 12-months were used in the latent class modeling. Four profile classes (or groups) were identified. The largest group was developmentally enabled with a supportive home learning environment (56.2%, n = 1,073). The second group was vulnerable, both developmentally and in their home learning environment (31.2%, n = 596); the third group was socially disadvantaged with a vulnerable home learning environment (7.4%, n = 142); the final group featured maternal mental health problems and vulnerable child socio-emotional adjustment (5.2%, n = 99). Compared to developmentally enabled children, the risk of low language at 7-years was greater for children in the three other groups. CONCLUSION The cumulative and cluster risk analyses demonstrate the potential to use developmental surveillance to identify children within the first years of life who are at risk of language difficulties. Importantly, parent-child interaction and the home learning environment emerged as a consistent cluster. We recommend they be adopted as the common focus for early intervention and universal language promotion programs.
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Affiliation(s)
- Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia
| | - Penny Levickis
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia.,Genetics, Murdoch Children's Research Institute, Melbourne, VIC, Australia
| | - Cristina McKean
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Elizabeth Westrupp
- Deakin University, Centre for Social and Early Emotional Development, School of Psychology, Geelong, VIC, Australia.,Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
| | - Edith L Bavin
- Genetics, Murdoch Children's Research Institute, Melbourne, VIC, Australia.,School of Psychology and Public Health La Trobe University, Melbourne, VIC, Australia
| | - Robert S Ware
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
| | - Bibi Gerner
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia.,Genetics, Murdoch Children's Research Institute, Melbourne, VIC, Australia
| | - Sheena Reilly
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
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13
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Siemons-Lühring DI, Euler HA, Mathmann P, Suchan B, Neumann K. The Effectiveness of an Integrated Treatment for Functional Speech Sound Disorders-A Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2021; 8:1190. [PMID: 34943386 PMCID: PMC8700312 DOI: 10.3390/children8121190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 12/10/2021] [Accepted: 12/11/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND The treatment of functional speech sound disorders (SSDs) in children is often lengthy, ill-defined, and without satisfactory evidence of success; effectiveness studies on SSDs are rare. This randomized controlled trial evaluates the effectiveness of the integrated SSD treatment program PhonoSens, which focuses on integrating phonological and phonetic processing according to the Integrated Psycholinguistic Model of Speech Processing (IPMSP). METHODS Thirty-two German-speaking children aged from 3.5 to 5.5 years (median 4.6) with functional SSD were randomly assigned to a treatment or a wait-list control group with 16 children each. All children in the treatment group and, after an average waiting period of 6 months, 12 children in the control group underwent PhonoSens treatment. RESULTS The treatment group showed more percent correct consonants (PCC) and a greater reduction in phonological processes after 15 therapy sessions than the wait-list control group, both with large effect sizes (Cohen's d = 0.89 and 1.04). All 28 children treated achieved normal phonological abilities: 21 before entering school and 7 during first grade. The average number of treatment sessions was 28; the average treatment duration was 11.5 months. CONCLUSION IPMSP-aligned therapy is effective in the treatment of SSD and is well adaptable for languages other than German.
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Affiliation(s)
- Denise I. Siemons-Lühring
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany; (H.A.E.); (P.M.); (K.N.)
| | - Harald A. Euler
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany; (H.A.E.); (P.M.); (K.N.)
| | - Philipp Mathmann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany; (H.A.E.); (P.M.); (K.N.)
| | - Boris Suchan
- Department of Clinical Neuropsychology, Ruhr-University of Bochum, Universitätsstraße 150, 44801 Bochum, Germany;
| | - Katrin Neumann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany; (H.A.E.); (P.M.); (K.N.)
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14
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Holzinger D, Weber C, Barbaresi W, Beitel C, Fellinger J. Language Screening in 3-Year-Olds: Development and Validation of a Feasible and Effective Instrument for Pediatric Primary Care. Front Pediatr 2021; 9:752141. [PMID: 34888268 PMCID: PMC8650498 DOI: 10.3389/fped.2021.752141] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 11/01/2021] [Indexed: 12/01/2022] Open
Abstract
Objective: The study was aimed at evaluating the validity and feasibility of SPES-3 (Sprachentwicklungsscreening), a language screening in 3-year-old children within the constraints of regular preventive medical check-ups. Methods: A four-component screening measure including parental reports on the child's expressive vocabulary and grammar based on the MacArthur Communicative Development Inventory and pediatrician-administered standardized assessments of noun plurals and sentence comprehension was used in a sample of 2,044 consecutively seen children in 30 pediatric offices. One-hundred forty-four children (70 who failed and 74 who passed the screener) comprised the validation sample and also underwent follow-up gold standard assessment. To avoid verification and spectrum bias multiple imputation of missing diagnosis for children who did not undergo gold standard assessment was used. Independent diagnoses by two experts blinded to the screening results were considered gold standard for diagnosing language disorder. Screening accuracy of each of the four subscales was analyzed using receiver operator characteristic (ROC) curves. Feasibility was assessed by use of a questionnaire completed by the pediatricians. Results: The two parental screening subscales demonstrated excellent accuracy with area under the curve (AUC) scores of 0.910 and 0.908 whereas AUC scores were significantly lower for the subscales directly administered by the pediatricians (0.816 and 0.705). A composite score based on both parental screening scales (AUC = 0.946) outperformed single subscales. A cut off of 41.69 on a T-scale resulted in about 20% positive screens and showed good sensitivity (0.878) and specificity (0.876). Practicability, acceptability and sustainability of the screening measure were mostly rated as high. Conclusion: The parent-reported subscales of the SPES-3 language screener are a promising screening tool for use in primary pediatric care settings.
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Affiliation(s)
- Daniel Holzinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Institute of Linguistics, University of Graz, Graz, Austria
| | - Christoph Weber
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Department for Inclusive Education, University of Education Upper Austria, Linz, Austria
| | - William Barbaresi
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Division of Developmental Medicine, Department of Pediatrics, Boston Children's Hospital and Harvard Medical School, Boston, MA, United States
| | - Christoph Beitel
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
| | - Johannes Fellinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
- Research Institute for Developmental Medicine, Johannes Kepler University Linz, Linz, Austria
- Division of Social Psychiatry, University Clinic for Psychiatry and Psychotherapy, Medical University of Vienna, Vienna, Austria
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15
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Moland CW, Oetting JB. Comparison of the Diagnostic Evaluation of Language Variation-Screening Test Risk Subtest to Two Other Screeners for Low-Income Prekindergartners Who Speak African American English and Live in the Urban South. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2528-2541. [PMID: 34582275 PMCID: PMC9132032 DOI: 10.1044/2021_ajslp-20-00270] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Purpose We compared the Risk subtest of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-Screening Test Risk) with two other screeners when administered to low-income prekindergartners (pre-K) who spoke African American English (AAE) in the urban South. Method Participants were 73 children (six with a communication disorder and 67 without) enrolled in Head Start or a publicly funded pre-K in an urban Southern city. All children completed the DELV-Screening Test Risk, the Fluharty Preschool Speech and Language Screening Test-Second Edition (FLUHARTY-2), and the Washington and Craig Language Screener (WCLS). Test order was counterbalanced across participants. Results DELV-Screening Test Risk error scores were higher than those reported for its standardization sample, and scores on the other screeners were lower than their respective standardization/testing samples. The 52% fail rate of the DELV-Screening Test Risk did not differ significantly from the 48% rate of the WCLS. Fail rates of the FLUHARTY-2 ranged from 34% to 75%, depending on the quotient considered and whether scoring was modified for dialect. Although items and subtests assumed to measure similar constructs were correlated to each other, the three screeners led to inconsistent pass/fail outcomes for 44% of the children. Conclusions Like other screeners, the DELV-Screening Test Risk subtest may lead to high fail rates for low-income pre-K children who speak AAE in the urban South. Inconsistent outcomes across screeners underscore the critical need for more study and development of screeners within the field.
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16
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Asikainen M, Kylliäinen A, Mäkelä TE, Saarenpää‐Heikkilä O, Paavonen EJ. Exposure to electronic media was negatively associated with speech and language development at 18 and 24 months. Acta Paediatr 2021; 110:3046-3053. [PMID: 34227158 DOI: 10.1111/apa.16021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 07/04/2021] [Accepted: 07/05/2021] [Indexed: 11/28/2022]
Abstract
AIM This study evaluated early speech and language development at 18 and 24 months, and associated factors, based on parental reports. METHOD We followed up the CHILD-SLEEP birth cohort of 1667 Finnish-speaking families, who were randomly recruited in 2011-2013 during routine visits to maternity clinics in the Pirkanmaa Hospital District of Finland. The women were approximately 32 weeks' pregnant at enrolment. Parents reported the size of their child's expressive vocabulary, word combinations, intelligibility, finger-pointing and adherence to instructions. A subsample was studied using the Expressive Language subscale of the Bayley Scales of Infant and Toddler Development, Third Edition. RESULTS The children's vocabulary was smaller than previously reported. At 18 months of age, 68.8% of the 997 children had a vocabulary of 20 words or less and 35.7% used about five words at most. At 24 months, 32.4% of the 822 children had a vocabulary of 50 words or less and 18.4% used about 20 words at most. Longer child and parental exposure to electronic media was negatively associated with the size of the child's expressive vocabulary. CONCLUSION Vocabulary size at 18 and 24 months was smaller than previously reported and negatively associated with exposure to electronic media.
