1
|
Dahlberg A, Levin A, Fäldt AE. Implementation of the Infant-Toddler Checklist in Swedish child health services at 18 months: an observational study. BMJ Paediatr Open 2024; 8:e002406. [PMID: 38531549 DOI: 10.1136/bmjpo-2023-002406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 03/10/2024] [Indexed: 03/28/2024] Open
Abstract
BACKGROUND Communication and language disorders are common conditions that emerge early and negatively impact quality of life across the life course. Early identification may be facilitated using a validated screening tool such as the Infant-Toddler Checklist (ITC). We introduced the ITC at the 18-month visit to child health services (CHS) in a Swedish county. Using the RE-AIM implementation framework, this study assessed the implementation of the ITC according to five key dimensions: reach, effectiveness, adoption, implementation and maintenance. METHODS This observational study used medical records at CHS as data source. Data were collected from children who visited a child health nurse at 17-22 months. The sample included 2633 children with a mean age of 17.8 months, 1717 in the pre-implementation group and 916 in the post implementation group. We calculated the ITC completion rate (reach) and use at each site (adoption). We compared rates of referral to speech and language therapy (effectiveness) before and after implementation of the ITC using OR and 95% CIs. We described actions to facilitate implementation and maintenance of ITC screening over time. RESULTS The overall screening rate was 93% (reach) which increased from 80% initially to 94% at the end of the 2-year period (maintenance). All centres used the ITC (adoption). The ITC screen positive rate was 14%. Of children who had reached at least 24 months (n=2367), referral rate was 0.4% pre-implementation versus 6.9% post implementation (OR=18.17, 95% CI 8.15, 40.51, p<0.001) (effectiveness). Implementation strategies included training sessions, collaboration, written and automatic procedures and modifications to the medical records system. CONCLUSION The implementation of the ITC was associated with high reach, higher referral rate, complete adoption, and sustained maintenance over time.
Collapse
Affiliation(s)
- Anton Dahlberg
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Anna Levin
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Anna Erica Fäldt
- Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| |
Collapse
|
2
|
Parks KMA, Hannah KE, Moreau CN, Brainin L, Joanisse MF. Language abilities in children and adolescents with DLD and ADHD: A scoping review. JOURNAL OF COMMUNICATION DISORDERS 2023; 106:106381. [PMID: 37797400 DOI: 10.1016/j.jcomdis.2023.106381] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 09/22/2023] [Accepted: 09/22/2023] [Indexed: 10/07/2023]
Abstract
PURPOSE There is an emerging view that attention-deficit/hyperactivity disorder (ADHD) is marked by problems with language difficulties, an idea reinforced by the fact that ADHD is highly comorbid with developmental language disorder (DLD). This scoping review provides an overview of literature on language abilities in children with DLD and ADHD while highlighting similarities and differences. METHOD A comprehensive search was performed to examine the literature on language abilities in the two disorders, yielding a total of 18 articles that met the inclusion criteria for the present review. Qualitative summaries are provided based on the language domain assessed. RESULTS The current literature suggests children and adolescents with ADHD have better morphosyntax/grammar, general/core language abilities, receptive, and expressive abilities than those with DLD. Further, that performance is comparable on assessments of semantic and figurative language but varies by sample on assessments of phonological processing, syntax, narrative language, and vocabulary. CONCLUSION Evidence presented points to children and adolescents with DLD as having greater language difficulties compared to those with ADHD, but with some important caveats. Despite limitations related to the paucity of studies and inconsistencies in how the two types of disorders are identified, our review provides a necessary and vital step in better understanding the language profiles of these two highly prevalent childhood disorders. These findings are useful in optimizing language outcomes and treatment efficacy for children and adolescents with ADHD and DLD.
Collapse
Affiliation(s)
- Kaitlyn M A Parks
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada.
| | - Kara E Hannah
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Christine N Moreau
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Leah Brainin
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Marc F Joanisse
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| |
Collapse
|
3
|
Boerma T, Ter Haar S, Ganga R, Wijnen F, Blom E, Wierenga CJ. What risk factors for Developmental Language Disorder can tell us about the neurobiological mechanisms of language development. Neurosci Biobehav Rev 2023; 154:105398. [PMID: 37741516 DOI: 10.1016/j.neubiorev.2023.105398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/03/2023] [Accepted: 09/17/2023] [Indexed: 09/25/2023]
Abstract
Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. Consequently, language problems, for example those of children with Developmental Language Disorder (DLD), are explained by a variety of etiological pathways and each of these pathways will be associated with specific risk factors. In this review, we attempt to link previously described factors that may interfere with language development to putative underlying neurobiological mechanisms of language development, hoping to uncover openings for future therapeutical approaches or interventions that can help children to optimally develop their language skills.
Collapse
Affiliation(s)
- Tessel Boerma
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Sita Ter Haar
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands; Cognitive Neurobiology and Helmholtz Institute, Department of Psychology, Utrecht University/Translational Neuroscience, University Medical Center Utrecht, the Netherlands
| | - Rachida Ganga
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Frank Wijnen
- Institute for Language Sciences, Department of Languages, Literature and Communication, Utrecht University, Utrecht, the Netherlands
| | - Elma Blom
- Department of Development and Education of youth in Diverse Societies (DEEDS), Utrecht University, Utrecht, the Netherlands; Department of Language and Culture, The Arctic University of Norway UiT, Tromsø, Norway.
| | - Corette J Wierenga
- Biology Department, Faculty of Science, Utrecht University, the Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands.
| |
Collapse
|
4
|
Yasmin T, Hafeez H, Sadia A, Lubna M, Tarar SA, Raza MH, Basra MAR. Working memory span and receptive vocabulary assessment in Urdu speaking children with speech sound disorder. Acta Psychol (Amst) 2022; 231:103777. [PMID: 36356337 DOI: 10.1016/j.actpsy.2022.103777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/13/2022] [Accepted: 10/17/2022] [Indexed: 11/09/2022] Open
Abstract
Emerging evidence suggests that impaired speech may be related to reduced working memory (WM). The current study aimed to validate and compare the influence of articulation, short-term memory (STM), WM, and receptive vocabulary abilities of Pakistani children with speech sound disorder (SSD; N = 50) versus typically developing (TD; N = 30) children aged 7-13 years. Assessments included the Test for Assessment of Articulation and Phonology in Urdu (TAAPU), Peabody Picture Vocabulary Test-4, translated to Urdu (U-PPVT-4), and Digit Memory Test (DMT) used to determine speech articulation, receptive vocabulary, and memory abilities respectively. The percentage correct consonants (PCC) score was used to divide the SSD group further into SSD severity groups. The TD and SSD groups significantly differed in performance on all tasks (p < 0.05). Moreover, the SSD severity groups showed significant differences (p < 0.0001) in performance on different components of TAAPU (total errors and substitution errors) and DMT tasks. However, the SSD severity groups did not show significant differences in performance on the U-PPVT-4. Correlational analyses indicate statistically significant correlations of PCC with STM, WM, and receptive vocabulary. Regression analyses suggested that both WM and STM contribute to speech intelligibility in children with SSD. Our findings in Urdu-speaking children support previous results in English-speaking children suggesting the articulation skills, receptive vocabulary, STM, and WM were less developed in children with SSD than in TD children.
