Language, Learning, and Behavioral Disturbances in Childhood: A Longitudinal Perspective

Benasich, April A.; Curtiss, Susan; Tallal, Paula

doi:10.1097/00004583-199305000-00015

Cited by 143 publications

(133 citation statements)

References 31 publications

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“…Some researchers found a high prevalence of specific language impairment in psychiatric samples (Beitchman, Nair, Clegg & Ferguson, 1986;Cohen, 2007) while others found an association between preschool patterns of language development and future crime engagement (Stattin and Klackenberg-Larsson, 1993). Rates of language impairment are reported to reach 24% to 65% in samples of children identified as exhibiting disruptive behaviors (Benasich, Curtiss, & Tallal, 1993) and 59% to 80% of preschool-and schoolage children identified as exhibiting disruptive behaviors also exhibit language delays (Beitchman, Nair, Clegg, Ferguson, & Patel, 1996;Brinton & Fujiki, 1993;Stevenson, Richman, & Graham, 1985). High comorbidity estimates are also reported between language difficulties and diagnoses of ADHD (Cantwell & Baker, 1991;Kim & Kaiser, 2000).…”

Section: Can Classroom Sound Field Amplification (Sfa) Play a Causal mentioning

confidence: 99%

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Kazmierczak-Murray

Downes

2015

International Journal of Early Childhood Special Education

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Section: Can Classroom Sound Field Amplification (Sfa) Play a Causal mentioning

confidence: 99%

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Kazmierczak-Murray

Downes

2015

International Journal of Early Childhood Special Education

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“…The cooccurrence of SLI, ADHD, and related behavioural difficulties is well established (Stevenson and Richman 1978, Grinnell et al 1983, Gualtieri et al 1983, Stevenson et al 1985, Beitchman et al 1986, Baker and Cantwell 1987, Cohen et al 1989, Tallal et al 1989, Benasich et al 1993, Stevenson 1996. However, most investigations into the nature, course, and outcome of SLI and ADHD have not taken account of their comorbidity and the potentially confounding influence this might have on cognitive performance.…”

mentioning

confidence: 99%

Specific language impairment with or without hyperactivity: neuropsychological evidence for frontostriatal dysfunction

Williams

Stott

Goodyer

et al. 2000

Develop Med Child Neuro

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A neuropsychological investigation of the association between specific language impairment (SLI) and hyperactivity was conducted on four groups of 6-year-old children. The groups, each consisting of five boys and five girls, were: children with SLI alone, hyperactivity alone, both SLI and hyperactivity, and neither disorder (controls). Cognitive functioning was examined using selected non-verbal tests from the Cambridge Neuropsychological Test Automated Battery. SLI was not associated with significantly reduced performance on any of the neuropsychological measures. However, hyperactivity was associated with deficits on a test of attentional set shifting previously demonstrated to be sensitive to frontostriatal dysfunction. Further, hyperactive children showed significantly reduced spatial spans on a test of spatial working memory thought to measure parietal lobe functioning. There were no substantial differences between the groups on tests of frontal lobe function except for reduced performance on a task of attention in the hyperactive group. There were no significant interactions between hyperactivity and SLI on any of the neuropsychological measures. The pattern of neuropsychological deficits shown by children with attentiondeficit-hperactivity disorder (ADHD) suggests relatively specific problems in inhibitory control of attentional selection. This cognitive deficit implicates brain areas including basal ganglia and ventro-lateral prefrontal cortical areas in ADHD, thus providing evidence for disruption of frontostriatal functional loops. SLI and hyperactivity can occur as comorbid syndromes or symptom complexes and this should be noted when interpreting results of tests measuring cognitive performance. The findings suggest that these two groups of disorders have different cognitive correlates.

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“…ADHD is the most frequent diagnosis among children with language impairments (Cohen et al, 2000). Longitudinal studies suggest that SLI children have a profound risk for ADHD Cantwell and Baker, 1987;Beitchman et al, 1989;Benasich et al, 1993;Rice, 1998, 2002). More precisely, deficits in selective attention (Stevens et al, 2008) and sustained attention (Spaulding et al, 2008;Finneran et al, 2009) have been found in children with SLI.…”

Section: Attention Deficits and Language Development Disordersmentioning

confidence: 99%

Components of the Language-Ready Brain

Boeckx¹,

Benítez‐Burraco²

2016

Frontiers Research Topics

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Language, Learning, and Behavioral Disturbances in Childhood: A Longitudinal Perspective

Cited by 143 publications

References 31 publications

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

Specific language impairment with or without hyperactivity: neuropsychological evidence for frontostriatal dysfunction

Components of the Language-Ready Brain

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