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Affiliation(s)
- Marja Asikainen
- Department of Phoniatrics Tampere University Hospital Tampere Finland
| | - Anneli Kylliäinen
- Psychology, Faculty of Social Sciences Tampere University Tampere Finland
| | - Tiina E. Mäkelä
- Psychology, Faculty of Social Sciences Tampere University Tampere Finland
| | - Outi Saarenpää‐Heikkilä
- Faculty of Medicine and Life Sciences Tampere University Tampere Finland
- Department of Pediatrics Tampere University Hospital Tampere Finland
| | - E. Juulia Paavonen
- Public Health and Welfare Finnish Institute for Health and Welfare Helsinki Finland
- Pediatric Research Center Child Psychiatry University of Helsinki and Helsinki University Hospital Helsinki Finland
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17
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Jeong J, Banerjee S, Lee M, O'Hara N, Behen M, Juhász C, Dong M. Deep reasoning neural network analysis to predict language deficits from psychometry-driven DWI connectome of young children with persistent language concerns. Hum Brain Mapp 2021; 42:3326-3338. [PMID: 33949048 PMCID: PMC8193535 DOI: 10.1002/hbm.25437] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Revised: 03/06/2021] [Accepted: 03/26/2021] [Indexed: 12/17/2022] Open
Abstract
This study investigated whether current state-of-the-art deep reasoning network analysis on psychometry-driven diffusion tractography connectome can accurately predict expressive and receptive language scores in a cohort of young children with persistent language concerns (n = 31, age: 4.25 ± 2.38 years). A dilated convolutional neural network combined with a relational network (dilated CNN + RN) was trained to reason the nonlinear relationship between "dilated CNN features of language network" and "clinically acquired language score". Three-fold cross-validation was then used to compare the Pearson correlation and mean absolute error (MAE) between dilated CNN + RN-predicted and actual language scores. The dilated CNN + RN outperformed other methods providing the most significant correlation between predicted and actual scores (i.e., Pearson's R/p-value: 1.00/<.001 and .99/<.001 for expressive and receptive language scores, respectively) and yielding MAE: 0.28 and 0.28 for the same scores. The strength of the relationship suggests elevated probability in the prediction of both expressive and receptive language scores (i.e., 1.00 and 1.00, respectively). Specifically, sparse connectivity not only within the right precentral gyrus but also involving the right caudate had the strongest relationship between deficit in both the expressive and receptive language domains. Subsequent subgroup analyses inferred that the effectiveness of the dilated CNN + RN-based prediction of language score(s) was independent of time interval (between MRI and language assessment) and age of MRI, suggesting that the dilated CNN + RN using psychometry-driven diffusion tractography connectome may be useful for prediction of the presence of language disorder, and possibly provide a better understanding of the neurological mechanisms of language deficits in young children.
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Affiliation(s)
- Jeong‐Won Jeong
- Departments of PediatricsWayne State UniversityDetroitMichiganUSA
- NeurologyWayne State UniversityDetroitMichiganUSA
- Translational Neuroscience ProgramWayne State UniversityDetroitMichiganUSA
- Translational Imaging LaboratoryChildren's Hospital of MichiganDetroitMichiganUSA
| | | | - Min‐Hee Lee
- Departments of PediatricsWayne State UniversityDetroitMichiganUSA
- Translational Imaging LaboratoryChildren's Hospital of MichiganDetroitMichiganUSA
| | - Nolan O'Hara
- Translational Neuroscience ProgramWayne State UniversityDetroitMichiganUSA
- Translational Imaging LaboratoryChildren's Hospital of MichiganDetroitMichiganUSA
| | - Michael Behen
- Departments of PediatricsWayne State UniversityDetroitMichiganUSA
- NeurologyWayne State UniversityDetroitMichiganUSA
- Translational Imaging LaboratoryChildren's Hospital of MichiganDetroitMichiganUSA
| | - Csaba Juhász
- Departments of PediatricsWayne State UniversityDetroitMichiganUSA
- NeurologyWayne State UniversityDetroitMichiganUSA
- Translational Neuroscience ProgramWayne State UniversityDetroitMichiganUSA
- Translational Imaging LaboratoryChildren's Hospital of MichiganDetroitMichiganUSA
| | - Ming Dong
- Computer ScienceWayne State UniversityDetroitMichiganUSA
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18
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Godwin D, Dempsey J, Cervantes J, Smith J, Voigt R. Effectiveness of a Psychoeducational Intervention for Families of Children Awaiting a Developmental Evaluation. HEALTH & SOCIAL WORK 2021; 46:136-141. [PMID: 33893495 DOI: 10.1093/hsw/hlab006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Revised: 06/29/2020] [Accepted: 08/25/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Dinah Godwin
- assistant professor, Baylor College of Medicine, 8080 N. Stadium Drive, Suite 100, Houston, TX 77054
| | - Jack Dempsey
- licensed psychologist and assistant professor, School of Medicine, University of Colorado, Aurora
| | - Jennifer Cervantes
- LMSW, instructors, Texas Children's Hospital, Baylor College of Medicine, Houston
| | - Jessica Smith
- LMSW, instructors, Texas Children's Hospital, Baylor College of Medicine, Houston
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19
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Miller AC, Rumaldo N, Soplapuco G, Condeso A, Kammerer B, Lundy S, Faiffer F, Montañez A, Ramos K, Rojas N, Contreras C, Muñoz M, Valdivia H, Vilca D, Córdova N, Hilario P, Vibbert M, Lecca L, Shin S. Success at Scale: Outcomes of Community-Based Neurodevelopment Intervention (CASITA) for Children Ages 6-20 months With Risk of Delay in Lima, Peru. Child Dev 2021; 92:e1275-e1289. [PMID: 34114651 DOI: 10.1111/cdev.13602] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study is a randomized controlled trial of a 12-week community-based group parenting intervention ("CASITA") in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness when implemented at scale. A total of 347 children ages 6-20 months (52.7% male, 100% identified as "mestizo") at risk for developmental difficulties were randomized to immediate or delayed CASITA. At 3 months after enrollment, the immediate arm showed significantly higher overall development, based on the Extended Ages and Stages Questionnaire and Home Observation for Measurement of the Environment scores (Cohen's ds = .36 and .31, respectively). Programs demonstrably effective at scale could help address children's development risks worldwide.
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Affiliation(s)
| | | | | | | | | | - Shannon Lundy
- University of California San Francisco Benioff Children's Hospital
| | | | | | | | | | | | | | | | | | | | | | | | | | - Sonya Shin
- Harvard Medical School.,Brigham and Women's Hospital
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20
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Maggu AR, Kager R, To CKS, Kwan JSK, Wong PCM. Effect of Complexity on Speech Sound Development: Evidence From Meta-Analysis Review of Treatment-Based Studies. Front Psychol 2021; 12:651900. [PMID: 33995208 PMCID: PMC8113766 DOI: 10.3389/fpsyg.2021.651900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 03/26/2021] [Indexed: 11/23/2022] Open
Abstract
In the current study, we aimed at understanding the effect of exposure to complex input on speech sound development, by conducting a systematic meta-analysis review of the existing treatment-based studies employing complex input in children with speech sound disorders. In the meta-analysis review, using a list of inclusion criteria, we narrowed 280 studies down to 12 studies. Data from these studies were extracted to calculate effect sizes that were plotted as forest plots to determine the efficacy of complexity-based treatment approaches. The outcome variables of interest were improvement on the treated and generalization to the untreated sounds. Meta-analysis revealed that the exposure to complex input not only promoted improvement in production of complex speech sounds (d = 1.08, CI = 0.98–1.19) but also facilitated the production of untreated simple speech sounds (d = 2.69, CI = 1.98–3.54). Overall, the current findings revealed that the exposure to complex input promotes acquisition of both complex and simple speech sounds. The current findings are in line with the models of language learnability. The current findings have implications in the treatment of speech sound disorders.
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Affiliation(s)
- Akshay R Maggu
- Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong, China.,Department of Psychology and Neuroscience, Duke University, Durham, NC, United States.,Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, China
| | - René Kager
- Department of Languages, Literature and Communication, Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, Netherlands.,The Chinese University of Hong Kong - Utrecht University Joint Centre for Language, Mind and Brain, Hong Kong, China
| | - Carol K S To
- Division of Speech and Hearing Sciences, The University of Hong Kong, Hong Kong, China
| | - Judy S K Kwan
- Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong, China
| | - Patrick C M Wong
- Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong, China.,Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, China.,The Chinese University of Hong Kong - Utrecht University Joint Centre for Language, Mind and Brain, Hong Kong, China
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21
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Sansavini A, Favilla ME, Guasti MT, Marini A, Millepiedi S, Di Martino MV, Vecchi S, Battajon N, Bertolo L, Capirci O, Carretti B, Colatei MP, Frioni C, Marotta L, Massa S, Michelazzo L, Pecini C, Piazzalunga S, Pieretti M, Rinaldi P, Salvadorini R, Termine C, Zuccarini M, D’Amico S, De Cagno AG, Levorato MC, Rossetto T, Lorusso ML. Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review. Brain Sci 2021; 11:654. [PMID: 34067874 PMCID: PMC8156743 DOI: 10.3390/brainsci11050654] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 05/09/2021] [Accepted: 05/12/2021] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. METHODS We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. RESULTS Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. CONCLUSIONS Monitoring risk situations and employing caregivers' reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.
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Affiliation(s)
- Alessandra Sansavini
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy;
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy; (S.D.); (M.C.L.)
| | - Maria Elena Favilla
- Department of Education and Human Sciences, University of Modena and Reggio Emilia, Viale Allegri 9, 42121 Reggio Emilia, Italy;
| | - Maria Teresa Guasti
- Department of Psychology, University Milano-Bicocca, Piazza Ateneo Nuovo 1, 20121 Milano, Italy;
| | - Andrea Marini
- Department of Language and Literatures, Communication, Education and Society, Università di Udine, Via Margreth, 3, 33100 Udine, Italy;
- Scientific Institute IRCCS “Eugenio Medea”, San Vito al Tagliamento, 33078 Pordenone, Italy
| | | | - Maria Valeria Di Martino
- Health Professions Integrated Service, Azienda Ospedaliera dei Colli di Napoli, 80131 Napoli, Italy;
| | - Simona Vecchi
- Department of Epidemiology, Lazio Regional Health Service, Via Cristoforo Colombo, 112, 00154 Rome, Italy;
| | - Nadia Battajon
- Neonatal Intensive Care Unit Mother and Child Department, Ca’ Foncello Hospital, Via Sant’Ambrogio di Fiera, 37, 31100 Treviso, Italy;
| | - Laura Bertolo
- AIRIPA Associazione Italiana per la Ricerca e l’Intervento nella Psicopatologia dell’Apprendimento, Via Astichello, 10, 35135, Padova, Galleria G. Berchet, 3, 35131 Padova, Italy;
| | - Olga Capirci
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy; (O.C.); (P.R.)
| | - Barbara Carretti
- Department of General Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy;
| | - Maria Paola Colatei
- Department of Clinical Medicine, Public Health, Life and Environmental Sciences, University of L’Aquila, Palazzo Camponeschi, Piazza Santa Margherita 2, 67100 L’Aquila, Italy;
| | - Cristina Frioni
- Studio di Psicoterapia e Riabilitazione dell’età evolutiva, Via Annone 1, 00199 Roma, Italy;
| | - Luigi Marotta
- Department of Intensive and Robotic Neurorehabilitation, IRCCS Bambino Gesù Children’s Hospital, Lungomare Marconi 36, 00058 S. Marinella, Roma, Italy;
| | - Sara Massa
- Azienda Usl Toscana Centro, Piazza Santa Maria Nuova 1, 50121 Firenze, Italy;
| | - Letizia Michelazzo
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy; (L.M.); (M.P.); (A.G.D.C.); (T.R.)
