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Pelkonen AM, Närhi L, Häkli S, Raatikainen AM, Pirttiniemi P, Silvola AS. Effectiveness of oral motor appliances on oral motor function and speech in children: a systematic review. Acta Odontol Scand 2024; 82:9-17. [PMID: 37615355 DOI: 10.1080/00016357.2023.2249547] [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: 04/03/2023] [Accepted: 08/14/2023] [Indexed: 08/25/2023]
Abstract
BACKGROUND Different oral motor appliances have been used in connection with speech therapy to improve oral motor function and speech development, but no consensus has been reached on the effectiveness of the appliances. The objective was to systematically review the effectiveness of oral motor appliances on oral motor function and speech in children with speech sound disorders (SSDs) or oral motor dysfunctions. METHODS A systematic search was conducted up to February 2023 in the PubMed, Scopus, and Cochrane databases. Inclusion criteria were prospective randomized or case-control clinical trials investigating the effect of intraoral appliances on orofacial function and/or speech. The risk of bias was evaluated by the Cochrane Collaboration's Robins-I tool. RESULTS Nine publications of three individual studies met the inclusion and search criteria. Six of the publications were conducted in children with Down Syndrome (DS) and three publications were conducted in children with Cerebral Palsy (CP). No meta-analysis was made due to the limitations of the publications. Selected studies reported some beneficial effects of intraoral appliances on oral motor function in children with DS and CP, although the evidence is low. Due to the study design in selected studies and confounding factors, the overall risk of bias was categorized as moderate or high. DISCUSSION Intraoral appliances may improve oral motor function in children with DS and CP. Due to lack of studies this review limited to children with DS and CP. The initial question concerning SSDs was not answered. Well-designed RCTs with larger sample sizes are needed, especially among non-syndromic children with SSDs. The level of evidence was considered very low.
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Affiliation(s)
| | - Linnea Närhi
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Sanna Häkli
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Department of Otorhinolaryngology and Phoniatrics, Oulu University Hospital, Oulu, Finland
- PEDEGO Research Unit, University of Oulu, Oulu, Finland
| | - Anna-Maria Raatikainen
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
- Department of Otorhinolaryngology and Phoniatrics, Oulu University Hospital, Oulu, Finland
- PEDEGO Research Unit, University of Oulu, Oulu, Finland
| | - Pertti Pirttiniemi
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
| | - Anna-Sofia Silvola
- Research Unit of Population Health, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland
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Georgiou GP, Theodorou E. Comprehension of complex syntax by non-English-speaking children with developmental language disorder: A scoping review. CLINICAL LINGUISTICS & PHONETICS 2023; 37:1050-1068. [PMID: 36278787 DOI: 10.1080/02699206.2022.2135024] [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: 12/02/2021] [Revised: 09/27/2022] [Accepted: 10/04/2022] [Indexed: 06/16/2023]
Abstract
Children with developmental language disorder (DLD) are characterised by impaired language abilities both in comprehension and production. Complex syntax is a specific domain which is often considered challenging for children with DLD. Research regarding complex syntax is mostly concerned with the production patterns of speakers and usually employs English-speaking populations. This scoping review aims to systematically map the abilities of non-English-speaking children with DLD to comprehend complex syntactic structures, comparing these results with the broader literature on English-speaking children with DLD. It also aims to consider the account (i.e. grammatical vs processing) by which these abilities can be explained. Four online databases were used to extract original research articles published between 2011 and 2021. Of the 264 studies initially identified, 20 studies were included in the review. The results demonstrated that children with DLD present with difficulties in comprehending object relative clauses, wh-questions, sentences with non-canonical word order, passives, and other types of complex syntax. All of these challenges are also evident in English-speaking children with DLD and can be mainly attributed either to the inability of children to assign thematic roles, their restricted working memory capacities, or a combination thereof. It is concluded that the comprehension of complex syntax might be a universal marker of DLD, which can be explained on the basis of either a grammatical or a processing account, or both. Common challenges in certain structures across languages can be used to design a comprehension assessment tool that can be applied in several languages.
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Affiliation(s)
- Georgios P Georgiou
- Department of Languages and Literature, University of Nicosia, Nicosia, Cyprus
| | - Elena Theodorou
- Department of Rehabilitation Science, Cyprus University of Technology, Limassol, Cyprus
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Qi X, Ng WWH, Tsang GHK, To CKS. Efficacy of a Self-Directed Video-Based Caregiver-Implemented Language Programme. Folia Phoniatr Logop 2023; 76:245-263. [PMID: 37883946 DOI: 10.1159/000534022] [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: 03/14/2023] [Accepted: 09/01/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Caregiver-implemented language programmes are effective for alleviating early language difficulties. This study examined the efficacy of a self-directed video-based caregiver-implement language programme in Chinese families. METHOD This study consisted of two stages. In stage 1, 31 caregiver-child dyads (typically developing children) completed the training programme (group 1) in the form of six video-based training modules. In stage 2, 28 caregiver-child dyads (children with language difficulties) receiving active speech therapy were randomly assigned to the training (group 2) and control arms (group 3). Group 2 received the same training as group 1 in addition to their regular therapy while group 3 was kept as status quo. Caregivers completed a quiz on their knowledge of language facilitation techniques (LFTs) and submitted caregiver-child interaction videos at the start and end of the training. Outcome measures included programme completion rate, quiz scores, and use of LFTs and children's communication skills in the videos. A pre-post design and a between-group design were adopted in the stage 1 and 2 studies, respectively. RESULTS A completion rate of about 60% in both stages was noted. Significantly higher post-training knowledge scores were found in groups 1 and 2. General but nonsignificant growth in use of parallel talk and gesture, and significant gains in children's vocalization in the training arm were observed. CONCLUSION The self-directed video-based training programme would be useful in imparting information to caregivers. However, the modest improvements in the use of LFTs suggested direct coaching appeared to still play a significant role in enhancing the actual implementation of LFTs. Further investigation on a larger scale is required to evaluate the effectiveness of the training programme for promoting the wider use of this mode as a preventive measure.
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Affiliation(s)
- Xin Qi
- Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong, China
| | - Winnie W H Ng
- Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong, China
| | - Gigi H K Tsang
- Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong, China
| | - Carol K S To
- Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong, China
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Aras I, Vlahović S, Stevanović S, Pavičić Dokoza K, Košec A. Auditory Brainstem Response Testing in Children with Speech and Language Pathology: A Non-Randomized Observational Study. Folia Phoniatr Logop 2023; 76:321-328. [PMID: 37788639 DOI: 10.1159/000534417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 09/28/2023] [Indexed: 10/05/2023] Open
Abstract
INTRODUCTION The aim of this study was to compare auditory brainstem response (ABR) findings of normal-hearing preschool children with different types of speech and language pathology. METHODS This retrospective, non-randomized, cohort study was conducted at a tertiary speech and hearing rehabilitation institution according to STROBE guidelines. The study enrolled 123 preschool children diagnosed with speech language pathology and normal hearing. The participants included children with developmental language disorder, autism spectrum disorder, isolated articulation pathology, organic brain lesions, cognitive delay, and a group of very young children with clinically significant speech development delay. All patients underwent standard ABR procedures. RESULTS The latencies were the longest in the group of children with organic lesion, followed by the group of children with autism spectrum disorder, then the group with developmental language disorder, and the young children group. In the group of children with articulation pathology and the cognitive delay group, the latencies were the shortest. CONCLUSION This study showed a connection between several groups of children with language pathology that includes comprehension problems and prolongation of ABR latencies.
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Affiliation(s)
- Ivana Aras
- SUVAG Polyclinic for Rehabilitation of Listening and Speech, Zagreb, Croatia
| | - Sanja Vlahović
- SUVAG Polyclinic for Rehabilitation of Listening and Speech, Zagreb, Croatia
| | - Siniša Stevanović
- Department of Otorhinolaryngology and Head and Neck Surgery, University Hospital Center Sestre Milosrdnice, Zagreb, Croatia
| | | | - Andro Košec
- Department of Otorhinolaryngology and Head and Neck Surgery, University Hospital Center Sestre Milosrdnice, Zagreb, Croatia
- School of Medicine, University of Zagreb, Zagreb, Croatia
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Shahouzaei N, Maleki Shahmahmood T, Haresabadi F, Jalilehvand N, Sharifi Movahhed Z. The relationship between mean length of utterance (MLU), Persian developmental sentence score (PDSS), and photographic expressive Persian grammar test (PEGT) in typically developing children and those with developmental language disorder (DLD). APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-9. [PMID: 37665687 DOI: 10.1080/21622965.2023.2253481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/06/2023]
Abstract
PURPOSE This study investigated the relationship between three practical measures for evaluating Persian grammar expression skills, MLU, PDSS, and PEGT, in preschool children with developmental language disorder (DLD) and their typically developing (TD) peers. METHOD Secondary data were obtained by re-analyzing language samples collected in previous studies. Previously audiotaped language samples of 25 monolingual 5-7 years-old Persian children with DLD and 25 TD children were transcribed and reanalyzed to calculate MLU in words (MLU-w) and PDSS for comparison with the results of PEGT. RESULTS Children with DLD had lower scores in PEGT, PDSS, and MLU-w than TD children (p < 0.001). In addition, there was a strong correlation between PDSS and MLU-w in both DLD (r = 0.91) and TD groups (r = 0.79). There was a significant correlation between PEGT and MLU (r = 0.76) and PDSS (r = 0.78) in the DLD group, while these correlations were not significant in TD group. CONCLUSIONS Considering the positive and significant correlation between MLU, PDSS, and PEGT in children with DLD, the use of PEGT, as a valid, reliable, and accurate test of grammar, which can be implemented quickly and easily, is suggested for clinical purposes of identification and screening of Persian children with DLD.
