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Preschool language delay

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https://www.readbyqxmd.com/read/28119842/the-comparison-of-m-b-cdi-k-short-form-and-k-asq-as-screening-test-for-language-development
#1
Seong Woo Kim, Ji Yong Kim, Sang Yoon Lee, Ha Ra Jeon
OBJECTIVE: To investigate the usefulness of the communication domain in the Korean version of Ages and Stages Questionnaire (K-ASQ), and short form of the Korean version of MacArthur-Bates Communicative Development Inventories (M-B CDI-K), as screening tests for language developmental delay. METHODS: Data was collected between April 2010 and December 2013, from children who visited either the Department of Physical Medicine and Rehabilitation or the Developmental Delay Clinic, presenting with language development delay as their chief complaint...
December 2016: Annals of Rehabilitation Medicine
https://www.readbyqxmd.com/read/28018118/a-longitudinal-investigation-of-conflict-and-delay-inhibitory-control-in-toddlers-and-preschoolers
#2
Amanda W Joyce, Jessica H Kraybill, Nan Chen, Kimberly Cuevas, Kirby Deater-Deckard, Martha Ann Bell
RESEARCH FINDINGS: Eighty-one children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but not related in 2-year-olds...
2016: Early Education and Development
https://www.readbyqxmd.com/read/28011082/-neonatal-arterial-ischemic-stroke-review-of-the-current-guidelines
#3
E Saliba, T Debillon, S Auvin, O Baud, V Biran, J-L Chabernaud, S Chabrier, F Cneude, A-G Cordier, V Darmency-Stamboul, J-F Diependaele, T Debillon, M Dinomais, C Durand, A Ego, G Favrais, Y Gruel, L Hertz-Pannier, B Husson, S Marret, S N'Guyen The Tich, T Perez, E Saliba, J-B Valentin, C Vuillerot
Neonatal arterial ischemic stroke (NAIS) is a rare event that occurs in approximately one in 5000 term or close-to-term infants. Most affected infants will present with seizures. Although a well-recognized clinical entity, many questions remain regarding diagnosis, risk factors, treatment, and follow-up modalities. In the absence of a known pathophysiological mechanism and lack of evidence-based guidelines, only supportive care is currently provided. To address these issues, a French national committee set up by the French Neonatal Society (Société française de néonatologie) and the national referral center (Centre national de référence) for arterial ischemic stroke in children drew up guidelines based on an HAS (Haute Autorité de santé [HAS]; French national authority for health) methodology...
February 2017: Archives de Pédiatrie: Organe Officiel de la Sociéte Française de Pédiatrie
https://www.readbyqxmd.com/read/27976553/screening-5-and-6-year-old-children-starting-primary-school-for-development-and-language
#4
Deniz Yılmaz, Nuray Bayar-Muluk, Birgül Bayoğlu, Aysun İdil, Banu Anlar
Beginning school is an important milestone for children. Children's readiness for school involves cognitive, physical, and emotional development. Certain school programs allow children to start first grade after 66 months of age, together with 72 month-old children. In order to estimate school readiness, we screened children before starting first grade and compared their school performance according to their age and socio-demographic characteristics. Marmara School Readiness, Denver II developmental screening, and language assessment tests were applied...
2016: Turkish Journal of Pediatrics
https://www.readbyqxmd.com/read/27833461/parenting-predictors-of-delay-inhibition-in-socioeconomically-disadvantaged-preschoolers
#5
Emily C Merz, Susan H Landry, Tricia A Zucker, Marcia A Barnes, Michael Assel, Heather B Taylor, Christopher J Lonigan, Beth M Phillips, Jeanine Clancy-Menchetti, Nancy Eisenberg, Tracy L Spinrad, Carlos Valiente, Jill de Villiers, The School Readiness Research Consortium
This study examined longitudinal associations between specific parenting factors and delay inhibition in socioeconomically disadvantaged preschoolers. At Time 1, parents and 2- to 4-year-old children (mean age = 3.21 years; N = 247) participated in a videotaped parent-child free play session, and children completed delay inhibition tasks (gift delay-wrap, gift delay-bow, and snack delay tasks). Three months later, at Time 2, children completed the same set of tasks. Parental responsiveness was coded from the parent-child free play sessions, and parental directive language was coded from transcripts of a subset of 127 of these sessions...
September 2016: Infant and Child Development
https://www.readbyqxmd.com/read/27801620/preschool-self-regulation-predicts-later-mental-health-and-educational-achievement-in-very-preterm-and-typically-developing-children
#6
Lianne J Woodward, Zhigang Lu, Alyssa R Morris, Dione M Healey
OBJECTIVE: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. METHOD: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37-40 weeks gestation)...