Collapse
Affiliation(s)
- Tahira Yasmin
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Huma Hafeez
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Aatika Sadia
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | - Mubarak Lubna
- Department of Education, Govt. Graduate College for Women, Alipurchatha, Gujranwala, Pakistan; Department of Education, Virtual University, Lahore, Punjab, Pakistan
| | - Sharmeen Aslam Tarar
- Centre for Clinical Psychology, University of the Punjab, New Campus, Lahore, Punjab, Pakistan
| | | | - Muhammad Asim Raza Basra
- Centre for Clinical and Nutritional Chemistry, School of Chemistry, University of the Punjab, New Campus, Lahore, Punjab, Pakistan.
| |
Collapse
|
5
|
Farquharson K, Tambyraja S. Introduction: Innovations in Treatment for Children With Speech Sound Disorders. Lang Speech Hear Serv Sch 2022; 53:627-631. [PMID: 35763415 DOI: 10.1044/2022_lshss-22-00065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE There is a clear need for effective and efficient interventions for children with speech sound disorder (SSD) that can be implemented in both clinical and school-based settings. METHOD This forum was created for any clinician who treats SSDs. We asked the invited authors to include immediately actionable information, such as therapy activities, tips for goal writing or progress monitoring, assessment processes, and frameworks for conversations with parents. RESULTS We have curated nine scientifically based articles that highlight the heterogeneity of SSDs and how various subpopulations require uniquely tailored interventions. Some children with SSDs require treatment approaches that are more heavily embedded in phonological theories (e.g., maximal or multiple oppositions) or that extend beyond speech production and include speech perception and phonological awareness skills. Clinicians also need to be mindful of not only which sounds are affected, but which kinds of errors a child is making. For instance, lateral lisps and residual speech sound errors should be evaluated and treated differently from other kinds of speech sound errors. There are certainly subpopulations of children with SSDs for whom there is extremely limited data upon which speech-language pathologists can base clinical decisions, such as children under the age of 3 years or children who are multilingual. Finally, there is a crucial need to better understand the social-emotional impacts of SSDs. Tools to aid in including social-emotional data within assessment and intervention outcomes are also included in this forum. CONCLUSION The traditional articulation approach is the most commonly used approach in school-based settings; however, there are many children for whom this approach is not appropriate. We hope to provide a robust resource for busy school-based speech-language pathologists who treat children with SSD-specifically, we hope clinicians embrace the opportunity to "think outside the box" of traditional articulation therapy.
Collapse
Affiliation(s)
- Kelly Farquharson
- Florida State University, School of Communication Science and Disorders, Tallahassee, FL
| | - Sherine Tambyraja
- The Ohio State University, Crane Center for Early Childhood Research and Policy, Columbus, OH
| |
Collapse
|
6
|
Peterson L, Savarese C, Campbell T, Ma Z, Simpson KO, McAllister T. Telepractice Treatment of Residual Rhotic Errors Using App-Based Biofeedback: A Pilot Study. Lang Speech Hear Serv Sch 2022; 53:256-274. [PMID: 35050705 DOI: 10.1044/2021_lshss-21-00084] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE Although mobile apps are used extensively by speech-language pathologists, evidence for app-based treatments remains limited in quantity and quality. This study investigated the efficacy of app-based visual-acoustic biofeedback relative to nonbiofeedback treatment using a single-case randomization design. Because of COVID-19, all intervention was delivered via telepractice. METHOD Participants were four children aged 9-10 years with residual errors affecting American English /ɹ/. Using a randomization design, individual sessions were randomly assigned to feature practice with or without biofeedback, all delivered using the speech app Speech Therapist's App for /r/ Treatment. Progress was assessed using blinded listener ratings of word probes administered at baseline, posttreatment, and immediately before and after each treatment session. RESULTS All participants showed a clinically significant response to the overall treatment package, with effect sizes ranging from moderate to very large. One participant showed a significant advantage for biofeedback over nonbiofeedback treatment, although the order of treatment delivery poses a potential confound for interpretation in this case. CONCLUSIONS While larger scale studies are needed, these results suggest that app-based treatment for residual errors can be effective when delivered via telepractice. These results are compatible with previous findings in the motor learning literature regarding the importance of treatment dose and the timing of feedback conditions. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.18461576.
Collapse
Affiliation(s)
- Laura Peterson
- Department of Speech-Language Pathology, Rocky Mountain University of Health Professions, Provo, UT
| | | | - Twylah Campbell
- Department of Communicative Sciences and Disorders, New York University, NY
| | - Zhigong Ma
- Department of Communicative Sciences and Disorders, New York University, NY
| | - Kenneth O Simpson
- Department of Speech-Language Pathology, Rocky Mountain University of Health Professions, Provo, UT
| | - Tara McAllister
- Department of Communicative Sciences and Disorders, New York University, NY
| |
Collapse
|
7
|
Godin MP, Berthiaume R, Daigle D. The "Sound of Silence": Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder. Lang Speech Hear Serv Sch 2021; 52:1007-1019. [PMID: 34185580 DOI: 10.1044/2021_lshss-21-00004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding of children's spelling skills. Method A group of children with DLD (M age = 9;11 [years;months]) and two control groups of typically developing children (n = 30 in each group) were given a dictated spelling task of 44 words that each contained a derivational or a nonderivational silent letter. We coded the silent letter in each word and counted 1 point for each correctly spelled letter in order to examine accuracy on silent letters. Two error patterns were distinguished to analyze sensitivity to silent letters: silent-letter substitutions and silent-letter omissions. Results Repeated-measures ANOVA showed that children with DLD produced significantly more errors on silent letters than did both control groups. Both control groups showed a greater sensitivity to silent-letter endings, as they tended to substitute incorrect silent letters where they made errors. In contrast, children with DLD tended to omit silent letters in their spelling attempts. Conclusions Our results suggest that silent-letter production is a major source of difficulty for spellers, especially for those with DLD, who appear to lack sensitivity to silent letters. These results highlight the importance of promoting spelling instruction to enhance orthographic knowledge in children with DLD.
Collapse
Affiliation(s)
- Marie-Pier Godin
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
| | - Rachel Berthiaume
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
| | - Daniel Daigle
- Department of Didactics, Faculty of Education, Université de Montréal, Québec, Canada
| |
Collapse
|
8
|
Iuzzini-Seigel J. Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:1081-1103. [PMID: 33784194 DOI: 10.1044/2020_jslhr-20-00581] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This case-control study sought to determine if (a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment and (b) whether grammatical ability would impact group differences. Method Communication, motor, and procedural learning abilities were assessed in 48 children with CAS (n = 13), SSD (n = 20), and typical development (n = 15), between 43 and 97 months of age (M = 66 months, SD = 12 months). Results On average, children with CAS demonstrated grammatical and motor impairments and required an increased number of exposures to the visuospatial sequence to demonstrate procedural learning, compared to peers with SSD or typical development. A subset of children from each group demonstrated an unanticipated procedural learning pattern wherein they evidenced an uptick in reaction time during the second sequenced block. Children with CAS with this pattern still evidenced procedural learning gains by the fifth sequenced block. In contrast, children with SSD and typical development with this pattern showed poor procedural learning outcomes and were characterized by lower scores on language and motor assessments as well. Conclusions This research provides partial support for the procedural learning deficit hypothesis in children with CAS and for a subset of children with SSD as well. Future research should examine the role of a serial reaction time task in identifying children at risk of multisystem communication and motor deficits. Supplemental Material https://doi.org/10.23641/asha.14173532.
Collapse
Affiliation(s)
- Jenya Iuzzini-Seigel
- Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI
| |
Collapse
|
9
|
Yang X, Qiao L. Direct effects of visual skills and working memory on Chinese character reading in young children. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Xiujie Yang
- Faculty of Psychology Beijing Normal University Beijing China
| | - Linyan Qiao
- Faculty of Psychology Beijing Normal University Beijing China
| |
Collapse
|
10
|
Bradshaw AR, Woodhead ZVJ, Thompson PA, Bishop DVM. Profile of language abilities in a sample of adults with developmental disorders. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:3-28. [PMID: 33200857 PMCID: PMC7894539 DOI: 10.1002/dys.1672] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 10/09/2020] [Accepted: 10/15/2020] [Indexed: 06/11/2023]
Abstract
This study investigated the profile of language abilities in a sample of high-achieving English speaking adults with developmental disorders. Ninety-seven adult participants were recruited: 49 with a dyslexia diagnosis (dyslexic group), 16 with a diagnosis of a different developmental disorder including dyspraxia, autism and SpLD (non-dyslexic developmental disorder group) and 32 with no diagnosis (non-disordered group). Dyslexic and non-dyslexic developmental disorder groups demonstrated similar impairments across measures of word reading, working memory, processing speed and oral language. Dyslexic participants showed the usual pattern of impaired phonological skills but spared non-verbal intelligence and vocabulary. There were also some suggestions of impaired structural oral language skills in this group. A data-driven clustering analysis found that diagnosis was not a reliable predictor of similarity between cases, with diagnostic categories split between data-driven clusters. Overall, the findings indicate that high-achieving adults with developmental disorders do demonstrate impairments that are likely to affect success in higher education, but that support needs should be assessed on a case-by-case basis, rather than according to diagnostic label.