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Affiliation(s)
- Nasrin Shahouzaei
- Department of Speech Therapy, Rehabilitation Sciences Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
| | - Toktam Maleki Shahmahmood
- Department of Speech Therapy, School of paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Fatemeh Haresabadi
- Department of Speech Therapy, Rehabilitation Sciences Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
| | - Nahid Jalilehvand
- Department of Speech Therapy, Rehabilitation Research Centre, Iran University of Medical Sciences, Tehran, Iran
| | - Zahra Sharifi Movahhed
- Department of Speech Therapy, School of paramedical and Rehabilitation Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
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Hesketh E, White P, Simkiss D, Roulstone S. Outcomes from a community speech and language therapy service treatment waiting list: The natural history of 525 children with identified speech and language needs. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:1510-1525. [PMID: 37189292 DOI: 10.1111/1460-6984.12877] [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: 11/02/2022] [Accepted: 03/20/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Understanding the natural history of developmental speech and language impairments can support the selection of children whose difficulties are persistent rather than transitory. It can also provide information against which the effectiveness of intervention can be evaluated. However, natural history data are difficult to collect ethically. Furthermore, as soon as an impairment is identified, the behaviour of those around changes, thus creating some level of intervention. Longitudinal cohort studies, where intervention is minimal, or the control arm of randomized trials have provided the best evidence. However, occasional opportunities arise where service waiting lists can provide data about the progress of children who have not received intervention. This natural history study arose within an ethnically diverse, community paediatric speech and language therapy service in the UK where levels of social disadvantage are high. AIMS To identify (1) the characteristics of the children who attended initial assessment and were selected for treatment; (2) the differences between children who did and did not attend reassessment; and (3) the factors associated with outcomes. METHODS & PROCEDURES A cohort of 545 children were referred and assessed as in need of therapy. Due to resource constraints, intervention was not available for an average of 12 months. Children were invited to attend for a reassessment of need. Initial and follow-up assessments were conducted by experienced clinicians using service guidelines and the Therapy Outcomes Measures Impairment Scale (TOM-I). Descriptive and multivariate regression analyses examined child outcomes for changes in communication impairment, demographic factors and length of wait. OUTCOMES & RESULTS At initial assessment, 55% of children presented with severe and profound communication impairments. Children offered appointments at clinics in areas of high social disadvantage were less likely to attend reassessment. By reassessment, 54% of children showed spontaneous improvement (mean TOM-I rating change = 0.58). However, 83% were still judged to require therapy. Approximately 20% of children changed their diagnostic category. Age and impairment severity at initial assessment were the best predictors of continuing requirement for input. CONCLUSIONS & IMPLICATIONS Although children do make spontaneous progress post-assessment and without intervention, it is likely that the majority will continue to be assigned case status by a Speech and Language Therapist. However, when evaluating the effectiveness of interventions, clinicians need to factor in the progress that a proportion of the caseload will make spontaneously. Services should be mindful that a lengthy wait may disproportionately impact children who already face health and educational inequalities. WHAT THIS PAPER ADDS What is already known on the subject Data from longitudinal cohorts (where intervention has been minimal) and the no treatment control arms of randomized controlled trials have provided the best evidence of the natural progression of speech and language impairments in children. These studies provide a varied rate of resolution and progress depending on the case definitions and measurements used. What this study adds to existing knowledge Uniquely, this study has evaluated the natural history of a large cohort of children who had been waiting for treatment for up to 18 months. Data showed that, over a period of waiting for intervention, the majority of those identified as a case by a Speech and Language Therapist remained a case. Using the TOM, on average children in the cohort made just over half a rating point progress during their waiting period. What are the potential or actual clinical implications of this work? The maintenance of treatment waiting lists is probably an unhelpful service strategy for two reasons: first, the case status of the majority of the children is unlikely to change whilst they await intervention and thus children and their families are subjected to further limbo waiting time; second, the dropout from the waiting list may disproportionately affect children who are offered appointments in clinics where there are higher levels of social disadvantage, thus exacerbating inequalities in the system. Currently, a suggested reasonable outcome of intervention is a 0.5 rating change in one domain of TOMs. Study findings suggest this is insufficiently stringent for a paediatric community clinic caseload. There is a need to evaluate spontaneous improvement which may occur in other TOM domains (i.e., Activity, Participation and Wellbeing) and to agree an appropriate change metric for a community paediatric caseload.
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Affiliation(s)
- Elizabeth Hesketh
- Department of Research and Innovation, Birmingham Community Healthcare NHS Foundation Trust, Birmingham, UK
| | - Paul White
- Department of Applied Statistics, University of the West of England, Bristol, UK
| | - Doug Simkiss
- Department of Research and Innovation, Birmingham Community Healthcare NHS Foundation Trust, Birmingham, UK
| | - Sue Roulstone
- Bristol Speech & Language Therapy Research Unit, Bristol, UK
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Melvin K, Meyer C, Scarinci N. What do speech-language pathologists do to support families' active involvement in early intervention? Exploring moment-to-moment interactions in sessions. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 25:630-643. [PMID: 35791084 DOI: 10.1080/17549507.2022.2092211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE There is growing emphasis on the importance of involving families in all aspects of the early speech-language pathology intervention process, however, both speech-language pathologists (SLPs) and families have reported that this can be challenging. To better understand how SLPs work together with families in intervention, this study aimed to (a) explore what SLPs do to support families to be actively involved in intervention, both inside and outside sessions, and (b) explore the perspectives of families regarding how SLPs supported their active involvement. METHOD Video-reflexive ethnography (VRE) was used to explore engagement with 21 matched SLP-family dyads in early intervention services. Up to three intervention appointments for each participating family were video recorded. Short video segments were selected and played to participants in individual semi-structured interviews where participants were invited to reflect on the interactions captured (i.e. "video-reflexive sessions"). Interview data were analysed using template analysis. RESULT Participants reported that SLPs supported families to be actively involved in sessions by (1) planning to involve families; (2) setting expectations; (3) modelling and teaching strategies; (4) inviting families to "have a go"; (5) providing feedback; and (6) problem solving together. Participants also reported that families were supported to be involved outside sessions when SLPs: (1) got them to practice in sessions; (2) made home practice achievable and provided resources; (3) asked about home practice; (4) linked home practice to progress; and (5) helped other family members get involved. CONCLUSION The results of this study provide an explicit understanding of how SLPs can support families to take an active role in early intervention, and support the importance of a reflective and individualised approach to supporting engagement.
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Affiliation(s)
- Katelyn Melvin
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Carly Meyer
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Nerina Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
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Varghese AL, Balasubramanium RK, Bajaj G, Karuppali S, Bhaskaran U. Delphi Survey of Items for the Test of Stuttering Screening in Children (TSSC). Clin Pract Epidemiol Ment Health 2023; 19:e174501792305170. [PMID: 37916211 PMCID: PMC10487328 DOI: 10.2174/17450179-v19-230615-2022-27] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 03/23/2023] [Accepted: 04/11/2023] [Indexed: 11/03/2023]
Abstract
Purpose Stuttering is a fluency disorder that mostly begins in childhood and affects many people in our societies. No standardized screening tools are available to check for stuttering in the Indian school-going population. Thus, the study aimed at developing a screening tool to identify children who stutter among the school-going population using a Delphi-based approach. Methods This study was carried out in four phases. During the first phase, five Speech Language Pathologists (SLPs) were asked about the need for screening and the nature & attributes of a stuttering screening test for school-going children. The second phase involved constructing appropriate stimuli for the screening tool based on expert opinion, relevant literature and students' academic textbooks. The third phase involved content validation of the speech elicitation stimuli by four teachers, five SLPs and an English Lecturer teaching in a university. The fourth phase encompassed the development of differential diagnosis criteria for stuttering identification in children using a rank analysis of the expert opinions. Results A stuttering screening stimuli comprising age, language and culture-specific reading, picture description and narration tasks for 1st to 10th-standard students was developed. The contents of the tool obtained satisfactory consensus of agreement among the panel of experts. Further, the tool outlined five critical diagnostic criteria which could differentially diagnose school-going children with stuttering from typically speaking counterparts using the developed material. Conclusion The developed screening tool could help practicing clinicians quickly identify stuttering in school-going populations. This would enable early identification and build up the statistical data to estimate the prevalence of stuttering among the school-going population. Further studies examining the psychometric properties of the developed test are in progress.
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Affiliation(s)
- Aiswarya Liz Varghese
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Radish Kumar Balasubramanium
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Gagan Bajaj
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Sudhin Karuppali
- Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Unnikrishnan Bhaskaran
- Department of Community Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
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Dokovova M, Sugden E, Cartney G, Schaeffler S, Cleland J. Tongue Shape Complexity in Children With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:2164-2183. [PMID: 37267440 DOI: 10.1044/2023_jslhr-22-00472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
PURPOSE This study investigates the hypothesis that younger speakers and speakers with more severe speech sound disorders are more likely to use simpler (undifferentiated) tongue gestures due to difficulties with, or immaturity of, lingual motor control. METHOD The hypothesis is tested using cross-sectional secondary data analysis of synchronous audio and high-speed ultrasound recordings from children with idiopathic speech sound disorders (n = 30, aged 5;0-12;11 [years;months]) and typically developing children (n = 29, aged 5;8-12;10), producing /a/, /t/, /ɹ/, /l/, /s/, and /ʃ/ in an intervocalic /aCa/ environment. Tongue shape complexity is measured using NINFL (Number of INFLections) and modified curvature index (MCI) from splines fitted to ultrasound images at the point of maximal lingual gesture. Age, perceived accuracy, and consonant are used as predictors. RESULTS The results suggest that as age increases, children with speech sound disorders have lower MCI compared to typically developing children. Increase in age also led to decrease of MCI for the typically developing group. In the group of children with speech sound disorders, perceptually incorrect /ɹ/ productions have lower MCI than correct productions, relative to /a/. CONCLUSIONS There is some evidence of systematic tongue shape complexity differences between typically developing children and children with speech sound disorders when accounting for increase in age. Among children with speech sound disorders, increase in age and perceptually incorrect consonant realizations are associated with decreasing tongue shape complexity.
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Affiliation(s)
- Marie Dokovova
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Ellie Sugden
- School of Health Sciences, Western Sydney University, Richmond, New South Wales, Australia
| | - Gemma Cartney
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Sonja Schaeffler
- School of Health Sciences, Queen Margaret University, Edinburgh, United Kingdom
| | - Joanne Cleland
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
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Potapova I, Combiths P, Pruitt-Lord S, Barlow J. Word-final complexity in speech sound intervention: two case studies. CLINICAL LINGUISTICS & PHONETICS 2023; 37:363-384. [PMID: 36121007 PMCID: PMC10024642 DOI: 10.1080/02699206.2022.2122082] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 08/17/2022] [Accepted: 08/17/2022] [Indexed: 05/20/2023]
Abstract
In speech sound intervention, consonant clusters promote generalisation (i.e. improvement in untreated sounds and words), ostensibly due to their relative complexity compared to other phonological targets. However, our understanding of clusters as intervention targets is largely restricted to those in word-initial position (e.g. [fl-], flip). The present study extends available work to consider the effects of word-final consonant cluster targets (e.g. [-ks]). Phonologically complex word-final clusters may be morphologically simple (e.g. mix) or morphologically complex (e.g. packs, inflected with third-person singular) - yet this cross-domain complexity remains an understudied phenomenon. Presently, two case studies provide an initial investigation of word-final cluster intervention targets for children with phonologically based speech sound disorders. Intervention targets for both Anna (3;7 [years;months]) and David (4;1) featured the phonologically complex word-final cluster [-ks], with Anna's target being morphologically simple and David's being morphologically complex. Intervention was provided in 45-minute, individual sessions three times per week for a maximum of 18 sessions. Both children demonstrated high target accuracy by intervention's end. Following intervention, both children demonstrated progress in intelligibility and ability to produce word-final consonant clusters; David further demonstrated generalisation across multiple measures. Results are interpreted with consideration of individual differences and existing research on complexity in phonological intervention. Overall, present findings motivate continued research, as manipulation of word-final complexity allows for emphasis on a context that is relevant for children with speech sound disorders, for peers with difficulties in morphology (including word-final grammatical morphemes) and for the substantial proportion of children demonstrating weaknesses in both domains.
