The relationship between information carrying words, memory and language skills in school age children with specific language impairment

Frizelle, Pauline; Harte, Jennifer; O’Sullivan, Kathleen; Fletcher, Paul; Gibbon, Fiona

doi:10.1371/journal.pone.0180496

Cited by 4 publications

(3 citation statements)

References 52 publications

(61 reference statements)

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“…It should also be pointed out that the WISC-R Verbal IQ scale is made up of other subscales that assess general cognitive skills, such as Verbal arithmetic; as a result, our Verbal IQ variable may be less specific to expressive and receptive language skills in particular. It is known that other cognitive processes, such as verbal memory (Frizelle et al, 2017), are considerable confounds of receptive language common in preterm born children (Vohr, 2014). Since both language measures used in the present study primarily assess receptive language, the lack of data on wider cognitive processes may play a role in our results.…”

Section: Discussionmentioning

confidence: 99%

Childhood language skills and adolescent self-esteem in preterm survivors

Islam

Poole

Ford

et al. 2017

J Child Health Care

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Fifty-seven percent of children with poor language skills are affected by socio-emotional problems. Despite the importance of language skills to interpersonal functioning and school performance, relatively little is known about how they affect self-esteem in adolescence. Data on youth at high risk for language problems (e.g. those born extremely low birth weight (ELBW; <1000 grams)) are even more scarce. This prospective study examined associations between language skills at age 8 and self-esteem during adolescence (12-16 years) in individuals born at ELBW ( N = 138) or normal birth weight (NBW; >2500 grams) ( N = 111). Participants' language skills were assessed using the Verbal Scale of the Wechsler Intelligence Scale for Children-Revised and the Token Test at age 8. In adolescence, participants completed the Harter Self-Perception Profile for Adolescents. Birth weight status was found to moderate associations between childhood language and adolescent global self-esteem (Token Test ( p = .006), Verbal Intelligence Quotient ( p = .033)) such that better language skills were associated with higher self-esteem in adolescent ELBW survivors, but not in NBW participants. Language skills may play a protective role in the development and maintenance of self-esteem in ELBW youth and could be an important target for optimizing their functioning, particularly before transitioning to the critical adolescent period.

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Section: Discussionmentioning

confidence: 99%

Childhood language skills and adolescent self-esteem in preterm survivors

Islam

Poole

Ford

et al. 2017

J Child Health Care

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“…The intervention also provides opportunity for further assessment of the child’s speech, language and communication skills. For example, TAs typically assess the child’s receptive language skills through play-based key word assessment, which has been shown to be a valid measure of receptive language (Frizelle et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

Parent-implemented language intervention delivered by therapy assistants for two-year-olds at risk of language difficulties: A case series

McDonald

Colmer

Guest

et al. 2019

Child Language Teaching and Therapy

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The aims of this small-scale study were to explore the feasibility and outcomes of a parent-implemented intervention for two-year-olds at risk of language difficulties, and to explore the implications for the public health model of speech and language therapy (SLT). This adds to limited research into targeted SLT public health interventions. It is the first study to investigate early language intervention delivered by trained therapy assistants (TAs) rather than clinicians. Nine children aged between 26 and 31 months took part. Seven (78%) completed the six-session intervention. The outcome measure was the Words subscale of the Language Use Inventory. The gross motor subscale of the Ages and Stages Questionnaire was used as a control measure. Children’s skills were assessed twice before intervention and once afterwards. At baseline, six participants had expressive language delay and no wider speech, language and communication needs (SLCNs). Five of this subgroup showed language use skills within the typical range following intervention. At baseline, three participants had expressive language delay and previously undetected receptive language and/or social interaction difficulties. None of this sub-group showed improved age-adjusted language use skills following intervention. All nine participants had gross motor skills in the typical range at each time point. These exploratory findings suggest this targeted intervention is feasible. This study presents no evidence of short-term impact of this intervention for two-year-olds with expressive language delay and wider SLCNs. These findings suggest this targeted language intervention for two-year-olds may be associated with accelerated language development for some two-year-olds at risk of language difficulties because of expressive language delay; and may help identify two-year-olds with previously undetected wider SLCNs, and therefore facilitate early access to specialist support. We highlight limitations in the study size, design and outcome measures, and identify how these preliminary findings can inform future research.

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“…Other studies point out that there may be innate neurological deficits in linguistic processing mechanisms and that this impairment may be associated with limited information processing by verbal memory ( 10 ) . Recently, another study ( 11 ) suggested that there is a memory deficit specifically related to lexical processing that may result in comprehension deficits in children with DLD.…”

Section: Introductionmentioning

confidence: 99%

Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder

Hage

Sawasaki

Hyter

et al. 2022

CoDAS

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Purpose to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD). Methods Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development. All participants answered to the questionnaire of the “Assessment of Pragmatic Language and Social Communication – APLSC – parent and professional reports – beta research version. Data were submitted to statistical analysis. Results The assessment tool was useful in identifying the difference in performance of children with different social communicative profiles. Conclusion Children with ASD presented social and pragmatic impairments that were more significant than those presented by children with DLD. However, both children with ASD and with DLD presented more social pragmatic difficulties than children with TLD.

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The relationship between information carrying words, memory and language skills in school age children with specific language impairment

Cited by 4 publications

References 52 publications

Childhood language skills and adolescent self-esteem in preterm survivors

Childhood language skills and adolescent self-esteem in preterm survivors

Parent-implemented language intervention delivered by therapy assistants for two-year-olds at risk of language difficulties: A case series

Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder

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