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Child AND children AND (specific language impairment) OR SLI

Eileen Haebig, Jenny R Saffran, Susan Ellis Weismer
BACKGROUND: Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development...
May 2, 2017: Journal of Child Psychology and Psychiatry, and Allied Disciplines
Holly L Storkel, Rouzana Komesidou, Kandace K Fleming, Rebecca Swinburne Romine
Purpose: The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method: Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words...
April 20, 2017: Language, Speech, and Hearing Services in Schools
F B Diepeveen, P van Dommelen, A M Oudesluys-Murphy, P H Verkerk
BACKGROUND: This study aimed to identify risk factors associated with specific language impairment (SLI). METHODS: In a nested case-control design, 253 children attending special needs schools for severe speech and language difficulties in the Netherlands were matched for sex and date of birth with 253 children attending mainstream education. Data on perinatal, maternal and family issues were retrieved from well-child care files registered shortly after birth. RESULTS: Children with SLI had younger mothers than children in the control group (mean 30 years 9 months vs...
March 20, 2017: Child: Care, Health and Development
Christina N Meyers-Denman, Elena Plante
Purpose: Dosage has been identified as an important element of treatment that may affect treatment efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with specific language impairment (SLI). Method: Sixteen 4-to-5-year-old children with SLI participated in a 5-week intervention consisting of equivalent daily Enhanced Conversational Recast treatment (Plante et al., 2014) targeting grammatical morphology...
October 1, 2016: Language, Speech, and Hearing Services in Schools
Marika A Kuusisto, Pirkko E Nieminen, Mika T Helminen, Leenamaija Kleemola
BACKGROUND: Earlier research and clinical practice show that specific language impairment (SLI) is often associated with nonverbal cognitive deficits and weakened skills in executive functions (EFs). Executive deficits may have a remarkable influence on a child's everyday activities in the home and school environments. However, research information is still limited on EFs in school-aged children with SLI, mostly conducted among English- and Dutch-speaking children. AIMS: To study whether there are differences in EFs between Finnish-speaking children with SLI and typically developing (TD) peers at school age...
July 18, 2016: International Journal of Language & Communication Disorders
Maria Kambanaros, Michalis Michaelides, Kleanthes K Grohmann
BACKGROUND: Clinicians globally recognize as exceptionally challenging the development of effective intervention practices for bi- or multilingual children with specific language impairment (SLI). Therapy in both or all of an impaired child's languages is rarely possible. An alternative is to develop treatment protocols that facilitate the transfer of therapy effects from a treated language to an untreated language. AIMS: To explore whether cognates, words that share meaning and phonological features across languages, could be used to boost lexical retrieval in the context of multilingual SLI...
July 5, 2016: International Journal of Language & Communication Disorders
Tuba Yarbay Duman, Seyhun Topbaş
BACKGROUND: Impairments in tense morphology are characteristic of English-speaking children with specific language impairment (SLI). Recent studies have investigated the role that aspect plays in the difficulties found in tense morphology. It has been suggested that children with SLI are less sensitive to aspect and its interaction with tense than typically developing (TD) children. Profound impairment in past tense morphology compared with the present in this population was explained by a breakdown in the association between event completion information and past tense...
April 13, 2016: International Journal of Language & Communication Disorders
F Babette Diepeveen, Elise Dusseldorp, Gerard W Bol, Anne Marie Oudesluys-Murphy, Paul H Verkerk
AIM: This study established predictive properties of single language milestones for specific language impairment (SLI) after the age of four, as these had not previously been reported in the literature. METHODS: In this nested case-control study, children attending special needs schools for severe speech and language difficulties were matched with children attending mainstream schools. Data covering the ages of zero to four years were retrieved from well-child care clinics and the outcomes of 23 language milestones in the Dutch Developmental Instrument were analysed...
March 2016: Acta Paediatrica
Manuela Lavelli, Chiara Barachetti, Elena Florit
This study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture-speech informational relationship, and communicative function...
November 2015: Journal of Child Language
L S Chutko, S Yu Surushkina, E A Yakovenko, A V Sergeev, A V Rozhkova, L V Anosova, N P Chistyakova
UNLABELLED: To study different forms of specific language impairment in children and to evaluate the efficacy of cerebrolysin in clinical and electroencephalographic aspects. MATERIAL AND METHODS: Authors examined 60 children, aged 5-7 years, with a specific language impairment (SLI). RESULTS AND CONCLUSION: The study showed the significantly higher severity of speech disorders, a higher degree of asthenia and dyspraxia/dysgnosia in a group of children with a disorder of receptive language (SLI-R) compared to children with a disorder of expressive speech (SLI-E)...
2015: Zhurnal Nevrologii i Psikhiatrii Imeni S.S. Korsakova
Audette Sylvestre, Jacinthe Brisson, Céline Lepage, Line Nadeau, Isabelle Deaudelin
PURPOSE: Two objectives are being pursued: (1) to describe the level of social participation of children aged 8-12 presenting a specific language impairment (SLI) and (2) to identify personal and family factors associated with their level of social participation. METHOD: This cross-sectional study was conducted among 29 children with SLI and one of their parents. Parental stress and family adversity were measured as risk factors. The measure of life habits (LIFE-H) adapted to children aged 5-3 was used to measure social participation...