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Galli J, Loi E, Dusi L, Pasini N, Rossi A, Scaglioni V, Mauri L, Fazzi E. Oculocutaneous albinism: the neurological, behavioral, and neuro-ophthalmological perspective. Eur J Pediatr 2023; 182:2723-2733. [PMID: 37009951 PMCID: PMC10257606 DOI: 10.1007/s00431-023-04938-w] [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: 12/22/2022] [Revised: 03/11/2023] [Accepted: 03/15/2023] [Indexed: 04/04/2023]
Abstract
Oculocutaneous albinism (OCA) is a group of rare, genetic disorders caused by absent/reduced melanin biosynthesis. The aim of this study was to explore the neurovisual, cognitive, adaptive, and behavioral profile of children affected by OCA, also evaluating any possible effect of the visual acuity deficit on the clinical profile and genotype-phenotype correlations. Eighteen children (9 males, mean age 84 months ± 41; range 18-181 months) with a molecular confirmed diagnosis of OCA were enrolled in the study. We collected data on clinical history, neurodevelopmental profile, neurological and neurovisual examination, and cognitive, adaptive, and emotional/behavioral functioning. A global neurodevelopmental impairment was detected in 56% of the children, without evolving into an intellectual disability. All the patients showed signs and symptoms of visual impairment. Low adaptive functioning was observed in 3 cases (17%). A risk for internalizing behavioral problems was documented in 6 cases (33%), for externalizing problems in 2 (11%), and for both in 5 (28%). Twelve children (67%) showed one or more autistic-like features. Correlation analyses revealed significant associations between the visual acuity level and performance intelligence quotient (p = 0.001), processing speed index (p = 0.021), Vineland total score (p = 0.020), Vineland communication (p = 0.020), and socialization (p = 0.037) domains. No significant correlations were found between genotype and phenotype. CONCLUSION Children with OCA may present a global neurodevelopmental delay that seems to improve with age and emotional/behavioral difficulties, along with the well-known visual impairment. An early neuropsychiatric evaluation and habilitative training are recommended to improve vision-related performance, neurodevelopment, and any psychological difficulties. WHAT IS KNOWN • Children with oculocutaneous albinism show dermatological and ophthalmological problems. • An early visual impairment may have negative implications on motor, emotional, and cognitive processes that would allow the child to organize his or her experiences. WHAT IS NEW • In addition to a variable combination of ocular signs and symptoms, children with oculocutaneous albinism may present an early neurodevelopmental delay and emotional/behavioral difficulties. • An early visual treatment is recommended to improve vision-related performance, neurodevelopment, and any psychological difficulties.
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Affiliation(s)
- Jessica Galli
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy.
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.
| | - Erika Loi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Laura Dusi
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Nadia Pasini
- Department of Neurological and Vision Sciences, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Andrea Rossi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Vera Scaglioni
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Lucia Mauri
- Medical Genetics Unit, Department of Laboratory Medicine, ASST Grande Ospedale Metropolitano Niguarda, Milan, Italy
| | - Elisa Fazzi
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
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12
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Auza B A, Murata C, Peñaloza C. "Early detection of Spanish-speaking children with developmental language disorders: Concurrent validity of a short questionnaire and a screening test". JOURNAL OF COMMUNICATION DISORDERS 2023; 104:106339. [PMID: 37247522 DOI: 10.1016/j.jcomdis.2023.106339] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 04/25/2023] [Accepted: 05/11/2023] [Indexed: 05/31/2023]
Abstract
BACKGROUND . Under-identification of Developmental Language Disorder (DLD) is a significant problem in monolingual Latin American Spanish-speaking children. We evaluated the identification utility of the sequential use of two screening tools, the "Parental Questionnaire (PQ)" and the "Screening for Language Problems (TPL)", to identify children who require confirmatory diagnosis of DLD. METHODS Parents of children (4 to 6 years) were contacted in schools and public health centers in Mexico. Monolingual Spanish-speaking children with no auditory and cognitive disorders were eligible. The reference diagnosis of DLD was established using BESA (Bilingual English-Spanish Assessment) or SCELF-4 (Spanish Clinical Evaluation of Language Fundamentals), combined with data from the narrative samples that yielded the percentage of ungrammaticality and the clinical judgment of two Speech-Language Pathologists (SLPs). Responses to the PQ were obtained as a parental report, and the TPL was applied by a trained SLPs. RESULTS . Both PQ and TPL presented a significant difference between the groups of children with DLD and typical language development (TLD). By combining the two instruments, a notable improvement in diagnostic utility was shown. CONCLUSION . The combination of these two procedures provides an efficient method for screening children having the risk of DLD and contributes to resolving the problem of under-identification.
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Affiliation(s)
- Alejandra Auza B
- Hospital General "Dr. Manuel Gea González", Calzada de Tlalpan 4800, Col. Sección XVI, C.P. 14080, Tlalpan, Mexico City, Mexico
| | - Chiharu Murata
- Instituto Nacional de Pediatría, Av. Insurgentes Sur 3700, Insurgentes Cuicuilco, C.P. 04530, Alcaldía Coyoacán, Mexico City, CDMX, Mexico.
| | - Christian Peñaloza
- Departamento de Fonoaudiología, Universidad de Chile, Independencia 1027, Independencia, Región Metropolitana, Chile.
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Krueger BI, Beers H, Frankenberry J. Interpretation of Misarticulated Words by Children With and Without Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1137-1147. [PMID: 36848217 DOI: 10.1044/2022_jslhr-22-00474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Children with speech sound disorders (SSDs) often struggle with forming early representations for phonemes and words, which could impact their speech production as well as their lexical access. This difficulty may limit their ability to accurately identify nonexemplar productions of words, such as developmental misarticulations produced by peers. The purpose of this study was to examine word interpretation of misarticulated words by children with SSD. METHOD Seventeen monolingual English-speaking preschoolers were assessed for language, phonological processing, and articulation skills. Participants heard three types of words: accurate productions (e.g., "leaf"), common misarticulated productions (e.g., "weaf"), uncommon misarticulated productions (e.g., "yeaf"), and unrelated nonwords (e.g., "gim"). Children were presented with these words aurally and asked to select the picture that matched what they heard-either a real object or a blank square. RESULTS The proportion of real object picture selections was calculated for each word type and compared within subjects. The findings indicate that children with SSD reliably associated common misarticulated words with pictured objects more frequently than they did in the uncommon misarticulation condition. These results were compared between subjects to typically developing (TD) peers' responses using a one-way analysis of variance. The results indicate that children with SSD identified common substitutions as real object pictures more often than TD peers. CONCLUSION The results of this study suggest that children with SSD are sensitive to the commonness of misarticulations; however, they accept common substitutions as real object pictures significantly more often than TD peers.
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Nudel R, Christensen RV, Kalnak N, Schwinn M, Banasik K, Dinh KM, Erikstrup C, Pedersen OB, Burgdorf KS, Ullum H, Ostrowski SR, Hansen TF, Werge T. Developmental language disorder - a comprehensive study of more than 46,000 individuals. Psychiatry Res 2023; 323:115171. [PMID: 36963307 DOI: 10.1016/j.psychres.2023.115171] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 02/16/2023] [Accepted: 03/14/2023] [Indexed: 03/26/2023]
Abstract
Developmental language disorder (DLD) is characterized by enduring low language abilities with a significant functional impact, in the absence of biomedical conditions in which language impairment is part of a complex of impairments. There is a lack of awareness of DLD even among healthcare professionals. Here we estimated the prevalence of DLD and its links to reading and learning difficulties and physical and mental health in the Danish Blood Donor Study (N = 46,547), where DLD-related information is based on questionnaires (self-report). We compared the questionnaire-derived DLD status with the relevant language-related diagnoses from hospital registers. We also investigated the genetic architecture of DLD in a subset of the cohort (N = 18,380). DLD was significantly associated with reading and learning difficulties and poorer mental and physical health. DLD prevalence was 3.36%-3.70% based on questionnaires, compared with 0.04% in hospital registers. Our genetic analyses identified one genome-wide significant locus, but not a significant heritability estimate. Our study shows that DLD has health-related implications that may last into adulthood, and that DLD may be undiagnosed in general healthcare. Furthermore, DLD is likely more genetically heterogeneous than narrower developmental language phenotypes. Our results emphasize the need to raise awareness of DLD and consider criteria for molecular studies of DLD to reduce case heterogeneity.
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Affiliation(s)
- Ron Nudel
- CORE - Copenhagen Research Centre for Mental Health, Mental Health Centre Copenhagen, Copenhagen University Hospital, Copenhagen, Denmark; iPSYCH, The Lundbeck Foundation Initiative for Integrative Psychiatric Research, Denmark.
| | - Rikke Vang Christensen
- Department of Nordic Studies and Linguistics, University of Copenhagen, Emil Holms Kanal 2, Copenhagen 2300, Denmark.
| | - Nelli Kalnak
- Department of Women's and Children's Health, Karolinska Institute, Stockholm, Sweden; Department of Speech-Language Pathology, Helsingborg Hospital, Helsingborg, Sweden.
| | - Michael Schwinn
- Department of Clinical Immunology, Copenhagen University Hospital, Copenhagen, Denmark
| | - Karina Banasik
- Novo Nordisk foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Khoa Manh Dinh
- Department of Clinical Immunology, Aarhus University Hospital, Aarhus, Denmark
| | | | - Christian Erikstrup
- Department of Clinical Immunology, Aarhus University Hospital, Aarhus, Denmark; Department of Clinical Medicine, Aarhus University Hospital, Aarhus, Denmark
| | - Ole Birger Pedersen
- Department of Immunology, Næstved Hospital, Næstved, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Kristoffer Sølvsten Burgdorf
- Department of Immunology, Rigshospitalet, Copenhagen, Denmark; Translational Disease Systems Biology, Novo Nordisk Foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | | | - Sisse Rye Ostrowski
- Department of Clinical Immunology, Copenhagen University Hospital, Copenhagen, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Thomas Folkmann Hansen
- Novo Nordisk foundation Center for Protein Research, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; Danish Headache Center, Rigshospitalet Glostrup, Glostrup, Denmark
| | - Thomas Werge
- iPSYCH, The Lundbeck Foundation Initiative for Integrative Psychiatric Research, Denmark; Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark; Mental Health Centre Sct. Hans, Mental Health Services Copenhagen, Institute of Biological Psychiatry, Roskilde, Denmark
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15
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Combiths P, Escobedo A, Barlow JA, Pruitt-Lord S. Complexity and cross-linguistic transfer in intervention for Spanish–English bilingual children with speech sound disorder. JOURNAL OF MONOLINGUAL AND BILINGUAL SPEECH 2023; 4:234-270. [PMID: 37035425 PMCID: PMC10081515 DOI: 10.1558/jmbs.23445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/22/2023]
Abstract
With bilingual children, intervention for speech sound disorders must consider both of the child’s phonological systems, which are known to interact with each other in development. Further, cross-linguistic generalization following intervention for bilingual children with speech sound disorders (i.e. the impact of treatment in one language on the other) has been documented to varying degrees in some prior studies. However, none to date have documented the cross-linguistic impact of treatment with complex targets (e.g. consonant clusters) for bilingual children. Because complex phonological targets have been shown to induce system-wide generalization within a single language, the potential for bilingual children to generalize learning across languages could impact the efficiency of intervention in this population. This pilot intervention study examines the system-wide, cross-linguistic effects of treatment targeting consonant clusters in Spanish for two Spanish–English bilingual children with phonological disorder. Treatment was provided with 40-minute sessions in Spanish via teletherapy, three times per week for six weeks. Comprehensive phonological probes were administered in English and Spanish prior to intervention and across multiple baselines. Pre-intervention data were compared to data from probes administered during and after intervention to generate qualitative and quantitative measures of treatment outcomes and cross-linguistic generalization. Results indicate a medium effect size for system-wide generalization in Spanish (the language of treatment) and English (not targeted in treatment), for both participants (mean effect size in Spanish: 3.6; English 4.3). These findings have implications for across-language transfer and system-wide generalization in treatment for bilingual children.
