Phonetic Profiles of Toddlers With Specific Expressive Language Impairment (SLI-E)

1996 ◽  
Vol 39 (1) ◽  
pp. 153-165 ◽  
Author(s):  
Leslie Rescorla ◽  
Nan Bernstein Ratner
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Expressive Language ◽  
Typically Developing ◽  
Language Deficits ◽  
Initial Phoneme ◽  
Matched Group ◽  
Spontaneous Language ◽  
The Mean

Spontaneous language samples of 30 24-month-old toddlers diagnosed with Specific Expressive Language Impairment (SLI-E) were compared with samples produced by an age-matched group of 30 typically developing toddlers. Vocalization patterns, phonetic inventories, and syllable formation patterns were compared. Toddlers with SLI-E vocalized significantly less often than their typically developing peers, had proportionately smaller consonantal and vowel inventories, and used a more restricted and less mature array of syllable shapes. Although the mean incidence of phoneme usage varied significantly in all comparisons, profiles of consonant usage were similar between the two groups for initial phoneme usage, but considerably different for final consonant closure. Such patterns of vocal and phonetic behavior confirm earlier reports of phonetic delay in SLI-E, and suggest that nongrammatical factors contribute to the development of expressive language deficits in toddlers. We further propose a bidirectional model for the expressive deficits in SLI-E, in which the child’s limited phonetic capacity interacts with propensities in caretaker interaction to further reduce opportunities for expressive language learning and practice.

scholarly journals Exploration of Serial Structure Procedural Learning in Children with Language Impairment

2011 ◽  
Vol 17 (2) ◽  
pp. 336-343 ◽  
Author(s):  
Audrey Gabriel ◽  
Christelle Maillart ◽  
Melody Guillaume ◽  
Nicolas Stefaniak ◽  
Thierry Meulemans
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Procedural Learning ◽  
Similar Sequence ◽  
Language Deficits ◽  
Learning Abilities ◽  
Serial Reaction ◽  
Normal Language ◽  
Specific Learning

AbstractRecent studies on specific language impairment (SLI) have suggested that language deficits are directly associated with poor procedural learning abilities. Findings from our previous work are contrary to this hypothesis; we found that children with SLI were able to learn eight-element-long sequences as fast and as accurately as children with normal language (NL) on a serial reaction time (SRT) task. A probabilistic rather than a deterministic SRT paradigm was used in the current study to explore procedural learning in children with SLI to mimic real conditions of language learning. Fifteen children with or without SLI were compared on an SRT task including a probabilistic eight-element-long sequence. Results show that children with SLI were able to learn this sequence as fast and as accurately as children with NL, and that similar sequence-specific learning was observed in both groups. These results are novel and suggest that children with SLI do not display global procedural system deficits. (JINS, 2011, 17, 336–343)

scholarly journals Language deficits and motor asymmetry in children with SLI

2020 ◽  
Vol 20 (3) ◽  
pp. 285
Author(s):  
Αναστασία Γώγου ◽  
Σταυρούλα Σταυρακάκη ◽  
Γιώργιος Γρούϊος ◽  
Νικόλαος Τσιγγίλης
Keyword(s):  
Motor Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Hand Preference ◽  
Group Differences ◽  
Motor Asymmetry ◽  
Typically Developing ◽  
Control Groups ◽  
Language Deficits ◽  
Wh Questions

The present study aims at investigating whether a link between language deficits and upper and lower limb motor asymmetry can be established. We assessed language skills, handedness, and footedness in a group of 13 children with Specific Language Impairment (SLI) and two control groups matched on language age (LA) and chronological age(CA) respectively. Specifically, we tested the production of object wh questions, object relative clauses and sigmatic past tense production for novel non-rhyming verbs, and administered hand and foot preferencequestionnaires. While significant between group differences were found in the language tasks, as participants with SLI performed significantly below CA controls, the same level of performance was shown for hand and foot preference. Further analysis revealed no correlation between foot and hand preference for the SLI group in contrast to typically developing children. Additional regression analysis showed that the non-right foot preference could predict participation in the SLI group. These results may be indicative of poor hand-foot coordination in the SLI group and increased chance for SLI individuals to be grouped as non-right footed. We interpret these findings as showing immature motor development in SLI and pointing to a weak correlation between motor laterality and language deficits. We discuss the implications of our findings for the characterisation of the deficit in SLI.

