Difficulties In Language Development Research Articles

Mortality, morbidity and educational outcomes in children of consanguineous parents in the Born in Bradford cohort

Background Children of consanguineous parents have a higher risk of infant and childhood mortality, morbidity and intellectual and developmental disability. Methods Using a prospective UK based longitudinal family cohort study we quantify differences according to the consanguinity status of children from birth to age 10 in mortality, health care usage, two health and three educational outcomes. Results Compared to children whose parents were not related children whose parents were first cousins were more likely to die by the age of 10 years (odds ratio 2.81, 95% CI 1.82-4.35) to have higher rates of primary care appointments (incident rate ratio 1.39, 95% CI 1.34-1.45) and more prescriptions (incident rate ratio 1.61, 95% CI 1.50-1.73). Rates of hospital accident and emergency attendance (incident rate ratio 1.21,95% CI 1.12-1.30) and hospital outpatients’ appointments (incident rate ratio 2.21,95% CI 1.90-2.56) are higher. Children whose parents are first cousins have higher rates of speech/ language development difficulties (odds ratio 1.63, 95% CI 1.36-1.96) and learning difficulties (odds ratio 1.89, 95% CI 1.28-2.81). When they begin school children whose parents are first cousins are less likely to reach phonics standards (odds ratio 0.73, 95% CI 0.63-0.84) and less likely to show a good level of development (odds ratio 0.61, 95% CI 0.54-0.68). At age 10 there are higher numbers with special educational needs who are from first cousin unions when compared to all children whose parents are not blood relations (odds ratio 1.38, 95% CI 1.20-1.58). Effect sizes for consanguinity status are similar in univariable and multivariable models where a range of control variables including deprivation are added. Conclusions There is higher childhood mortality and greater use of health care as well as higher rates of learning difficulties, speech and language development challenges and substantive differences in education outcomes in children whose parents are first cousins

Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey

BackgroundDespite young children’s widespread use of mobile devices, little research exists on this use and its association with children’s language development. The aim of this study was to examine the associations between mobile device screen time and language comprehension and expressive language skills. An additional aim was to examine whether three factors related to the domestic learning environment modify the associations.MethodsThe study uses data from the Danish large-scale survey TRACES among two- and three-year-old children (n = 31,125). Mobile device screen time was measured as time spent on mobile devices on a normal day. Measurement of language comprehension and expressive language skills was based on subscales from the Five to Fifteen Toddlers questionnaire. Multivariable linear regression was used to examine the association between child mobile device screen time and language development and logistic regression to examine the risk of experiencing significant language difficulties. Joint exposure analyses were used to examine the association between child mobile device screen time and language development difficulties in combination with three other factors related to the domestic learning environment: parental education, reading to the child and child TV/PC screen time.ResultsHigh mobile device screen time of one hour or more per day was significantly associated with poorer language development scores and higher odds for both language comprehension difficulties (1–2 h: AOR = 1.30; ≥ 2 h: AOR = 1.42) and expressive language skills difficulties (1–2 h: AOR = 1.19; ≥ 2 h: AOR = 1.46). The results suggest that reading frequently to the child partly buffers the negative effect of high mobile device screen time on language comprehension difficulties but not on expressive language skills difficulties. No modifying effect of parental education and time spent by the child on TV/PC was found.ConclusionsMobile device screen time of one hour or more per day is associated with poorer language development among toddlers. Reading frequently to the child may have a buffering effect on language comprehension difficulties but not on expressive language skills difficulties.

Nonverbal Executive Functioning in Relation to Vocabulary and Morphosyntax in Preschool Children With and Without Developmental Language Disorder.

Developmental language disorder (DLD) is characterized by persistent and unexplained difficulties in language development. Accumulating evidence shows that children with DLD also present with deficits in other cognitive domains, such as executive functioning (EF). There is an ongoing debate on whether exclusively verbal EF abilities are impaired in children with DLD or whether nonverbal EF is also impaired, and whether these EF impairments are related to their language difficulties. The aims of this study were to (a) compare nonverbal performance of preschoolers with DLD and typically developing (TD) peers, (b) examine how nonverbal EF and language abilities are related, and (c) investigate whether a diagnosis of DLD moderates the relationship between EF and language abilities. A total of 143 children (nDLD = 65, nTD = 78) participated. All children were between 3 and 6.5 years old and were monolingual Dutch. We assessed nonverbal EF with a visual selective attention task, a visuospatial short-term and working memory task, and a task gauging broad EF abilities. Vocabulary and morphosyntax were each measured with two standardized language tests. We created latent variables for EF, vocabulary, and morphosyntax. Analyses showed that children with DLD were outperformed by their TD peers on all nonverbal EF tasks. Nonverbal EF abilities were related to morphosyntactic abilities in both groups, whereas a relationship between vocabulary and EF skills was found in the TD group only. These relationships were not significantly moderated by a diagnosis of DLD. We found evidence for nonverbal EF impairments in preschool children with DLD. Moreover, nonverbal EF and morphosyntactic abilities were significantly related in these children. These findings may have implications for intervention and support the improvement of prognostic accuracy. https://doi.org/10.23641/asha.24121287.