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Affiliation(s)
- Philip Combiths
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, USA
- Correspondence concerning this article should be addressed to Philip Combiths, , Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA 52242, USA
| | - Alicia Escobedo
- Language and Communicative Disorders, San Diego State University and University of California, San Diego, USA
| | - Jessica A. Barlow
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
| | - Sonja Pruitt-Lord
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
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Baron LS, Arbel Y. Inner Speech and Executive Function in Children With Developmental Language Disorder: Implications for Assessment and Intervention. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2022; 7:1645-1659. [PMID: 38957614 PMCID: PMC11218747 DOI: 10.1044/2022_persp-22-00042] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/04/2024]
Abstract
Purpose Many children with developmental language disorder (DLD) also have difficulty with executive function. The presence of co-occurring deficits in language and executive function can obscure assessment results and lead to the implementation of ineffective interventions. It is also the case that inner speech, or the use of self-directed language to guide thought and action, often mediates performance on executive function tasks. The aims of this tutorial are to (a) summarize what is known about how inner speech affects executive function performance in typical populations and children with DLD and (b) highlight potential implications for clinical practice and directions for future research. We provide a brief background on inner speech, including theoretical frameworks, typical development, and measurement approaches. We then summarize research on inner speech and executive function involving typical adults and children, followed by a description of the few studies involving children with DLD. Conclusions Work with typical adults and children has concluded that inner speech operates as a self-cueing device to support understanding of task rules, sequencing of task order, and maintenance of task goals. Work involving children with DLD suggests that their inner speech is less mature, less relevant, and less effective overall when completing executive function tasks. However, very few studies have examined the relations between inner speech and executive function in children with DLD. It is important for speech-language pathologists to understand the potential role of inner speech during executive function tasks, given how often these skills are utilized during everyday activities. Although more research is needed, speech-language pathologists are in a unique position to support both language and executive function goals for children with DLD.
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Affiliation(s)
- Lauren S. Baron
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Yael Arbel
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Gough Kenyon SM, Palikara O, Lucas RM. Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability: A longitudinal developmental cascade analysis. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2022; 57:1368-1380. [PMID: 35841340 DOI: 10.1111/1460-6984.12761] [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: 11/19/2021] [Accepted: 06/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Developmental language disorder (DLD) has clear functional ramifications in the areas of social competency, emotion recognition, emotional well-being and literacy skill, which have been found to persist from childhood to adolescence. These domains are important factors during the transition from primary to secondary school in typical development (TD). Nevertheless, there is a paucity of research on the transition from primary to secondary school for adolescents with DLD and low language (LL) ability. AIMS To investigate the association between psychosocial domains, literacy skill and concerns about school during the transition to secondary school for adolescents with DLD, LL and their TD peers. The first research question examined whether levels of social competency, emotion recognition, emotional well-being and literacy skill predicted school concern for the three groups. The second research question explored the longitudinal relationship between school concern and psychosocial and literacy indicators over the transition. METHODS & PROCEDURES Participants (aged 10-11 years) with DLD (n = 30), LL ((n = 29) and TD (n = 42) were recruited for this longitudinal study from eight UK primary schools. Standardized language and psychosocial assessments were administered in the spring and summer terms of the final year of primary school, and the autumn and summer terms of the first year in secondary school. OUTCOMES & RESULTS Regression analyses showed pre-transition school concern to be predicted by emotion recognition for the DLD group, by social competence and emotional well-being for the LL group, and by social competence for the TD group. Post-transition concern was predicted by emotional well-being for the LL group; with no significant predictors for the DLD/TD groups. Path analyses revealed an association between literacy skill and emotion recognition for the DLD group. A developmental cascade illustrated a relationship between social competence and emotional well-being for the TD group. CONCLUSIONS & IMPLICATIONS This study concludes that transition interventions must be differentiated according to language ability; support for DLD adolescents should focus on emotion recognition skill, provision for LL adolescents should centre on emotional well-being, and TD participants should be particularly supported in the domain of social competence in advance of the move to secondary school. Additionally, this study emphasizes the importance of the inclusion of a LL group, as their outcomes cannot be predicted using DLD/TD research. WHAT THIS PAPER ADDS What is already known on the subject There is limited research exploring the transition from primary school to secondary for adolescents with DLD or LL ability. Research on TD has highlighted vulnerable domains at this time. As these key areas are evidenced spheres of difficulty in DLD and LL, there was a strong impetus for this study. What this paper adds to existing knowledge This study reveals differences between language ability groups in the predictors of school concern both pre- and post-transition. Concerns of adolescents with DLD were predicted by emotion recognition, those of adolescents with LL were predicted by emotional well-being, and a longitudinal link between social competence and emotional well-being was evidenced for TD adolescents. What are the potential or actual clinical implications of this work? This study has implications for researchers and clinicians, as a need has been identified for a new clinical group. It also has practical implications for transition support planning for educational practitioners, families and adolescents.
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Affiliation(s)
| | - Olympia Palikara
- Department of Education Studies, University of Warwick, Coventry, UK
| | - Rebecca M Lucas
- Department of Psychology, University of Roehampton, London, UK
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18
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Cheng AWF, Chan HB, Ip LS, Wan KKY, Yu ELM, Chiu WK, Chung PH, Yeoh EK. The physical and developmental outcomes of children whose mothers are substance abusers: Analysis of associated factors and the impact of early intervention. Front Pediatr 2022; 10:1004890. [PMID: 36340731 PMCID: PMC9631827 DOI: 10.3389/fped.2022.1004890] [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: 07/27/2022] [Accepted: 09/13/2022] [Indexed: 11/13/2022] Open
Abstract
Background/objectives Maternal illicit drug use is associated with negative physical and developmental outcomes for their born children. We aim to find out the incidence of different developmental problems in a cohort of Chinese children born to drug-abusing mothers, compare the physical health and developmental outcomes of the subjects recruited in the Integrated Program to the Comprehensive Child Development Service (CCDS), and to study the potential factors on their associations. Methods A retrospective longitudinal cohort study with frequent clinical assessments of the children's physical and developmental outcomes in a HKSAR's regional hospital from birth until 5 years old. 123 Children in Integrated Program were compared with 214 children in CCDS between 1 January 2008 and 28 February 2019. Cox regression analysis was performed to determine the possible factors associated with the developmental outcomes. Results Developmental delay was detected in 129 children (38.9%). CCDS group has significantly higher incidence of cognitive delay (p = < 0.001), language delay (p = < 0.001), motor delay (p = < 0.001), social delay (p = 0.002), and global delay (p = 0.002). On Cox multivariable regression analysis, integrated program (HRadj 0.53, 95% C. I. 0.34-0.84), social support (HRadj 0.45, 95% C.I. 0.25-0.80), and maternal abstinence from drug use up to 2-year post-delivery (HRadj 0.62, 95% C.I. 0.40-0.95) were significant protective factors, while male gender (HRadj 1.73, 95% C.I. 1.18-2.54) was a significant risk factor. Conclusion CCDS achieves early engagement of drug-abusing expectant mothers during pregnancy, and an early integrated program with multidisciplinary collaboration was an independent factor in improving the developmental outcomes of these vulnerable children.
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Affiliation(s)
- Anna Wai Fun Cheng
- Department of Pediatrics and Adolescent Medicine, United Christian Hospital, Hong Kong, Hong Kong SAR, China
| | - Hin Biu Chan
- Department of Pediatrics and Adolescent Medicine, United Christian Hospital, Hong Kong, Hong Kong SAR, China
| | - Lai Sheung Ip
- Department of Obstetrics and Gynaecology, United Christian Hospital, Hong Kong, Hong Kong SAR, China
| | - Katy Kit Ying Wan
- Rainbow Lutheran Centre, Hong Kong Lutheran Social Service, Hong Kong, Hong Kong SAR, China
| | - Ellen Lok Man Yu
- Clinical Research Centre, Kowloon West Cluster, Hospital Authority, Hong Kong, Hong Kong SAR, China
| | - Wa Keung Chiu
- Department of Pediatrics and Adolescent Medicine, United Christian Hospital, Hong Kong, Hong Kong SAR, China
| | - Pui Hong Chung
- Centre for Health Systems and Policy Research, The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Eng Kiong Yeoh
- Centre for Health Systems and Policy Research, The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Aussems K, Isarin J, Niemeijer A, Dedding C. Working together as scientific and experiential experts: how do current ethical PAR-principles work in a research team with young adults with Developmental Language Disorder? EDUCATIONAL ACTION RESEARCH 2022; 32:311-326. [PMID: 38504698 PMCID: PMC10946222 DOI: 10.1080/09650792.2022.2130386] [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: 04/06/2022] [Accepted: 06/13/2022] [Indexed: 03/21/2024]
Abstract
Participatory Action Research (PAR) brings unique ethical challenges. Scholars have developed seven ethical principles to address these challenges. So far, little has been published on how these ethical principles (are put to) work in different fields. We used the principles to evaluate our collaboration with co-researchers with developmental language disorder (DLD). This article aims to explore how the principles helped to reflect on the ongoing research practice. First, we needed to simplify the language of the principles so that the co-researchers could understand how they relate to concrete practices. Second, the co-researchers needed to be reminded of specific events before they could relate the principles to their own experiences. Lastly, for an evaluation of (co-) researchers dealing with multiple roles, from friend to colleague and client, this theme has been specifically included to the principle of personal integrity, so that it cannot be overlooked. Looking through a care ethical lens, we suggest speaking of practical insights rather than (ethical) principles, as it more clearly communicates that these insights are based on learning by doing and are not fixed, but build on (good) practices, whilst still allowing enough room for adjustments to the particularities inherent to each research process.
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Affiliation(s)
- Karijn Aussems
- Academy, Royal Dutch Kentalis, Utrecht, the Netherlands
- Department of Ethics, Law and Humanities, Amsterdam UMC (Location VUmc), Amsterdam, the Netherlands
| | - Jet Isarin
- Academy, Royal Dutch Kentalis, Utrecht, the Netherlands
| | | | - Christine Dedding
- Department of Ethics, Law and Humanities, Amsterdam UMC (Location VUmc), Amsterdam, the Netherlands
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Gul A, Baron L, Arbel Y. Feedback Processing During Probabilistic Learning in Children With Developmental Language Disorder: An Event-Related Potential Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2272-2287. [PMID: 35512302 PMCID: PMC9567367 DOI: 10.1044/2022_jslhr-21-00612] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Revised: 01/19/2022] [Accepted: 02/19/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE The purpose of this study was to examine feedback processing within the context of probabilistic learning in children with and without developmental language disorder (DLD). METHOD The probabilistic category learning task required 28 children ages 8-13 years old to classify novel cartoon animals that differed in five binary features into one of two categories. Performance feedback guided incremental learning of the stimuli classifications. Feedback processing was compared between children with DLD and age-matched children with typical development (TD) by measuring the magnitude of feedback-related event-related potentials. Additionally, the likelihood of each group to repeat a classification of a stimulus following positive feedback ("stay" behavior) and change a classification following negative feedback ("switch" behavior) served as a measure of the consequence of feedback processing. RESULTS Children with DLD achieved lower classification accuracy on all learning outcomes compared to their peers with TD. Children with DLD were less likely than those with TD to demonstrate "stay" behavior or to repeat a correct response following positive feedback. "Switch" behavior or changing an incorrect response following negative feedback was found to be at chance level in both groups. Electrophysiological data indicated that children with DLD had a smaller feedback-related negativity effect (i.e., smaller differential processing of positive and negative feedback) when compared to children with TD. Although no differences were found between the two groups in the amplitude of the P3a, strong positive correlations were found between "stay/switch" behavior and the P3a for children in the TD group only. CONCLUSIONS Children with DLD do not appear to benefit from incremental corrective feedback to the same extent as their peers with TD. Processing differences are captured in the initial stages of feedback evaluation and in translating information carried by the feedback to inform future actions.
