Content uploaded by Dorothy Vera Margaret Bishop
Author content
All content in this area was uploaded by Dorothy Vera Margaret Bishop
Content may be subject to copyright.
A preview of the PDF is not available
Specific language impairment: diagnostic dilemmas
... Así, en el campo de estudio dedicado al TEL se establecían y se desechaban posteriormente categorías de subtipos de diagnóstico, por ejemplo, TEL expresivo o TEL mixto (receptivo y expresivo) (DSM-IV, APA, 1994). Algunos autores han abogado por una clasificación diagnóstica basada en el componente lingüístico deficiente (p.ej., TEL gramatical, Bishop, 2004;Bishop et al., 2000a), mientras que otros han propuesto utilizar la gravedad del trastorno para explicar su variabilidad (Leonard, 2009(Leonard, , 2010. ...
... Históricamente se han desarrollado dos modelos para explicar la variabilidad del TEL. Por un lado, se han intentado establecer subtipos del trastorno (Bishop, 2004;Bishop et al., 2000aBishop et al., , 2000bConti-Ramsden et al., 1997). Por otro lado, se han destacado las diferencias individuales de cada paciente diagnosticado con TEL (Leonard, 2014). ...
... A pesar de que ambos modelos han recibido mucha atención por parte de los investigadores y se han probado de manera exhaustiva, todavía no existe un acuerdo sobre cuál de los dos se adapta mejor a la población con TEL (Bishop et al., 2017 1975), clínicas (Rapin y Allen, 1987) o conforme con los diferentes componentes lingüísticos afectados junto con el CI (Tomblin et al., 1997a). Del mismo modo, las investigaciones previas han empleado una serie de métodos estadísticos que incluyen el análisis factorial (Aram y Nation, 1975), análisis cualitativo-descriptivo (Rapin y Allen, 1987), métodos estandarizados o experimentales (Bishop, 2004;Bishop et al., 2000aBishop et al., , 2000b) o análisis de grupos (Conti-Ramsden y Botting, 1999;Conti-Ramsden et al., 1997). ...
La presente investigación aborda cuestiones relativas a la adquisición del género gramatical en niños hispanohablantes y rusohablantes diagnosticados con Trastorno Evolutivo del Lenguaje (TEL). En concreto, el objetivo del estudio es averiguar si existen diferencias cuantitativas y cualitativas en el uso del género gramatical entre los niños con TEL y aquellos que siguen el desarrollo típico del lenguaje (DT). Con este propósito,hemos elaborado y administrado una tarea de producción elicitada a 111 niños monolingües de dos lenguas tipológicamente distintas, el español y el ruso. Los resultados retratan que, en cuanto al uso del género gramatical, existen diferencias significativas entre los niños con DT y con TEL, tanto en español como en ruso. Del mismo modo, nuestro análisis corrobora que, en líneas generales, el patrón de asignación del género gramatical que utilizan los niños hispanohablantes y rusohablantes es semejante. En conclusión, sugerimos que las futuras investigaciones amplíen la muestra, sobre todo, en lo relativo a diferentes edades de la población con TEL. Igualmente, sería productivo diseñar un programa de intervención logopédica centrado en el refuerzo en las tareas de asignación y de concordancia en el género gramatical para su empleo en las terapias del lenguaje.
_____________________________________________________________________________________
This research addresses the acquisition of grammatical gender in Spanish and Russian-speaking children diagnosed with Developmental Language Disorder (DLD). Specifically, the aim of this study is to explore whether there are quantitative and qualitative differences in grammatical gender use between DLD children and children with typical language development (TLD). To this end, 111 monolingual children of two typologically different languages, Spanish and Russian, were tested via an elicited production task. Our findings show that, referring to the grammatical gender use, there are significant differences between TLD and DLD children, in both Spanish and Russian. Furthermore, our analysis shows that, generally, the pattern of gender assignment used by Spanish and Russian-speaking children is similar. In conclusion, we suggest that future research extends the sample of DLD participants, especially concerning different age groups. Additionally, it would be convenient to design intervention strategies focused on the reinforcement of grammatical gender assignment and agreement, so they can be used in language and speech therapies.