Психометрические свойства русскоязычной версии «Языковых шкал для дошкольников» пятого пересмотра (PLS-5): исследование с помощью классической теории тестов и современной теории тестирования

<p>Difficulties in language development are common hallmarks of different neuro-developmental disorders. Early diagnosis is a crucial factor for proper early interventions and better prognosis. Currently, there is a severe shortage of standardized instruments for assessing potential language disorders in Russia. To address this gap, we analyzed the psychometric properties of the Russian version of the Preschool Language Scale, 5th edition (RPLS-5). The sample consisted of 473 children aged 3 to 96 months (Mean=32.64, SD=19.79), including 224 typically developing (TD) children and 240 at-risk (AR) children. To assess the reliability of the Russian version of the PLS-5, we used both Classical Test Theory (CTT) and Item Response Theory (IRT). The results indicated the high reliability of the RPLS-5 based on both types of analyses. According to the results of IRT analysis, the difficulty of items ranged from very easy to very difficult, and with few exceptions, the difficulty parameters consistently increased for each subsequent item, reflecting the hierarchical organization of the test. The discrimination parameters ranged from high to perfect. In general, IRT demonstrated that the RPLS-5 is reliable for low-to-high levels of language abilities.</p>

Rola jakości interakcji rodzic–dziecko w rozwoju komunikacyjno-językowym dzieci przedwcześnie urodzonych. Przegląd wybranych badań i programów terapeutycznych

The Role of the Quality of Parent–Child Interactions in Communication and Language Development in Preterm Born Children. Review of Research and Therapeutic Programs Preterm infants are at increased risk of difficulties in language development, including speech and language developmental delays. Preterm birth impacts the pattern and the quality of parent–child interactions, which, in turn, may affect the child’s language and communication development. The article presents the results of research on parents’interactions with their preterm born children and describes some programs aimed at improving parent–child interactions.

Development and norming of the Hungarian CDI-III: A screening tool for language delay.

BackgroundDifficulties in language development are related to social and emotional problems, lower academic outcomes, and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. The introduction of systematic screening for language delay (LD) in 3‐year‐old children in Hungary was based on the recent adaptation of the MacArthur–Bates CDI‐III (HCDI‐III).AimsTo explore the relevant psychometric properties of the HCDI‐III; to identify factors characteristic of the families and children influencing language development at the age group under investigation; and to evaluate the adequacy of the tool for the purpose of screening LD in kindergarten at the age of 3 years.Methods & ProceduresThe norming study of the HCDI‐III was conducted in a collaborative research project with the Metropolitan Pedagogical Services in Budapest. HCDI‐III parent report forms along with a demographic survey form were distributed to parents of all Hungarian‐speaking children between the ages of 2;0 and 4;2 without special education needs. The normative sample comprised data from 1424 children aged 2;0–4;2 with 51.1% boys and 48.9% girls. The data set contained information including language skills, basic demographics, birth conditions, health issues and socio‐economic status (SES).Outcomes & ResultsIn the HCDI‐III form, six outcome variables were created to cover the domains of expressive vocabulary, morphosyntax and language use. Statistical analyses revealed appropriate psychometric properties of five outcome variables that showed a normal distribution and were strongly correlated to age. Outcomes of girls were slightly (but significantly) higher on scales corresponding to vocabulary, syntax, language use and productivity. Most variables were highly correlated with one another even with age partialled out. Multiple regression analyses revealed significant effect of age, gender and parental education on all main outcome variables. Neither one of the other eight predictors, including familial and birth‐related factors, affected linguistic outcomes in our sample.Conclusions & ImplicationsThe results are consistent with the majority of Communicative Development Inventory (CDI) studies, and support the psychometric eligibility of the instrument for screening purposes between 30 and 50 months. As certain regions of Hungary are characterised by a high prevalence of low‐SES families, more research is needed to adapt the screening procedure and subsequent measures to their needs.What this paper addsWhat is already known on the subject Difficulties in language development are related to lower social and academic outcomes and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. Structured parent report forms such as the MacArthur–Bates CDI are widely accepted methods for screening children with LD. What this paper adds to existing knowledge This study reports the Hungarian adaptation and norming of the CDI‐III form. Statistical analyses revealed appropriate psychometric properties of most of its sections. Language outcomes were affected by age, gender and parental education on all main outcome variables in children between 2 and 4 years of age. What are the potential or actual clinical implications of this work? The results support the psychometric eligibility of the HCDI‐III instrument for screening purposes. The introduction of the screening procedure in clinical practice is expected to improve early support of children with language difficulties and reduce risks of developmental problems related to language disorders.