Collapse
Affiliation(s)
| | | | - Paul A. Thompson
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | | |
Collapse
|
11
|
Matte-Landry A, Boivin M, Tanguay-Garneau L, Mimeau C, Brendgen M, Vitaro F, Tremblay RE, Dionne G. Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3760-3774. [PMID: 33105083 DOI: 10.1044/2020_jslhr-20-00230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.
Collapse
Affiliation(s)
- Alexandra Matte-Landry
- School of Psychology, Université Laval, Québec City, Québec, Canada
- School of Social Work, McGill University, Montréal, Québec, Canada
| | - Michel Boivin
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | | | - Catherine Mimeau
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, Canada
| | - Frank Vitaro
- School of Psychoeducation, Université de Montréal, Québec, Canada
| | - Richard E Tremblay
- Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Russian Federation
- Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada
- School of Public Health, Physiotherapy and Population Science, University College Dublin, Ireland
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec City, Québec, Canada
| |
Collapse
|
12
|
Peskin M, Rotem A, Golubchik P, Weizman A, Manor I. Demographic and Clinical Predictors of Hospitalization in Preschoolers With ADHD. J Atten Disord 2019; 23:1284-1290. [PMID: 29749278 DOI: 10.1177/1087054718772145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Objective: This chart review study characterized demographic and clinical indicators of the need for hospitalization in preschoolers with ADHD. Method: Medical records of preschoolers with Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR) ADHD during 2009-2012 were systematically reviewed. The cohort included 111 children (aged 5.13 ± 0.55 years, 77.47% boys). The demographic and clinical variables of hospitalized at a day-care unit (n = 30) and nonhospitalized (n = 81) preschoolers were compared. Results: Hospitalized preschoolers were younger (p < .0001), had higher rates of unmarried mothers (p < .001), and a higher number of comorbidities. The number of inattentive/hyperactivity-impulsivity symptoms was similar in both groups. Neurodevelopmental comorbidity (p < .0001), but not externalized (p = .82) or internalized (p = .20) psychopathology, was significantly higher in the hospitalized group. Conclusion: ADHD severity in preschoolers tends to be associated with younger age, specific parenthood constellations, and a high rate of neurodevelopmental, but not other, comorbidities. These findings emphasize the importance of the neurodevelopmental context in planning ADHD interventions at preschool age.
Collapse
Affiliation(s)
- Miriam Peskin
- 1 Geha Mental Health Center, Petah Tikva, Israel.,2 Tel Aviv University, Israel
| | - Ann Rotem
- 1 Geha Mental Health Center, Petah Tikva, Israel
| | - Pavel Golubchik
- 1 Geha Mental Health Center, Petah Tikva, Israel.,2 Tel Aviv University, Israel
| | - Abraham Weizman
- 1 Geha Mental Health Center, Petah Tikva, Israel.,2 Tel Aviv University, Israel
| | - Iris Manor
- 1 Geha Mental Health Center, Petah Tikva, Israel.,2 Tel Aviv University, Israel
| |
Collapse
|
13
|
van den Bedem NP, Dockrell JE, van Alphen PM, Kalicharan SV, Rieffe C. Victimization, Bullying, and Emotional Competence: Longitudinal Associations in (Pre)Adolescents With and Without Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:2028-2044. [PMID: 29998317 DOI: 10.1044/2018_jslhr-l-17-0429] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2017] [Accepted: 04/06/2018] [Indexed: 05/11/2023]
Abstract
PURPOSE Victimization is a common problem for many children but is exacerbated for children with a developmental language disorder (DLD). However, the severity of communication problems does not explain their victimization rates. In children without DLD, difficulties with emotional competence are a risk factor for victimization and also increase the risk of bullying. In this longitudinal study, we examined the extent to which the level and development of emotional competence (understanding of one's own emotions and levels of anger, sadness, and fear) contributed to the prediction of victimization and bullying in children with and without DLD, over and above the type and severity of communication problems of children with DLD. METHOD Clinically referred youngsters (8-16 years old) with (n = 112; 48% girls, 52% boys) and without (n = 233; 58% girls, 42% boys) DLD completed self-reports 3 times over an 18-month period. Parents of children with DLD reported on their children's communication problems. RESULTS Participants with DLD reported more victimization but comparable levels of bullying behavior compared with peers without DLD. Higher levels of sadness and fear were risk factors for more victimization in both groups. Better understanding of one's own emotions had a larger effect on less victimization in children with DLD, independent of their communication problems. In addition, increased levels of anger and lower levels of understanding of one's own emotions explained more bullying in both groups. CONCLUSION Outcomes indicate that secondary difficulties in emotional competence in children with DLD make these children more vulnerable to victimization and warrant specific support and interventions.
Collapse
Affiliation(s)
| | - Julie E Dockrell
- Department of Psychology and Human Development, Institute of Education, University College London, United Kingdom
| | | | | | - Carolien Rieffe
- Developmental Psychology, Leiden University, the Netherlands
- Nederlandse Stichting voor het Dove en Slechthorende Kind, Amsterdam, the Netherlands
| |
Collapse
|
14
|
Tambyraja SR, Rhoad-Drogalis A, Khan KS, Justice LM, Sawyer BE. Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 47:245-257. [PMID: 29936661 DOI: 10.1007/s10802-018-0451-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Growing evidence suggests that early symptoms of inattentiveness may affect the language development and academic success of young children. In the present study, we examined the extent to which profiles of inattentiveness and language could be discerned within a heterogeneous group of preschoolers attending early childhood special education programs (n = 461). Based on parent-reported observations of children's symptoms of inattentiveness and direct assessments of children's language skills (grammar, vocabulary, and narrative ability), three distinct profiles were identified. The three groups, representing levels of severity (at risk, almost average, above average), differed not only by their end of year performance, but also with respect to which their abilities changed over the course of the academic year. Children in the poorest performing profile had poorer mean scores in the spring of their preschool year on all measures, but exhibited patterns of gain that exceeded or equaled their peers in higher-performing groups, in the domains of vocabulary and grammar. Examination of subsequent kindergarten reading skills suggested that profile differences remained consistent. Findings underscore the associations between early symptoms of inattentiveness and language difficulties, and further indicate that these relations extend to the acquisition of early reading skills. Future research is needed to corroborate these findings with more robust measures of attention, and to understand the long-term associations between inattentiveness, language and literacy, and potential effects on these associations from early intervention.
Collapse
Affiliation(s)
- Sherine R Tambyraja
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, 43201, USA.
| | - A Rhoad-Drogalis
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, 43201, USA
| | - K S Khan
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, 43201, USA
| | - L M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, 43201, USA
| | | |
Collapse
|
15
|
Comparison of the computer-aided articulation therapy application with printed material in children with speech sound disorders. Int J Pediatr Otorhinolaryngol 2018; 109:89-95. [PMID: 29728192 DOI: 10.1016/j.ijporl.2018.03.029] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2017] [Revised: 03/13/2018] [Accepted: 03/23/2018] [Indexed: 11/19/2022]
Abstract
OBJECTIVES The aim of the present study was to develop an iPad application for computer-aided articulation therapy called the Turkish Articulation Therapy Application (TARTU), and make comparisons between the efficacy of TARTU and printed material. METHOD A single subject research design, adapted alternating treatments model, was used for this purpose. The study was carried out with 2 children, at the age of 5; 1 and 5; 11, both of whom have a speech sound disorder. The comparison between TARTU and printed material effectiveness was compared for three target sounds (/k/, /ʃ/ and /l/). 12 therapy sessions were carried out three times a week using the behavioural approach. One participant received therapy targeting the sound /k/ using TARTU, while printed material used for the sound /ʃ/. The targeted sounds were switched for the second participant. Sound /l/ was left without any intervention. RESULT The target sound met the criterion with TARTU in one participant, and with printed material in the other participant. CONCLUSION The presentation type of the materials did not play an important role in the success of the therapy on the participants.