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Affiliation(s)
- Asiya Gul
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Lauren Baron
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Yael Arbel
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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To CKS, McLeod S, Sam KL, Law T. Predicting Which Children Will Normalize Without Intervention for Speech Sound Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1724-1741. [PMID: 35381182 DOI: 10.1044/2022_jslhr-21-00444] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The speech of some children does not follow a typical normalization trajectory, and they develop speech sound disorders (SSD). This study investigated predictive correlates of speech sound normalization in children who were at risk of SSD. METHOD A prospective population cohort study of 845 Cantonese-speaking preschoolers was conducted over 2.5 years to examine (a) children who resolved nonadult realizations of consonants (normalized) and (b) those who had persisting speech sound difficulties (did not normalize). From these 845, a sample of 82 participants characterized as having SSD (1.25 SDs below the mean in a standardized speech assessment, with a delay in initial consonant acquisition or with one or more atypical errors) was followed for 2 years at 6-month intervals or until the completion of their initial consonant inventory. Data from 43 children who did not receive speech-language pathology services were analyzed with survival analysis to model time to normalization while controlling for covariates. The target event (outcome) was the completion of their initial consonant inventory. RESULTS Under the no-intervention condition, the estimated median time to normalization was 6.59 years of age. Children who were more likely to normalize or normalized in a shorter time were stimulable to all errors and more intelligible as rated by caregivers using the Intelligibility in Context Scale. Those who showed atypical error patterns did not necessarily take longer to normalize. Similarly, expressive language ability was not significantly associated with speech normalization. CONCLUSIONS Stimulability and intelligibility were more useful prognostic factors of speech normalization when compared to (a)typicality of error patterns and expressive language ability. Children with low intelligibility and poor stimulability should be prioritized for speech-language pathology services given that their speech errors are less likely to resolve naturally.
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Affiliation(s)
| | - Sharynne McLeod
- Charles Sturt University, Bathurst, New South Wales, Australia
| | - Ka Lam Sam
- The University of Hong Kong, Hong Kong SAR, China
| | - Thomas Law
- The Chinese University of Hong Kong, Hong Kong SAR, China
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McFaul H, Mulgrew L, Smyth J, Titterington J. Applying evidence to practice by increasing intensity of intervention for children with severe speech sound disorder: a quality improvement project. BMJ Open Qual 2022; 11:e001761. [PMID: 35545259 PMCID: PMC9096566 DOI: 10.1136/bmjoq-2021-001761] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 04/26/2022] [Indexed: 11/16/2022] Open
Abstract
Speech sound disorder (SSD) affects up to 25% of UK children and may impact on: effective communication; the development of relationships; school progression and overall well-being. The evidence base shows that intervention for children with SSD is more effective and efficient when provided intensively in relation to the number of target sounds elicited in sessions (dose) and number of sessions per week (frequency). Southern Health and Social Care (HSC) Trust's baseline intensity of speech and language therapy (SLT) intervention was similar to that often found in current practice across the UK,where ~30 target sounds were elicited (dose) in once weekly sessions (frequency) over a 6-week block, followed by a break from therapy. This quality improvement (QI) project aimed to increase intensity of intervention for children with severe SSD within Southern HSC Trust's community SLT service to improve outcomes for children and their parents. QI methods supported accurate identification of ten 4-5 year olds with severe SSD and increased the intensity of their intervention over a 12-week period by measuring a range of data and speech outcomes. Findings showed a sustainable increase of dose (number of targets elicited per session) to levels recommended in the research (≥70). However, it was difficult to sustain increased frequency of appointments (to twice weekly) because of contextual factors such as sickness, etc. Accommodating this, measuring days between appointments captured an overall increase in the number of appointments attended across time. Child speech outcomes improved for direct speech measures and parent ratings of intelligibility. The intensive model of intervention has been implemented for children identified with severe SSD across Southern HSC Trust's community service with ongoing audit and development, and findings have been disseminated.
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Affiliation(s)
- Hilary McFaul
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Linda Mulgrew
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Justine Smyth
- Speech and Language Therapy, Southern Health and Social Care Trust, Craigavon, UK
| | - Jill Titterington
- Speech and Language Therapy, Ulster University - Jordanstown Campus, Newtownabbey, UK
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van Noort-van der Spek IL, Dudink J, Reiss IK, Franken MCJP. Early Speech Sound Production and Its Trajectories in Very Preterm Children From 2 to 4 Years of Age. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1294-1310. [PMID: 35263167 DOI: 10.1044/2021_jslhr-21-00388] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Very preterm (VPT) children are at risk for speech and language problems throughout school age. However, little is known about early speech sound production in these children. This study aims to present a detailed description of early speech sound production and its trajectories in VPT children from 2 to 4 years of age. In addition, this study aimed to determine if early speech sound production is associated with speech production and expressive language function at 4 years of age. METHOD In 63 VPT children (< 32 weeks of gestation, 41 boys, mean gestational age = 28.8 weeks, mean birth weight = 1,135 g), speech sound production was assessed by naturalistic speech analysis at 2 years of corrected age and speech and language function by standardized tests at 4 years of age. RESULTS Speech sound production was found to be abnormal in 49% of the VPT children at 2 years of age and in 19% at 4 years of age. Four different speech production trajectories from 2 to 4 years of age could be identified: a normal trajectory, an abnormal trajectory, a catch-up trajectory, and a growing-into-deficit trajectory. Early speech production, defined by the number of acquired consonants at 2 years of age, significantly predicted the word production score at 4 years of age and the sentence production score at 4 years of age. CONCLUSIONS Compared to the general population, an alarmingly high proportion of VPT children showed speech production problems at 2 years of age. About half of these children showed persistent speech problems at 4 years of age. Moreover, these problems were associated with expressive language problems at the age of 4 years. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19310822.
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Affiliation(s)
- Inge L van Noort-van der Spek
- Department of Otorhinolaryngology, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
| | - Jeroen Dudink
- Division of Neonatology, Department of Pediatrics, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
- Division of Neonatology, Department of Pediatrics, Wilhelmina Children's Hospital, University Medical Centre, Utrecht, the Netherlands
| | - Irwin K Reiss
- Division of Neonatology, Department of Pediatrics, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
| | - Marie-Christine J P Franken
- Department of Otorhinolaryngology, Sophia Children's Hospital, Erasmus Medical University Center, Rotterdam, the Netherlands
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Chow JC, Wallace ES, Senter R, Kumm S, Mason CQ. A Systematic Review and Meta-Analysis of the Language Skills of Youth Offenders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1166-1182. [PMID: 35114804 DOI: 10.1044/2021_jslhr-20-00308] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE This systematic review and meta-analysis estimates the overall language skills of youth offenders involved with the juvenile justice system. Given the importance of this population, identifying avenues through which we can increase the likelihood of successful interventions is a necessary societal effort. METHOD Eighteen studies, representing data from 3,304 individuals, contributed 82 effect sizes to the current analytic sample. We used random-effects models to estimate the overall mean effect size metric to address each research question and fit meta-regression models for each moderator analysis. RESULTS Results yielded that youth offenders presented with significantly lower language skills than their nonoffending peers (g = -1.26). Furthermore, high proportions of the present meta-analytic sample were classified as youth with moderate (50%) and severe (10%) language disorders. In general, differences in language skills did not vary as a function of age, gender, or language measure type. We did detect significant differences as a function of sample country and type of peer comparison group. CONCLUSIONS This meta-analysis reports on the significantly compromised language skills of youth offenders. We conclude with a discussion of the findings and consideration of the implications for research and practice.
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Affiliation(s)
| | | | | | | | - Carolyn Q Mason
- Tennessee Court Improvement Program, Administrative Office of the Courts, Tennessee Supreme Court, Nashville
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25
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Combiths P, Pruitt-Lord S, Escobedo A, Barlow JA. Phonological complexity in intervention for Spanish-speaking children with speech sound disorder. CLINICAL LINGUISTICS & PHONETICS 2022; 36:219-240. [PMID: 34112044 PMCID: PMC8660952 DOI: 10.1080/02699206.2021.1936186] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Revised: 05/23/2021] [Accepted: 05/24/2021] [Indexed: 05/12/2023]
Abstract
The efficiency of intervention for children with speech sound disorder may be influenced by linguistic complexity of the phonological intervention target. Complex targets, particularly, later-acquired, less-known consonants and consonant clusters, have been linked to greater post-intervention generalization to untargeted phonological structures. Yet there is little direct evidence to support target selection based on linguistic complexity for Spanish-speaking children with speech sound disorder. This intervention study utilizes an experimental single-case design to examine the efficacy of intervention in Spanish using different complex targets (i.e. /ɡɾ/, /bɾ/, and /l/). For each of the four Spanish-speaking children with speech sound disorder, sounds at 0% accuracy during baseline were monitored across the baseline period, during and post-intervention, and at one- and two-month follow-up visits. Over the course of intervention, only one participant achieved mastery of the targeted structure in practiced words. However, all participants demonstrated some amount of broad phonological generalization to untargeted consonants or clusters. Variable learning trajectories and broad phonological generalization are discussed as they relate to participant characteristics and linguistic complexity.
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Affiliation(s)
- Philip Combiths
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
- Department of Cognitive Science, University of California, San Diego, USA
| | - S. Pruitt-Lord
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
| | - A. Escobedo
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
- Department of Cognitive Science, University of California, San Diego, USA
| | - J. A. Barlow
- School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, USA
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26
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Fox-Boyer A, Lavaggi S, Fricke S. Phonological variations in typically-developing Italian-speaking children aged 3;0-4;11. CLINICAL LINGUISTICS & PHONETICS 2022; 36:241-259. [PMID: 34291705 DOI: 10.1080/02699206.2021.1945686] [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: 10/30/2020] [Revised: 05/24/2021] [Accepted: 06/16/2021] [Indexed: 06/13/2023]
Abstract
Normative data on phonological acquisition of a language are a prerequisite for evaluating children's speech sound competences. To date, these data are not sufficiently available for Italian. This study, therefore, aimed to describe the phonological development of 183 typically developing monolingual Italian-speaking children aged 3;0-4;11 (four 6-months age bands). Participants were assessed through a picture naming task, and performances analysed in terms of number of phonological variations (Tokens), Types and percentage of occurrence of patterns, and number of infrequent variants (InfrVar) as a measure of stability in speech production. Two cut-off criteria to distinguish InfrVar from phonological patterns were applied. Results showed a gradual reduction of all measures with increasing age. Twenty-two patterns generally in line with previous Italian and cross-linguistic studies were observed, with only five patterns and two phonetic distortions occurring across all age groups. Eight patterns only emerged when applying the lower cut-off criterion, while further seven patterns only occurred with very low frequency or in isolated age groups. These findings highlight the influence of the selected cut-off criterion on the identification of patterns and raise the question of whether some patterns should rather be considered InfVar. Data on younger children are still needed to clarify whether low-frequency patterns are patterns of younger typically developing children that have almost resolved in the age groups assessed. At least half of the phonological variation Tokens fell into the category of InfrVar, indicating a need to pay more attention to this so far ignored measure.