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Complesso di San Salvi, Padiglione 26, Via di San Salvi 12, 50135 Firenze, Italy;
| | - Silvia Piazzalunga
- Department of Biomedical and Clinical Sciences “L. Sacco”, Università degli Studi di Milano, Via G.B.Grassi, 74, 20157 Milano, Italy;
| | - Manuela Pieretti
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy; (L.M.); (M.P.); (A.G.D.C.); (T.R.)
| | - Pasquale Rinaldi
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy; (O.C.); (P.R.)
| | - Renata Salvadorini
- UO Neurology and Neurorehabilitation, IRCCS Stella Maris Foundation, Viale del Tirreno 331, 56128 Calambrone, Italy;
| | - Cristiano Termine
- Department of Medicine and Surgery, University of Insubria, Via Ravasi 2, 21100 Varese, Italy;
| | - Mariagrazia Zuccarini
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy;
| | - Simonetta D’Amico
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy; (S.D.); (M.C.L.)
- Biotechnological and Applied Clinical Sciences, University of L’Aquila, P.le S. Tommasi, 1, 67100 Coppito, Italy
| | - Anna Giulia De Cagno
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy; (L.M.); (M.P.); (A.G.D.C.); (T.R.)
| | - Maria Chiara Levorato
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy; (S.D.); (M.C.L.)
- Department of Developmental Psychology and Socialization, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Tiziana Rossetto
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy; (L.M.); (M.P.); (A.G.D.C.); (T.R.)
| | - Maria Luisa Lorusso
- Department of Child Psychopathology, Scientific Institute IRCCS E. Medea, Via Don Luigi Monza 20, 23842 Bosisio Parini, Italy;
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Çelen Yoldaş T, Özmert EN. Communicative Environmental Factors Including Maternal Depression and Media Usage Patterns on Early Language Development. Matern Child Health J 2021; 25:900-908. [PMID: 33905063 DOI: 10.1007/s10995-021-03125-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2021] [Indexed: 11/26/2022]
Abstract
INTRODUCTION From the ecological perspective of multifactorial causal mechanism, the communicative interaction environment has been less studied in early childhood which is the most sensitive phase for language development. We aimed to research simultaneous communicative environmental factors including maternal depression and media usage patterns in young children aged 1-31/2 years. METHODS One hundred and one participants were included in the study; fifty-one children with language delay as the case group and fifty children with typical development as the control group. Maternal depressive symptoms were evaluated by Beck Depression Inventory. The general development of each child was evaluated by Denver II Screening Test and Bayley-Third Edition. Language development was evaluated by the Preschool Language Scale-5. The questionnaire for the sociodemographic data and media usage patterns was prepared by the study team. RESULTS Maternal depression scores, duration of TV viewing, background TV were higher in the children with language delay and they started earlier using screen devices in comparison with the control group (p < 0.05). The total amount of interaction time and co-viewing were less in children with language delay and more parents intended to keep their children occupied by watching in the case group (p < 0.05). Mother care-giving (p = 0.002, OR = 5.80, CI 1.93-17.4) and absence of co-viewing (p = 0.000, OR = 9.46, CI 2.69-33.3) were the significant factors associated with language delay. DISCUSSION Young children with language delay were more exposed to communicative environmental risk factors than children with typical development. The integration of this perspective to child health care practices should be encouraged in early childhood.
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Affiliation(s)
- Tuba Çelen Yoldaş
- Division of Developmental Pediatrics, Department of Pediatrics, Hacettepe University Faculty of Medicine, Ankara, Turkey.
| | - Elif Nursel Özmert
- Division of Developmental Pediatrics, Department of Pediatrics, Hacettepe University Faculty of Medicine, Ankara, Turkey
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23
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Audio texture and age-wise analysis of disordered speech in children having specific language impairment. Biomed Signal Process Control 2021. [DOI: 10.1016/j.bspc.2021.102471] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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24
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Cunningham BJ, Oram Cardy J. Reliability of Speech-Language Pathologists' Categorizations of Preschoolers' Communication Impairments in Practice. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:734-739. [PMID: 33524271 DOI: 10.1044/2020_ajslp-20-00239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose An efficient and reliable way to categorize children's communication impairments based on routine clinical assessments is needed to inform research and clinical decisions. This preliminary study assessed interrater reliability of speech-language pathologists' categorization of preschoolers' speech, language, and communication impairments using a clinical consensus document. Method Six speech-language pathologists at three community sites worked in pairs to assess 38 children aged 1-5 years, then used the clinical consensus document to categorize children's communication impairments broadly. Identified language and speech sound impairments were further subcategorized. Results Speech-language pathologists had substantial to almost perfect agreement for three broadly focused impairment categories. Agreement for whether language difficulties/disorders were developmental or associated with a biomedical condition was almost perfect, but moderate for whether difficulties impacted receptive or expressive language, or social communication skills. Agreement was fair for rule-based speech delays/disorders, but low for motor-based and mixed speech impairments. Conclusions Results support use of the clinical consensus document to collect data for reliable categories. Additional work is needed to confirm reliability for some broadly focused impairment categories and for subcategorization of speech impairments.
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Affiliation(s)
- Barbara Jane Cunningham
- School of Communication Sciences and Disorders, Western University, London, Ontario, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Ontario, Canada
| | - Janis Oram Cardy
- School of Communication Sciences and Disorders, Western University, London, Ontario, Canada
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25
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Family environmental risk factors for developmental speech delay in children in Northern China. Sci Rep 2021; 11:3924. [PMID: 33594136 PMCID: PMC7887192 DOI: 10.1038/s41598-021-83554-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 02/04/2021] [Indexed: 12/03/2022] Open
Abstract
Most reported risk factors for developmental speech delay (DSD) remain controversial, and studies on paternal influencing factors are rare. This study investigated family environmental risk factors for DSD in northern China. The medical records of 276 patients diagnosed with DSD at four centres between October 2018 and October 2019 were retrospectively analysed. A questionnaire was designed that contained items such as maternal age at the child’s birth, child sex, child age, birth order, family type and parental personality. Patients whose medical records lacked complete information for this investigation were contacted by e-mail or phone. Additionally, 339 families whose children received routine physical examinations at the four involved centres completed the survey. Data were collected, and potential risk factors were analysed using the t test or chi-square test; the obtained outcomes were subjected to multivariable logistic regression for further analysis. The multivariable regression showed that older maternal age at the child’s birth (OR = 1.312 (1.192–1.444), P < 0.001), introverted paternal personality (OR = 0.023 (0.011–0.048), P < 0.001), low average parental education level (OR = 2.771 (1.226–6.263), P = 0.014), low monthly family income (OR = 4.447 (1.934–10.222), P < 0.001), and rare parent–child communication (OR = 6.445 (3.441–12.072), P < 0.001) were independent risk factors for DSD in children in North China. The study results may provide useful data for broadening and deepening the understanding of family risk factors for DSD.
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26
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Yue A, Luo X, Jia M, Wang B, Gao Q, Shi Y, Wang S. Concurrent validity of the
MacArthur
communicative development inventory, the Ages and Stages Questionnaires and the Bayley Scales of Infant and Toddler Development: A study in rural China. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Ai Yue
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Xia Luo
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Miqi Jia
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Boya Wang
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Qiufeng Gao
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Yaojiang Shi
- Center for Experimental Economics in Education (CEEE) Shaanxi Normal University China
| | - Shun Wang
- KDI School of Public Policy and Management Seoul South Korea
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27
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Rantalainen K, Paavola-Ruotsalainen L, Alakortes J, Carter AS, Ebeling HE, Kunnari S. Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies. Infant Behav Dev 2021; 62:101525. [PMID: 33472097 DOI: 10.1016/j.infbeh.2020.101525] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 12/22/2020] [Accepted: 12/22/2020] [Indexed: 11/26/2022]
Abstract
The aim of this longitudinal study was to investigate early vocabulary development and its relationships with prelinguistic communication skills and social-emotional/behavioral (SEB1) problems and competencies. The participants were 58 healthy Finnish-speaking children (30 girls, 28 boys). First, the concurrent relationships were investigated at the age of 18 months. Second, the relationships between prelinguistic communication skills and SEB problems and competencies at 18 months, and subsequent vocabulary scores at 24 and 30 months, were examined. Parental reports on early vocabulary (MacArthur Communicative Developmental Inventories; MCDI), prelinguistic communication skills (The Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile; ITC), SEB problems and competencies (Brief Infant-Toddler Social and Emotional Assessment; BITSEA) were gathered. Compared to boys, girls scored significantly higher on ITC Speech Composite at 18 months and expressive vocabulary measures at 18, 24, and 30 months. Vocabulary, as well as prelinguistic communication measures, correlated with SEB competencies at 18 months. Furthermore, vocabulary, as well as ITC Symbolic Composite and Total Score, correlated negatively with externalizing problem and SEB Total Problem scores. With regard to subsequent vocabulary development, all of the prelinguistic communication measures at 18 months correlated with vocabulary at 24 and 30 months. However, when accounted for gender and earlier vocabulary, only the associations with ITC Speech Composite and Total Score at 24 months remained significant. SEB Competencies at 18 months correlated positively, while externalizing problems at 18 months correlated negatively with vocabulary at 24 and 30 months, however, these associations did not remain significant, when accounted for gender and earlier vocabulary.