Diagnostic Accuracy of the Structured Photographic Expressive Language Test

2005 ◽  
Vol 36 (2) ◽  
pp. 103-115 ◽  
Author(s):  
Kristen Perona ◽  
Elena Plante ◽  
Rebecca Vance
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Additional Data ◽  
Expressive Language ◽  
Empirical Support ◽  
Language Test ◽  
Typically Developing ◽  
Language Abilities ◽  
Standard Score ◽  
Normal Language

Purpose: This study examined the empirical evidence for using the Structured Photographic Expressive Language Test: Third Edition (SPELT-3; Dawson, Stout, & Eyer, 2003) to diagnose language impairment in preschool children. The SPELT-3 is a revision of the SPELT-II (Werner & Kresheck, 1983), which has been proven in the past to have high levels of discriminant accuracy in identifying preschoolers with language impairment. Method: Forty-two 4- and 5-year-old children with a specific language impairment (SLI) and 43 children with typically developing (TD) language abilities were studied to determine the classification accuracy and other aspects of validity for the SPELT-3. Results: Results from both an exploratory and a confirmatory sample indicated 90% sensitivity and 100% specificity when a cutoff standard score of 95 was applied to the data. In addition, use of the SPELT-3 was supported by additional data on convergent and divergent aspects of validity. Implications: The data provide empirical support for the use of the SPELT-3 for the purpose of differentiating between children with normal language and those with impaired language.

Incidental receptive language growth associated with expressive grammar intervention in SLI

2009 ◽  
Vol 29 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Stephen Camarata ◽  
Keith E. Nelson ◽  
Heather Gillum ◽  
Mary Camarata
Keyword(s):  
Cognitive Deficits ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Intervention ◽  
Control Group ◽  
Language Deficits ◽  
Language Growth

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can be improved using focused presentation of grammatical targets (cf. conversational recast; Camarata, Nelson & Camarata, 1994), but there have been few investigations addressing the remediation of receptive language skills in SLI for those children with receptive language deficits. The purpose of this study was to examine whether focused grammatical intervention on expressive grammar is associated with growth in receptive language in 21 children with SLI who have receptive language deficits. These children displayed significant growth in receptive language scores as an incidental or secondary association with expressive language intervention and significantly higher gains than seen in a comparison-control group with SLI and receptive language deficits ( n = 6). The theoretical and clinical implications of these results are discussed.

Verb morphology deficits in Arabic-speaking children with specific language impairment

2008 ◽  
Vol 29 (2) ◽  
pp. 315-340 ◽  
Author(s):  
FAUZIA ABDALLA ◽  
MARTHA CRAGO
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Verb Morphology ◽  
Specific Language ◽  
Verb Agreement ◽  
Comparison Groups ◽  
Mean Length Of Utterance ◽  
Arabic Speaking

ABSTRACTThis paper explores tense and agreement marking in the spontaneous production of verbs in Arabic-speaking children with specific language impairment (SLI) and two groups of typically developing children: one group matched for mean length of utterance, and the other group matched for age. The special characteristics of Arabic such as its rich bound morphology, intricate verb system, null subject properties, and lack of an infinitival form make it particularly valuable for determining universal versus language-specific aspects of SLI. The results indicate that the Arabic-speaking participants with SLI had obvious problems with verb morphology. They were significantly different from the two comparison groups of children on the percentage of correct use of tense and subject–verb agreement forms. Furthermore, when an error in verbal infection occurred, the substitute form was often an imperative form. The findings are examined in light of cross-linguistic research pertaining to the nature of the SLI deficit and its relationship with typical language learning.

Conflict Resolution Abilities of Children With Specific Language Impairment and Children With Normal Language

1995 ◽  
Vol 38 (3) ◽  
pp. 599-611 ◽  
Author(s):  
Lizbeth J. Stevens ◽  
Lynn S. Bliss
Keyword(s):  
Conflict Resolution ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Deficits ◽  
Role Enactment ◽  
Specific Language ◽  
Normal Language ◽  
Similarities And Differences ◽  
Strategy Types

This study explored the conflict resolution ability of 30 children with specific language impairment (SLI) and 30 children with normal language (NL) in grades 3 through 7. The children participated in a hypothetical problem-solving activity in which an imaginary conflict was presented and a hypothetical solution was required. They also engaged in role enactments of conflicts. The children with SLI suggested fewer types of strategies to resolve hypothetical conflicts than their peers with NL. The groups did not differ in the number of strategy types used in the role-enactment contexts. The children with receptive and expressive SLI performed more poorly than the children with primarily expressive language deficits only on the role-enactment task. Similarities and differences in types of strategy used by the children with SLI and those with NL were found in both tasks. Explanations are offered for these findings.