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Affiliation(s)
| | - Sara Lavaggi
- Health Sciences School, Division of Human Communication Sciences, The University of Sheffield, Sheffield, UK
| | - Silke Fricke
- Health Sciences School, Division of Human Communication Sciences, The University of Sheffield, Sheffield, UK
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27
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Ward R, Hennessey N, Barty E, Elliott C, Valentine J, Cantle Moore R. Clinical utilisation of the Infant Monitor of vocal Production (IMP) for early identification of communication impairment in young infants at-risk of cerebral palsy: a prospective cohort study. Dev Neurorehabil 2022; 25:101-114. [PMID: 34241555 DOI: 10.1080/17518423.2021.1942280] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AIM To report prospective longitudinal data of early vocaliszations of infants identified "at-risk" of cerebral palsy (CP) for early identification of communication impairment. METHOD This case-control longitudinal prospective cohort study reports on the assessment of 36 infants, 18 identified as at-risk of CP at the time of enrolment and 18 typically developing (TD) children, at three time points: 6 months, 9 months and 12 months of age, Data were obtained through criterion and norm referenced assessments of vocaliszation behaviors. RESULTS Early vocal behaviors of infants identified as at-risk of CP did not differ from their age matched peers at 6 months of age, however, significant group differences emerged at 9 and 12 months when pre-canonical and canonical babble typically emerge. Generalized linear mixed models analysis showed that the rate of development of early language ability and more complex speech-related vocal behaviors was slower for infants at risk of CP when compared to TD infants, with over 75% of infants with CP showing below normal vocal production and impaired language by 12 months of age. INTERPRETATION Our data suggest characteristics of infant vocalizations associated with pre-canonical and canonical babbling provide a strong evidence base for predicting communication outcomes in infants at risk of CP.
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Affiliation(s)
- R Ward
- Kids Rehab, Perth Children's, Hospital, Perth, Australia.,School of Allied Health, Curtin University, Perth, Australia.,Institute of Health Research, University of Notre Dame Australia, Fremantle, Australia
| | - N Hennessey
- School of Allied Health, Curtin University, Perth, Australia
| | - E Barty
- Kids Rehab, Perth Children's, Hospital, Perth, Australia
| | - C Elliott
- Kids Rehab, Perth Children's, Hospital, Perth, Australia.,School of Allied Health, Curtin University, Perth, Australia.,Telethon Kids Institute, Perth, Australia
| | - J Valentine
- Kids Rehab, Perth Children's, Hospital, Perth, Australia
| | - R Cantle Moore
- NextSense Institute/Macquarie University, Sydney, New South Wales
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Alakeely MH, Alabbasi H, Alohali L, Aldughaither A. The Ability of Saudi Parents’ To Detect Early Language Delay in Their Children: A Study in Primary Health Care Centers, King Abdulaziz Medical City, Riyadh, Saudi Arabia. Cureus 2022; 14:e21448. [PMID: 35223233 PMCID: PMC8857898 DOI: 10.7759/cureus.21448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2022] [Indexed: 11/05/2022] Open
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Kim S. Worldwide national intervention of developmental screening programs in infant and early childhood. Clin Exp Pediatr 2022; 65:10-20. [PMID: 34592802 PMCID: PMC8743433 DOI: 10.3345/cep.2021.00248] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Accepted: 07/26/2021] [Indexed: 11/27/2022] Open
Abstract
The prevalence of developmental disabilities is increasing worldwide over time. Developmental issues in infancy or early childhood may cause learning difficulties or behavioral problem in school age, further adversely affecting adolescent quality of life, which finally lead to low socioeconomic status in family, increase in medical expenses, and other relevant issues in various ways. Early childhood has brain plasticity, which means there is a high chance of recovering from developmental issues by early detection and timely intervention. Pediatricians are placed an ideal position to meet with young children till 6 years of age, of which age range is the time applicable to early intervention. Determining child’s developmental status can be made by 2 pathways such as developmental surveillance and developmental screening tests. For better results, pediatricians should update their knowledge about developmental issues, risk factors, and screening techniques through varying educational program or other relevant educating materials. This paper will update reports on the prevalence of developmental disabilities and review the recent results of the Korean developmental screening test and discuss relevant issues. Finally, it will be addressed the pediatrician’s role in early detecting developmental issues and timely intervention.
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Affiliation(s)
- Seunghyo Kim
- Department of Pediatrics, Jeju National University Hospital, Jeju, Korea
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30
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Clausen MC, Fox-Boyer AV. Diagnostic validity, accuracy and inter-rater reliability of a phonological assessment for Danish-speaking children. JOURNAL OF COMMUNICATION DISORDERS 2022; 95:106168. [PMID: 34864604 DOI: 10.1016/j.jcomdis.2021.106168] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 11/08/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE The identification and differential diagnosis of children with speech sound disorders (SSD) is an important task of paediatric speech-language pathologists (SLPs). A correct identification requires valid and reliable assessment tools. Therefore, the aim of the present study was to investigate the diagnostic validity and accuracy as well as inter-rater reliability of the phonology test of LogoFova which was developed for Danish-speaking children. METHOD Investigation was carried out on two Danish-speaking populations: 61 suspected typically developing (TD) children and 61 children with suspected speech sound disorder aged 2-6 years. All children were assessed with the single-word picture-naming test of LogoFoVa. In order to determine diagnostic validity, it was investigated whether the test differentiated TD children from children with SSD as well as subgroups of SSD via a phonetic and phonological pattern analysis. Two different cut-off criteria were applied for the definition of patterns. Sensitivity and specificity as well as likelihood ratios were additionally calculated. To determine inter-rater reliability, transcriptions, pattern analyses and subgrouping were compared across raters. RESULTS Overall, diagnostic validity of the picture-naming test of LogoFoVa was good as differentiation between TD children and children with suspected SSD as well as amongst subgroups of SSD (articulation impairment, phonological delay and atypical speech development) was possible. However, accuracy of differentiation between TD children and children with SSD was affected by the cut-off criterion applied. Inter-rater reliability was found to be almost perfect for transcription and moderate for identification of phonological processes as well as for subgrouping. Again, agreement rates depended on the cut-off criterion chosen for the definition of a phonological pattern. CONCLUSION LogoFoVa was found to be a reliable and valid clinical tool for the identification and subgrouping of children with SSD in Danish SLP practice if a new cut-off criterion was applied.
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Affiliation(s)
- Marit C Clausen
- Department of Language and Communication, University of Southern Denmark, Campusvej 55, 5230 Odense M, Denmark.
| | - Annette V Fox-Boyer
- Institute of Health Sciences, Geb.58.600, R. 16, University of Lübeck, Germany, Ratzeburger Allee 160, 23562 Lübeck, Germany
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31
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Song C, Jiang ZQ, Liu D, Wu LL. Application and research progress of machine learning in the diagnosis and treatment of neurodevelopmental disorders in children. Front Psychiatry 2022; 13:960672. [PMID: 36090350 PMCID: PMC9449316 DOI: 10.3389/fpsyt.2022.960672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Accepted: 08/01/2022] [Indexed: 11/22/2022] Open
Abstract
The prevalence of neurodevelopment disorders (NDDs) among children has been on the rise. This has affected the health and social life of children. This condition has also imposed a huge economic burden on families and health care systems. Currently, it is difficult to perform early diagnosis of NDDs, which results in delayed intervention. For this reason, patients with NDDs have a prognosis. In recent years, machine learning (ML) technology, which integrates artificial intelligence technology and medicine, has been applied in the early detection and prediction of diseases based on data mining. This paper reviews the progress made in the application of ML in the diagnosis and treatment of NDDs in children based on supervised and unsupervised learning tools. The data reviewed here provide new perspectives on early diagnosis and treatment of NDDs.
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Affiliation(s)
- Chao Song
- Department of Developmental and Behavioral Pediatrics, The Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Centre for Child Health, Hangzhou, China
| | | | - Dong Liu
- Department of Neonatology, Shenzhen People's Hospital, Shenzhen, China
| | - Ling-Ling Wu
- Department of Developmental and Behavioral Pediatrics, The Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Centre for Child Health, Hangzhou, China
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Maksimović S, Stanojević N, Fatić S, Punišić S, Adamović T, Petrović N, Nenadović V. Multidisciplinary speech and language therapy approach in a child with multiple disabilities including blindness due to retinopathy of prematurity: a case study with a one year follow-up. LOGOP PHONIATR VOCO 2021:1-13. [DOI: 10.1080/14015439.2021.2014563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Slavica Maksimović
- Department for Psychophysiological Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
| | - Nina Stanojević
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
- Department for Cognitive Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
| | - Saška Fatić
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
- Department for Cognitive Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
| | - Silvana Punišić
- Department for Psychophysiological Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
| | - Tatjana Adamović
- Department for Psychophysiological Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
| | - Nenad Petrović
- Department of Ophthalmology, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia
- Clinic of Ophthalmology, Clinical Center Kragujevac, Kragujevac, Serbia
| | - Vanja Nenadović
- Department for Rehabilitation of Children with Developmental Disorders, Institute for Experimental Phonetics and Speech Pathology “Đorđe Kostić”, Belgrade, Serbia
- Department for Cognitive Research, Institute for Research and Development “Life Activities Advancement Centre”, Belgrade, Serbia
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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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Peter B, Davis J, Cotter S, Belter A, Williams E, Stumpf M, Bruce L, Eng L, Kim Y, Finestack L, Stoel-Gammon C, Williams D, Scherer N, VanDam M, Potter N. Toward Preventing Speech and Language Disorders of Known Genetic Origin: First Post-Intervention Results of Babble Boot Camp in Children With Classic Galactosemia. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2616-2634. [PMID: 34665663 PMCID: PMC9135004 DOI: 10.1044/2021_ajslp-21-00098] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 06/13/2021] [Accepted: 07/08/2021] [Indexed: 05/19/2023]
Abstract
Purpose Babble Boot Camp (BBC) is a package of proactive activities and routines designed to prevent speech and language disorders in infants at predictable risk. It is implemented via parent training and currently undergoing clinical trial in children with a newborn diagnosis of classic galactosemia (CG), a metabolic disease with high risk of speech and language disorders. The purpose of this study is to provide updates to a previous pilot study and to present the first set of post-intervention results. Method The intervention and data collection occurred during child ages < 6-24 months, with follow-up assessments of speech and language at ages 2.5 and 3.5 years. Treatment targets included earliest vocalization rates, babble complexity, speech production accuracy, and vocabulary and syntactic growth. The oldest 15 children with CG (including three untreated controls) completed the first set of follow-up assessments. Aggregate data up to 10 months were available for 17 treated children with CG, six untreated children with CG, and six typical controls. Results At ages 7-9 months, babbling complexity, as measured with mean babbling level, was higher in the treated children with CG than in the untreated children with CG and the typical controls. Prior to 24 months of age, the treated children with CG had greater expressive but not receptive vocabulary sizes than an untreated control. Follow-up testing showed typical language scores for all 12 treated children with CG and typical articulation scores for 11 of these, whereas one of three untreated children with CG had low articulation and expressive language scores. Conclusions The BBC appears to be a viable intervention to support the speech and expressive language development of children with GC. Future studies will evaluate the relative contributions of the earliest and later BBC components to outcomes.
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Affiliation(s)
- Beate Peter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Saint Louis University, MO
| | - Jennifer Davis
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Sarah Cotter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Alicia Belter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Emma Williams
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Melissa Stumpf
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Laurel Bruce
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Linda Eng
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Yookyung Kim
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Lizbeth Finestack
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities, Minneapolis
| | - Carol Stoel-Gammon
- Department of Speech and Hearing Sciences, University of Washington, Seattle
| | - Delaney Williams
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
| | - Nancy Scherer
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
| | - Nancy Potter
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane
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Positive selection in noncoding genomic regions of vocal learning birds is associated with genes implicated in vocal learning and speech functions in humans. Genome Res 2021; 31:2035-2049. [PMID: 34667117 PMCID: PMC8559704 DOI: 10.1101/gr.275989.121] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 08/17/2021] [Indexed: 11/25/2022]
Abstract
Vocal learning, the ability to imitate sounds from conspecifics and the environment, is a key component of human spoken language and learned song in three independently evolved avian groups—oscine songbirds, parrots, and hummingbirds. Humans and each of these three bird clades exhibit specialized behavioral, neuroanatomical, and brain gene expression convergence related to vocal learning, speech, and song. To understand the evolutionary basis of vocal learning gene specializations and convergence, we searched for and identified accelerated genomic regions (ARs), a marker of positive selection, specific to vocal learning birds. We found avian vocal learner-specific ARs, and they were enriched in noncoding regions near genes with known speech functions or brain gene expression specializations in humans and vocal learning birds, including FOXP2, NEUROD6, ZEB2, and MEF2C, and near genes with major neurodevelopmental functions, including NR2F1, NRP2, and BCL11B. We also found enrichment near the SFARI class S genes associated with syndromic vocal communication forms of autism spectrum disorders. These findings reveal strong candidate noncoding regions near genes for the evolutionary adaptations that distinguish vocal learning species from their close vocal nonlearning relatives and provide further evidence of molecular convergence between birdsong and human spoken language.