Collapse
|
16
|
Wittke K, Spaulding TJ. Which Preschool Children With Specific Language Impairment Receive Language Intervention? Lang Speech Hear Serv Sch 2018; 49:59-71. [DOI: 10.1044/2017_lshss-17-0024] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Accepted: 08/22/2017] [Indexed: 11/09/2022] Open
Abstract
Purpose
Potential biases in service provision for preschool children with specific language impairment (SLI) were explored.
Method
In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1.
Results
In Study 1, the SLI-T group was rated by teachers as having poorer executive functioning than children in the SLIT-NT group, and the SLI-T group also came from families whose mothers had more education. These 2 variables alone predicted SLI-T and SLI-NT group membership with 84% accuracy. In Study 2, the ARTIC-T group were perceived as having comparable executive functioning to the SLI-NT group and better than the SLI-T group, indicating that teachers' knowledge of service provision did not influence their ratings of children's executive functioning.
Discussion
Preschool children with SLI, whose mothers have higher education levels and whose teachers perceive them as having poorer executive functioning, are more likely to receive intervention. Recognizing service delivery biases is critical for improving early provision of intervention for this population.
Collapse
|
17
|
Lewis BA, Patton E, Freebairn L, Tag J, Iyengar SK, Stein CM, Taylor HG. Psychosocial co-morbidities in adolescents and adults with histories of communication disorders. JOURNAL OF COMMUNICATION DISORDERS 2016; 61:60-70. [PMID: 27032038 PMCID: PMC4880534 DOI: 10.1016/j.jcomdis.2016.03.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Revised: 03/10/2016] [Accepted: 03/16/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND Few studies have considered the long-term psychosocial outcomes of individuals with histories of early childhood speech sound disorders (SSD). Research on long-term psychosocial outcomes of individuals with language impairment (LI) have frequently failed to consider the effects of co-morbid SSD. The purpose of this study was to compare individuals with histories of SSD-only versus SSD with LI on these outcomes and to examine the contributions of other comorbid conditions including reading disorders (RD) and Attention Deficit Hyperactivity Disorder (ADHD). METHODS Participants were adolescents aged 11-17 years (N=129) and young adults aged 18-33 years (N=98). Probands with SSD were originally recruited between 4 and 6 years of age and classified into SSD-only and SSD+LI groups. Siblings of these children were also assessed at this time and those without SSD or LI were followed as controls. Outcome measures at adolescence and adulthood included ratings of hyperactivity, inattention, anxiety, and depression, as well as internalizing, externalizing, social, and thought problems. Adult outcomes also included educational and employment status and quality of life ratings. Regression modeling was performed to examine the association of SSD, LI, RD, and ADHD with psychosocial outcomes using Generalized Estimating Equations. RESULTS In the adolescent group, LI was associated with poorer ratings of psychosocial problems on all scales except depression. Histories of SSD-only, RD and ADHD did not independently predict any of the adolescent psychosocial measures. In contrast, LI in the adult sample was not significantly associated with any of the behavior ratings, though RD was related to higher ratings of hyperactivity and inattention and with higher parent ratings of internalizing and externalizing symptoms and thought problems. SSD did not predict any of the adult measures once other comorbid conditions were taken into account. CONCLUSIONS Poor adolescent psychosocial outcomes for individuals with early childhood SSD were primarily related to comorbid LI and not to SSD per se. At adulthood, comorbid RD and ADHD may influence outcomes more significantly than LI.
Collapse
Affiliation(s)
- Barbara A Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States.
| | - Emily Patton
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Lisa Freebairn
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Jessica Tag
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Sudha K Iyengar
- Department of Epidemiology and Biostatistics, Case Western Reserve University, Cleveland, OH, United States
| | - Catherine M Stein
- Department of Epidemiology and Biostatistics, Case Western Reserve University, Cleveland, OH, United States
| | - H Gerry Taylor
- Department of Pediatrics, Case Western Reserve University, Cleveland, OH, United States
| |
Collapse
|
18
|
Kornilov SA, Rakhlin N, Koposov R, Lee M, Yrigollen C, Caglayan AO, Magnuson JS, Mane S, Chang JT, Grigorenko EL. Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population. Pediatrics 2016; 137:peds.2015-2469. [PMID: 27016271 PMCID: PMC4811310 DOI: 10.1542/peds.2015-2469] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/26/2016] [Indexed: 01/07/2023] Open
Abstract
BACKGROUND AND OBJECTIVE Developmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder associated with negative outcomes in different domains; the etiology of DLD is unknown. To investigate the genetic underpinnings of DLD, we performed genome-wide association and whole exome sequencing studies in a geographically isolated population with a substantially elevated prevalence of the disorder (ie, the AZ sample). METHODS DNA samples were collected from 359 individuals for the genome-wide association study and from 12 severely affected individuals for whole exome sequencing. Multifaceted phenotypes, representing major domains of expressive language functioning, were derived from collected speech samples. RESULTS Gene-based analyses revealed a significant association between SETBP1 and complexity of linguistic output (P = 5.47 × 10(-7)). The analysis of exome variants revealed coding sequence variants in 14 genes, most of which play a role in neural development. Targeted enrichment analysis implicated myocyte enhancer factor-2 (MEF2)-regulated genes in DLD in the AZ population. The main findings were successfully replicated in an independent cohort of children at risk for related disorders (n = 372). CONCLUSIONS MEF2-regulated pathways were identified as potential candidate pathways in the etiology of DLD. Several genes (including the candidate SETBP1 and other MEF2-related genes) seem to jointly influence certain, but not all, facets of the DLD phenotype. Even when genetic and environmental diversity is reduced, DLD is best conceptualized as etiologically complex. Future research should establish whether the signals detected in the AZ population can be replicated in other samples and languages and provide further characterization of the identified pathway.
Collapse
Affiliation(s)
- Sergey A. Kornilov
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut;,Department of Psychology, University of Connecticut, Storrs, Connecticut;,Haskins Laboratories, New Haven, Connecticut;,Department of Psychology, Moscow State University, Moscow, Russia;,Department of Psychology, Saint Petersburg State University, Saint Petersburg, Russia
| | - Natalia Rakhlin
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut;,Department of Communication Sciences and Disorders, Wayne State University, Detroit, Michigan
| | - Roman Koposov
- Regional Centre for Child and Youth Mental Health and Child Welfare, UiT The Arctic University of Norway, Tromsø, Norway
| | - Maria Lee
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Carolyn Yrigollen
- The Children's Hospital of Philadelphia, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Ahmet Okay Caglayan
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut;,Department of Medical Genetics, Istanbul Bilim University, Istanbul, Turkey; and
| | - James S. Magnuson
- Department of Psychology, University of Connecticut, Storrs, Connecticut;,Haskins Laboratories, New Haven, Connecticut
| | - Shrikant Mane
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Joseph T. Chang
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut
| | - Elena L. Grigorenko
- Child Study Center, School of Medicine, Yale University, New Haven, Connecticut;,Haskins Laboratories, New Haven, Connecticut;,Department of Psychology, Saint Petersburg State University, Saint Petersburg, Russia;,Moscow State University for Psychology and Education, Moscow, Russia
| |
Collapse
|
19
|
Zaimoğlu S, Türkdoğan D, Mazlum B, Bekiroğlu N, Tetik-Kabil A, Eyilikeder S. When Is EEG Indicated in Attention-Deficit/Hyperactivity Disorder? J Child Neurol 2015; 30:1785-93. [PMID: 25895916 DOI: 10.1177/0883073815580545] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/13/2014] [Accepted: 02/10/2015] [Indexed: 11/15/2022]
Abstract
The authors investigated the parameters for predicting epileptiform abnormalities in a group of children diagnosed with attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 148 subjects aged between 6 and 13 (8.76 ± 1.26; 25.7% female) years. Subtypes of ADHD and comorbid psychiatric disorders were defined according to DSM-IV criteria. The Wechsler Intelligence Scale for Children-Revised was applied to all patients. Most of the subjects (89.2%) had wakefulness and sleep electroencephalography examinations lasting about one hour. The authors found out that the coexistence of speech sound disorder (odds ratio [OR] 3.90, 95% confidence interval [CI]: 1.61-9.48) and higher Digit Span test performance (OR 1.24, 95% CI: 1.06-1.44) predicted the presence of accompanying epileptiform abnormalities. The prevalence of epileptiform abnormalities was 26.4%, and they were frequently localized in the frontal (41%) and centrotemporal (28.2%) regions. Higher percentage of speech sound disorder co-occurrence (64%) in subjects with rolandic spikes suggests that epileptiform abnormalities associated with ADHD can be determined genetically at least in some cases. Pathophysiology of epileptiform abnormalities in ADHD might have complex genetic and maturational background.