... SLI is a disorder that affects between 5 and 7% of the population and limits comprehension and/or production involving difficulties in one, several or all language components, especially morphosyntax in the absence of cognitive, motor or sensory deficits (Leonard, 2014a). The factors that are normally associated with language problems, such as hearing or neurological damage, or low non-verbal IQ, are not affected (American Psychiatric Association (APA), 2013; Bishop, 2004;Leonard, 2015;Schwartz, 2009). ...
... SLI is a developmental disorder that affects to language acquisition and development, in the absence of other medical and psychological conditions. It is heterogeneous (different levels of language could be affected, and the deficits could be receptive or expressive); it is variable with time (different pictures observed across development); and it is non-exclusive, so a child could have different combinations of symptoms (Bishop, 2004). ...
... Diğer geçerli stratejiler; ipucu verme, çocuğa doğru üretimi teşvik etmesi için önerilerde bulunma (Smith-Lock ve ark., 2015) ve işitsel uyarı, örneğin gramer kuralıyla ilgili birtakım öneriler (Fey, 2009;Finestack, 2018) Conti- Ramsden & Botting, 2004;Johnson, 2006). Dolayısıyla, çocuklar ve aileleri için DKT müdahalesi sonuçlarının dikkate değer olduğu ifade edilmektedir (Bishop, 2004;Bishop ve ark., 2016). Geciken bir değerlendirme ve müdahalenin çocuklar ve aileleri için önemli sonuçları bulunmaktadır. ...
Amaç: Bu çalışma, gelişimsel dil bozukluğu (GDB) olan çocuklar için Türkiye’deki dil ve konuşma terapistlerinin (DKT) ayırıcı tanı ve müdahale konularındaki çözüm odaklı yaklaşımlarına ilişkin bilgi vermeyi amaçlamaktadır.
Yöntem: Araştırmada niteliksel bir paradigma içinde, yapılandırmacı bir yaklaşım kullanılmıştır. Fenomenoloji, DKT'lerin GDB'li çocuklara dil ve konuşma terapisi sağlamasını keşfetmek için ana araştırma metodolojisi olarak benimsenmiştir. Analitik yaklaşım olarak ise yorumlayıcı fenomenoloji seçilmiştir. Araştırmaya mesleki deneyim süresi 2 – 16 yıl arasında değişen 15 DKT katılmıştır.
Bulgular: Bulgular, DKT'lerin GDB'nin ayırıcı tanısı için formal bir değerlendirme yöntemi olarak sıklıkla geçerlik ve güvenirliği yüksek, standardize bir değerlendirme aracı olan Türkçe Erken Dil Gelişimi Testi (TEDİL) ile klinik içi gözlem ve genellikle vaka geçmişi ile tamamlanan çeşitli informal değerlendirmeler kullandığını göstermektedir. Müdahale seçimi, bireye neyin hitap ettiğine, yaşına neyin uygun olduğuna, spesifik tanı ve bozukluğun şiddetine göre belirlenmektedir. DKT'lere göre ebeveynler ayırıcı tanı ve müdahalede kritik rol oynamaktadır.
Sonuç: Bu bulgular, GDB alanında ayırıcı tanının açık ve tutarlı bir terminolojisine (a), günlük yaşama katılımı değerlendirmek için hızlı ve uygulaması kolay (b), kapsamlı bir ayırıcı tanı aracına, mevcut değerlendirme araçlarının güncellenmesine (c) ve GDB’ye yönelik kanıt temelli müdahale yaklaşımlarının tercih edilmesini teşvik edici uygulamaların (d) veya eğitimlerin yaygınlaştırılmasına olan ihtiyacı ortaya koymaktadır.