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Wong PCM, Lai CM, Chan PHY, Leung TF, Lam HS, Feng G, Maggu AR, Novitskiy N. Neural Speech Encoding in Infancy Predicts Future Language and Communication Difficulties. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:2241-2250. [PMID: 34383568 DOI: 10.1044/2021_ajslp-21-00077] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose This study aimed to construct an objective and cost-effective prognostic tool to forecast the future language and communication abilities of individual infants. Method Speech-evoked electroencephalography (EEG) data were collected from 118 infants during the first year of life during the exposure to speech stimuli that differed principally in fundamental frequency. Language and communication outcomes, namely four subtests of the MacArthur-Bates Communicative Development Inventories (MCDI)-Chinese version, were collected between 3 and 16 months after initial EEG testing. In the two-way classification, children were classified into those with future MCDI scores below the 25th percentile for their age group and those above the same percentile, while the three-way classification classified them into < 25th, 25th-75th, and > 75th percentile groups. Machine learning (support vector machine classification) with cross validation was used for model construction. Statistical significance was assessed. Results Across the four MCDI measures of early gestures, later gestures, vocabulary comprehension, and vocabulary production, the areas under the receiver-operating characteristic curve of the predictive models were respectively .92 ± .031, .91 ± .028, .90 ± .035, and .89 ± .039 for the two-way classification, and .88 ± .041, .89 ± .033, .85 ± .047, and .85 ± .050 for the three-way classification (p < .01 for all models). Conclusions Future language and communication variability can be predicted by an objective EEG method that indicates the function of the auditory neural pathway foundational to spoken language development, with precision sufficient for individual predictions. Longer-term research is needed to assess predictability of categorical diagnostic status. Supplemental Material https://doi.org/10.23641/asha.15138546.
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Affiliation(s)
- Patrick C M Wong
- Brain and Mind Institute and Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Ching Man Lai
- Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Peggy H Y Chan
- Brain and Mind Institute and Department of Paediatrics, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Ting Fan Leung
- Department of Paediatrics, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Hugh Simon Lam
- Department of Paediatrics, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Gangyi Feng
- Brain and Mind Institute and Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Akshay R Maggu
- Brain and Mind Institute and Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China
- Department of Psychology & Neuroscience, Duke University, Durham, NC
| | - Nikolay Novitskiy
- Brain and Mind Institute and Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China
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McConkey R, Swift A, Titterington J. Changes in Children's Speech and Language Difficulties from Age Five to Nine: An Irish National, Longitudinal Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8483. [PMID: 34444228 PMCID: PMC8392088 DOI: 10.3390/ijerph18168483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 06/30/2021] [Accepted: 07/05/2021] [Indexed: 11/16/2022]
Abstract
In many countries, information on the prevalence of persistent speech and language disorders in early childhood is sparse due to the lack of nationally representative samples and longitudinal studies. Secondary analysis of data collected on over 7500 Irish children at ages 5 and 9 years, found that the prevalence of speech and language difficulties reported by the primary caregivers of Irish children decreased from one in six at age 5 to one in 12 at age 9. However, one in 20 children were reported to have difficulties at both ages. Regression analysis compared children with difficulties at both age 5 and age 9 to those who had been reported to have them at age 5 but no longer had such difficulties at age 9. Children with speech and language difficulties at both age 5 and age 9 were more likely to have two or more developmental impairments as well as current or past hearing impairments. Teachers and parents also reported a greater number of social-emotional difficulties. Family characteristics did not differ significantly across the two groupings. At best, up to one third of the children at ages 5 and 9 with speech and language difficulties had two or more contacts with a speech and language therapists in the preceding 12 month period. Increased support to these children, their parents and teachers would seem to be warranted.
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Affiliation(s)
- Roy McConkey
- Institute of Nursing and Health Research, Ulster University, Newtownabbey BT37 0QB, UK;
| | - Ann Swift
- School of Social Work and Social Policy, Trinity College Dublin, Dublin 2, Ireland;
| | - Jill Titterington
- Institute of Nursing and Health Research, Ulster University, Newtownabbey BT37 0QB, UK;
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Sahlén B, Ibertsson T, Asker-Árnason L, Brännström J, Hansson K. Best ear hearing level, time factors and language outcome in Swedish children with mild and moderate hearing loss with hearing aids. LOGOP PHONIATR VOCO 2021; 47:239-248. [PMID: 34287105 DOI: 10.1080/14015439.2021.1951347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AIM The risk for language disorder is high in children with all levels of hearing loss (HL). Early identification and intervention should be as important for children with mild HL as for those with more severe HL. Despite new-born hearing screening, a recent survey of speech language therapist services in southern Sweden indicates that children with mild and moderate HL are severely neglected when it comes to language assessment and language intervention. In this study we explore associations between Best Ear Hearing Level (BEHL), time factors and language skills in Swedish children with HL with hearing aids (HA). METHOD Participants were 19 children with mild HL (BEHL 23-39) and 22 children with moderate HL (BEHL 40-70) aged 5-15 years. Information on age at diagnosis and at HA fitting were collected. The children performed a nonword repetition and a sentence comprehension task. RESULTS The time elapsed between diagnosis and fitting with HA was longer for the children with mild HL.Participants with mild HL received their HA significantly later than children with moderate HL. No association between BEHL and the two language measures was found, and language skills were not better in children with mild than moderate HL. 17% of participants performed below cut-off for language disorder on both language measures. CONCLUSION Given the risk for long-term academic and social consequences of even mild HL delayed HA intervention for children with HLleads to serious concerns by families, clinicians, and pedagogues.
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Affiliation(s)
- Birgitta Sahlén
- Department of Clinical Sciences, Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Tina Ibertsson
- Department of Clinical Sciences, Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Lena Asker-Árnason
- Department of Clinical Sciences, Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Jonas Brännström
- Department of Clinical Sciences, Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Kristina Hansson
- Department of Clinical Sciences, Lund, Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
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Sansavini A, Zuccarini M, Gibertoni D, Bello A, Caselli MC, Corvaglia L, Guarini A. Language Profiles and Their Relation to Cognitive and Motor Skills at 30 Months of Age: An Online Investigation of Low-Risk Preterm and Full-Term Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2715-2733. [PMID: 34215160 DOI: 10.1044/2021_jslhr-20-00636] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Wide interindividual variability characterizes language development in the general and at-risk populations of up to 3 years of age. We adopted a complex approach that considers multiple aspects of lexical and grammatical skills to identify language profiles in low-risk preterm and full-term children. We also investigated biological and environmental predictors and relations between language profiles and cognitive and motor skills. Method We enrolled 200 thirty-month-old Italian-speaking children-consisting of 100 low-risk preterm and 100 comparable full-term children. Parents filled out the Italian version of the MacArthur-Bates Communicative Development Inventories Infant and Toddler Short Forms (word comprehension, word production, and incomplete and complete sentence production), Parent Report of Children's Abilities-Revised (cognitive score), and Early Motor Questionnaire (fine motor, gross motor, perception-action, and total motor scores) questionnaires. Results A latent profile analysis identified four profiles: poor (21%), with lowest receptive and expressive vocabulary and absent or limited word combination and phonological accuracy; weak (22.5%), with average receptive but limited expressive vocabulary, incomplete sentences, and absent or limited phonological accuracy; average (25%), with average receptive and expressive vocabulary, use of incomplete and complete sentences, and partial phonological accuracy; and advanced (31.5%), with highest expressive vocabulary, complete sentence production, and phonological accuracy. Lower cognitive and motor scores characterized the poor profile, and lower cognitive and perception-action scores characterized the weak profile. Having a nonworking mother and a father with lower education increased the probability of a child's assignment to the poor profile, whereas being small for gestational age at birth increased it for the weak profile. Conclusions These findings suggest a need for a person-centered and cross-domain approach to identifying children with language weaknesses and implementing timely interventions. An online procedure for data collection and data-driven analyses based on multiple lexical and grammatical skills appear to be promising methodological innovations. Supplemental Material https://doi.org/10.23641/asha.14818179.
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Affiliation(s)
| | | | - Dino Gibertoni
- Department of Biomedical and Neuromotor Sciences, University of Bologna, Italy
| | | | | | - Luigi Corvaglia
- Department of Medical and Surgical Sciences, University of Bologna, Italy
- Neonatology and Neonatal Intensive Care Unit, S. Orsola-Malpighi Hospital, Bologna, Italy
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Italy
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van Alphen P, Brouwer S, Davids N, Dijkstra E, Fikkert P. Word Recognition and Word Prediction in Preschoolers With (a Suspicion of) a Developmental Language Disorder: Evidence From Eye Tracking. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2005-2021. [PMID: 34019773 DOI: 10.1044/2021_jslhr-20-00227] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This study compares online word recognition and prediction in preschoolers with (a suspicion of) a developmental language disorder (DLD) and typically developing (TD) controls. Furthermore, it investigates correlations between these measures and the link between online and off-line language scores in the DLD group. Method Using the visual world paradigm, Dutch children ages 3;6 (years;months) with (a suspicion of) DLD (n = 51) and TD peers (n = 31) listened to utterances such as, "Kijk, een hoed!" (Look, a hat!) in a word recognition task, and sentences such as, "Hé, hij leest gewoon een boek" (literal translation: Hey, he reads just a book) in a word prediction task, while watching a target and distractor picture. Results Both groups demonstrated a significant word recognition effect that looked similar directly after target onset. However, the DLD group looked longer at the target than the TD group and shifted slower from the distractor to target pictures. Within the DLD group, word recognition was linked to off-line expressive language scores. For word prediction, the DLD group showed a smaller effect and slower shifts from verb onset compared to the TD group. Interestingly, within the DLD group, prediction behavior varied considerably, and was linked to receptive and expressive language scores. Finally, slower shifts in word recognition were related to smaller prediction effects. Conclusions While the groups' word recognition abilities looked similar, and only differed in processing speed and dwell time, the DLD group showed atypical verb-based prediction behavior. This may be due to limitations in their processing capacity and/or their linguistic knowledge, in particular of verb argument structure.
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Affiliation(s)
| | | | - Nina Davids
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands
| | - Emma Dijkstra
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands
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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: 47] [Impact Index Per Article: 15.7] [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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Ralli AM, Chrysochoou E, Roussos P, Diakogiorgi K, Dimitropoulou P, Filippatou D. Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder. Brain Sci 2021; 11:brainsci11050604. [PMID: 34066872 PMCID: PMC8151609 DOI: 10.3390/brainsci11050604] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 12/02/2022] Open
Abstract
Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.
