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Behavioral Genetics and Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
There are four types of communication disorders described in DSM-IV. These are communication disorders, expressive language (verbalizing thoughts), mixed receptive (understanding others’ spoken language), expressive language disorder, and phonologic (articulation) and stuttering (speech interrupted by repeated or prolonged sounds, syllables, or words (see Ref. (12). These subtypes of communication problems are comorbid and behavioral genetic studies suggest that expressive and receptive disorders share a common genetic etiology, but different genetic factors appear to be operating between articulation disorders and other communication problems (13).
Developmental disorders, Part 3: Speech and language 1
Published in Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy, Primary Child and Adolescent Mental Health, 2018
Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy
Language disorders affect the central processing of verbal ideas and communication, and can present with effects mainly on phonology, grammar, semantics or pragmatics — or some combination. Two broad subgroups include expressive (difficulty producing language) and receptive (difficulty understanding language).
Disorders of Speech and Language
Published in John C Watkinson, Raymond W Clarke, Christopher P Aldren, Doris-Eva Bamiou, Raymond W Clarke, Richard M Irving, Haytham Kubba, Shakeel R Saeed, Paediatrics, The Ear, Skull Base, 2018
Suzanne Harrigan, Andrew Marshall
Language disorders are identified when a child presents with a language score on standardized tests two standard deviations from the child’s age and where there is no neurological, sensory, developmental or physical impairment that could account for the poor performance.12 Language disorders can therefore be accurately diagnosed only by a process of exclusion and it is vital that thorough and comprehensive assessments are carried out to rule out the presence of other difficulties. This group of children is a significant one, with studies suggesting that 5–7% of children starting school have such a disorder. The most commonly used term to describe this condition is developmental language disorder (DLD), and children with DLD may have difficulty in only one or in a combination of language and speech areas. There is no single known cause of DLD, with both intrinsic and extrinsic factors playing a part.13 However, genetics are known to have an influence, with evidence of strong family histories for DLD. More boys than girls present with DLD, with studies estimating ratios of around 3:1.
Music and musical elements in the treatment of childhood speech sound disorders: A systematic review of the literature
Published in International Journal of Speech-Language Pathology, 2023
Mirjam van Tellingen, Joost Hurkmans, Hayo Terband, Roel Jonkers, Ben Maassen
The list of search terms below was compiled with the aim to find literature on the use of musical elements in the treatment of a wide variety of childhood speech and language disorders.“speech disorder”, “dyspraxi*”, “phonological disorder”, “dysarthria”, “communication disorder”, “speech sound disorder”, “speech impairment”, “apraxia”, “language disorder”, “oral”.“music”, “melodic”, “rhythm”, “singing”.“intervention*”, “treatment”, “therap*”“child*”, “infant*.
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
Published in Logopedics Phoniatrics Vocology, 2023
Slavica Maksimović, Nina Stanojević, Saška Fatić, Silvana Punišić, Tatjana Adamović, Nenad Petrović, Vanja Nenadović
When it comes to speech and language development measured by the Scale for Evaluation of Psychophysiological Abilities of Children, our results showed that after one year of treatment, the child showed progress equivalent to approximately 11 months. This result represents a positive effect of the treatment given that according to the parents at the starting point of the treatment, the child’s development showed regression compared to the year before. At the first testing, the Communication Matrix results showed the level of intentional communication [61], which suited the Reflexive level according to Stark Assessment of Early Vocal Development [78], and the second testing results showed that he mastered some aspects of conventional communication fitted to the Canonical Syllables level [78], but he was also emerging some functions that were expected to be developed in the second year of life. Previous studies showed that speech and language therapy is effective in various types of speech-language disorders [79–82], and that difficulties in speech and language development persist when there is no intervention [83]. Due to multiple disabilities, in our case, the development of speech and language was conditioned by the development of other functions. The applied KSAFA therapeutic approach is based on the parallel development and synchronization of all functions (sensory processing, mobility, social adaptation, and emotions), which enables the development of speech and language. Despite impairment in other aspects of development that affected speech and language, our therapy approach yielded positive results.
Managing the child born preterm after hospital discharge
Published in Speech, Language and Hearing, 2023
Katherine Sanchez, Alaina Martens, Emily Zimmerman
In comparison to language, speech in children born preterm has received much less research attention. The results of existing research are equivocal, with some results suggesting no differences between preterm and term-born children (Aram, Hack, Hawkins, Weissman, & Borawski-Clark, 1991; Guarini et al., 2013; Imgrund, Krueger, & Getejanc, 2022; Northam et al., 2012; Sanchez et al., 2020; Wright, Thislethwaite, Elton, Wilkinson, & Forfar, 1983), and some suggesting differences in articulation and/or phonology (Holm & Crosbie, 2010; Largo, Molinari, Kundu, Lipp, & Duc, 1990; Shahramnia, Ahmadi, Saffariyan, Kamali, & Mohamadi, 2021; van Noort-van der Spek, Franken, Wieringa, & & Weisglas-Kuperus, 2010; van Noort-van der Spek, Dudink, Reiss, & Franken, 2022; Wolke, Samara, Bracewell, & Marlow, 2008). Interestingly, two studies found that the differences between preterm and term groups disappeared when significant comorbidities (chronic lung disease and significant neurological disabilities respectively) were accounted for (Lewis et al., 2002; Luoma, Herrgård, Martikainen, & Ahonen, 1998). This suggests that medical problems such as respiratory and neurological conditions may account for any differences in speech between children born preterm and term. It should be noted that where significant early communication deficits are noted, language disorder is a more likely differential diagnosis than speech sound disorder, and treatment decisions should account for this (Randazzo, 2018).