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Affiliation(s)
- Katariina Rantalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Sanapolku Oy, Therapy Center, Kouvola, Finland.
| | - Leila Paavola-Ruotsalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Attentio Oy, Therapy Center, Oulu, Finland
| | - Jaana Alakortes
- Unit of Child Psychiatry, Health Care Services for Families with Children, Family Services, Kainuu Social and Health Care Joint Authority, Kajaani, Finland; PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Alice S Carter
- Department of Psychology, University of Massachusetts, Boston, USA
| | - Hanna E Ebeling
- PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Sari Kunnari
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland
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28
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Benninger KL, Inder TE, Goodman AM, Cotten CM, Nordli DR, Shah TA, Slaughter JC, Maitre NL. Perspectives from the Society for Pediatric Research. Neonatal encephalopathy clinical trials: developing the future. Pediatr Res 2021; 89:74-84. [PMID: 32221474 PMCID: PMC7529683 DOI: 10.1038/s41390-020-0859-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Revised: 01/27/2020] [Accepted: 02/20/2020] [Indexed: 12/18/2022]
Abstract
The next phase of clinical trials in neonatal encephalopathy (NE) focuses on hypothermia adjuvant therapies targeting alternative recovery mechanisms during the process of hypoxic brain injury. Identifying infants eligible for neuroprotective therapies begins with the clinical detection of brain injury and classification of severity. Combining a variety of biomarkers (serum, clinical exam, EEG, movement patterns) with innovative clinical trial design and analyses will help target infants with the most appropriate and timely treatments. The timing of magnetic resonance imaging (MRI) and MR spectroscopy after NE both assists in identifying the acute perinatal nature of the injury (days 3-7) and evaluates the full extent and evolution of the injury (days 10-21). Early, intermediate outcome of neuroprotective interventions may be best defined by the 21-day neuroimaging, with recognition that the full neurodevelopmental trajectory is not yet defined. An initial evaluation of each new therapy at this time point may allow higher-throughput selection of promising therapies for more extensive investigation. Functional recovery can be assessed using a trajectory of neurodevelopmental evaluations targeted to a prespecified and mechanistically derived hypothesis of drug action. As precision medicine revolutionizes healthcare, it should also include the redesign of NE clinical trials to allow safe, efficient, and targeted therapeutics. IMPACT: As precision medicine revolutionizes healthcare, it should also include the redesign of NE clinical trials to allow faster development of safe, effective, and targeted therapeutics. This article provides a multidisciplinary perspective on the future of clinical trials in NE; novel trial design; study management and oversight; biostatistical methods; and a combination of serum, imaging, and neurodevelopmental biomarkers can advance the field and improve outcomes for infants affected by NE. Innovative clinical trial designs, new intermediate trial end points, and a trajectory of neurodevelopmental evaluations targeted to a prespecified and mechanistically derived hypothesis of drug action can help address common challenges in NE clinical trials and allow for faster selection and validation of promising therapies for more extensive investigation.
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MESH Headings
- Biomarkers/blood
- Biomedical Research/trends
- Brain Diseases/diagnostic imaging
- Brain Diseases/etiology
- Brain Diseases/physiopathology
- Brain Diseases/therapy
- Clinical Trials as Topic
- Consensus
- Delphi Technique
- Diffusion of Innovation
- Forecasting
- Humans
- Infant, Newborn
- Infant, Newborn, Diseases/diagnostic imaging
- Infant, Newborn, Diseases/etiology
- Infant, Newborn, Diseases/physiopathology
- Infant, Newborn, Diseases/therapy
- Neonatology/trends
- Neuroimaging
- Research Design/trends
- Societies, Medical
- Societies, Scientific
- Time Factors
- Treatment Outcome
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Affiliation(s)
- Kristen L Benninger
- Division of Neonatology and Center for Perinatal Research, Abigail Wexner Research Institute, Nationwide Children's Hospital, Columbus, OH, USA.
| | - Terrie E Inder
- Department of Pediatric Newborn Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - Amy M Goodman
- Division of Child Neurology, Department of Neurology, University of California San Francisco, San Francisco, CA, USA
| | | | - Douglas R Nordli
- Section of Child Neurology, Department of Pediatrics, University of Chicago Pritzker School of Medicine, Chicago, IL, USA
| | - Tushar A Shah
- Division of Neonatal-Perinatal Medicine, Department of Pediatrics, Children's Hospital of The King's Daughters, Eastern Virginia Medical School, Norfolk, VA, USA
| | - James C Slaughter
- Department of Biostatistics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Nathalie L Maitre
- Division of Neonatology and Center for Perinatal Research, Abigail Wexner Research Institute, Nationwide Children's Hospital, Columbus, OH, USA
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29
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Stankova M, Rodríguez-Ortiz IR, Matić A, Levickis P, Lyons R, Messarra C, Kouba Hreich E, Vulchanova M, Vulchanov V, Czaplewska E, Ringblom N, Hansson K, Håkansson G, Jalali-Moghadam N, Dionissieva K, Günhan Senol NE, Law J. Cultural and Linguistic Practice with Children with Developmental Language Disorder: Findings from an International Practitioner Survey. Folia Phoniatr Logop 2020; 73:465-477. [PMID: 33291100 DOI: 10.1159/000511903] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Accepted: 09/22/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The cultural and language diversity across many European countries presents a range of challenges and opportunities for speech and language therapists and other practitioners working with children with developmental language disorders (DLD) and their families. OBJECTIVE The aim of this study was to explore practitioners' perceptions of cultural and linguistic differences in response to children with DLD across different countries. METHODS A survey was developed by practitioners and researchers working with children with DLD across Europe and beyond as part of the work of Cost Action IS1406. Data from 1,358 practitioners from 8 European countries - Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway and Sweden - and 2 neighbour countries - Turkey and Lebanon - were included in the present analyses, which address two groups of questions. The first focuses on practitioners' perceptions of the way that parents think about cultural differences and their relationship to language development in their children. The second concerns the extent to which practitioners consider themselves to have the skills to work with children from other cultures and using different languages. RESULTS/CONCLUSIONS Most countries present a similar profile with intermediate results about their perception of cultural issues, but Lebanon and Turkey are the group with the most positive responses. In terms of bilingual issues most practitioners indicated that they only worked in their country's primary language. The only country where this was not the case was Lebanon. Professionals from Spain and Lebanon form a subgroup in terms of their confidence to work with different cultural/language groups. The paper highlights both the universal importance of cultural and linguistic competence in managing young children's needs and indicates that in most cases professionals do not think they have the necessary expertise to work with cultural and linguistic diversity.
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Affiliation(s)
- Margarita Stankova
- Department of Health Care and Social Work, New Bulgarian University, Sofia, Bulgaria,
| | | | - Ana Matić
- Department of Speech and Language Pathology, University of Zagreb, Zagreb, Croatia
| | - Penny Levickis
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Rena Lyons
- Discipline of Speech and Language Therapy, National University of Ireland Galway, Galway, Ireland
| | - Camille Messarra
- Higher Institute of Speech and Language Therapy, Saint Joseph University of Beirut, Beirut, Lebanon
| | - Edith Kouba Hreich
- Higher Institute of Speech and Language Therapy, Saint Joseph University of Beirut, Beirut, Lebanon
| | - Mila Vulchanova
- Department of Language and Literature, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Valentin Vulchanov
- Department of Language and Literature, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Ewa Czaplewska
- Institute of Logopaedics, Faculty of Languages, University of Gdansk, Gdansk, Poland
| | - Natalia Ringblom
- Department of Modern Languages, Uppsala University, Uppsala, Sweden.,Department of Slavic and Baltic Studies, Finnish, Dutch and German, Stockholm University, Stockholm, Sweden
| | - Kristina Hansson
- Department of Clinical Sciences, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | | | - Niloufar Jalali-Moghadam
- Department of Psychiatry, Østfold Hospital Trust, Moss, Norway.,Blekinge Center of Competence, Blekinge County Council, Karlskrona, Sweden
| | - Katya Dionissieva
- Department of Logopedics, South-West University N. Rilski, Blagoevgrad, Bulgaria
| | - N Evra Günhan Senol
- Department of Speech and Language Therapy, Istanbul Medipol University, Istanbul, Turkey
| | - James Law
- Department of Speech and Language Sciences, School of Education, Communication and Language Sciences, Newcastle University, Newcastle, United Kingdom
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30
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Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17207684. [PMID: 33096772 PMCID: PMC7589684 DOI: 10.3390/ijerph17207684] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 10/15/2020] [Accepted: 10/17/2020] [Indexed: 01/04/2023]
Abstract
Among children in the third year of life, late talkers comprise from 9% to 20%. This range seems to increase when addressing preterm children. This study examined video-recorded child spontaneous speech during parent-child book sharing as well as linguistic skills reported through the MacArthur Bates Communicative Development Inventories (MB-CDI) Short Form in 61 late talkers aged 30 months old (26 low-risk preterm, 8 females; 35 full-term, 12 females). Differences between low-risk preterm and full-term late talkers in child language measures and parental speech input were tested, as were the roles of child and parent factors on child language. Low-risk preterm and full-term late talkers showed similar speech and language skills. Similarly, no differences were found in measures of parental speech between groups. Child cognitive score, chronological age, and low-risk preterm status were positively associated with lexical diversity, rate, and composition of child speech production, whereas family history for language and/or learning disorders as well as parent measures of lexical diversity, rate, and grammatical complexity were negatively associated with the above child variables. In addition, child cognitive score and low-risk preterm status were positively associated with the MB-CDI measures of word and sentence production. Findings are discussed in terms of the need of good practices when following up on low-risk preterm children and of interventions targeting parents' input to preterm and full-term late talkers.
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31
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Rakhlin NV, Li N, Aljughaiman A, Grigorenko EL. Narrative Language Markers of Arabic Language Development and Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3472-3487. [PMID: 32916078 DOI: 10.1044/2020_jslhr-20-00082] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old (M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject-verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject-verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject-verb agreement differentiate children with typical and atypical levels of language development.
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Affiliation(s)
| | - Nan Li
- University of Houston, TX
| | | | - Elena L Grigorenko
- University of Houston, TX
- Baylor College of Medicine, Houston, TX
- Saint Petersburg University, Russia
- Moscow State University for Psychology and Education, Russia
- Yale University, New Haven, CT
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32
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Jin F, Schjølberg S, Wang MV, Eadie P, Nes RB, Røysamb E, Tambs K. Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:2752-2762. [PMID: 32692938 DOI: 10.1044/2020_jslhr-19-00286] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.
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Affiliation(s)
- Fufen Jin
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Synnve Schjølberg
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Mari Vaage Wang
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Parkville, Victoria, Australia
| | - Ragnhild Bang Nes
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
- Department of Psychology, Promenta Research Center, University of Oslo, Norway
| | - Espen Røysamb
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
- Department of Psychology, Promenta Research Center, University of Oslo, Norway
| | - Kristian Tambs
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
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Wallisch A, Little L, Dean E, Dunn W. Parent concerns: Differentiating developmental diagnoses in young children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 103:103684. [PMID: 32454302 DOI: 10.1016/j.ridd.2020.103684] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/30/2020] [Accepted: 05/01/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Screening guidelines recommend listening closely to parent concerns to aid in the identification of children with disabilities, since parent concerns may be predictive of an eventual child diagnosis. METHODS We performed a secondary analysis to examine the extent to which specific parent concerns differentiated six diagnostic categories (i.e., ASD, ASD + ADHD, Disruptive Impulse-Control and Conduct Disorder, developmental delays, and speech and language disorders) among 503 children 36-72 months of age. Data was drawn for a large diagnostic center in the Midwest. RESULTS We performed multinomial logistic regression with parent concerns differentiating six diagnostic categories. Results indicated that parent concerns preceding a diagnostic evaluation significantly differ among children with various diagnoses. CONCLUSION Parent concerns often aligned with core diagnostic criteria; regardless of a parent's knowledge of diagnostic criteria, their observations of child behavior are exceptionally insightful.