... Although nonverbal measures hold promise in screening children for potential language impairments (Park et al., 2015), low scores on nonverbal intelligence tests were previously used to exclude children from a diagnosis of SLI. Despite there being evidence that children with SLI tended to exhibit lower performance on nonverbal intelligence tests than neurotypical age-matched children (Gallinat & Spaulding, 2014), there had to be a discrepancy between verbal and nonverbal abilities for children to be diagnosed with SLI--effectively restricting diagnosis to children whose nonverbal abilities were at or above a certain score (Bishop, 2003), that is, 85 and above on a standardized intelligence test with a population mean of μ = 100, σ = 15. As a result of the collaborative effort of the CATALISE ("Criteria and Terminology Applied to Language Impairments: Synthesizing the Evidence") consortium, the field reached the consensus to include children with nonverbal IQs above 70 in the DLD diagnosis (Bishop et al., 2016. ...
Purpose
Individuals with developmental language disorder (DLD) often exhibit slower processing on time-based tasks in comparison with age-matched peers. Processing speed has been linked to various linguistic skills and might serve as a global indicator of individual differences in language abilities. Despite an extensive literature on processing speed in DLD, it remains unclear whether slower processing is domain general or restricted to linguistic and/or auditory tasks.
Method
This meta-analysis used robust variance estimation to compare response/reaction times (RTs) of DLD and age-matched groups ( N = 812 DLD, 870 neurotypical; M age [DLD] = 8.9 years, range: 4.3–22.7 years). Moderators included task (simple RT, choice RT, naming, congruent/baseline conditions of interference control tasks), stimulus type (linguistic/nonlinguistic), stimulus modality (auditory/nonauditory), and response modality (verbal/nonverbal). Age and publication year were covariates.
Results
The overall effect based on 46 studies and 144 estimates indicated longer mean RTs in DLD groups ( g = .47, p < .001, 95% CI [.38, .55]). Moderator analyses indicated larger effects when tasks required verbal as opposed to nonverbal responses. No other moderators approached significance. All subgroup analyses were significant, indicating longer mean RTs in DLD groups across tasks, stimulus types, stimulus modalities, and response modalities.
Conclusions
Individuals with DLD exhibit longer RTs across verbal and nonverbal tasks, which may contribute to observed difficulties in language, motor skills, and executive functioning. Simple processing speed measures should be included in screening for language delays but may not be suitable for differential diagnosis, given that slower processing may occur across multiple disorders.
Supplemental Material
https://doi.org/10.23641/asha.21809355
This chapter analyses the difficulties in locating discrete diagnostic categories and is divided into two parts. In the first part, the genetic and behavioral (linguistic-cognitive) findings between some developmental disorders of spoken and written language are presented. Specifically, findings from multigenic disorders are presented. In the second part of the chapter, the two monogenic genetic syndromes, Down syndrome and Williams-Beuren syndrome, are selected and the genetic and behavioral findings are compared and listed. The purpose of this chapter is for the reader to have a clear picture of the degree of distinctiveness of developmental disorders. It is considered necessary to study the genetic (common or not), linguistic and cognitive developmental profile of the disorders that overlap or are demarcated for a clearer picture of these but also of the possibilities, playing a decisive role in early diagnosis, in the successful design of therapeutic strategies, either at an early stage of intervention, either at the level of school education but also in further research.
Overzichtsartikel van een serie studies in het kader van het themanummer 'Gevorderde lezers met dyslexie'.
Purpose: Since characteristics of specific language impairment (SLI) are not well known yet, and several hypotheses have been proposed in different investigations, periods and languages, it seems necessary to investigate it in different languages. There are some hypotheses about dependency of impairment to language characteristics and these hypotheses are other reason for necessity of examining the SLI in different languages. To investigate SLI, the first step is to identify and understand the various assumptions in the field. Therefore, the aim of the study was to explain different hypothesis about SLI. Methods: For this purpose, special articles related to SLI was gathered by using Science Direct, Elsevier and Google Scholar, data bases, between 1970-2014 and 58 article reviewed. Conclusion: Studding different hypotheses indicate that development in linguistic theories, result in changes in hypotheses and develop new hypothesis. Additionally, it has been shown that we can classify and study hypotheses with different view points, or choose and study one of them that is language-specific.