February 2017: Clinical Neuropsychologist
https://www.readbyqxmd.com/read/27721845/erratum-developmental-profiles-of-preschool-children-with-delayed-language-development
#7
Ji Eun Jeong, Hyung Jik Lee, Jin Kyung Kim
[This corrects the article on p. 363 in vol. 57, PMID: 25210524.].
September 2016: Korean Journal of Pediatrics
https://www.readbyqxmd.com/read/27684522/effectiveness-of-the-language-intervention-programme-for-preschool-children
#8
Marisa Lousada, Margarida Ramalho, Carolina Marques
OBJECTIVE: This paper investigates the effectiveness of the Language Intervention Programme for the treatment of 14 preschool-aged children with primary language impairment. PATIENTS AND METHODS: We used a waiting list control design, in which half the sample (7 children) received immediate intervention with the Language Intervention Programme, whereas the remaining children received treatment after a 4-week delay. The intervention consisted of 8 individual biweekly sessions...
September 30, 2016: Folia Phoniatrica et Logopaedica
https://www.readbyqxmd.com/read/27575866/screening-for-language-delay-growth-trajectories-of-language-ability-in-low-and-high-performing-children
#9
Marianne Klem, Bente Hagtvet, Charles Hulme, Jan-Eric Gustafsson
Purpose: This study investigated the stability and growth of preschool language skills and explores latent class analysis as an approach for identifying children at risk of language impairment. Method: The authors present data from a large-scale 2-year longitudinal study, in which 600 children were assessed with a language-screening tool (LANGUAGE4) at age 4 years. A subsample (n = 206) was assessed on measures of sentence repetition, vocabulary, and grammatical knowledge at ages 4, 5, and 6 years...
August 30, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27546985/immediate-and-delayed-effects-of-invented-writing-intervention-in-preschool
#10
Hilde Hofslundsengen, Bente Eriksen Hagtvet, Jan-Eric Gustafsson
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers...
2016: Reading and Writing
https://www.readbyqxmd.com/read/27462284/the-semantic-associative-ability-in-preschoolers-with-different-language-onset-time
#11
Dina Di Giacomo, Jessica Ranieri, Eliana Donatucci, Nicoletta Caputi, Domenico Passafiume
Aim of the study is to verify the semantic associative abilities in children with different language onset times: early, typical, and delayed talkers. The study was conducted on the sample of 74 preschool children who performed a Perceptual Associative Task, in order to evaluate the ability to link concepts by four associative strategies (function, part/whole, contiguity, and superordinate strategies). The results evidenced that the children with delayed language onset performed significantly better than the children with early language production...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27445952/learning-disabilities-in-extremely-low-birth-weight-children-and-neurodevelopmental-profiles-at-preschool-age
#12
Chiara Squarza, Odoardo Picciolini, Laura Gardon, Maria L Giannì, Alessandra Murru, Silvana Gangi, Ivan Cortinovis, Silvano Milani, Fabio Mosca
At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW < 1000 g and/or GA < 28 weeks...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27422402/promoting-expressive-language-in-young-children-with-or-at-risk-for-autism-spectrum-disorder-in-a-preschool-classroom
#13
Justin D Lane, Collin Shepley, Rebecca Lieberman-Betz
Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD...
October 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27207866/do-parental-concerns-predict-developmental-and-behavioral-diagnoses-in-a-developmental-clinic
#14
Doris P Yimgang, Rebecca A Albury, Mary L Leppert
Parental concerns are useful tools to help pediatric care providers identify the presence of developmental and behavioral problems. This study sought to learn whether specific parental concerns helped predict diagnoses in a tertiary developmental clinic. Parents of preschoolers who attended a preschool developmental clinic (n = 101) were surveyed about behavioral and developmental concerns and their concerns about possible diagnoses. Clinical diagnoses were subsequently obtained on all children and compared with parents' primary concerns...
May 19, 2016: Clinical Pediatrics
https://www.readbyqxmd.com/read/27118998/developmental-phenotype-in-phelan-mcdermid-22q13-3-deletion-syndrome-a-systematic-and-prospective-study-in-34-children
#15
Renée J Zwanenburg, Selma A J Ruiter, Edwin R van den Heuvel, Boudien C T Flapper, Conny M A Van Ravenswaaij-Arts
BACKGROUND: Phelan-McDermid syndrome (PMS) or 22q13.3 deletion syndrome is characterized by global developmental delay, cognitive deficits, and behaviour in the autism spectrum. Knowledge about developmental and behavioural characteristics of this rare chromosomal disorder is still limited despite a rapid growing number of diagnoses. Our aim was to study a new and relatively large cohort to further characterize the developmental phenotype of children with PMS. METHODS: We performed a descriptive study of children with a 22q13...