2016: Disability and Rehabilitation
Kristy Nicola, Pauline Watter
BACKGROUND: This study aimed to evaluate the feasibility and reliability of the Pediatric Quality of Life Inventory(™) 4.0 Generic Core Scales (PedsQL(™)) for use by children with severe specific language impairment (SLI) and their parent, and to explore the health-related quality of life of children with severe SLI. We hypothesized that the PedsQL(™) would be a suitable measure, and identify lower health-related quality of life compared to the healthy population sample, particularly in school and social functioning...
2015: Health and Quality of Life Outcomes
Karen M Smith-Lock, Suze Leitão, Polly Prior, Lyndsey Nickels
PURPOSE: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. METHOD: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions...
October 2015: Language, Speech, and Hearing Services in Schools
Aline Cristina Rocha Fiori de Souza, Laís Carvalho Mazzega, Aline Citino Armonia, Fernanda Chequer de Alcântara Pinto, Mônica Bevilacqua, Renata Cristina Dias Nascimbeni, Ana Carina Tamanaha, Jacy Perissinoto
PURPOSE: To compare abilities of imitating generic and sequential motion gesture schemes in family routines among children with Autism Spectrum Disorder (ASD) and Specific Language Impairment (SLI) and to analyze the relation between imitation index and verbal production in the ASD group. METHODS: The sample was constituted by 2:1 pairing of 36 children, according to gender and age. All of them were diagnosed by a multidisciplinary team as belonging to the ASD group (n=24) or SLI group (n=12) and were under direct and indirect intervention in a school clinic...
March 2015: CoDAS
Sylvain Clément, Clément Planchou, Renée Béland, Jacques Motte, Séverine Samson
Specific Language Impairment (SLI) is a heritable neurodevelopmental disorder diagnosed when a child has difficulties learning to produce and/or understand speech for no apparent reason (Bishop et al., 2012). The verbal difficulties of children with SLI have been largely documented, and a growing number of studies suggest that these children may also have difficulties in processing non-verbal complex auditory stimuli (Corriveau et al., 2007; Brandt et al., 2012). In a recent study, we reported that a large proportion of children with SLI present deficits in music perception (Planchou et al...
2015: Frontiers in Psychology
Patricia J Brooks, Liat Seiger-Gardner, Rita Obeid, Brian MacWhinney
PURPOSE: The cross-modal picture-word interference task is used to examine contextual effects on spoken-word production. Previous work has documented lexical-phonological interference in children with specific language impairment (SLI) when a related distractor (e.g., bell) occurs prior to a picture to be named (e.g., a bed). In the current study, the authors examined whether interference also arises with nonwords as distractors. METHOD: In Study 1, children with SLI (N = 20; ages 7;1 [years;months] to 11;0) and age-matched controls named pictures accompanied by (a) phonologically related nonwords, (b) unrelated nonwords, or (c) the word go (baseline)...
August 2015: Journal of Speech, Language, and Hearing Research: JSLHR
Jarrad A G Lum, Michael T Ullman, Gina Conti-Ramsden
This study examined verbal declarative memory functioning in SLI and its relationship to working memory. Encoding, recall, and recognition of verbal information was examined in children with SLI who had below average working memory (SLILow WM), children with SLI who had average working memory (SLIAvg. WM) and, a group of non-language impaired children with average working memory (TDAvg. WM). The SLILow WM group was significantly worse than both the SLIAvg. WM and TDAvg. WM groups at encoding verbal information and at retrieving verbal information following a delay...
March 2015: Brain and Language
Mabel L Rice, Lesa Hoffman
PURPOSE: Children with specific language impairment (SLI) often have vocabulary impairments. This study evaluates longitudinal growth in a latent trait of receptive vocabulary in affected and unaffected children ages 2;6 (years;months) to 21 years and evaluates as possible predictors maternal education, child gender, and nonverbal IQ. METHOD: A sample of 519 participants (240 with SLI; 279 unaffected) received an average of 7 annual assessments for a total of 3,012 latent trait Peabody Picture Vocabulary Test (PPVT) observations...
April 2015: Journal of Speech, Language, and Hearing Research: JSLHR
Debora Maria Befi-Lopes, Ana Manhani Cáceres-Assenço, Suellen Fernanda Marques, Marcely Vieira
PURPOSE: To compare the occurrence of speech disfluencies during narrative production in children with specific language impairment (SLI) and their age-matched peers. METHODS: The study included 60 children aged between 7 and 10 years, 40 with typical language development and 20 with SLI. For data collection, a series of 15 stories was used, each one represented by pictures composed of four scenes. Narratives were transcripted and the speech disfluencies presented on them were classified as stuttering-like disfluencies (part-word repetition, single-syllable word repetition, and dysrhythmic phonation - prolongations, blocks and broken words) or other disfluencies (interjection, revision/abandoned utterances, and multisyllable/phrase repetition)...
November 2014: CoDAS
Seong Woo Kim, Ha Ra Jeon, Eun Ji Park, Hee Jung Chung, Jung Eun Song
OBJECTIVE: To compare and analyze the clinical characteristics of children with delayed language acquisition due to two different diagnoses, which were specific language impairment (SLI, a primarily delayed language development) and global developmental delay (GDD, a language delay related to cognitive impairment). METHODS: Among 1,598 children who had visited the developmental delay clinic from March 2005 to February 2011, 467 children who were diagnosed with GDD and 183 children who were diagnosed with SLI were included in this study...
December 2014: Annals of Rehabilitation Medicine
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