Social Difficulties and Victimization in Children With SLI at 11 Years of Age

2004 ◽  
Vol 47 (1) ◽  
pp. 145-161 ◽  
Author(s):  
Gina Conti-Ramsden ◽  
Nicola Botting
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Social Outcome ◽  
Language Difficulties ◽  
Competence Scale ◽  
Social Difficulties ◽  
Strengths And Difficulties

Specific language impairment is sometimes thought to be associated with concurrent difficulties in the area of social and behavioral development (N. Botting & G. Conti-Ramsden, 2000; D. P. Cantwell & L. Baker, 1987; M. Fujiki, B. Brinton, & C. Todd, 1996; S. Redmond & M. Rice, 1998). The present study follows a group of 242 children, initially studied at age 7 years when they attended language units in England, and assesses their social and behavioral status at age 11 years. In total, 64% of the children were found to have scores on the Rutter behavioral questionnaire (M. Rutter, 1967) of 9 or above (clinical threshold); 34% scored over the threshold for the Strengths and Difficulties questionnaire (R. Goodman, 1997); and 39% scored below average on the Peer Competence subscale of the Harter Perceived Competence Scale (S. Harter & R. Pike, 1984). On further analysis, these generalized difficulties were characterized mainly by poor social competence. In addition, 36% of the cohort were at risk of being regular targets for victimization compared to 12% of a comparison sample of typically developing peers. Few associations were found between social outcome and other measures, including nonverbal intelligence, overall linguistic skill, gender, and longitudinal measures taken previously. Importantly, however, pragmatic language difficulties measured on the Children's Communication Checklist (D. V. M. Bishop, 1998) were most strongly related to poor social outcome and to expressive language related to victimization.

Phonological Treatment Options for Children with Expressive Language Impairment

2019 ◽  
Vol 40 (02) ◽  
pp. 138-148 ◽  
Author(s):  
Jill Hoover
Keyword(s):  
Language Impairment ◽  
Expressive Language ◽  
Treatment Options ◽  
Typically Developing ◽  
Complex Needs ◽  
Language Difficulties ◽  
Efficacy Research ◽  
Phonological Treatment ◽  
Treatment Procedures ◽  
Planning Intervention

AbstractThe vast majority of treatment efficacy research in the area of phonology focuses on issues relevant to children who have significant limitations in productive phonology but are “typically developing” in most other ways. The base of evidence to guide clinicians on planning intervention for children with phonological and cooccurring expressive language difficulties (PD + LI) is less well developed. Thus, the goal of this paper is to summarize the evidence on two treatment procedures designed to facilitate growth in phonological inventory for children who also require direct intervention to target other aspects of expressive language. We first review what is known about the delicate interaction between phonology and grammatical morphology. We focus the remainder of the summary on what is known about how to best address the more complex needs of children with PD + LI in intervention.

Precautions regarding nonword repetition tasks

2006 ◽  
Vol 27 (4) ◽  
pp. 584-587 ◽  
Author(s):  
Bruce Smith
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Phonological Processing ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Learning Ability ◽  
Nonword Repetition ◽  
Typically Developing ◽  
Adults And Children ◽  
Lexical Learning

Using nonword repetition tasks as an experimental approach with both adults and children has become quite common in the past 10 to 15 years for studying lexical learning and phonological processing (e.g., Bailey & Hahn, 2001; Gathercole, Frankish, Pickering & Peaker, 1998; Munson, Edwards, & Beckman, 2005; Storkel, 2001; Vitevich & Luce, 2005). In her Keynote, Gathercole (2006) indicates that “The ability to repeat multisyllabic nonwords…probably represents the most effective predictor of language learning ability that is currently known” and that “nonword repetition…may also hold the key to understanding developmental disorders of language learning.” Her Keynote reviews many of the findings from a variety of nonword repetition studies with typically developing children and children with specific language impairment (SLI) or other language-related disorders. Despite the substantial benefits and interesting findings that nonword test paradigms have provided in addressing different issues, a number of questions and precautions should be kept in mind regarding such approaches. Researchers who routinely employ these procedures are likely to be well aware of these issues, and in fact, Gathercole points out some of the limitations. For those less familiar with nonword repetition tasks, it seems advisable to reinforce the need for a certain amount of caution in evaluating the results of such approaches.

Fluency of School-Aged Children With a History of Specific Expressive Language Impairment

2002 ◽  
Vol 11 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Brian Boscolo ◽  
Nan Bernstein Ratner ◽  
Leslie Rescorla
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Clinical Intervention ◽  
Future Research ◽  
Typically Developing ◽  
School Aged Children ◽  
Different Types ◽  
History Of ◽  
The Relationship

A large volume of literature now links language demand and fluency behaviors in children. Although it might be reasonable to assume that children with relatively weak language skills might demonstrate higher levels of disfluency, the sparse literature on this topic is characterized by conflicting findings on the relationship between language impairment and disfluency. However, in studies finding elevated disfluency in children with specific language impairment, a higher frequency of disfluencies more characteristic of stuttering has been noted. This study asks whether children with long-standing histories of language delay and impairment are more disfluent, and display different types of disfluencies than their typically developing, age-matched peers. Elicited narratives from 22 pairs of 9-year-old children were analyzed for fluency characteristics. Half of the children had histories of specific expressive language impairment (HSLI-E), whereas the others had typical developmental histories. The children with HSLI-E were significantly more disfluent than their peers and produced more stutter-like disfluencies, although these behaviors were relatively infrequent in both groups. Implications for clinical intervention and future research are discussed.

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