Collapse
Affiliation(s)
- Sennur Zaimoğlu
- Child and Adolescent Psychiatry Istanbul, Institute of Neurological Sciences, Marmara University, Istanbul, Turkey
| | - Dilşad Türkdoğan
- Department of Child Neurology, Medical School, Marmara University, Istanbul, Turkey
| | - Betül Mazlum
- Department of Neuroscience, Institute of Experimental Medical Research, Istanbul University, Istanbul, Turkey
| | - Nural Bekiroğlu
- Department of Biostatistics and Bioinformatics, Medical School, Marmara University, Istanbul, Turkey
| | - Aylin Tetik-Kabil
- Foundation Development Year Psychological Counseling Center, School of Languages, Sabancı University, Istanbul, Turkey
| | - Seda Eyilikeder
- Department of Speech and Language Therapy, Anadolu University, Eskisehir, Turkey
| |
Collapse
|
20
|
Justice L, Logan J, Kaderavek J, Schmitt MB, Tompkins V, Bartlett C. Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education. JOURNAL OF LEARNING DISABILITIES 2015; 48:482-494. [PMID: 24232733 DOI: 10.1177/0022219413510179] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested vulnerability for future reading problems. Participants were 218 children enrolled in early childhood special education classrooms, 95% of whom received speech-language services. Children were administered an assessment of early literacy skills in the fall of the academic year. Based on results of latent profile analysis, four distinct literacy profiles were identified, with the single largest profile (55% of children) representing children with generally poor literacy skills across all areas examined. Children in the two low-risk categories had higher oral language skills than those in the high-risk and moderate-risk profiles. Across three of the four early literacy measures, children with language as their primary disability had higher scores than those with LI concomitant with other disabilities. These findings indicate that there are specific profiles of early literacy skills among children with LI, with about one half of children exhibiting a profile indicating potential susceptibility for future reading problems.
Collapse
Affiliation(s)
| | | | | | | | | | - Christopher Bartlett
- Research Institute at Nationwide Children's Hospital, The Ohio State University, Columbus, USA
| |
Collapse
|
21
|
Brei NG, Klein-Tasman BP, Schwarz GN, Casnar CL. Language in young children with neurofibromatosis-1: relations to functional communication, attention, and social functioning. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:2495-2504. [PMID: 24995687 DOI: 10.1016/j.ridd.2014.06.016] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2014] [Revised: 06/11/2014] [Accepted: 06/12/2014] [Indexed: 06/03/2023]
Abstract
In this study, the language abilities of 30 children with Neurofibromatosis Type 1 (NF1) aged 4-6 years were examined using a standardized measure of language. Relations of language to multiple parental report measures of functional communication, social skills, and attention problems were investigated. Difficulties in core language skills were observed, and more than 1/3 of the children struggled on at least one language index. Language abilities were significantly related to parental report of functional communication, social interaction and communication, and social skills, such that language difficulties may be a risk factor for communication and social interaction challenges and communication-related adaptive behavior in children with NF1. Though receptive language abilities were an area of particular difficulty for many children with NF1, they were not significantly related to parental ratings of social functioning and functional communication. Few significant relations were found between language and parent-reported attention problems, although some trends were noted. Hence attention difficulties in children with NF1 may contribute to, but do not appear to fully account for, language difficulties. In sum, there is an increased risk of language difficulties for young children with NF1, and lab-measured language difficulties appear to relate to everyday communication and social interaction functioning.
Collapse
Affiliation(s)
- Natalie G Brei
- University of Wisconsin-Milwaukee, Department of Psychology, 2441 East Hartford Avenue, Milwaukee, WI 53211, United States.
| | - Bonita P Klein-Tasman
- University of Wisconsin-Milwaukee, Department of Psychology, 2441 East Hartford Avenue, Milwaukee, WI 53211, United States.
| | - G Nathanael Schwarz
- University of Wisconsin-Milwaukee, Department of Psychology, 2441 East Hartford Avenue, Milwaukee, WI 53211, United States.
| | - Christina L Casnar
- University of Wisconsin-Milwaukee, Department of Psychology, 2441 East Hartford Avenue, Milwaukee, WI 53211, United States.
| |
Collapse
|
22
|
Abstract
OBJECTIVE ADHD is often comorbid with other disorders, but it is often assumed that academic, language, or motor c skills problems are secondary to ADHD rather than that attention problems are secondary to the other disorder or both disorders have a shared etiology. We assessed for comorbid developmental disorders and which cognitive processes were impaired in children with ADHD. METHOD Measures of intelligence, language, motor skills, social cognition, and executive functions were administered to children with ADHD (n = 53) and age/sex-matched typical children. RESULTS Clinically significant deficits were 2 to 7 times as common in children with ADHD as in typical children, and the structure of ability differed in the two groups. Abilities were less differentiated in children with ADHD. CONCLUSION The results indicate a need for comprehensive screening for developmental disorders in children with ADHD and imply that research needs to focus on how ADHD and developmental disorders may share an etiology.
Collapse
Affiliation(s)
- Murray J Dyck
- School of Applied Psychology, Griffith University, Gold Coast, Queensland, Australia
| | - Jan P Piek
- School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia
| |
Collapse
|
23
|
Auditory and visual sustained attention in children with speech sound disorder. PLoS One 2014; 9:e93091. [PMID: 24675815 PMCID: PMC3968053 DOI: 10.1371/journal.pone.0093091] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2013] [Accepted: 03/03/2014] [Indexed: 11/19/2022] Open
Abstract
Although research has demonstrated that children with specific language impairment (SLI) and reading disorder (RD) exhibit sustained attention deficits, no study has investigated sustained attention in children with speech sound disorder (SSD). Given the overlap of symptoms, such as phonological memory deficits, between these different language disorders (i.e., SLI, SSD and RD) and the relationships between working memory, attention and language processing, it is worthwhile to investigate whether deficits in sustained attention also occur in children with SSD. A total of 55 children (18 diagnosed with SSD (8.11 ± 1.231) and 37 typically developing children (8.76 ± 1.461)) were invited to participate in this study. Auditory and visual sustained-attention tasks were applied. Children with SSD performed worse on these tasks; they committed a greater number of auditory false alarms and exhibited a significant decline in performance over the course of the auditory detection task. The extent to which performance is related to auditory perceptual difficulties and probable working memory deficits is discussed. Further studies are needed to better understand the specific nature of these deficits and their clinical implications.
Collapse
|
24
|
Deacon SH, Cleave PL, Baylis J, Fraser J, Ingram E, Perlmutter S. The representation of roots in the spelling of children with specific language impairment. JOURNAL OF LEARNING DISABILITIES 2014; 47:13-21. [PMID: 24219916 DOI: 10.1177/0022219413509965] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Children with Specific Language Impairment (SLI) have demonstrated general spelling and writing difficulties. We investigated the sensitivity of children with SLI to the consistent spelling of root morphemes, a feature to which young typically developing children demonstrate sensitivity. We asked children with SLI and two groups of typically developing children (n = 17 in each group) to spell the same letter-sound sequence (e.g., win) as a root, and as a component of inflected, derived, and control words (e.g., win, wins, winner, wink). Children with SLI and spelling-age-matched children (mean age of 9 and 7 years, respectively) were more accurate and more consistent in spelling the initial sections of the inflected and derived words than of the control words, a pattern that suggests sensitivity to the representation of roots in spelling. The absence of a group-level interaction suggests comparable sensitivity in the two groups. Our results suggest that elementary-school-aged children with SLI are sensitive to the consistent spelling of roots, at least to the extent predicted by their general spelling abilities.