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Affiliation(s)
- Anna Wallisch
- University of Kansas, 444 Minnesota Avenue #300, 66101, Kansas City, KS, USA.
| | | | - Evan Dean
- University of Kansas Medical Center, Kansas City, KS, USA
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Lee YC, Chen VCH, Yang YH, Kuo TY, Hung TH, Cheng YF, Huang KY. Association Between Emotional Disorders and Speech and Language Impairments: A National Population-Based Study. Child Psychiatry Hum Dev 2020; 51:355-365. [PMID: 31802296 DOI: 10.1007/s10578-019-00947-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Anxiety and depression are common emotional problems in children and adolescents. This study used a long-term tracking large database to investigate whether the proportion of children who were diagnosed with speech and language impairments were later diagnosed with anxiety or depression were significantly greater than that of matched group of the same age and gender without speech and language impairments. More than 4300 eligible children with speech and language impairments and matched controls were identified and assessed for anxiety and depression. The risk of anxiety and depressive disorders in children with speech and language impairments were examined with Cox regression analyses and adjusting for covariables (gender, age, and comorbidities). The results showed that speech and language impairments were positively associated with anxiety disorders (adjusted hazard ratio [AHR] 2.87, 95% confidence interval [CI] 2.20-3.76) and depressive disorders (AHR 2.51, 95% CI 1.52-4.13). The number of boys with speech and language impairments was more than twofold that of girls, but boys did not different from girls in the risk of anxiety disorders (AHR 0.95, 95% CI 0.75-1.20) and depressive disorders (AHR 0.72, 95% CI 0.47-1.11). Infantile autism and intellectual disabilities were positively associated with anxiety (AHR 1.54, 95% CI 1.07-2.21; AHR 1.47, 95% CI 1.09-1.98), and the latter was positively associated with depression (AHR 1.83, 95% CI 1.06-3.17). In addition to speech and language impairments interventions, our findings supported the necessity of identification and interventions in anxiety and depressive disorders among children with speech and language impairments from elementary school until youth.
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Affiliation(s)
- Yi-Chen Lee
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Vincent Chin-Hung Chen
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- School of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Yao-Hsu Yang
- Health Information and Epidemiology Laboratory, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- Department of Traditional Chinese Medicine, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Ting-Yu Kuo
- Health Information and Epidemiology Laboratory, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Tai-Hsin Hung
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- School of Medicine, Chang Gung University, Taoyuan, Taiwan
- Chang Gung Institute of Technology, Taoyuan, Taiwan
| | - Yu-Fang Cheng
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- Department of Applied Science (Occupational Therapy), University of Western Sydney, Sydney, Australia
| | - Kuo-You Huang
- Department of Speech Language Pathology and Audiology, Chung Shan Medical University and Hospital, No. 110, Sec. 1, Jianguo N. Rd, Taichung, 40201, Taiwan.
- Speech and Language Therapy Room, Chung Shan Medical University Hospital, Taichung, Taiwan.
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Pakarinen A, Hautala L, Hamari L, Aromaa M, Kallio H, Liuksila PR, Sillanpää M, Salanterä S. The Association between the Preference for Active Play and Neurological Development in Toddlers: A Register-Based Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17072525. [PMID: 32272691 PMCID: PMC7178213 DOI: 10.3390/ijerph17072525] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 03/27/2020] [Accepted: 04/03/2020] [Indexed: 12/03/2022]
Abstract
Active play is regarded as physical activity during early childhood. Physical activity has many benefits for children’s physical and psychosocial health and wellbeing, as well as for their cognitive development. The aim of this study was to investigate associations between the preference for active play and neurological development in toddlers. The study was conducted as a register-based study, and the data were collected from a public-health clinic’s electronic health records. The register data about active play used in this study were originally assessed by parents at home and by early years teachers at nurseries. Neurological development was assessed by the public health nurses in public child-health clinics. The data eligible for this study were available from 717 toddlers aged 2.5–3.0 years old (mean: 2.5 years ± 2 months). The majority of toddlers (85%) showed a preference for active play, both at home and at the nursery. The prevalence of delays in the neurological development of toddlers varied in different developmental areas (by 1–15%). Delays in gross motor competence, auditory perception, and self-help skills were associated with a lower preference for active play in nursery settings, but none of the neurodevelopmental items were found to be associated with toddlers’ preference for active play at home. Nurseries need to encourage children to actively play and support their gross motor competence and self-help skills.
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Affiliation(s)
- Anni Pakarinen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
| | - Lea Hautala
- Department of Clinical Medicine, University of Turku, 20014 Turku, Finland
| | - Lotta Hamari
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Correspondence:
| | - Minna Aromaa
- Department of Public Health, University of Turku, 20014 Turku, Finland
| | - Hannele Kallio
- Health care services, Welfare Division, City of Turku, PO Box 670, 20101 Turku, Finland
| | - Pirjo-Riitta Liuksila
- Family and social services, Welfare Division, City of Turku, PO Box 670, 20101 Turku, Finland
| | - Matti Sillanpää
- Departments of General Practice and Child Neurology, University of Turku, 20014 Turku, Finland
| | - Sanna Salanterä
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Turku University Hospital, PO Box 52, 20521 Turku, Finland
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Ebert KD, Ochoa-Lubinoff C, Holmes MP. Screening school-age children for developmental language disorder in primary care. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 22:152-162. [PMID: 31262202 PMCID: PMC6938570 DOI: 10.1080/17549507.2019.1632931] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
Purpose: To evaluate the feasibility, preliminary diagnostic accuracy and reliability of a screening tool for developmental language disorder (DLD) in early school-age children seen in a paediatric primary care setting.Method: Sixty-six children aged 6-8years attending well-child visits at a large urban paediatric clinic participated. Parents completed a five-item questionnaire and children completed a 10-item sentence repetition task. A subset of participants (n = 25) completed diagnostic testing for DLD. Exploratory cut-offs were developed for the parent questionnaire, the child sentence repetition task and the combined score.Result: The screening tool could be reliably implemented in 2 min by personnel without specialty training. The best diagnostic accuracy measures were obtained by combining the parent questionnaire and child sentence repetition task. The tool showed strong internal consistency, but the parent and child scores showed only moderate agreement.Conclusion: The screening tool is promising for utilisation in primary care clinical settings but should first be validated in larger and more diverse samples. Both the parent and child components of the screening contributed to the preliminary findings of high sensitivity and specificity found in this study. Screening for DLD in school age children can increase awareness of an under-recognised disorder.
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Affiliation(s)
- Kerry Danahy Ebert
- Department of Communication Disorders and Sciences, Rush University, Chicago, IL, USA
| | | | - Melissa P Holmes
- Department of Pediatrics, Rush University Medical Center, Chicago, IL, USA
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Lee MH, O'Hara NB, Behen ME, Jeong JW. Altered efficiency of white matter connections for language function in children with language disorder. BRAIN AND LANGUAGE 2020; 203:104743. [PMID: 32004807 PMCID: PMC9022213 DOI: 10.1016/j.bandl.2020.104743] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2019] [Revised: 12/05/2019] [Accepted: 01/08/2020] [Indexed: 06/10/2023]
Abstract
To characterize structural white matter substrates associated with language functions in children with language disorders (LD), a psychometry-driven diffusion tractography network was investigated with canonical correlation analysis (CCA), which can reliably predict expressive and receptive language scores from the nodal efficiency (NE) of the obtained network. The CCA found that the NE values of six regions: left inferior-frontal-opercular, left insular, left angular gyrus, left superior-temporal-gyrus, right hippocampus, and right cerebellar-lobule were highly correlated with language scores (ρexpressive/ρreceptive = 0.609/0.528), yielding significant differentiation of LD from controls using new imaging predictors uexpressive (F = 15.024, p = .0003) and ureceptive (F = 7.421, p = .009). This study demonstrates the utility of intrinsic language network analyses in distinguishing and potentially subtyping the type and severity of language deficit, especially in very young children (≤3 years) with LD. The use of structural imaging to identify children with persisting language disorder could prove useful in understanding the etiology of language disorder.
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Affiliation(s)
- Min-Hee Lee
- Translational Imaging Laboratory, Children's Hospital of Michigan, Detroit, MI, USA; Carman and Ann Adams Department of Pediatrics, Wayne State University School of Medicine, Detroit, MI, USA
| | - Nolan B O'Hara
- Translational Imaging Laboratory, Children's Hospital of Michigan, Detroit, MI, USA; Translational Neuroscience Program, Wayne State University School of Medicine, Detroit, MI, USA
| | - Michael E Behen
- Translational Imaging Laboratory, Children's Hospital of Michigan, Detroit, MI, USA; Carman and Ann Adams Department of Pediatrics, Wayne State University School of Medicine, Detroit, MI, USA; Department of Neurology, Wayne State University School of Medicine, Detroit, MI, USA
| | - Jeong-Won Jeong
- Translational Imaging Laboratory, Children's Hospital of Michigan, Detroit, MI, USA; Carman and Ann Adams Department of Pediatrics, Wayne State University School of Medicine, Detroit, MI, USA; Department of Neurology, Wayne State University School of Medicine, Detroit, MI, USA; Translational Neuroscience Program, Wayne State University School of Medicine, Detroit, MI, USA.
