Delayed speech studied in the home.

Whitehurst, Grover J.; Novak, Gary; Zorn, Glenn A.

doi:10.1037/h0033078

Cited by 39 publications

(19 citation statements)

References 27 publications

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“…Thus it has been observed that children with SLI tend to rely disproportionately on high frequency phrases (i.e., those that are often encountered in the language) (Thordardottir and Weismer, 2002;Whitehurst et al, 1972), which are particularly likely to be memorized. Further, the use of argument structure, which depends heavily on memorized knowledge, is generally correct in the speech of children with SLI (Leonard, 1998;Rice and Bode, 1993;Thordardottir and Weismer, 2002).…”

Section: Studies Of Language In Slimentioning

confidence: 99%

“…Children with SLI are often quite proficient at learning new words, and can even reach normal levels of performance (Whitehurst et al, 1972), especially under conditions which are expected to depend less on the brain structures underlying the procedural system. Thus word learning in SLI has been reported to be unimpaired under conditions of focused or repetitive input, or when the child can obtain the meaning by direct observation of an object or action (Leonard, 1982;Dollaghan, 1987;Rice et al, 1994).…”

Section: The Lexical Profile Of Slimentioning

confidence: 99%

“…Evidence suggests that children with SLI may have greater difficulty with verbs than nouns, as compared to control children (Rice and Bode, 1993;Rice et al, 1994;Watkins et al, 1993). Moreover, it has been well-documented that children with SLI rely on a highly restricted set of verbs, especially those of high frequency (Rice and Bode, 1993;Rice et al, 1994;Watkins et al, 1993;Whitehurst et al, 1972). This particular difficulty with verbs in SLI is analogous to the particular difficulty with verbs in patients with adult-onset lesions to structures underlying the procedural system, especially inferior frontal cortex, including Broca's area (Cappa and Perani, 2003;Gainotti, 1998;Marshall, 2003).…”

mentioning

confidence: 99%

“…Similarly, there is strong evidence that children with SLI can form new word-referent associations as readily as their age-matched peers, as long as they have adequate input -that is, that the input is either presented frequently or with strong contextual support (Dollaghan, 1987;Rice et al, 1994;Weismer and Hesketh, 1996). Indeed, children with SLI appear to rely disproportionately on high frequency words and phrases (Rice and Bode, 1993;Rice et al, 1994;Watkins et al, 1993;Whitehurst et al, 1972).…”

mentioning

confidence: 99%

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Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Ullman

Pierpont

2005

Cortex

703

751

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Specific Language Impairment (SLI) has been explained by two broad classes of hypotheses, which posit either a deficit specific to grammar, or a non-linguistic processing impairment. Here we advance an alternative perspective. According to the Procedural Deficit Hypothesis (PDH), SLI can be largely explained by the abnormal development of brain structures that constitute the procedural memory system. This system, which is composed of a network of inter-connected structures rooted in frontal/basal-ganglia circuits, subserves the learning and execution of motor and cognitive skills.Crucially, recent evidence also implicates this system in important aspects of grammar. The PDH posits that a significant proportion of individuals with SLI suffer from abnormalities of this brain network, leading to impairments of the linguistic and non-linguistic functions that depend on it. In contrast, functions such as lexical and declarative memory, which depend on other brain structures, are expected to remain largely spared. Evidence from an in-depth retrospective examination of the literature is presented. It is argued that the data support the predictions of the PDH, and particularly implicate Broca's area within frontal cortex, and the caudate nucleus within the basal ganglia. Finally, broader implications are discussed, and predictions for future research are presented. It is argued that the PDH forms the basis of a novel and potentially productive perspective on SLI. INTRODUCTIONSpecific Language Impairment (SLI) is generally defined as a developmental disorder of language in the absence of frank neurological damage, hearing deficits, severe environmental deprivation, or mental retardation (for diagnostic definitions and prevalence of SLI, see Bishop, 1992;Leonard, 1998;Tomblin et al., 1997). Other terms have also been used to label such children, including developmental dysphasia, language impairment, language learning disability, developmental language disorder, delayed speech and deviant language (Leonard, 1998;Ahmed et al., 2001). Several factors have complicated attempts to provide a unified theory of SLI, or even of subgroups of SLI. First, despite the standard use of exclusionary criteria to diagnose SLI, the disorder is clearly not limited to language.Rather the linguistic impairments co-occur with a number of non-linguistic deficits, including impairments of motor skills and working memory, and with other disorders, such as Attention Deficit Hyperactivity Disorder (Hill, 2001;Leonard, 1998;Tirosh and Cohen, 1998). Second, even though SLI must be a consequence of some sort of neural dysfunction, the neural correlates of the disorder have been largely ignored. This potentially valuable information could provide important constraints on explanatory accounts of the disorder. Third, SLI is a classification that is quite heterogeneous (Leonard, 1998;Stromswold, 2000). Surveys document variation within and across subgroups in the particular aspects of language that are affected and in the types of co-occurring no...

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Section: Studies Of Language In Slimentioning

confidence: 99%

Section: The Lexical Profile Of Slimentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Ullman

Pierpont

2005

Cortex

703

751

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“…35 Research has suggested that the communicative environment of children with delayed language is different from that of TD peers in terms of the language input that they receive or interactions that they partake in, which may impact on their language development. 331 Systematic reviews of the literature have suggested that speech and language therapy interventions that include parents could have beneficial effects 103 but that methodological limitations restrict the evaluation of findings. 35 Speech and language therapy interventions that target parent-child interaction have had mixed results and studies often do not report parental language outcomes necessary for identifying the mechanisms of change.…”

Section: Introductionmentioning

confidence: 99%

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

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Parents as Language Trainers of Children with Autism

Harris

Boyle

1985

Communication Problems in Autism

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Delayed speech studied in the home.

Cited by 39 publications

References 27 publications

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Parents as Language Trainers of Children with Autism

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