Collapse
|
25
|
Walsh IP, Scullion M, Burns S, MacEvilly D, Brosnan G. Identifying demographic and language profiles of children with a primary diagnosis of attention deficit hyperactivity disorder. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2013. [DOI: 10.1080/13632752.2013.854963] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
26
|
Van Schendel C, Schelstraete MA, Roskam I. Développement langagier et troubles externalisés du comportement en période préscolaire : quelles relations ? ANNEE PSYCHOLOGIQUE 2013. [DOI: 10.3917/anpsy.133.0375] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
|
27
|
Développement langagier et troubles externalisés du comportement en période préscolaire : quelles relations ? ANNEE PSYCHOLOGIQUE 2013. [DOI: 10.4074/s0003503313003047] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
28
|
Wren Y, McLeod S, White P, Miller LL, Roulstone S. Speech characteristics of 8-year-old children: findings from a prospective population study. JOURNAL OF COMMUNICATION DISORDERS 2013; 46:53-69. [PMID: 23102668 DOI: 10.1016/j.jcomdis.2012.08.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2011] [Revised: 08/19/2012] [Accepted: 08/27/2012] [Indexed: 05/22/2023]
Abstract
UNLABELLED Speech disorder that continues into middle childhood is rarely studied compared with speech disorder in the early years. Speech production in single words, connected speech and nonword repetition was assessed for 7390 eight-year-old children within the Avon Longitudinal Study of Parents and Children (ALSPAC). The majority (n=6399) had typical speech and 50 of these children served as controls. The remainder were categorised as using common clinical distortions only (CCD, n=582) or speech difficulties (SDiff, n=409). The samples from the CCD children were not analysed further. Speech samples from the SDiff and the control children were transcribed and analysed in terms of percentage consonants correct, error type and syllable structure. Findings were compared with those from children in the Shriberg et al. (1997) lifespan database (n=25). The 8-year-old children from ALSPAC in the SDiff and control groups achieved similar speech accuracy scores to the 8-year-old children in the lifespan database. The SDiff group had consistently lower scores than the ALSPAC control group, with the following measures most clearly differentiating the groups: single word task (percentage of substitutions and distortions), connected speech task (percentage of vowels correct (PVC), percentage of omission of singletons and entire clusters, and stress pattern matches), nonword repetition task (PVC, percentage of entire clusters omitted, percentage of distortions, and percentage of stress pattern matches). Connected speech and nonword samples provide useful supplementary data for identifying older children with atypical speech. LEARNING OUTCOMES The reader will recognize the methods used to identify speech characteristics in a large scale population study. They will describe how measures of speech accuracy in connected speech compare with the Shriberg et al. (1997) lifespan database. The reader will also recall information on how typically and atypically developing children differ on a range of measures across different types of speech sample.
Collapse
Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS Trust, Frenchay Hospital, and Department of Mathematical Sciences, University of the West of England, Glenside Campus, Blackberry Hill, Fishponds, Bristol BS16 1DD, UK.
| | | | | | | | | |
Collapse
|
29
|
Crestani AH, Oliveira LD, Vendruscolo JF, Ramos-Souza AP. Distúrbio específico de linguagem: a relevância do diagnóstico inicial. REVISTA CEFAC 2012. [DOI: 10.1590/s1516-18462012005000105] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
O objetivo deste trabalho é relatar a revisão de estudos sobre o distúrbio específico de linguagem quanto à percepção que a família apresenta deste distúrbio, formas clínicas e sua relação com os marcos evolutivos em linguagem. Pretende-se também analisar aspectos orgânicos e sociais relacionados tal distúrbio, co-morbidades, terapêuticas e prognóstico clínico. A pesquisa proposta teve como fonte de dados artigos dos últimos sete anos encontrados em revistas indexadas no Medline. Entre os dados encontrados, destacaram-se as percepções parentais acerca do distúrbio, a necessidade do diagnóstico do especialista de linguagem e a eficiência dos programas de intervenção precoce com agentes comunitários de saúde. Os dados analisados sugerem que marcos evolutivos de linguagem devem ser conhecidos e observados pelos profissionais da saúde que atendem à infância para detecção precoce deste distúrbio. O progresso terapêutico, a aprendizagem escolar e adaptação social podem ser maiores se a intervenção iniciar já ao segundo ano de vida.
Collapse
|
30
|
Lewis BA, Short EJ, Iyengar SK, Taylor HG, Freebairn L, Tag J, Avrich AA, Stein CM. Speech-Sound Disorders and Attention-Deficit/Hyperactivity Disorder Symptoms. TOPICS IN LANGUAGE DISORDERS 2012; 32:247-263. [PMID: 24363479 PMCID: PMC3868495 DOI: 10.1097/tld.0b013e318261f086] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
PURPOSE The purpose of this study was to examine the association of speech-sound disorders (SSD) with symptoms of attention-deficit/hyperactivity disorder (ADHD) by the severity of the SSD and the mode of transmission of SSD within the pedigrees of children with SSD. PARTICIPANTS AND METHODS The participants were 412 children who were enrolled in a longitudinal family study of SSD. Children were grouped on the basis of the severity of their SSD as determined by their scores on the Goldman-Fristoe Test of Articulation and history of an SSD. Five severity groups were compared: no SSD, resolved SSD, mild SSD, mild-moderate SSD, and moderate-severe SSD. Participants were also coded for comorbid language impairment (LI), based on scores on a standardized language test. Pedigrees of children were considered to represent bilineal inheritance of disorders if there was a history for SSD on both the maternal and paternal sides of the family. Parents completed the ADHD rating scale and a developmental questionnaire for each of their children. RESULTS AND CONCLUSIONS Children with moderate-severe SSD had higher ratings on the inattention and hyperactive/impulsivity scales than children with no SSD. Children whose family pedigrees demonstrated bilineal inheritance had higher ratings of inattention than children without bilineal inheritance. To determine the best predictors of ADHD ratings, multiple linear regression analyses were conducted. LI was more predictive of ADHD symptoms than SSD severity, bilineal inheritance of SSD, age, or gender. Findings support that LI rather than SSD is associated with ADHD.
Collapse
Affiliation(s)
- Barbara A Lewis
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Elizabeth J Short
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Sudha K Iyengar
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - H Gerry Taylor
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Lisa Freebairn
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Jessica Tag
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Allison A Avrich
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| | - Catherine M Stein
- Departments of Psychological Sciences (Drs Lewis and Short and Mss Freebairn and Tag), Epidemiology and Biostatistics (Drs Iyengar and Stein and Ms Avrich), and Pediatrics (Dr Taylor), Case Western Reserve University, Cleveland, Ohio
| |
Collapse
|
31
|
Kalnak N, Peyrard-Janvid M, Sahlén B, Forssberg H. Family history interview of a broad phenotype in specific language impairment and matched controls. GENES BRAIN AND BEHAVIOR 2012; 11:921-7. [PMID: 22928858 DOI: 10.1111/j.1601-183x.2012.00841.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2012] [Revised: 08/18/2012] [Accepted: 08/25/2012] [Indexed: 12/01/2022]
Abstract
The aim was to study a broader phenotype of language-related diagnoses and problems in three generations of relatives of children with specific language impairment (SLI). Our study is based on a family history interview of the parents of 59 children with SLI and of 100 matched control children, exploring the prevalence of problems related to language, reading, attention, school achievement and social communication as well as diagnoses such as attention-deficit hyperactivity disorder (ADHD), autism, Asperger syndrome, dyslexia, mental retardation, cleft palate and stuttering. The results show a spectrum of language-related problems in families of SLI children. In all three generations of SLI relatives, we found significantly higher prevalence rates of language, literacy and social communication problems. The risk of one or both parents having language-related diagnoses or problems was approximately six times higher for the children with SLI (85%) than for the control children (13%) (odds ratio = 37.2). We did not find a significantly higher prevalence of the diagnoses ADHD, autism or Asperger syndrome in the relatives of the children with SLI. However, significantly more parents of the children with SLI had problems with attention/hyperactivity when compared with the parents of controls. Our findings suggest common underlying mechanisms for problems with language, literacy and social communication, and possibly also for attention/hyperactivity symptoms.