Intentional communication may be related to later language development, in part, because intentional communication is a relatively clear communicative cue, which may elicit language-facilitating maternal responses. As a first step in testing this model, this study was conducted to determine whether the relationship between early intentional communication and later language is in part due to covariation with maternal responsivity. The participants were 58 children with developmental disabilities in the prelinguistic period of development and their mothers. Children's intentional prelinguistic communication, mothers' responses, and children's language were measured at entry into the study, 6 months later, and 12 months later, respectively. The results support the model that the relationship between intentional communication and later language was, in part, due to the covarying relationship with maternal responsivity. Implications for future research are discussed.
We assess evidence and arguments brought forward by Tallal (e.g., 1980) and by the target paper (Farmer & Klein, 1995) for a general deficit in auditory temporal perception as the source of phonological deficits in impaired readers. We argue that (1) errors in temporal order judgment of both syllables and tones reflect difficulty in identifying similar (and so readily confusable) stimuli rapidly, not in judging their temporal order; (2) difficulty in identifying similar syllables or tones rapidly stem from independent deficits in speech and nonspeech discriminative capacity, not from a general deficit in rate of auditory perception; and (3) the results of dichotic experiments and studies of aphasics purporting to demonstrate left-hemisphere specialization for nonspeech auditory temporal perception are inconclusive. The paper supports its arguments with data from a recent control study. We conclude that, on the available evidence, the phonological deficit of impaired readers cannot be traced to any co-occurring nonspeech deficits so far observed and is phonetic in origin, but that its full nature, origin, and extent remain to be determined.
Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.
Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade.
An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed.
Although learning disabilities have historically been presumed to be due to central nervous system dysfunction, it has only been within the past decade that this origin has been acknowledged in a consensus definition. Based on the 1981 National Joint Committee on Learning Disabilities (NJCLD) definition, a modified definition proposed by the National Institute of Health (NIH) Interagency Committee in 1987 included the statement that learning disabilities are “… presumed to be due to central nervous system dysfunction …”
This article provides an overview of the literature in support of this notion and focuses on the postmortem and neuroimaging studies that provide the most provocative evidence of a neurological conceptualization of learning disabilities. Although relatively few in number, these studies suggest that significant advances may be forthcoming in integrating neuropsychological evidence of the deficits that characterize various subtypes of learning disabilities with technological advances in brain research such that a more accurate understanding of the neurological basis of learning disabilities may emerge.
Whilst there is now very general agreement that children's language development is influenced by the kind of linguistic interaction they experience with their adult caretakers, an appropriate framework for the systematic description of linguistic interaction still has to be developed. This paper presents the first steps in the development of such a framework, based on the analysis of longitudinal recordings of spontaneous conversation between children and their parents. In the final section, the scheme is used in a contrastive analysis of two samples of mother-child talk which, it is suggested, provide evidence for parental use of different strategies of interaction.
Limited success has been noted in prior attempts to predict language and cognitive performance during the toddler and preschool years from measures obtained at birth. Most perinatal measures, although demonstrating some success in predicting motor and early cognitive skills at 1 year of age, have generally failed to maintain their predictive effectiveness when used to predict abilities that emerge later in development. However, 1 electrophysiological technique that involves the recording of event‐related potentials (ERPs) to speech sounds may provide a means to improve such predictions. This article describes a successful extension of an earlier attempt to predict language performance during the preschool years from neonatal scalp recorded ERPs. Auditory ERPs were recorded from the frontal, temporal, and parietal scalp regions of 71 newborn infants in response to a series of 9 consonant‐vowel syllables. Following artifact rejection and averaging, these ERPs were input to a principal components analysis that isolated 7 factors to account for 89.02% of the total variance in the data set. Selected factor scores from 2 factors matching the latency configuration of those identified earlier by D. L. Molfese and V. J. Molfese (1985) were then used in a series of discriminant function analyses to separate these infants into 2 groups based on performance on the verbal subtest of the Stanford‐Binet at 5 years of age. Three different discriminant function analyses involving different variables showed high classification accuracy in predicting later developmental outcomes.