Deficits in speech perception predict language learning impairment.
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Specific language impairment (SLI) is one of the most common childhood disorders, affecting 7% of children. These children experience difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, and normal opportunities to learn language. The causes of SLI are still hotly debated, ranging from nonlinguistic deficits in auditory perception to high-level deficits in grammar. Here, we show that children with SLI have poorer-than-normal consonant identification when measured in ecologically valid conditions of stationary or fluctuating masking noise. The deficits persisted even in comparison with a younger group of normally developing children who were matched for language skills. This finding points to a fundamental deficit. Information transmission of all phonetic features (voicing, place, and manner) was impaired, although the deficits were strongest for voicing (e.g., difference between/b/and/p/). Children with SLI experienced perfectly normal "release from masking" (better identification in fluctuating than in stationary noise), which indicates a central deficit in feature extraction rather than deficits in low-level, temporal, and spectral auditory capacities. We further showed that speech identification in noise predicted language impairment to a great extent within the group of children with SLI and across all participants. Previous research might have underestimated this important link, possibly because speech perception has typically been investigated in optimal listening conditions using non-speech material. The present study suggests that children with SLI learn language deviantly because they inefficiently extract and manipulate speech features, in particular, voicing. This result offers new directions for the fast diagnosis and remediation of SLI. (+info)
What the processing of real words and pseudohomophones can tell us about the development of orthographic knowledge in prelingually deafened individuals.
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This study represents an attempt to determine the nature and efficiency of the strategies used by prelingually deafened individuals for the recognition of written words with reference to an orthographic self-teaching concept (D. L. Share, 1995). A research paradigm asking the participants to make categorical judgments for real words and pseudohomophones of the real words was used for gathering the data. Participants were prelingually deafened, native signers (n = 11, age = 14.18) and a hearing control group (n = 25, age = 15.00). In general, findings suggest that, although the participants with deafness were very impaired in their phonological decoding abilities, their efficiency in recognizing and categorizing written words was similar to that of their hearing counterparts. This suggests that they must have developed strategies for the acquisition of orthographic knowledge that do not rely on phonology. (+info)
Severe expressive-language delay related to duplication of the Williams-Beuren locus.
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The Williams-Beuren syndrome (WBS) locus, at 7q11.23, is prone to recurrent chromosomal rearrangements, including the microdeletion that causes WBS, a multisystem condition with characteristic cardiovascular, cognitive, and behavioral features. It is hypothesized that reciprocal duplications of the WBS interval should also occur, and here we present such a case description. The most striking phenotype was a severe delay in expressive speech, in contrast to the normal articulation and fluent expressive language observed in persons with WBS. Our results suggest that specific genes at 7q11.23 are exquisitely sensitive to dosage alterations that can influence human language and visuospatial capabilities. (+info)
The Scottish low birthweight study: II. Language attainment, cognitive status, and behavioural problems.
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Of the 636 survivors of a total geographically based population born in Scotland in 1984, who weighed less than 1750 g at birth, 611 (96%) were assessed at 4.5 years to determine the prevalence of language, cognitive, and behavioural problems. Language development was significantly related to birth weight, gestational age, and social class for comprehension, less so for expressive language. Mean (SD) intelligence quotient (IQ) on the British ability scales was 92.9 (14.7). Within this population there were no significant differences between birthweight groups. Overall they performed poorly on visual recognition, verbal comprehension and number skills subscales--in the latter those with birth weights less than 1000 g were significantly worse than the heavier children. Only 5% had IQs less than 70, but a further 3% could not be tested because of other physical disability. Among those with normal IQs were groups of children who exhibited patterns of skill deficits in different subscales raising the possibility of specific learning difficulties. Poor attention span was reported in 47%, and parents said the study children had more behavioural problems than their siblings. (+info)
A methodology for assessing the functions of emerging speech in children with developmental disabilities.
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An approach based on Skinner's (1957) theory of verbal behavior has been developed to understand and teach elementary communication skills to children with autism and developmental disabilities (Sundberg & Partington, 1998). However, few studies have directly examined the characteristics of emerging language in children with developmental disabilities. The purpose of this study was to develop and evaluate an assessment for identifying the elementary functions of vocal speech in children. Participants were 4 children with developmental disabilities, aged 6 years to 12 years, who exhibited at least one distinguishable vocal response (word or phrase) frequently in the natural environment. The assessment focused on three verbal operants delineated by Skinner (mand, tact, and intraverbal). One or more functions were identified for at least one vocal response of each child. Results suggested that this assessment would be useful for (a) evaluating Skinner's theory, (b) guiding decisions about language training for individual children, and (c) studying the nature of expressive language development in children with developmental disabilities. (+info)
An analysis of the effects of multiple setting events on the social behavior of preschool children with special needs.
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We examined the effects of four combinations of setting events on the social interactions of 7 preschool children with social delays. In Study 1, the status of the teacher, activity materials, and peer varied across conditions. In Study 2, the status of the teacher and materials varied across conditions. Within the combinations of setting events, we also examined teacher behavior. Teacher presence and absence was varied in both studies. The type and rate of teacher prompting were varied in Study 2. The four combinations of setting events produced different rates of social behavior by the children with social delays. The optimal combination of setting events for promoting peer interaction and reducing teacher-child interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a socially skilled partner. (+info)
Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism.
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This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were clearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities. (+info)
A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities.
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Increasingly, parents, teachers, and students with disabilities are advocating for interventions that go beyond skill training to provide support for participation in integrated environments and support for friendships. The present research demonstrated a social network intervention for youths with moderate and severe disabilities. Two groups of nondisabled peers were recruited to participate in weekly discussions with an adult integration facilitator to increase opportunities for social interaction for 2 students (1 with autism and 1 who was moderately mentally retarded). The groups met to discuss social interactions that had occurred with the students with disabilities and to talk about strategies to promote greater inclusion of the students into ongoing social interaction. The nondisabled students participated in the design and implementation of social skills interventions during transition times and lunch. The nondisabled students used self-monitoring data sheets to record the quantity and quality of interactions. The frequency of interaction, number of opportunities for interaction, and appropriateness of social interactions were analyzed with a multiple baseline design. Results indicated that the social network intervention was successful in increasing the quantity and quality of interactions and that the network strategy promoted the development of friendships. The results are discussed in terms of the need for additional research showing the relationships between increases in social competence, peer-mediated intervention, and the development and support of friendship. (+info)