Collapse
Affiliation(s)
- N Kalnak
- Department of Women's and Children's Health, Astrid Lindgren Children's Hospital
| | - M Peyrard-Janvid
- Department of Biosciences and Nutrition, Karolinska Institutet, Stockholm, Sweden
| | - B Sahlén
- Department of Logopedics, Phoniatrics and Audiology, Clinical Sciences, Lund University, Lund, Sweden
| | - H Forssberg
- Department of Women's and Children's Health, Astrid Lindgren Children's Hospital
| |
Collapse
|
32
|
Aro T, Eklund K, Nurmi JE, Poikkeus AM. Early language and behavioral regulation skills as predictors of social outcomes. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2012; 55:395-408. [PMID: 22215033 DOI: 10.1044/1092-4388(2011/10-0245)] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE In the present study, the authors examined the prospective associations among early language skills, behavioral regulation skills, and 2 aspects of school-age social functioning (adaptability and social skills). METHOD The study sample consisted of children with and without a familial risk for dyslexia. The authors analyzed the relations among children's language (at age 2;6 [years;months] and age 5;0), behavioral regulation skills (at age 5;0), and social functioning (at age 8;0) using structural equation modeling. Subgroups of children with respect to language and behavioral regulation skills (at age 5;0) were identified through the use of mixture modeling. RESULTS Among at-risk children, behavioral regulation skills mediated the association between early language skills and social outcomes. A subgroup of children with poor regulatory and weak language skills scored lower in adaptability, whereas a subgroup having only poor language skills (with normal behavioral regulation) did not differ from a group with age-appropriate skills. CONCLUSIONS The present findings indicate that behavioral regulation skills play an important role in predicting social outcomes among children at risk for language difficulties. Furthermore, it is suggested that various aspects of social functioning may be influenced differently by self-regulation skills and that predictive relationships vary with the degree of language development deficits and accompanying risks.
Collapse
Affiliation(s)
- Tuija Aro
- Niilo Mäki Institute, Jyväskylä, Finland.
| | | | | | | |
Collapse
|
33
|
Hutchinson E, Bavin E, Efron D, Sciberras E. A comparison of working memory profiles in school-aged children with Specific Language Impairment, Attention Deficit/Hyperactivity Disorder, Comorbid SLI and ADHD and their typically developing peers. Child Neuropsychol 2012; 18:190-207. [DOI: 10.1080/09297049.2011.601288] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
|
34
|
Affiliation(s)
- Lucy C Thompson
- Mental Health and Wellbeing, University of Glasgow, RHSC Yorkhill, Glasgow G3 8SJ, UK.
| | | |
Collapse
|
35
|
Toohill BJ, Mcleod S, McCormack J. Effect of dialect on identification and severity of speech impairment in Indigenous Australian children. CLINICAL LINGUISTICS & PHONETICS 2012; 26:101-119. [PMID: 21787137 DOI: 10.3109/02699206.2011.595523] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This study investigated the effect of dialectal difference on identification and rating of severity of speech impairment in children from Indigenous Australian backgrounds. The speech of 15 Indigenous Australian children identified by their parents/caregivers and teachers as having 'difficulty talking and making speech sounds' was assessed using the Diagnostic Evaluation of Articulation and Phonology. Fourteen children were identified with speech impairment on the Diagnostic Evaluation of Articulation and Phonology using Standard Australian English (AusE) as the target pronunciation; whereas 13 were identified using Australian Aboriginal English (AAE) as the target. There was a statistically significant decrease in seven children's severity classification and a statistically significant increase in all children's percentage of consonants, vowels and phonemes correct when comparing AAE with AusE. Features of AAE used by the children included /h/ insertion and deletion, primary stress on the first syllable and diphthongs alternating with short clear vowels. It is important that speech-language pathologists consider children's dialect as one component of culturally and linguistically appropriate services.
Collapse
Affiliation(s)
- Bethany J Toohill
- School of Community Health, Charles Sturt University, Bathurst, Australia
| | | | | |
Collapse
|
36
|
Merkenschlager A, Amorosa H, Kiefl H, Martinius J. Recognition of Face Identity and Emotion in Expressive Specific Language Impairment. Folia Phoniatr Logop 2012; 64:73-9. [DOI: 10.1159/000335875] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
|
37
|
Dyck MJ, Piek JP, Patrick J. The validity of psychiatric diagnoses: the case of 'specific' developmental disorders. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:2704-2713. [PMID: 21705192 DOI: 10.1016/j.ridd.2011.06.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2011] [Accepted: 06/02/2011] [Indexed: 05/31/2023]
Abstract
We tested whether developmental coordination disorder (DCD) and mixed receptive expressive language disorder (RELD) are valid diagnoses by assessing whether they are separated from each other, from other childhood disorders, and from normality by natural boundaries termed zones of rarity. Standardized measures of intelligence, language, motor skills, social cognition, and executive functioning were administered to children with DCD (n = 22), RELD (n = 30), autistic disorder (n = 30), mental retardation (n = 24), attention deficit/hyperactivity disorder (n = 53) and to a representative sample of children (n = 449). Discriminant function scores were used to test whether there were zones of rarity between the DCD, RELD, and other groups. DCD and RELD were reliably distinguishable only from the mental retardation group. Cluster and latent class analyses both resulted in only two clusters or classes being identified, one consisting mainly of typical children and the other of children with a disorder. Fifty percent of children in the DCD group and 20% in the RELD group were clustered with typical children. There was no evidence of zones of rarity between disorders. Rather, with the exception of mental retardation, the results imply there are no natural boundaries between disorders or between disorders and normality.
Collapse
Affiliation(s)
- Murray J Dyck
- School of Psychology, Griffith University, Gold Coast 4222, Queensland, Australia.
| | | | | |
Collapse
|
38
|
Sleep in attention-deficit/hyperactivity disorder in children and adults: past, present, and future. Sleep Med Rev 2011; 16:371-88. [PMID: 22033171 DOI: 10.1016/j.smrv.2011.07.001] [Citation(s) in RCA: 136] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2011] [Revised: 07/01/2011] [Accepted: 07/05/2011] [Indexed: 11/20/2022]
Abstract
The understanding that sleep can give rise to, or exacerbate symptoms of attention-deficit/hyperactivity disorder (ADHD), and that good sleep hygiene improves attention and concentration tasks has sparked interest in the investigation of possible etiological relationships between sleep disorders and ADHD. Studies indicate that 30% of children and 60-80% of adults with ADHD have symptoms of sleep disorders such as daytime sleepiness, insomnia, delayed sleep phase syndrome, fractured sleep, restless legs syndrome, and sleep disordered breathing. The range and diversity of findings by different researchers have posed challenges in establishing whether sleep disturbances are intrinsic to ADHD or whether disturbances occur due to co-morbid sleep disorders. As a result, understanding of the nature of the relationship between sleep disturbances/disorders and ADHD remains unclear. In this review, we present a comprehensive and critical account of the research that has been carried out to investigate the association between sleep and ADHD, as well as discuss mechanisms that have been proposed to account for the elusive relationship between sleep disturbances, sleep disorders, and ADHD.
