Perception of Stop Consonants in Children With Expressive and Receptive-Expressive Language Impairments

1996 ◽  
Vol 39 (4) ◽  
pp. 676-686 ◽  
Author(s):  
Rachel E. Stark ◽  
John M. Heinz
Keyword(s):  
Language Impairment ◽  
Task Difficulty ◽  
Expressive Language ◽  
Language Impairments ◽  
Perceptual Processing ◽  
Stop Consonants ◽  
Identification Task ◽  
Highly Correlated ◽  
Phoneme Perception ◽  
And Task

The performance of 32 children with language impairment—11 with expressive language impairment only (LI-E subgroup) and 21 with both receptive and expressive language impairment (LI-ER subgroup)—and of 22 children without language impairment (LN subgroup) was examined in a study of perception and imitation of synthesized /ba/ and /da/ syllables. Formant transition duration and task difficulty were varied in the perceptual tasks. The LI-E children were able to identify the syllables as well as the LN; the LI-ER were not. Of the children who succeeded on an identification task and proceeded to a serial ordering task incorporating the same stimuli, the LI-E children were the least successful on the second task. The ability to label the stimuli perceptually was highly correlated with absence of speech articulation errors in the LI children and with performance on the imitation task in all subjects. The findings are examined in relation to the hypotheses that rapid-rate perceptual processing is the sole basis of language impairment in children and that, in these children, production skill may predict phoneme perception rather than the reverse.

Early Verb-Related Vulnerability Among Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1384-1397 ◽  
Author(s):  
Pamela A. Hadley
Keyword(s):  
Young Children ◽  
Noun Phrase ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Impairments ◽  
Specific Language ◽  
Grammatical Development ◽  
Very Young Children ◽  
Developmental Progression

The purpose of this study was to characterize the nature of early grammatical development among very young children with specific language impairment (SLI). Grammatical development was examined for two subtypes: (a) children with expressive language impairments only (SLI-E) and (b) children with both receptive and expressive language impairments (SLI-RE). In particular, characteristics of noun-phrase (NP) and verb-phrase (VP) elaboration were examined longitudinally to determine whether structures associated with NP and VP emerged together following a typical developmental progression. Group analyses did not reveal any differences between the subtypes on the Index of Productive Syntax (IPSyn; Scarborough, 1990). However, specific weakness in VP elaboration was revealed on the IPSyn as well as in more extensive productivity analyses. The contribution of these findings to a developmentally sensitive grammatical description of SLI for very young children is discussed.

Intonation Abilities of Children With Speech and Language Impairments

2003 ◽  
Vol 46 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Bill Wells ◽  
Sue Peppé
Keyword(s):  
Language Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Expressive Language ◽  
Language Impairments ◽  
Auditory Memory ◽  
Speech And Language ◽  
Specific Language ◽  
Functional Aspects ◽  
Segmental Phonology

Intonation has been little studied in children with speech and language impairments, although deficits in related aspects of prosody have been hypothesized to underlie specific language impairment. In this study a new intonation battery, the Profiling Elements of Prosodic Systems-Child version (PEPS-C), was administered to 18 children with speech and/or language impairments (LI). PEPS-C comprises 16 tasks (8 x 8, Input x Output) tapping phonetic and functional aspects of intonation in four areas: grammar, affect, interaction, and pragmatics. Scores were compared to a chronological age (CA) matched group of 28 children and a group of 18 children matched for language comprehension (LC). Measures of language comprehension, expressive language, nonverbal intelligence, and segmental phonology were also taken. The LI group did not score significantly below the LC group on any PEPS-C task. On 5 of 16 tasks, the LI group scored significantly lower than the CA group. In the LI group, there were just 2 significant correlations between a PEPS-C task and 1 of the nonprosodic measures. The results support the view that intonation is relatively discrete from other levels of speech and language while suggesting some specific areas of possible vulnerability: auditory memory for longer prosodic strings and the use of prosody for pragmatic/interactional purposes.

Assessment Information for Predicting Upcoming Change in Language Production

1996 ◽  
Vol 39 (2) ◽  
pp. 414-423 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara A. Bain
Keyword(s):  
Language Impairment ◽  
Language Production ◽  
Expressive Language ◽  
Dynamic Assessment ◽  
Relative Effectiveness ◽  
Static Assessment ◽  
Assessment Measure ◽  
Language Assessments ◽  
Language Growth ◽  
Highly Correlated

Initial language assessments are used not only to determine the presence of a language problem and establish eligibility for intervention, but also to provide information about a child’s readiness for immediate change in language growth. This study explored static assessment profiling (specific variables and discrepancies in performance) and dynamic assessment results to determine their relative effectiveness for predicting immediate change. Correlation data were used to examine how well each assessment measure predicted upcoming language production changes for children with specific expressive language impairment. Results indicated that dynamic assessment outcomes were most highly correlated with immediate language growth, followed by discrepancy in receptive and expressive language age. Findings are discussed in terms of their clinical and theoretical importance.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

The Production of Gesture and Speech by People With Aphasia: Influence of Communicative Constraints

2019 ◽  
Vol 62 (12) ◽  
pp. 4417-4432 ◽  
Author(s):  
Carola de Beer ◽  
Jan P. de Ruiter ◽  
Martina Hielscher-Fastabend ◽  
Katharina Hogrefe
Keyword(s):  
Language Impairment ◽  
Daily Living ◽  
Linguistic Performance ◽  
Task Effects ◽  
Communicative Abilities ◽  
Gesture Production ◽  
And Task ◽  
Group Effects

Purpose People with aphasia (PWA) use different kinds of gesture spontaneously when they communicate. Although there is evidence that the nature of the communicative task influences the linguistic performance of PWA, so far little is known about the influence of the communicative task on the production of gestures by PWA. We aimed to investigate the influence of varying communicative constraints on the production of gesture and spoken expression by PWA in comparison to persons without language impairment. Method Twenty-six PWA with varying aphasia severities and 26 control participants (CP) without language impairment participated in the study. Spoken expression and gesture production were investigated in 2 different tasks: (a) spontaneous conversation about topics of daily living and (b) a cartoon narration task, that is, retellings of short cartoon clips. The frequencies of words and gestures as well as of different gesture types produced by the participants were analyzed and tested for potential effects of group and task. Results Main results for task effects revealed that PWA and CP used more iconic gestures and pantomimes in the cartoon narration task than in spontaneous conversation. Metaphoric gestures, deictic gestures, number gestures, and emblems were more frequently used in spontaneous conversation than in cartoon narrations by both participant groups. Group effects show that, in both tasks, PWA's gesture-to-word ratios were higher than those for the CP. Furthermore, PWA produced more interactive gestures than the CP in both tasks, as well as more number gestures and pantomimes in spontaneous conversation. Conclusions The current results suggest that PWA use gestures to compensate for their verbal limitations under varying communicative constraints. The properties of the communicative task influence the use of different gesture types in people with and without aphasia. Thus, the influence of communicative constraints needs to be considered when assessing PWA's multimodal communicative abilities.

Goal Orientation, Task Interest, and Task Difficulty: An HLM Analysis

2004 ◽  
Author(s):  
Michael Horvath ◽  
Hailey L. Ahlfinger ◽  
Robert L. McKie
Keyword(s):  
Goal Orientation ◽  
Task Difficulty ◽  
Orientation Task ◽  
Task Interest ◽  
And Task
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