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Affiliation(s)
- Asimina M. Ralli
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
- Correspondence: ; Tel.: +30-210-7277945
| | - Elisavet Chrysochoou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Petros Roussos
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
| | | | | | - Diamanto Filippatou
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
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McGill N, McLeod S, Crowe K, Wang C, Hopf SC. Waiting lists and prioritization of children for services: Speech-language pathologists' perspectives. JOURNAL OF COMMUNICATION DISORDERS 2021; 91:106099. [PMID: 33962247 DOI: 10.1016/j.jcomdis.2021.106099] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 03/05/2021] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Waiting lists occur when the availability of speech-language pathology services does not meet the demand. Speech-language pathologists (SLPs) commonly manage waiting lists and their consequences using prioritization. AIMS The aims of this study were to: (1) describe speech-language pathology waiting lists for children and factors associated with their presence in workplaces throughout the world, and (2) describe factors considered in and influencing SLPs' prioritization of children for services. METHODS A questionnaire about pediatric waiting lists and prioritization was completed by 267 SLPs from 10 countries working in health, disability, education, and private sectors. Valid responses to closed questions from 264 SLPs were analyzed quantitatively. RESULTS Most (73.6 %) SLPs reported having a waiting list in their workplace. Waiting lists were most common in community health centres (97.4 %). Waiting times ranged from 0 to 42 months (M = 8.09, SD = 5.84). High priority was assigned to infants (77.4 %), toddlers (65.3 %), children with feeding difficulties (88.5 %), and children who stutter (47.4 %). Prioritization parameters ranked as most important were: severity (M = 4.34), availability of resources (M = 4.11), diagnosis (M = 4.04), and age (M = 3.91). CONCLUSIONS Many workplaces have long waiting lists for speech-language pathology services. Young children, feeding, and stuttering were most often considered high priority; however, prioritization can be complex, implicit, and influenced by external factors. Collaborative development of explicit, transparent waiting list and prioritization guidelines within workplaces, and the development and evaluation of active waiting strategies for children and families are recommended.
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Affiliation(s)
| | | | - Kathryn Crowe
- Charles Sturt University, Australia; University of Iceland, Iceland
| | - Cen Wang
- Charles Sturt University, Australia
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Cronin P, Goodall S. Measuring the Impact of Genetic and Environmental Risk and Protective Factors on Speech, Language, and Communication Development-Evidence from Australia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4112. [PMID: 33924666 PMCID: PMC8070575 DOI: 10.3390/ijerph18084112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 04/05/2021] [Accepted: 04/06/2021] [Indexed: 11/30/2022]
Abstract
Speech and language acquisition is one of the key development indicators of optimal literacy development in infancy and early childhood. Over the last decade there has been increasing interest in the development of theoretical frameworks which underpin the underlying complexity of a child's language developmental landscapes. This longitudinal study aims to measure the impact of genetic and environmental risk and protective factors on speech, language, and communication development (SLCN) among 5000 infants in Australia. Using robust panel fixed-effects models, the results demonstrate that there are clear and consistent effects of protective factors and SLCN associated with the infant's family [coefficient (SD) = 0.153, 95% standard error (SE) = 8.76], the in utero environment [coefficient (SD) = 0.055, standard error (SE) = 3.29] and early infant health [coefficient (SD) = 0.074, standard error (SE) = 5.28]. The impact of family and in utero health is dominant at aged 2 to 3 years (relative to 0 to 1 years) across the domains of language and communication and more dominant from birth to 1 years for speech acquisition. In contrast, the evidence for the impact of genetics on SLCN acquisition in infancy, is less clear. The evidence from this study can be used to inform intervention policies.
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Affiliation(s)
- Paula Cronin
- Centre of Health Economics, Research and Evaluation (CHERE), Faculty of Business, University of Technology Sydney, Ultimo 2007, Australia;
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45
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Rinaldi S, Caselli MC, Cofelice V, D’Amico S, De Cagno AG, Della Corte G, Di Martino MV, Di Costanzo B, Levorato MC, Penge R, Rossetto T, Sansavini A, Vecchi S, Zoccolotti P. Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review. Brain Sci 2021; 11:brainsci11030407. [PMID: 33806938 PMCID: PMC8005159 DOI: 10.3390/brainsci11030407] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 03/05/2021] [Accepted: 03/16/2021] [Indexed: 01/08/2023] Open
Abstract
Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.
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Affiliation(s)
- Sara Rinaldi
- Developmental Neurorehabilitation Service, UOC Infancy, Adolescence, Family Counseling, AULSS 6 Euganea—Padua Bacchiglione District, Via Dei Colli 4/6, 35143 Padua, Italy
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
- Correspondence: ; Tel.: +39-0498217670
| | | | | | - Simonetta D’Amico
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, P.le S. Tommasi, 1, 67100 Coppito, Italy;
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
| | - Anna Giulia De Cagno
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | | | - Maria Valeria Di Martino
- Health Professions Integrated Service, Azienda Ospedaliera dei Colli di Napoli, 80131 Napoli, Italy;
| | - Brigida Di Costanzo
- Division of Phoniatrics and Audiology, Department of Mental and Physical Health, and Preventive Medicine, Luigi Vanvitelli University, Largo Madonna delle Grazie 1, 80138 Naples, Italy;
- Cinetic Center, Neuromotor Rehabilitation Centre, Via Santella 26, 81025 Marcianise, Italy
| | - Maria Chiara Levorato
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Developmental Psychology and Socialization, University of Padua, Via Venezia, 8, 35131 Padova, Italy
| | - Roberta Penge
- Department of Human Neuroscience, Sapienza University of Rome, Via dei Sabelli 108, 00185 Rome, Italy;
| | - Tiziana Rossetto
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | - Alessandra Sansavini
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy
| | - Simona Vecchi
- Department of Epidemiology, Lazio Regional Health Service, Via Cristoforo Colombo, 112, 00154 Rome, Italy;
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi 78, 00185 Rome, Italy;
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Via Ardeatina 306, 00179 Rome, Italy
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Wren Y, Pagnamenta E, Peters TJ, Emond A, Northstone K, Miller LL, Roulstone S. Educational outcomes associated with persistent speech disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:299-312. [PMID: 33533175 PMCID: PMC8591628 DOI: 10.1111/1460-6984.12599] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 11/20/2020] [Accepted: 12/15/2020] [Indexed: 05/05/2023]
Abstract
BACKGROUND Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. AIM Using a large prospective UK population-based study-the Avon Longitudinal Study of Parents and Children (ALSPAC)-this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. METHODS & PROCEDURES We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. OUTCOMES & RESULTS Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. CONCLUSIONS & IMPLICATIONS PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper adds What is already known on the subject Speech-sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech-sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent-teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population-based samples. What this paper adds to existing knowledge This prospective, longitudinal study of a large community-based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13-14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs. What are the potential or actual clinical implications of this work? Understanding the long-term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals.
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Affiliation(s)
- Yvonne Wren
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Bristol Dental SchoolUniversity of BristolBristolUK
| | - Emma Pagnamenta
- School of Psychology and Clinical Language SciencesUniversity of ReadingEarley GateReadingUK
| | - Tim J. Peters
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | - Alan Emond
- Population Health Sciences, Bristol Medical SchoolBristolUK
| | | | | | - Sue Roulstone
- Bristol Speech and Language Therapy Research Unit, North Bristol NHS TrustUniversity of BristolBristolUK
- Faculty of Health and Applied SciencesUniversity of the West of EnglandBristolUK
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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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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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Conway M, Krahe MA, Weir KA, Reilly S. Are we meeting the needs of vulnerable children? Distribution of speech-language pathology services on the Gold Coast, Australia. J Public Health (Oxf) 2021; 44:192-198. [PMID: 33540423 DOI: 10.1093/pubmed/fdaa275] [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: 02/25/2020] [Revised: 11/18/2020] [Accepted: 12/28/2020] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND Compared to national averages, the Gold Coast, Australia, has a proportionately higher number of children entering their first year of primary school with 'at risk' or 'vulnerable' language skills. This paper investigates the distribution of paediatric speech-language pathology (SLP) services on the Gold Coast, relative to children's language and cognitive skills, and socioeconomic status (SES). METHODS SLP service locations were identified through national association data and a manual search and mapped against SES and Australian Early Development Census data, for language and cognitive skills. RESULTS Data for 7595 children was included, with 943 (12.4%) at risk and 780 (12.6%) vulnerable for language and cognitive skills. A total of 75 SLPs were identified (85.3% private, 14.6% public), which is 1 SLP to every 23 children who might have current or impending speech, language and communication needs. Fewer services were available in areas where vulnerable children were located and most were private providers, leading to further potential barriers to service access. CONCLUSIONS The number of SLP services located on the Gold Coast is inadequate to meet the needs of children with language and cognitive skill vulnerabilities. Consideration of how services might be distributed is explored and warrants further consideration.
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Affiliation(s)
- M Conway
- Health Group, Griffith University, Southport, QLD 4222, Australia
| | - M A Krahe
- Health Group, Griffith University, Southport, QLD 4222, Australia
| | - K A Weir
- Menzies Health Institute Queensland, Griffith University, Southport, QLD 4222, Australia.,Gold Coast Hospital and Health Service, Southport, QLD 4215, Australia
| | - S Reilly
- Health Group, Griffith University, Southport, QLD 4222, Australia
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Cummings AE, Ogiela DA, Wu YC. Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development. Front Hum Neurosci 2021; 14:580697. [PMID: 33414710 PMCID: PMC7782969 DOI: 10.3389/fnhum.2020.580697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Accepted: 11/30/2020] [Indexed: 11/13/2022] Open
Abstract
The Featurally Underspecified Lexicon (FUL) theory predicts that [coronal] is the language universal default place of articulation for phonemes. This assumption has been consistently supported with adult behavioral and event-related potential (ERP) data; however, this underspecification claim has not been tested in developmental populations. The purpose of this study was to determine whether children demonstrate [coronal] underspecification patterns similar to those of adults. Two English consonants differing in place of articulation, [labial] /b/ and [coronal] /d/, were presented to 24 children (ages 4-6 years) characterized by either a typically developing phonological system (TD) or a phonological disorder (PD). Two syllables, /bɑ/ and /dɑ/, were presented in an ERP oddball paradigm where both syllables served as the standard and deviant stimulus in opposite stimulus sets. Underspecification was examined with three analyses: traditional mean amplitude measurements, cluster-based permutation tests, and single-trial general linear model (GLM) analyses of single-subject data. Contrary to previous adult findings, children with PD demonstrated a large positive mismatch response (PMR) to /bɑ/ while the children with TD exhibited a negative mismatch response (MMN); significant group differences were not observed in the /dɑ/ responses. Moreover, the /bɑ/ deviant ERP response was significantly larger in the TD children than in the children with PD. At the single-subject level, more children demonstrated mismatch responses to /dɑ/ than to /bɑ/, though some children had a /bɑ/ mismatch response and no /dɑ/ mismatch response. While both groups of children demonstrated similar responses to the underspecified /dɑ/, their neural responses to the more specified /bɑ/ varied. These findings are interpreted within a proposed developmental model of phonological underspecification, wherein children with PD are functioning at a developmentally less mature stage of phonological acquisition than their same-aged TD peers. Thus, phonological underspecification is a phenomenon that likely develops over time with experience and exposure to language.
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Affiliation(s)
- Alycia E Cummings
- Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID, United States
| | - Diane A Ogiela
- Department of Communication Sciences and Disorders, Idaho State University, Meridian, ID, United States
| | - Ying C Wu
- Swartz Center for Computational Neuroscience, University of California, San Diego, San Diego, CA, United States
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