Govorno-jezički deficiti kod dece sa selektivnim mutizmom - uzrok, komorbiditet ili posledice?

Selective mutism (SM) is a disorder described from two aspects, psychological and language disorders. Researchers mainly focused on the psychological dimension of SM. However, there is an increasing number of studies indicating a significant speech and language (SL) impairment in children with SM and the possible connection between difficulties in language development and the occurrence of SM at school age. Objective. The aim of this paper was to review available research on SL deficits in children with SM, in order to clarify the cause-and-effect relationships between language and anxiety disorders in these children. Methods. Databases of the Library Consortium of Serbia and relevant Internet search engines were used for the literature search. Results. Nine research studies on SL abilities in children with SM are available in the literature. Mixed and expressive types of developmental language disorder, developmental phonological disorder, and language processing deficits are the most common SL impairments in children with SM. They occur significantly more frequently in children with SM than in children with anxiety disorders without SM and typically developing children. These deficits are often associated with learning disorders, social skills difficulties, and the risk of behavioral problems at school age. Conclusion. Existing studies have provided valuable insights into some aspects of the SL development in children with SM. However, the relationship between language deficits and anxiety symptoms is still not clear. Research on the early SL development in these children, which could shed light on the complex cause-and-effect dynamics of language and anxiety disorders seen in children with SM, is particularly scarce.

Arte-Educação, Transtorno do Espectro Autista-TEA e possibilidades educativas

O estudo teve como objetivo compreender a criança com Transtorno do Espectro Autista (TEA) na primeira infância (de zero a dois anos), refletindo sobre as possiblidades construtivas da Arte-Educação para o desenvolvimento e aprendizagem da criança. O TEA é caracterizado por dificuldades no desenvolvimento da linguagem, nos processos de comunicação e por déficits nos processos de socialização. A Arte pode proporcionar experiências e oportunidades de construção sensoriais, cognitivas e afetivas, e que dialoga com intervenções terapêuticas- pedagógicas na Educação de crianças atípicas com dificuldades na interação social e na comunicação. A pesquisa de abordagem qualitativa foi realizada por meio de entrevista narrativa com a mãe de uma criança com TEA. Os resultados sugerem que a criança desde os primeiros meses apresentou sinais do TEA como: dificuldade de amamentação, a ausência de contato visual, descontentamento nos momentos de toque, pouca reação a voz humana, fixação por objetos que pudessem ser girados e um padrão repetitivo de organização. A arte desperta, no bebê, múltiplas sensações: cria laços afetivos, promove o aconchego, estimula percepções sensoriais e movimento e precisam ser estimulados para essa expressão. Conclui-se que a criança com TEA na primeira infância, pode se beneficiar das possiblidades construtivas da Arte-Educação, como fator benéfico para o progresso interativo da criança.

Intervención logopédica naturalista con familias de hablantes tardíos: efectos en el lenguaje infantil y en los intercambios adultos

El objetivo del presente artículo es valorar la eficacia de un programa de intervención logopédica de corte naturalista. Fueron seleccionadas 16 familias monolingües españolas con hijos/as hablantes tardíos/as de entre 24 y 29 meses de edad, y, posteriormente, asignadas a dos condiciones experimentales (intervención y control). Las familias pertenecientes al grupo de intervención se beneficiaron de un programa logopédico de intervención naturalista en el que las rutinas familiares se utilizaron para estimular el desarrollo comunicativo y lingüístico de los/as niños/as y para desarrollar estilos conversacionales ajustados a su nivel de comunicación y lenguaje. Con las familias del grupo control se empleó la estrategia “wait and see” (esperar y ver). Pasados cuatro meses de intervención naturalista, los resultados informaron de que las familias del grupo de intervención usaban más conductas ajustadas y sus hijos presentaban un vocabulario más extenso y producían más combinaciones de palabras frente al grupo control.