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Sentenac M, Johnson S, Charkaluk ML, Sëppanen AV, Aden U, Cuttini M, Maier R, Mannamaa M, Zeitlin J. Maternal education and language development at 2 years corrected age in children born very preterm: results from a European population-based cohort study. J Epidemiol Community Health 2020; 74:346-353. [PMID: 31996408 DOI: 10.1136/jech-2019-213564] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 01/06/2020] [Accepted: 01/11/2020] [Indexed: 11/03/2022]
Abstract
BACKGROUND Socioeconomic factors influence language development in the general population, but the association remains poorly documented in children born very preterm (VPT). We assessed the impact of maternal education on language development in children born VPT and effect modification by perinatal risk. METHODS Data were from the Effective Perinatal Intensive Care in Europe (EPICE) population-based cohort of children born <32 weeks' gestational age (GA) in 2011/2012. Regions from six countries (Estonia, France, Germany, Italy, Sweden and UK) used a validated short form MacArthur Developmental Communicative Inventories Checklist to assess language at 2 years corrected age. Perinatal variables were collected from clinical records. We assessed expressive language delay (ELD), defined as (a) not combining words; and (b) expressive vocabulary <10th percentile of norms for age and sex. Perinatal risk (low, moderate and high) was determined using GA, small for GA and neonatal morbidities. We estimated adjusted risk ratios (aRR) of ELD by maternal education with inverse weighting to account for non-response bias. RESULTS Of 2741 children, 24.6% were not combining words and 39.7% had a low expressive vocabulary. Low maternal education (lower secondary or less compared with a bachelor's degree or more) increased risks of ELD: not combining words: aRR=1.52 (95% CI 1.36 to 1.69); low expressive vocabulary: aRR=1.25 (1.04 to 1.51). For children with low perinatal risk, the aRR were 1.88 (1.26 to 2.80) and 1.44 (1.06 to 1.95), respectively, compared with those with high perinatal risks: 1.36 (1.10 to 1.67) and 1.11 (0.97 to 1.27), respectively. CONCLUSION Low maternal education affects ELD for children born VPT, although the association appears attenuated among those with highest perinatal risk.
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Affiliation(s)
- Mariane Sentenac
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, INSERM, INRA, F-75004 Paris, France
| | - Samantha Johnson
- Department of Health Sciences, University of Leicester, Leicester, Leicestershire, UK
| | - Marie-Laure Charkaluk
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, INSERM, INRA, F-75004 Paris, France
- Université Catholique de Lille, Lille, France ; Service de néonatologie, Hôpital Saint Vincent de Paul, Groupement des Hôpitaux de l'Institut Catholique Lillois/Faculté de Médecine et Maïeutique, Lille, France
| | - Anna-Veera Sëppanen
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, INSERM, INRA, F-75004 Paris, France
| | - Ulrika Aden
- Department of Women's and Children's Health, Karolinska Institute, Stockholm, Sweden
| | - Marina Cuttini
- Clinical Care and Management Innovation Research Area, Bambino Gesù Pediatric Hospital, Roma, Lazio, Italy
| | - Rolf Maier
- Children's Hospital, University Hospital, Philipps-University Marburg, Marburg, Germany
| | - Mairi Mannamaa
- Department of Pediatrics, University of Tartu, Children's Clinic of Tartu University Hospital, Tartu, Estonia
| | - Jennifer Zeitlin
- Université de Paris, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team, EPOPé, INSERM, INRA, F-75004 Paris, France
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Dias DC, Rondon-Melo S, Molini-Avejonas DR. Sensitivity and specificity of a low-cost screening protocol for identifying children at risk for language disorders. Clinics (Sao Paulo) 2020; 75:e1426. [PMID: 32294668 PMCID: PMC7137860 DOI: 10.6061/clinics/2020/e1426] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Accepted: 12/18/2019] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES To compare the diagnostic accuracy of a low-cost screening test for identifying children at risk for language disorders with that of a specific language assessment. METHODS The study was conducted during a polio vaccination campaign in basic health units in western São Paulo, Brazil. The parents/guardians of 1000 children aged between 0 and 5 years were asked to answer questions of a specific screening test. The instrument consisted of a uniform set of questions about the main milestones in language development (from 0 to 5 years of age) with scaled scores to assess responses. There were no exclusion criteria. After the screening test, the children were referred to a specific language assessment by ABFW, following a determined flow of referrals. The results obtained in the screening were compared to those obtained in the specific language assessment; then, the sensitivity, specificity, accuracy, and positive and negative predictive values were determined for the screening test. Children who failed the screening test also underwent an audiological evaluation. The statistical significance was set at 5%. RESULTS The majority of the participants were aged between 4 and 5 years (21.82%) and were male (51.6%). The sensitivity and specificity values were 82.5% and 98.93%, respectively. The area under the curve was 0.907 (0.887-0.925), and the screening test showed 96% accuracy. CONCLUSIONS The screening test showed high diagnostic efficiency in determining the risk of language disorders in children aged between 0 and 5 years.
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Affiliation(s)
- Daniela Cardilli Dias
- Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, Sao Paulo, SP, BR
| | - Silmara Rondon-Melo
- Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, Sao Paulo, SP, BR
| | - Daniela Regina Molini-Avejonas
- Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, Sao Paulo, SP, BR
- Corresponding author. E-mail:
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Kim MH, McIntyre LL. Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening. Glob Pediatr Health 2019; 6:2333794X19884185. [PMID: 31673572 PMCID: PMC6804350 DOI: 10.1177/2333794x19884185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2019] [Revised: 08/13/2019] [Accepted: 09/13/2019] [Indexed: 11/15/2022] Open
Abstract
Objective. To examine whether children's early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales-Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive language skills at age 3-but not receptive language skills-predicted a significantly reduced likelihood (odds ratio = 0.79) of receiving speech therapy at kindergarten entry. There were no effects of early communication on broader receipt of special education services as well as on special education dosage. Conclusions. Screening of specific domains of early communication skills during routine pediatric care, in conjunction with the evaluations of other professionals involved in the child's education and health, might be an effective method for identifying children who are likely to receive speech therapy and other special education services at kindergarten entry.
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Opel DJ, Henrikson N, Lepere K, Hawkes R, Zhou C, Dunn J, Taylor JA. Previsit Screening for Parental Vaccine Hesitancy: A Cluster Randomized Trial. Pediatrics 2019; 144:peds.2019-0802. [PMID: 31597690 PMCID: PMC6855815 DOI: 10.1542/peds.2019-0802] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/31/2019] [Indexed: 12/27/2022] Open
Abstract
OBJECTIVE To evaluate the effect of vaccine hesitancy screening on childhood vaccine uptake. METHODS We conducted a cluster randomized controlled trial in pediatric primary care clinics in Washington state. Vaccine-hesitant parents (VHPs) with a healthy newborn receiving health supervision at participating clinics were eligible. VHPs were identified by using a 4-item version of the validated Parent Attitudes About Childhood Vaccines Survey (PACV). Before their child's 2- and 6-month health supervision visits, VHPs at intervention clinics completed the 15-item PACV embedded in a survey containing placebo items. Intervention providers received a summary of parents' 15-item PACV responses and interpretation of their PACV score; discretion was given to providers regarding how they acted on this information. VHPs at control clinics completed only the placebo survey items, and their child's provider received a summary of their responses; control providers remained blinded to parent VHP status. Our outcome was child immunization status at 8 months of age expressed as percent of days underimmunized. We compared outcomes in control and intervention participants using t test and linear mixed-effects regression. RESULTS We enrolled 24 clinics (12 in each arm) and 156 parents (65 in the intervention arm). Parent characteristics were similar across arms except more intervention (versus control) parents had a first-born child (60.9% vs 44%; P = .04). No significant difference in outcome was detected between arms (25.2% [95% confidence interval: 16.0% to 34.5%] vs 19.1% [95% confidence interval: 12.0% to 26.3%] mean days underimmunized in the intervention and control arms, respectively). CONCLUSION Vaccine hesitancy screening was not significantly associated with days underimmunized.
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Affiliation(s)
- Douglas J. Opel
- Seattle Children’s Research Institute, Seattle, Washington;,Department of Pediatrics, School of Medicine, University of Washington, Seattle, Washington; and
| | - Nora Henrikson
- Kaiser Permanente Washington Health Research Institute, Seattle, Washington
| | | | - Rene Hawkes
- Kaiser Permanente Washington Health Research Institute, Seattle, Washington
| | - Chuan Zhou
- Seattle Children’s Research Institute, Seattle, Washington;,Department of Pediatrics, School of Medicine, University of Washington, Seattle, Washington; and
| | - John Dunn
- Kaiser Permanente Washington Health Research Institute, Seattle, Washington
| | - James A. Taylor
- Department of Pediatrics, School of Medicine, University of Washington, Seattle, Washington; and
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Salvago P, Gorgone E, Giaimo S, Battaglia E, Dispenza F, Ferrara S, Martines F. Is there an association between age at first words and speech sound disorders among 4- to 5-year-old children? An epidemiological cross-sectional study based on parental reports. Int J Pediatr Otorhinolaryngol 2019; 126:109602. [PMID: 31374388 DOI: 10.1016/j.ijporl.2019.109602] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Revised: 07/23/2019] [Accepted: 07/23/2019] [Indexed: 10/26/2022]
Abstract
OBJECTIVE To investigate the role of the period of emergence of the first words and its interactions with other risk factors in predicting the development of speech sound disorder (SSD) among 4- to 5-year-old children. METHODS After 373 children underwent otolaryngology and speech pathology examinations, their parents answered a questionnaire about potential risk factors for speech impairment. The presence of SSD was identified by a speech pathologist who administered Fanzago's Articulation Test to each child. Multivariate logistic analysis was used to explore the relationships between variables and outcomes. RESULTS Mean age at first words was 17.8 ± 6.5 months of life; 25.7% of patients suffered from SSD, and 3.7% from stuttering. A family history of language impairment was found in 12.9% of the sample, whereas a family history of reading difficulty was reported in only 5.4% of cases. No differences in terms of mean age (p = 0.3) or gestational age (p = 0.16) were found between children affected by SSD and those who were not. Multivariate logistic analysis revealed that male sex (p < 0.001), a family history of language impairment (p < 0.001) and stuttering (p = 0.001) were significantly associated to SSD. Age at first words did not result a predictor of speech impairment. CONCLUSION In contrast to male sex (p < 0.001), family history of language impairment (p < 0.001) and stuttering (p = 0.001) which resulted significantly associated to SSD, age at first words does not seem to be a predictor of SSD (p = 0.11); however, it remains a useful indicator of language delay and, when considered in association with other language milestones, can be a reason of concern for parents and caregivers about their children's developmental and speech therapy needs.