Collapse
|
39
|
McCormack J, Harrison LJ, McLeod S, McAllister L. A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1328-48. [PMID: 21498580 DOI: 10.1044/1092-4388(2011/10-0155)] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
PURPOSE To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children's Activities and Participation (International Classification of Functioning, Disability and Health--Children and Youth [ICF-CY]; World Health Organization [WHO], 2007). METHOD Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC; Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4-5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7-9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF-CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997], and Student-Teacher Relationship Scale [Pianta, 2001]); (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ); (c) children (Marsh Self-Description Questionnaire-III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]); and (d) child assessment (Peabody Picture Vocabulary Test--III: Adapted; Rothman, 2003). RESULTS Children identified with communication impairment at age 4-5 years performed significantly poorer at age 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status. CONCLUSION Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.
Collapse
|
40
|
Larson K, Russ SA, Kahn RS, Halfon N. Patterns of comorbidity, functioning, and service use for US children with ADHD, 2007. Pediatrics 2011; 127:462-70. [PMID: 21300675 PMCID: PMC3065146 DOI: 10.1542/peds.2010-0165] [Citation(s) in RCA: 340] [Impact Index Per Article: 26.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/07/2023] Open
Abstract
OBJECTIVE To determine patterns of comorbidity, functioning, and service use for US children with attention-deficit/hyperactivity disorder (ADHD). METHODS Bivariate and multivariable cross-sectional analyses were conducted on data from the 2007 National Survey of Children's Health on 61 779 children ages 6 to 17 years, including 5028 with ADHD. RESULTS Parent-reported diagnosed prevalence of ADHD was 8.2%. Children with ADHD were more likely to have other mental health and neurodevelopmental conditions. Parents reported that 46% of children with ADHD had a learning disability versus 5% without ADHD, 27% vs 2% had a conduct disorder, 18% vs 2% anxiety, 14% vs 1% depression, and 12% vs 3% speech problems (all P < .05). Most children with ADHD had at least 1 comorbid disorder: 33% had 1, 16% had 2, and 18% had 3 or more. The risk for having 3 or more comorbidities was 3.8 times higher for poor versus affluent children (30% vs 8%). Children with ADHD had higher odds of activity restriction (odds ratio: 4.14 [95% confidence interval: 3.34-5.15]), school problems (odds ratio: 5.18 [95% confidence interval: 4.47-6.01]), grade repetition, and poor parent-child communication, whereas social competence scores were lower and parent aggravation higher. Functioning declined in a stepwise fashion with increasing numbers of comorbidities, and use of health and educational services and need for care coordination increased. CONCLUSIONS Clinical management of ADHD must address multiple comorbid conditions and manage a range of adverse functional outcomes. Therapeutic approaches should be responsive to each child's neurodevelopmental profile, tailored to their unique social and family circumstances, and integrated with educational, mental health and social support services.
Collapse
Affiliation(s)
- Kandyce Larson
- UCLA Center for Healthier Children, Families, and Communities, 10990 Wilshire Blvd, Suite 900, Los Angeles, CA 90024, USA.
| | - Shirley A. Russ
- UCLA Center for Healthier Children, Families, and Communities, Los Angeles, California; ,Department of Academic Primary Care Pediatrics, Cedars-Sinai Medical Center, Los Angeles, California
| | - Robert S. Kahn
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio; and
| | - Neal Halfon
- UCLA Center for Healthier Children, Families, and Communities, Los Angeles, California; ,Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles; ,Department of Health Services, School of Public Health, University of California, Los Angeles, California
| |
Collapse
|
41
|
Mouridsen SE, Hauschild KM. The sex ratio of siblings of individuals with a history of developmental language disorder. LOGOP PHONIATR VOCO 2010; 35:144-8. [DOI: 10.3109/14015430903518007] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
|
42
|
Mortimer J, Rvachew S. A longitudinal investigation of morpho-syntax in children with Speech Sound Disorders. JOURNAL OF COMMUNICATION DISORDERS 2010; 43:61-76. [PMID: 20004412 DOI: 10.1016/j.jcomdis.2009.10.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2008] [Revised: 10/16/2009] [Accepted: 10/24/2009] [Indexed: 05/28/2023]
Abstract
PURPOSE The intent of this study was to examine the longitudinal morpho-syntactic progression of children with Speech Sound Disorders (SSD) grouped according to Mean Length of Utterance (MLU) scores. METHODS Thirty-seven children separated into four clusters were assessed in their pre-kindergarten and Grade 1 years. Cluster 1 were children with typical development; the other clusters were children with SSD. Cluster 2 had good pre-kindergarten MLU; Clusters 3 and 4 had low MLU scores in pre-kindergarten, and (respectively) good and poor MLU outcomes. RESULTS Children with SSD in pre-kindergarten had lower Developmental Sentence Scores (DSS) and made fewer attempts at finite embedded clauses than children with typical development. All children with SSD, especially Cluster 4, had difficulty with finite verb morphology. CONCLUSIONS Children with SSD and typical MLU may be weak in some areas of syntax. Children with SSD who have low MLU scores and poor finite verb morphology skills in pre-kindergarten may be at risk for poor expressive language outcomes. However, these results need to be replicated with larger groups. LEARNING OUTCOMES The reader should (1) have a general understanding of findings from studies on morpho-syntax and SSD conducted over the last half century (2) be aware of some potential areas of morpho-syntactic weakness in young children with SSD who nonetheless have typical MLU, and (3) be aware of some potential longitudinal predictors of continued language difficulty in young children with SSD and poor MLU.
Collapse
Affiliation(s)
- Jennifer Mortimer
- School of Communication Sciences and Disorders, McGill University, Beatty Hall, 1266 Pine Avenue West, Montreal, Quebec, Canada.
| | | |
Collapse
|
43
|
Peterson RL, Pennington BF, Shriberg LD, Boada R. What influences literacy outcome in children with speech sound disorder? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2009; 52:1175-88. [PMID: 19403946 PMCID: PMC3608470 DOI: 10.1044/1092-4388(2009/08-0024)] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
PURPOSE In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects. Methods Two groups of children (86 SSD and 37 controls) were recruited at ages 5-6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7-9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5-6). RESULTS The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ. CONCLUSIONS Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.
Collapse
Affiliation(s)
- Robin L Peterson
- Department of Psychology, University of Denver, Denver, CO, USA.
| | | | | | | |
Collapse
|
44
|
Affiliation(s)
| | - Dorothy V.M. Bishop
- Department of Experimental Psychology, University of Oxford, OX1 3UD, United Kingdom;
| |
Collapse
|
45
|
Loucas T, Charman T, Pickles A, Simonoff E, Chandler S, Meldrum D, Baird G. Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment. J Child Psychol Psychiatry 2008; 49:1184-92. [PMID: 19017030 DOI: 10.1111/j.1469-7610.2008.01951.x] [Citation(s) in RCA: 111] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
BACKGROUND Autism spectrum disorders (ASD) and specific language impairment (SLI) are common developmental disorders characterised by deficits in language and communication. The nature of the relationship between them continues to be a matter of debate. This study investigates whether the co-occurrence of ASD and language impairment is associated with differences in severity or pattern of autistic symptomatology or language profile. METHODS Participants (N = 97) were drawn from a total population cohort of 56,946 screened as part of study to ascertain the prevalence of ASD, aged 9 to 14 years. All children received an ICD-10 clinical diagnosis of ASD or No ASD. Children with nonverbal IQ > or =80 were divided into those with a language impairment (language score of 77 or less) and those without, creating three groups: children with ASD and a language impairment (ALI; N = 41), those with ASD and but no language impairment (ANL; N = 31) and those with language impairment but no ASD (SLI; N = 25). RESULTS Children with ALI did not show more current autistic symptoms than those with ANL. Children with SLI were well below the threshold for ASD. Their social adaptation was higher than the ASD groups, but still nearly 2 SD below average. In ALI the combination of ASD and language impairment was associated with weaker functional communication and more severe receptive language difficulties than those found in SLI. Receptive and expressive language were equally impaired in ALI, whereas in SLI receptive language was stronger than expressive. CONCLUSIONS Co-occurrence of ASD and language impairment is not associated with increased current autistic symptomatology but appears to be associated with greater impairment in receptive language and functional communication.
Collapse
Affiliation(s)
- Tom Loucas
- School of Psychology and Clinical Language Sciences, University of Reading, UK.
| | | | | | | | | | | | | |
Collapse
|