2016: Journal of Neurodevelopmental Disorders
https://www.readbyqxmd.com/read/27107598/developmental-delays-in-preschool-children-with-adenotonsillar-hypertrophy
#16
Erkan Soylu, Nusret Soylu, Cahit Polat, Öner Sakallıoğlu, Ömer Uçur, Gökçe Bozdoğan
OBJECTIVES: This study aims to investigate the effects of adenotonsillar hypertrophy on general development, as well as fine and gross motor capabilities, social communication, and language development in children with adenotonsillar hypertrophy by applying the Denver Developmental Screening Test-II. PATIENTS AND METHODS: The study included 30 patients (12 boys, 18 girls; mean age 53.3±12.2 months; range 32 to 72 months) who were indicated for adenotonsillectomy due to adenotonsillar hypertrophy between February 2013 and July 2013...
May 2016: Kulak Burun Boğaz Ihtisas Dergisi: KBB, Journal of Ear, Nose, and Throat
https://www.readbyqxmd.com/read/27091681/psychomotor-development-and-learning-difficulties-in-preschool-children-with-probable-attention-deficit-hyperactivity-disorder-an-epidemiological-study-in-navarre-and-la-rioja
#17
J J Marín-Méndez, M C Borra-Ruiz, M J Álvarez-Gómez, C Soutullo Esperón
INTRODUCTION: ADHD symptoms begin to appear at preschool age. ADHD may have a significant negative impact on academic performance. In Spain, there are no standardized tools for detecting ADHD at preschool age, nor is there data about the incidence of this disorder. OBJECTIVE: To evaluate developmental factors and learning difficulties associated with probable ADHD and to assess the impact of ADHD in school performance. METHODS: We conducted a population-based study with a stratified multistage proportional cluster sample design...
April 15, 2016: Neurología: Publicación Oficial de la Sociedad Española de Neurología
https://www.readbyqxmd.com/read/27078086/early-predictors-of-phonological-and-morphosyntactic-skills-in-second-graders-with-cochlear-implants
#18
Susan Nittrouer, Joanna H Lowenstein, Christopher Holloman
PURPOSE: Newborn hearing screening has made it possible to provide early treatment of hearing loss to more children than ever before, raising expectations these children will be able to attend regular schools. But continuing deficits in spoken language skills have led to challenges in meeting those expectations. This study was conducted to (1) examine two kinds of language skills (phonological and morphosyntactic) at school age (second grade) for children with cochlear implants (CIs); (2) see which measures from earlier in life best predicted performance at second grade; (3) explore how well these skills supported other cognitive and language functions; and (4) examine how treatment factors affected measured outcomes...
August 2016: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/27061384/linguistic-features-in-children-born-very-preterm-at-preschool-age
#19
Annalisa Guarini, Andrea Marini, Silvia Savini, Rosina Alessandroni, Giacomo Faldella, Alessandra Sansavini
AIM: This cross-sectional study focused on the effect of very preterm (VPT) birth on language development by analysing phonological, lexical, grammatical, and pragmatic skills and assessing the role of cognitive and memory skills. METHOD: Sixty children (29 males, 31 females) born VPT (<32wks) aged 5 years were compared with 60 children with typical development. The linguistic assessment was performed by administering a battery of Italian tests for the evaluation of language; cognitive and memory skills were assessed by Raven's coloured progressive matrices and digit span subtest (Wechsler Intelligence Scale for Children [WISC-III])...
September 2016: Developmental Medicine and Child Neurology
https://www.readbyqxmd.com/read/27061124/precursors-of-reading-difficulties-in-czech-and-slovak-children-at-risk-of-dyslexia
#20
Kristina Moll, Paul A Thompson, Marina Mikulajova, Zuzana Jagercikova, Anna Kucharska, Helena Franke, Charles Hulme, Margaret J Snowling
Children with preschool language difficulties are at high risk of literacy problems; however, the nature of the relationship between delayed language development and dyslexia is not understood. Three hundred eight Slovak and Czech children were recruited into three groups: family risk of dyslexia, speech/language difficulties and controls, and were assessed three times from kindergarten until Grade 1. There was a twofold increase in probability of reading problems in each risk group. Precursors of 'dyslexia' included difficulties in oral language and code-related skills (phoneme awareness, letter-knowledge and rapid automatized naming); poor performance in phonological memory and vocabulary was observed in both affected and unaffected high-risk peers...
May 2016: Dyslexia: the Journal of the British Dyslexia Association
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