Academic literature on the topic 'Speech-language delay'

Researchers are seeking more information . on how and why language disorders tend to run in families, particularly siblings of language disordered children. The purpose of this study was to examine the prevalence of language and related disorders in the siblings of two groups of children: those with slow expressive language development (SELD) and those with a normal language history. This study sought to answer the following questions: 1) Is there a significant difference in prevalence of language problems in two groups of children: those with SELD and those with a normal language history?, and 2) Is there a greater probability of language problems in the siblings of children in the SELD group who have receptive/expressive language disorders when compared to those SELD children with pure expressive language deficits or to those with a normal language history? Subjects were 45 7-and 8-year old children participating in a longitudinal study at Portland State University. The children were divided into two groups, normal and SELD, based on test scores administered at intake to the original study. In order to look at the effect of a receptive component on heritability of language disorders, the SELD group was subgrouped into pure expressive language disorders and receptive/expressive language disorders based on tests administered at intake. A family history questionnaire was the method of data collection, asking parents to report on ten areas of language and related disorders in the siblings of subjects. Results of one-sided z-tests and a chi-square test were computed and consistently found a highly significant difference between groups, with families of SELD subjects more likely to report a history of language problems over the normal group. These results are consistent with previous research in showing the heritability of language disorders. Results may also indicate that a receptive language component is associated with heritability of specific language disorders among children.

Background: Research on communication intervention with young children provides support for the involvement of primary caregivers in their child’s language intervention (Kaiser, & Roberts, 2011; Roberts, & Kaiser, 2011). Research suggests that the perceptions of these caregivers regarding their child’s language development and their role in the language development process are important to their willingness to use intervention strategies (Kaiser, & Hancock, 2003; Leffel, & Suskind, 2013). Furthermore, studies suggest that the severity of child language difficulties may impact on these perceptions (Brady et al., 2006; Romski et al., 2011). However, there is a lack of research on how primary caregivers from non-Western, non-English-speaking backgrounds perceive their child’s language development and understand their role. Aims: The study investigated the perceptions of isiXhosa-speaking primary caregivers of children who receive speech-language therapy regarding their child’s language development across three expressive language groups (i.e. not speaking, speaking in single words and phrases, speaking in sentences). Perceptions on the basis of duration and frequency of the speech-language therapy, and child age are also described. Methods: Thirty primary caregivers of young children (30 to 70 months) completed the South African Caregiver Perception of Language Development (SA-CPOLD) in a structured interview format using the Talking Mats™ visual framework (Murphy, & Boa, 2012). These results were compared across three child expressive language groups, as determined by scores on the Mullen Scale of Early Learning, and language sample analysis data (i.e. mean length of utterance and number of different words). Results: The primary caregivers of the children who were speaking in either single words and phrases or speaking in sentences demonstrated more positive perceptions than caregivers of children who were not speaking, although this did not reach a conventional level of significance. Caregivers of children across the three expressive language groups acknowledged their child’s language difficulties, however primary caregivers of the children who were non-speaking agreed more with statements related to their child’s difficulty. Perceptions did not appear to differ on the additional variables (i.e. duration and frequency of speech-language therapy, and child age). Conclusion: The results of the present study suggest that isiXhosa-speaking caregivers’ perceptions of their child’s language skills are related to their expressive language skills to some extent and that these caregivers are able to accurately report on their child’s language difficulties. Keywords: caregiver perceptions, disability and developmental delays, early language intervention, isiXhosa, language delays, South Africa<br>Mini Dissertation (MA)--University of Pretoria, 2019.<br>Centre for Augmentative and Alternative Communication (CAAC)<br>MAAC<br>Unrestricted

Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.

The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.

This study was part of the Portland Language Development Project. The purpose was to establish reliability for the Goodenough Draw-A-Man Test. Additionally, nonlinguistic cognitive performance scores were correlated with soores from expressive and receptive language test soores. Finally, scores of overall cognitive function and of nonlinguistic cognitive function in children with normally developing language (NL) and with expressive language delay (ELD) were compared. The original group size was 60 children, 30 with ELD at the age of 20 months, and 30 who were a matched control group. These subjects were reevaluated during Kindergarten. The Draw-A-Man Test was administered to assess the subjects' nonlinguistic cognitive functioning. The McCarthy Scales of Children's Abilities CMCSA) was administered to assess the subjects' overall cognitive functioning. A free speech sample was analyzed using the Developmental Sentence Scoring (DSS) criteria to assess expressive language skills, and the Vineland Adaptive Behavior Scales

Interest in children who are diagnosed with expressive language delay has increased over the years. This has resulted in follow-up studies which have suggested that these children would have difficulties in academics during their elementary school years (Hall & Tomblin, 1978; Weiner, 1974) The current study sought to determine if children with a history of and children with continued expressive language delay would have problems with academics once they reached the second grade. The Peabody Individual Achievement Test (PIAT) was used to measure academic performance. It was chosen for it's reliable standardization and use of five different subtest areas to determine overall academic achievement. The purpose of this study was to determine if there are significant differences in academic performance on PIAT between three groups of second grade children with different language histories. The three groups are: 1) children with normal language history 2) children with a history of expressive language delay (HELD) who were identified as late to talk between 20 and 34 months of age, but who received a score at or above the tenth percentile in the second grade on the DSS (Developmental Sentence Scoring, Lee 1974), and 3) children with chronic expressive language delay (ELD) who were identified as late to talkers between 20 and 34 months of age, and received a score below the tenth percentile in the second grade on the DSS. Significant differences were found between the ELD group and the Normal group in the areas of Math and General Information as well as the Total Test Score. The ELD group also performed significantly lower than the HELD group in the areas of Math and the Total Test Score. There were no significant differences found between the HELD group and the Normals or between the ELD and HELD groups on the General Information subtest. These results were consistent with the most recent research article by Whitehurst and Fischel (1994) which looked at three longitudinal studies and found that by five years of age most children diagnosed with specific expressive language delay were performing within the normal range in ·various areas of language development.

There has been little published research literature that has focused on using siblings to teach their non-verbal siblings a manual sign to communicate using the mandmodel procedure. The mand- model procedure is a naturalistic teaching strategy which has been demonstrated to improve communication and social outcomes for children with disabilities. This study investigated sibling tutors teaching their sibling tutees to use the manual sign “more” to request a want or need. The four sibling tutees were between the ages of 25 and 26 months and their sibling tutors were between the ages of 9 and 14 years. A multiple probe design across subjects was used for this study. The mand-model procedure, the independent variable, was used by the sibling tutors to teach the sibling tutees the manual sign “more.” The effectiveness of the use of the manual sign “more” was the independent variable. All four of the sibling tutees were able to successfully learn the manual sign and used the sign across maintenance and generalization phases.