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Affiliation(s)
- Pietro Salvago
- BiND Department, Università degli Studi di Palermo, Palermo, Italy.
| | | | | | | | | | - Sergio Ferrara
- BiND Department, Università degli Studi di Palermo, Palermo, Italy
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Sansavini A, Guarini A, Zuccarini M, Lee JZ, Faldella G, Iverson JM. Low Rates of Pointing in 18-Month-Olds at Risk for Autism Spectrum Disorder and Extremely Preterm Infants: A Common Index of Language Delay? Front Psychol 2019; 10:2131. [PMID: 31649572 PMCID: PMC6794419 DOI: 10.3389/fpsyg.2019.02131] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2019] [Accepted: 09/03/2019] [Indexed: 11/29/2022] Open
Abstract
Infants with an older sibling with an Autism Spectrum Disorder diagnosis (Sibs ASD) are at high risk for language delay (LD) as well as infants born preterm, especially those with an extremely low gestational age (ELGA, GA ≤ 28 weeks). Gestures play a crucial role in language development and delays in gesture production may have negative cascading effects on it. The present exploratory study examined gesture production in 18-month-old infants with different underlying risks for LD. Seventy monolingual United States infants (41 Sibs ASD with no eventual ASD diagnosis and 29 infants with a typically developing older sibling -Sibs TD) and 40 monolingual Italian infants (20 ELGA without major cerebral damages, congenital malformations or sensory impairments and 20 full-term - FT infants, GA ≥ 37 weeks) were included. Both groups were followed longitudinally from 18 to 24, 30, and 36 months (corrected for ELGA infants). A 30-minute mother-infant play session with age-appropriate toys was video recorded at 18 months of age. Deictic (requesting, pointing, showing and giving), conventional, and representational gestures spontaneously produced by infants were coded; rate per 10 min was calculated. LD was defined as a score ≤10th percentile on the American English or Italian version of the MacArthur-Bates CDI on at least two time points between 18 and 36 months. Fifteen Sibs ASD and 9 ELGA infants were identified as infants with LD. Sibs ASD-LD and Sibs ASD-no LD produced fewer pointing gestures compared to Sibs TD (p = 0.038; p = 0.004); ELGA-LD infants produced significantly fewer pointing gestures than ELGA-no LD (p = 0.024) and FT (p = 0.006) infants. Low rates of pointing at 18 months are a marker of LD in Sibs ASD and ELGA infants. The potential implications of reduced pointing production and characteristics of different populations at risk for LD should be considered for understanding the emergence of LD.
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Affiliation(s)
| | | | | | - Jessica Zong Lee
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
| | - Giacomo Faldella
- Department of Medical and Surgical Sciences, University of Bologna, Bologna, Italy
| | - Jana Marie Iverson
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
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Sultana N, Wong LLN, Purdy SC. Analysis of Amount and Style of Oral Interaction Related to Language Outcomes in Children With Hearing Loss: A Systematic Review (2006-2016). JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3470-3492. [PMID: 31479621 DOI: 10.1044/2019_jslhr-l-19-0076] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose This systematic review summarizes the evidence for differences in the amount of language input between children with and without hearing loss (HL). Of interest to this review is evaluating the associations between language input and language outcomes (receptive and expressive) in children with HL in order to enhance insight regarding what oral language input is associated with good communication outcomes. Method A systematic review was conducted using keywords in 3 electronic databases: Scopus, PubMed, and Google Scholar. Keywords were related to language input, language outcomes, and HL. Titles and abstracts were screened independently, and full-text manuscripts meeting inclusion criteria were extracted. An appraisal checklist was used to evaluate the methodological quality of studies as poor, good, or excellent. Results After removing duplicates, 1,545 study results were extracted, with 27 eligible for full-text review. After the appraisal, 8 studies were included in this systematic review. Differences in the amount of language input between children with and without HL were noted. Conversational exchanges, open-ended questions, expansions, recast, and parallel talk were positively associated with stronger receptive and expressive language scores. The quality of evidence was not assessed as excellent for any of the included studies. Conclusions This systematic review reveals low-level evidence from 8 studies that specific language inputs (amount and style) are optimal for oral language outcomes in children with HL. Limitations were identified as sample selection bias, lack of information on control of confounders and assessment protocols, and limited duration of observation/recordings. Future research should address these limitations.
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Affiliation(s)
- Nuzhat Sultana
- Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, China
| | - Lena L N Wong
- Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, China
| | - Suzanne C Purdy
- School of Psychology, The University of Auckland, New Zealand
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Choi KM, Yoo SD, Kim DH, Chon JM, Lee SA, Han YR, Yoo MC, Lee JJ, Yang M, Choi YH, Jung MJ. Correlations Between Values of Articulation Tests and Language Tests for Children With Articulation Disorder in Korea. Ann Rehabil Med 2019; 43:483-489. [PMID: 31499602 PMCID: PMC6734018 DOI: 10.5535/arm.2019.43.4.483] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2018] [Accepted: 02/28/2019] [Indexed: 11/18/2022] Open
Abstract
Objective To evaluate correlations between values of articulation tests and language tests for children with articulation disorder in Korea. Methods Data of outpatients with chief complaint of an articulation problem were retrospectively collected. Patients who underwent Urimal Test of Articulation and Phonation (U-TAP) with Assessment of Phonology and Articulation for Children (APAC), Preschool Receptive-Expressive Language Scale (PRES), or Receptive and Expressive Vocabulary Test (REVT) simultaneously were identified. Patients whose word-level percentages of correct consonants in U-TAP (UTAP_wC) were more than 2 standard deviations below the mean as diagnostic criteria for articulation disorder were selected. Those whose receptive language age (P_RLA), expressive language age (P_ELA), or combined language age (P_CLA) in PRES was delayed more than 24 months compared to their chronological age in months as diagnostic criteria for language disorder were excluded. Results Thirty-three children aged 3–6 years were enrolled retrospectively. PRES and U-TAP showed significant correlations for most of value relationships. PRES and APAC showed significant correlations for all value relationships except for receptive language age. All values of REVT were significantly correlated with all values from U-TAP, but not with any value from APAC. Articulation tests U-TAP and APAC showed significant correlations between percentages of correct consonants. Language tests PRES and REVT showed significant correlations for all value relationships. Conclusion This study suggests that articulation abilities and language abilities might be correlated in children with articulation disorder.
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Affiliation(s)
- Kwang Min Choi
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Seung Don Yoo
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Dong Hwan Kim
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Jin Mann Chon
- Department of Rehabilitation Medicine, Kyung Hee University Medical Center, Seoul, Korea
| | - Seung Ah Lee
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Young Rok Han
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea.,Department of Medicine, Graduate School, Kyung Hee University, Seoul, Korea
| | - Myung Chul Yoo
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Jae Joon Lee
- Department of Rehabilitation Medicine, Kyung Hee University Medical Center, Seoul, Korea
| | - Miryeong Yang
- Department of Rehabilitation Medicine, Kyung Hee University Medical Center, Seoul, Korea
| | - Young Hwa Choi
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
| | - Min Ji Jung
- Department of Rehabilitation Medicine, Kyung Hee University Hospital at Gangdong, Seoul, Korea
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Smith J, Wang J, Grobler AC, Lange K, Clifford SA, Wake M. Hearing, speech reception, vocabulary and language: population epidemiology and concordance in Australian children aged 11 to 12 years and their parents. BMJ Open 2019; 9:85-94. [PMID: 31273019 PMCID: PMC6624023 DOI: 10.1136/bmjopen-2018-023196] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVES To describe the epidemiology and parent-child concordance of hearing, speech reception, vocabulary and language in Australian parent-child dyads at child age 11 to 12 years. DESIGN Population-based cross-sectional study (Child Health CheckPoint) nested within the Longitudinal Study of Australian Children. SETTING Assessment centres in seven Australian cities and eight regional towns or home visits around Australia, February 2015 to March 2016. PARTICIPANTS Of all participating CheckPoint families (n=1874), 1516 children (50% female) and 1520 parents (87% mothers, mean age 43.8 years) undertook at least one of four measurements of hearing and language. OUTCOME MEASURES Hearing threshold (better ear mean of 1, 2 and 4 kHz) from pure-tone audiometry, speech reception threshold, receptive vocabulary, expressive and receptive languages using a sentence repetition task. Parent-child concordance was examined using Pearson's correlation coefficients and adjusted linear regression models. Survey weights and methods accounted for Longitudinal Study of Australian Children's complex sampling and stratification. RESULTS Children had a similar speech reception threshold to parents (children mean -14.3, SD 2.4; parents -14.9, SD 3.2 dB) but better hearing acuity (children 8.3, SD 6.3; parents 13.4, SD 7.0 decibels hearing level). Standardised sentence repetition scores were similar (children 9.8, SD 2.9; parents 9.1, SD 3.3) but, as expected, parents had superior receptive vocabularies. Parent-child correlations were higher for the cognitively-based language measures (vocabulary 0.31, 95% CI 0.26 to 0.36; sentence repetition 0.29, 95% CI 0.24 to 0.34) than the auditory measures (hearing 0.18, 95% CI 0.13 to 0.23; speech reception threshold 0.18, 95% CI 0.13 to 0.22). Mother-child and father-child concordances were similar for all measures. CONCLUSIONS We provide population reference values for multiple measures spanning auditory and verbal communication systems in children and mid-life adults. Concordance values aligned with previous twin studies and offspring studies in adults, in keeping with polygenic heritability that is modest for audition but around 60% for language by late childhood.
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Affiliation(s)
- Julia Smith
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Jing Wang
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Anneke C Grobler
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Katherine Lange
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Susan A Clifford
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Melissa Wake
- Murdoch Children’s Research Institute, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
- Department of Paediatrics and The Liggins Institute, The University of Auckland, Auckland, New Zealand
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Reiterer E, Reider S, Lackner P, Fischer N, Dejaco D, Riechelmann H, Zorowka P, Kremsner PG, Adegnika AA, Schmutzhard E, Schmutzhard J. A long-term follow-up study on otoacoustic emissions testing in paediatric patients with severe malaria in Gabon. Malar J 2019; 18:212. [PMID: 31234890 PMCID: PMC6591898 DOI: 10.1186/s12936-019-2840-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2018] [Accepted: 06/17/2019] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND In a previous study, severe and cerebral malaria have been connected with acute cochlear malfunction in children, demonstrated by a decrease of transitory evoked otoacoustic emissions (TEOAEs) reproducibility. This study aims to determine whether cochlear malfunction persists for 4 years after recovery from severe malaria in a subset of the previous study's collective. Follow-up TEOAEs were performed on site (CERMEL, Hôpital Albert Schweitzer, Lambaréné, Gabon) or at the participants' homes; 33 out of 90 participants included in the initial investigation by Schmutzhard et al. could be retrieved and were re-examined, 31/33 could be included. Of the 57 missing participants, 51 could not be contacted, 1 had moved away, 4 refused to cooperate, and 1 had died. METHODS As in the initial investigation, participants of this prospective follow-up study were subjected to TEOAE examination on both ears separately. A wave correlation rate of > 60% on both ears was considered a "pass"; if one ear failed to pass, the examination was considered a "fail". The results were compared to the primary control group. Additionally, a questionnaire has been applied focusing on subsequent malaria infections between the primary inclusion and follow-up and subjective impairment of hearing and/or understanding. RESULTS The cohort's mean age was 9 years, 14 children were female, 18 male. 31 had been originally admitted with severe, one with cerebral malaria. 83.8% of participants (n = 26) presented with a TEOAE correlation rate of > 60% on both ears (the cut-off for good cochlear function); in the control group, 92.2% (n = 83) had passed TEOAE examination on both ears. Recurrent severe malaria was associated with a worse TEOAE correlation rate. Age at infection and gender had no influence on the outcome. CONCLUSIONS Cochlear malfunction seems to be persistent after 4 years in more than 16% of children hospitalized for malaria. In a healthy control group, this proportion was 7.8%. Yet, the severity of the initial TEOAE-decrease did not predict a worse outcome.