Narrative and prosodic skills in children and adolescents with Down syndrome and typically developing children

Purpose Children with Down Syndrome (DS) show difficulties in language development, in both basic and complex abilities, as narratives. Less is known about the prosodic competence in DS, but the few available studies highlighted the presence of some deficits. Considering the importance of narratives and prosody in communication, the main aim of this study is to investigate these two competencies in participants with DS. Method 13 children with DS participated (Mean age: 13;04, years; months). Their narrative and prosodic abilities, collected through a storytelling task, were compared with those of two control groups of typically developing (TD) children, one matched for nonverbal mental age (MA, Mean age: 5;03) and the other matched for the mean length of utterance (MLU, Mean age: 5;05). For the narrative competence, we considered both the macrostructural (i.e. quantity of information and story structure) and the microstructural level (i.e. verbal productivity, lexical diversity, syntactic complexity). For the prosodic competence, we took into account acoustic measures linked to intonation (i.e. mean fundamental frequency (f0), pitch range, final speech profile, and speed of speech). Result The results of the Mann-Whitney test showed that participants with DS produced stories comparable to those of TD children in nearly all the variables considered, except for the syntactic complexity when compared with children of the same MA. Differences between participants with DS and TD children were found in the f0 and the final pitch profile used. Conclusion Considering the small size of the samples, these preliminary results should be taken with caution. Nonetheless, this study confirms the presence of difficulties in the prosody of speech and in the syntactic competence of children with DS. These difficulties could have consequences on the possibility to communicate efficiently and should be taken into account in rehabilitation programmes.

Does early identification of children with otitis media with effusion can prevent difficulties in language development?

Does early identification of children with otitis media with effusion can prevent difficulties in language development?

Language impairment in children with CI: An investigation of Swedish

In spite of earlier implantation, bilateral implants and advances in the care of deaf children with cochlear implants (CI) within-group variation in language skills is large. We use three tasks with predictive value of language impairment in Swedish to identify children with CI most at risk for persistent difficulties in language development, in need of language intervention. The clinical markers investigated are nonword repetition and past tense inflection. We also assessed language comprehension, a predictor of severe language impairment associated with poorer prognosis. Fifteen Swedish-speaking deaf children with CI and 15 controls aged 5–8 years participated. Most children with CI had bilateral implants and had been fitted with CIs before 12 months. At least 70% in the group with CI performed >1.25 and 47% >2 SD below controls on more than one measure, showing risk for persistent language impairment. Speech perception was more crucial in the nonword repetition and language comprehension tasks. No time factor was significantly related to outcome. We conclude that it is important to allocate resources for continuous follow-up and language intervention. Research and care of children with CI will profit from better integration of knowledge from the fields of audiology, speech-language pathology and linguistics.

Educational Electronic Books for Supporting Emergent Literacy of Kindergarteners At-Risk for Reading Difficulties—What Do We Know So Far?

This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5–6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms.

Joint attention behaviours and vocabulary development in children with Down syndrome.

Because of their difficulties in language development, various studies have focussed on the precursors of linguistic skills in children with Down syndrome. However, data on the predictive role of joint attention on language development in this population are inconsistent. The present study aimed to analyse attention behaviours in a group of children with Down syndrome. The existence of both concurrent and longitudinal relationships between joint attention and vocabulary development was investigated. The participants were 18, 24-month-old, Italian children with Down syndrome. The children's attention skills were assessed during semi-structured free-play sessions in interaction with their mothers. A nominal exhaustive scheme was applied to code the children's behaviour. Moreover, the children's vocabulary development (both receptive and expressive) was assessed with the Italian version of the MacArthur-Bates Communicative Development Inventory at both 24 and 30 months. Data analyses showed that children with Down syndrome spent a large part of the interactive play session in joint attention situations. Moreover, the children's behaviour of proposing a joint attention focus to their communicative partners appeared to be a significant predictor of the children's vocabulary comprehension skills as assessed 6 months later. These results support the hypothesis of continuity between preverbal precursors and vocabulary development in a population with atypical development.

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Entrenar la comprensión de la falsa creencia en niños con alteraciones del lenguaje

The capacity to attribute mental states to oneself and others, that is, theory of mind, has been intensely studied in the last few years. Most of the investigations in this field have focused on the study of false beliefs, a developmental milestone that normally developing children acquire around the age of 4 to 5 years. However, several authors have pointed out that children with language difficulties may show a delay in the acquisition of false belief understanding. On the other hand, this attainment has been related to linguistic abilities. Concretely, some training studies suggest that labeling objects with a double perspective fosters false-belief understanding. The aim of the present study was to apply this kind of training to children with language development difficulties. We studied 14 children with language difficulties aged between 58 and 107 months. The participants were administered a pretest and a posttest to evaluate the effects of the training. Consistently with the results of prior studies, our results showed a delay in children's false-belief understanding, suggesting, however, that training based on labeling objects with a double perspective facilitated their acquisition of this ability.