Which linguistic measures distinguish transient from persistent language problems in Late Talkers from 2 to 4 years? A study on Italian speaking children

Chilosi, Alberto; Pfanner, Lucia; Pecini, Chiara; Salvadorini, Renata; Casalini, Claudia; Brizzolara, Daniela; Cipriani, Paola

doi:10.1016/j.ridd.2019.03.005

Cited by 32 publications

(40 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the deficit of language comprehension was not homogeneous, since receptive grammar was more impaired than receptive vocabulary. The above language profile differs from the one usually observed in children with a primary developmental language disorder, which is generally characterized by better receptive abilities as opposed to expressive language abilities [16,[44][45][46]. The discrepancy between receptive and expressive skills in children with ASD is, however, still a debated issue, because it is not clear whether it could be considered a specific marker of ASD.…”

Section: Discussionmentioning

confidence: 93%

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

et al. 2020

View full text Add to dashboard Cite

Language deficits represent one of the most relevant factors that determine the clinical phenotype of children with autism spectrum disorder (ASD). The main aim of the research was to study the grammatical comprehension of children with ASD. A sample of 70 well-diagnosed children (60 boys and 10 girls; aged 4.9–8 years) were prospectively recruited. The results showed that language comprehension is the most impaired language domain in ASD. These findings have important clinical implications, since the persistence of grammatical receptive deficits may have a negative impact on social, adaptive and learning achievements. As for the grammatical profiles, persistent difficulties were found during the school-age years in morphological and syntactic decoding in children with relatively preserved cognitive and expressive language skills. These data and the lack of a statistically significant correlation between the severity of ASD symptoms and language skills are in line with the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) perspective that considers the socio-communication disorder as a nuclear feature of ASD and the language disorder as a specifier of the diagnosis and not as a secondary symptom anymore. The presence of receptive difficulties in school-age ASD children with relatively preserved non-verbal cognitive abilities provides important hints to establish rehabilitative treatments.

show abstract

Section: Discussionmentioning

confidence: 93%

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

et al. 2020

View full text Add to dashboard Cite

show abstract

“…These children have been called late talkers [ 13 , 14 ]. The prognosis is generally good, as, in 70% of cases, expressive language improves significantly by three years of age and subsequently the development of language skills is generally in line with the expected performance in typical development [ 9 , 13 , 15 , 16 , 17 , 18 ]. However, some mild difficulties in daily communication interactions may persist [ 19 , 20 ].…”

Section: Introduction: Developmental Language Disordermentioning

confidence: 99%

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Rinaldi¹,

Caselli

Cofelice³

et al. 2021

Brain Sciences

View full text Add to dashboard Cite

Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

show abstract

“…Overall, there was great variability in the prognosis for late talkers. Indeed, many children, defined as “late bloomers,” catch-up in their delay by the age of 3–4 years [ 9 , 10 ]. However, a consistent group of late talkers show persistent language difficulties ranging from 6% to 44% [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input

Suttora

Guarini

Zuccarini

et al. 2020

IJERPH

View full text Add to dashboard Cite

Among children in the third year of life, late talkers comprise from 9% to 20%. This range seems to increase when addressing preterm children. This study examined video-recorded child spontaneous speech during parent–child book sharing as well as linguistic skills reported through the MacArthur Bates Communicative Development Inventories (MB-CDI) Short Form in 61 late talkers aged 30 months old (26 low-risk preterm, 8 females; 35 full-term, 12 females). Differences between low-risk preterm and full-term late talkers in child language measures and parental speech input were tested, as were the roles of child and parent factors on child language. Low-risk preterm and full-term late talkers showed similar speech and language skills. Similarly, no differences were found in measures of parental speech between groups. Child cognitive score, chronological age, and low-risk preterm status were positively associated with lexical diversity, rate, and composition of child speech production, whereas family history for language and/or learning disorders as well as parent measures of lexical diversity, rate, and grammatical complexity were negatively associated with the above child variables. In addition, child cognitive score and low-risk preterm status were positively associated with the MB-CDI measures of word and sentence production. Findings are discussed in terms of the need of good practices when following up on low-risk preterm children and of interventions targeting parents’ input to preterm and full-term late talkers.

show abstract

Which linguistic measures distinguish transient from persistent language problems in Late Talkers from 2 to 4 years? A study on Italian speaking children

Cited by 32 publications

References 51 publications

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

Grammatical Comprehension in Italian Children with Autism Spectrum Disorder

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input

Contact Info

Product

Resources

About