Speech And Language Problems Of Mentally Deficient Children

Karlin, Isaac W.; Strazzulla, M

doi:10.1044/jshd.1703.286

Cited by 48 publications

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“…Jordan's (1966) description of the mentally retarded as a "heterogenious population'' may be thus appliea to their language skills as well. Karlin and Strazzula (1952) found much individual variation in the severely retarded children they studied; some could converse with adults, some had better vocabulary, etcetera. Generally, there is a need for more specific information regarding full language capabilities of the retarded.…”

Section: Language Of the Retardedmentioning

confidence: 99%

“…The impo:rtance of language skills to meet this objective cannot be overly stressed. Various studies have demonstrated that "language deficiencies" in the form of speech ··defects occur in the retarded child (Gens~ ~951; Karlin and Strazzula, 1952;Spreen, 1965;Schiefelbusch, 1969). Only recently, however, have studies examined the linguistic skills of mentally retarded populations.…”

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

“…Only recently, however, have studies examined the linguistic skills of mentally retarded populations. Documentation of language deficiencies in EMR children has been presented by various researchers (Karlin and Strazzula, 1952;Ogland, 1972;Harrison, Budoff, and Greenburg, 1975). It has been noted EMR children are of ten separated from the general school population and referred and eventually placed in an EMR classroom, on the ·basis of a verbal expressive deficit (Ogland, 1972;Harrison, et al, 1975).…”

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

“…The general assumption is made, however, that the higher the intellectual endowment of retarded children, the better their language ability (Karlin and Strazzula, 1952;Jordan, 1966). Incidence.statistics suggest a high correlation between intelligence level and language development.…”

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

“…2) comprehension skills exceeding ·expressive skills (Sievers and Essa, 1961;Stra~zula, 1966;Cornwall, 1974;Naremore and Dever, 1975); 3) delay of onset of speech and language development (Karlin and Strazzula, 1952;McCarthy, 1964;Jordan, 1966); 4) syntax and morphological skills below age expectations (Brown and Berko, 1960;. Menyuk, 1964;Palermo, and Jenkins, 1964); 5) significantly lower levels of performance in skills of categorization and concept usage (Stephens, 1963;Blount, 1967); 6) limited ability to use abstract language (Karlin and Strazzula, 1952;Strazzula, 1966;Jordan, 1967); and 7) general developmental lags in language development and/or disordered language development (Wewetzer, 1959;Spreen, 1965;Semmel et al, 1968).…”

Section: Language Of the Retardedmentioning

confidence: 99%

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A comparative study of the expressive preposition usage of educable mentally retarded children and normals

Shope

2000

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The importance of .successful usage of prepositions to the social, communicative, and academic achievement of the school age child has been documented in the literature. Information on language skills of educable mentally· retarded (EMR) children is of special concern because they represent the sub-group o~ mentally deficient individuals most likely to interact and participa'te in academic settings and community life.The purpose of this study was to investigate·which of 26 prepositions are acquired expressively by.educable mentally retarded children.This study was designed to 'determine i f there was a significant difference between the number of prepo.sitions expressed by an EMR sample and those expressed by normals of similar mental age, and if the same prepositions were used by the two groups at given mental ages. The correlation between chronological age and the number of prepositions expressed by the EMR population was also inves'tigated.2 Thirty-twQ subjects in two mental age groupings participated in this study. At mental age six years (± three months), eigh.t EMR subjects and eight normals were selected. Eight individu~ls also comprised both groups at mental· age eight years(± three months). The Hustead Expre~sive Preposition Test, (HEPT) (Hustead, 1978) was administered to all .subjects.Results showed no statistically significant difference between the EMR ana normal groups at.either mental age in the number of prepositions expressed, i.e., the EMR students general~y were found 'to express the ·same number of prepositio~s as normals of similar mental ages. A moderate correlation between chronological age and the numb~r of prepo-· sitions express~d by the EMR subjects was evident, suggesting experience and maturation could be related to the number of prepositions expressed; however, this relationship could be attributed in part to the older mental age of the children of older chronological age.Comparison of the prepositions used by both groups at mental ages six and eight years revealed more similarities· than dif fere~ces.Generally, the same prepo~itions were used by .the subjects in the control and EMR groups at each mental age. Prepositions were found to develop similarly in number and type for both groups. Results of this study thus tend to indicate a "developmental lag" in usage of prepositions rather than a qualitative or disordered development.3

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Section: Language Of the Retardedmentioning

confidence: 99%

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

Section: Variables Affecting Language Developmentmentioning

confidence: 99%

Section: Language Of the Retardedmentioning

confidence: 99%

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A comparative study of the expressive preposition usage of educable mentally retarded children and normals

Shope

2000

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Aphasias in Children

Karlin¹

1954

Arch Pediatr Adolesc Med

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Speech- and Language-Handicapped Children

Karlin¹

1958

Arch Pediatr Adolesc Med

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In general usage the terms speech and language are used interchangeably. Sematically one has to differentiate between speech and language. Language in its widest sense signifies the elaboration of thoughts and ideas. Language and thought are intimately related and mutually influence each other. Spoken words are arbitrary audible symbols, and propositional, that is, meaningful, speech may be regarded as verbal means of communication, a tool and a manifestation of language.From a phylogenetic point of view, speech is the newest of man's skills. For its normal development one must have a normally functioning brain, adequate hearing, normal peripheral anatomical structures used in speech, and also a stimulating environment.These peripheral structures are not special organs set aside solely for speech. Speech has arrogated to itself structures such as the mouth, lungs, and larynx that biologically perform more vital and quite different functions. The central nervous system acts as an integrator of these organs that are otherwise dissociated in function, and it is only in the brain that certain areas have been developed whose function is predominantly concerned with speech.There are still differences of opinion as to the specificity of function of certain areas of the brain. Some hold that there is pin¬ point specificity and that the function of speech is localized in definitely circum¬ scribed areas-so-called centers ; others doubt this specialization and postulate that speech is the function of the entire cortex.1The term brain center has lately been more clearly defined by Nielsen.2 He points out that center does not mean a delimited cortical zone with independent functional capacity but that it is rather an anatomically delimited zone which is essential to a cer¬ tain function. In this presentation the term center will be used only in the latter sense.The normal activity of the central nerv¬ ous system depends upon the interaction of sensory and motor systems. The sensory, or receptive, component of speech consists of comprehending spoken or written lan¬ guage, i. e., spoken words or written symbols.The motor or expressive component of speech consists in the ability to express words or written symbols. In the develop¬ ment of speech, associations are formed be¬ tween verbal sounds or words and meaning. This is the child's first goal in speech de¬ velopment. The child must first receive the spoken words for a certain period of time in order for the symbols to acquire their characteristic meaning. After hearing and understanding spoken words, he begins to talk. The sequence of events is as follows: receptive speech-inner speech-expressive speech.The auditory word area for the compre¬ hension of spoken language is in the su¬ perior temporal gyrus, Areas 41 and 42-Wernicke's area. There is evidence that the adjoining portion of Area 22 subserves the same function. Area 37 is the language formulation area, where engrams are laid down for the proper arrangement of words into sentences. Area 17 is the primary visual cente...

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Speech And Language Problems Of Mentally Deficient Children

Cited by 48 publications

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A comparative study of the expressive preposition usage of educable mentally retarded children and normals

A comparative study of the expressive preposition usage of educable mentally retarded children and normals

Aphasias in Children

Speech- and Language-Handicapped Children

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