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Affiliation(s)
- Elisa Reiterer
- Department of Otorhinolaryngology, Medical University Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Simon Reider
- Department of Internal Medicine, Medical University Innsbruck, Innsbruck, Austria
| | - Peter Lackner
- Department of Neurology, NICU, Medical University Innsbruck, Innsbruck, Austria
| | - Natalie Fischer
- Department of Otorhinolaryngology, Medical University Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Daniel Dejaco
- Department of Otorhinolaryngology, Medical University Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Herbert Riechelmann
- Department of Otorhinolaryngology, Medical University Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Patrick Zorowka
- Department of Hearing, Speech and Voice Disorders, Medical University, Innsbruck, Austria
| | - Peter G Kremsner
- Centre de Recherches Médicales de Lambaréné, Albert Schweitzer Hospital (MRUG), Lambaréné, Gabon.,Institut für Tropenmedizin, Eberhard Karls Universität Tübingen, Tübingen, Germany
| | - Ayola Akim Adegnika
- Centre de Recherches Médicales de Lambaréné, Albert Schweitzer Hospital (MRUG), Lambaréné, Gabon
| | - Erich Schmutzhard
- Department of Neurology, NICU, Medical University Innsbruck, Innsbruck, Austria
| | - Joachim Schmutzhard
- Department of Otorhinolaryngology, Medical University Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria.
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Tapajós R, Castro D, Melo G, Balogun S, James M, Pessoa R, Almeida A, Costa M, Pinto R, Albuquerque B, Monteiro W, Braga J, Lacerda M, Mourão MP. Malaria impact on cognitive function of children in a peri-urban community in the Brazilian Amazon. Malar J 2019; 18:173. [PMID: 31096985 PMCID: PMC6524266 DOI: 10.1186/s12936-019-2802-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Accepted: 05/06/2019] [Indexed: 11/11/2023] Open
Abstract
Background In Latin America, where Plasmodium vivax malaria is more prevalent, it is known that this species plays an important role in the sustainability of transmission, and can have an impact on morbidity in terms of anaemia, nutritional status, and cognitive development in children. Methods The present study aimed to assess the impact of malaria infection on cognition of children in a peri-urban community in the Brazilian Amazon with moderate endemicity by applying Home Inventory and WPPSI-IV. A non-concurrent cohort study was designed and the cognitive, haematological, and nutritional profiles of the children were assessed. Children with documented malaria history were identified from official reported data. Results A total of 219 children aged between 2 and 7 years were enrolled. Although 205 (95%) children had normal birth weight, 177 (81%) were malnourished, and 35 (16%) had anaemia. Among the 100 (46%) children who experienced at least one episode of malaria, 89 (89%) children demonstrated low level of cognitive development. The findings showed that Plasmodium vivax malaria was an independent risk factor for low cognitive development. Conclusions In addition to the known economic impact of malaria in the Amazon region, the study highlights the deleterious effects P. vivax malaria has on the socio-cultural development of the population.
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Affiliation(s)
- Raquel Tapajós
- Fundação de Vigilância em Saúde do Amazonas, Manaus, Brazil.,Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil
| | - Daniel Castro
- Fundação de Vigilância em Saúde do Amazonas, Manaus, Brazil.,Escola Nacional de Saúde Pública Sérgio Arouca, FIOCRUZ, Rio de Janeiro, Brazil
| | - Gisely Melo
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil.,Escola Superior de Ciências da Saúde, Universidade do Estado do Amazonas, Manaus, Brazil
| | | | | | - Rockson Pessoa
- Escola Superior de Ciências da Saúde, Universidade do Estado do Amazonas, Manaus, Brazil
| | - Anne Almeida
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil.,Escola Superior de Ciências da Saúde, Universidade do Estado do Amazonas, Manaus, Brazil
| | - Mônica Costa
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil
| | - Rosemary Pinto
- Fundação de Vigilância em Saúde do Amazonas, Manaus, Brazil
| | | | - Wuelton Monteiro
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil.,Escola Superior de Ciências da Saúde, Universidade do Estado do Amazonas, Manaus, Brazil
| | - José Braga
- Escola Nacional de Saúde Pública Sérgio Arouca, FIOCRUZ, Rio de Janeiro, Brazil.,Instituto de Medicina Social, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, Brazil
| | - Marcus Lacerda
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil. .,Instituto Leônidas e Maria Deane, FIOCRUZ, Manaus, Brazil. .,Kent University, Kent, OH, USA.
| | - Maria Paula Mourão
- Fundação de Medicina Tropical Dr. Heitor Vieira Dourado, Manaus, Brazil.,Escola Superior de Ciências da Saúde, Universidade do Estado do Amazonas, Manaus, Brazil
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Hendricks AE, Adlof SM, Alonzo CN, Fox AB, Hogan TP. Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:896-908. [PMID: 30986146 PMCID: PMC6802882 DOI: 10.1044/2018_jslhr-l-18-0093] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2018] [Revised: 08/05/2018] [Accepted: 10/22/2018] [Indexed: 05/07/2023]
Abstract
Purpose The aim of this study was to determine whether parents of children with developmental language disorder (DLD) were aware of their children's language difficulties and whether a brief, classroom-based language screen can reliably identify children at risk for DLD, including those with both good and poor word reading skills. Method First- and second-grade students ( N = 97) completed a language screen and assessments of nonverbal intelligence, word reading, and language designed for linguistically diverse students. Their parents completed a questionnaire. Results Few parents of children with DLD reported that their child had ever received speech, language, reading, or other educational services. Parents of children with DLD with average word reading skills reported receiving services approximately half as often as children with DLD with poor word reading. Parents of children with DLD also reported few concerns about their children's speech, language, and academic development. The brief whole-classroom screen showed acceptable classification accuracy for identifying children with DLD overall, although sensitivity was lower for children with DLD with average word reading skills. Conclusion Based on reports of prior services and concerns, many parents of children with DLD appear to be unaware of their children's difficulty with oral language. Whole-classroom screens for language show potential for efficient identification of children who may benefit from comprehensive assessments for DLD without relying on their parents or teachers to raise concerns.
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Affiliation(s)
- Alison Eisel Hendricks
- Department of Communication Sciences & Disorders, University of South Carolina, Columbia
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
| | - Suzanne M. Adlof
- Department of Communication Sciences & Disorders, University of South Carolina, Columbia
| | - Crystle N. Alonzo
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Annie B. Fox
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Tiffany P. Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Sim F, Thompson L, Marryat L, Ramparsad N, Wilson P. Predictive validity of preschool screening tools for language and behavioural difficulties: A PRISMA systematic review. PLoS One 2019; 14:e0211409. [PMID: 30716083 PMCID: PMC6361441 DOI: 10.1371/journal.pone.0211409] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Accepted: 01/14/2019] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Preschool screening for developmental difficulties is increasingly becoming part of routine health service provision and yet the scope and validity of tools used within these screening assessments is variable. The aim of this review is to report on the predictive validity of preschool screening tools for language and behaviour difficulties used in a community setting. METHODS Studies reporting the predictive validity of language or behaviour screening tools in the preschool years were identified through literature searches of Ovid Medline, Embase, EBSCO CINAHL, PsycInfo and ERIC. We selected peer-reviewed journal articles reporting the use of a screening tool for language or behaviour in a population-based sample of children aged 2-6 years of age, including a validated comparison diagnostic assessment and follow-up assessment for calculation of predictive validity. RESULTS A total of eleven eligible studies was identified. Six studies reported language screening tools, two reported behaviour screening tools and three reported combined language & behaviour screening tools. The Language Development Survey (LDS) administered at age 2 years achieved the best predictive validity performance of the language screening tools (sens 67%, spec 94%, NPV 88% and PPV 80%). The Strengths and Difficulties Questionnaire (SDQ) administered at age 4 years achieved the best predictive validity compared to other behaviour screening tools (Sens 31%, spec 93%, NPV 84% and PPV 52%). The SDQ and Sure Start Language Measure (SSLM) administered at 2.5 years achieved the best predictive validity of the combined language & behaviour assessments (sens 87%, spec 64%, NPV 97% and PPV 31). Predictive validity data and diagnostic odds ratios identified language screening tools as more effective and achieving higher sensitivity and positive predictive value than either behaviour or combined screening tools. Screening tools with combined behaviour and language assessments were more specific and achieved higher negative predictive value than individual language or behaviour screening tools. Parent-report screening tools for language achieved higher sensitivity, specificity and negative predictive value than direct child assessment. CONCLUSIONS Universal screening tools for language and behaviour concerns in preschool aged children used in a community setting can demonstrate excellent predictive validity, particularly when they utilise a parent-report assessment. Incorporating these tools into routine child health surveillance could improve the rate of early identification of language and behavioural difficulties, enabling more informed referrals to specialist services and facilitating access to early intervention.
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Affiliation(s)
- Fiona Sim
- Centre for Rural Health, Centre for Health Sciences, University of Aberdeen, Inverness, United Kingdom
| | - Lucy Thompson
- Centre for Rural Health, Centre for Health Sciences, University of Aberdeen, Inverness, United Kingdom
| | - Louise Marryat
- Farr Institute/Scottish Collaboration for Public Health Research and Policy, University of Edinburgh, Edinburgh, United Kingdom
- Salvesen Mindroom Centre Research Centre for Learning Difficulties, University of Edinburgh, Edinburgh, United Kingdom
| | - Nitish Ramparsad
- Robertson Centre for Biostatistics, Institute of Health and Wellbeing, University of Glasgow, Glasgow, United Kingdom
| | - Philip Wilson
- Centre for Rural Health, Centre for Health Sciences, University of Aberdeen, Inverness, United Kingdom
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