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1.
Lang Speech Hear Serv Sch ; 51(4): 1187-1189, 2020 10 02.
Artigo em Inglês | MEDLINE | ID: mdl-32956007

RESUMO

Purpose The Computerized Language ANalysis-Index of Productive Syntax (CLAN-IPSyn) system is designed to facilitate automatic computation of the IPSyn measure of productive child syntax. Roberts et al. (2020) conducted a thorough comparison of hand-generated and automatic scores on the Index of Productive Syntax (IPSyn) measure (Scarborough, 1990) and found a high level of error for CLAN-IPSyn. We report on the use of the Roberts et al. analysis to reduce and eliminate errors in CLAN-IPSyn, to improve its accuracy. Method Scores provided by manual and machine scoring of the 20 transcripts used in Roberts et al. (2020) were compared. Divergences in point assignment were examined and significant modifications made to the CLAN-IPSyn program to increase its accuracy. Conclusion The currently available, free version of CLAN at https://talkbank.org is now significantly more correct in terms of exemplars produced, and should assist clinicians and researchers in using the revised IPSyn (Altenberg et al. 2018).


Assuntos
Linguagem Infantil , Idioma , Criança , Humanos , Testes de Linguagem
2.
Recurso na Internet em Português | LIS - Localizador de Informação em Saúde | ID: lis-47614

RESUMO

O Departamento Científico de Desenvolvimento e Comportamento da Sociedade Brasileira de Pediatria (SBP) divulgou o Guia Prático de Atualização “Campanha da Caderneta da Criança: Avaliação do Desenvolvimento dos 2 aos 4 meses”. O texto descreve os aspectos motores, linguísticos, sociais e cognitivos dos bebês nessa faixa etária.


Assuntos
Desenvolvimento Infantil , Cuidado da Criança , Linguagem Infantil , Cognição , Relações Interpessoais
3.
PLoS One ; 15(6): e0233968, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32512583

RESUMO

In adults, words are more effective than sounds at activating conceptual representations. We aimed to replicate these findings and extend them to infants. In a series of experiments using an eye tracker object recognition task, suitable for both adults and infants, participants heard either a word (e.g. cow) or an associated sound (e.g. mooing) followed by an image illustrating a target (e.g. cow) and a distracter (e.g. telephone). The results showed that adults reacted faster when the visual object matched the auditory stimulus and even faster in the word relative to the associated sound condition. Infants, however, did not show a similar pattern of eye-movements: only eighteen-month-olds, but not 9- or 12-month-olds, were equally fast at recognizing the target object in both conditions. Looking times, however, were longer for associated sounds, suggesting that processing sounds elicits greater allocation of attention. Our findings suggest that the advantage of words over associated sounds in activating conceptual representations emerges at a later stage during language development.


Assuntos
Linguagem Infantil , Percepção da Fala , Percepção Visual , Adolescente , Adulto , Atenção , Criança , Pré-Escolar , Movimentos Oculares , Feminino , Humanos , Lactente , Som , Vocabulário , Adulto Jovem
4.
Arch Dis Child Fetal Neonatal Ed ; 105(6): 623-627, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32366516

RESUMO

OBJECTIVE: To describe the cognitive, language and motor developmental trajectories of children born very preterm and to identify perinatal factors that predict the trajectories. DESIGN: Data from a cohort of 1142 infants born at <30 weeks' gestation who were prospectively assessed on the Bayley Scales of Infant and Toddler Development, third edition (Bayley-III) at 3, 6, 12 and 24 months corrected age, were analysed using the Super Imposition by Translation and Rotation (SITAR) growth curve analysis model. MAIN OUTCOME MEASURES: Developmental trajectory SITAR models for Bayley-III cognitive, language (receptive and expressive communication subscales) and motor (fine and gross motor subscales) scores. RESULTS: The successfully fitted SITAR models explained 62% of variance in cognitive development, 68% in receptive communication, 53% in fine motor and 68% in the gross motor development. There was too much variation in the expressive communication subscale to fit a SITAR model. The rate of development (gradient of the curve) best explains the variation in trajectories of development in all domains. Lower gestational age, lower birth weight and male sex significantly predicted a slower rate of development. CONCLUSION: The rate of development, rather than single time point developmental assessment, best predicts the very preterm infant's developmental trajectory and should be the focus for monitoring and early intervention.


Assuntos
Linguagem Infantil , Cognição/fisiologia , Lactente Extremamente Prematuro/crescimento & desenvolvimento , Peso ao Nascer , Feminino , Seguimentos , Idade Gestacional , Humanos , Recém-Nascido , Masculino , Testes Neuropsicológicos , Valores de Referência , Estudos Retrospectivos , Fatores Sexuais
5.
Arq. bras. psicol. (Rio J. 2003) ; 72(1): 8-24, jan.-abr. 2020.
Artigo em Português | LILACS, Index Psicologia - Periódicos técnico-científicos | ID: biblio-1114669

RESUMO

O texto discute as relações do autista com a linguagem a partir do referencial teórico da psicanálise de orientação lacaniana. Pergunta; "Poderia um ser humano não ser afetado pela linguagem?" Assinala a divergência de posições atuais sobre a presença de alienação significante no autista e considera a hipótese de uma alienação parcial. Aprofunda a reflexão sobre o tema a partir de vasta literatura especializada, dados clínicos, relatos autobiográficos. Afirma, com base em dados empíricos de pesquisas sobre a lalação/balbucio de crianças autistas, que o autista sofre o impacto de lalíngua. Aponta a fuga do olhar observada nos primeiros meses de vida da criança autista como indicador do efeito parasitário da linguagem. Para tanto, distingue o afeto da angústia, próprio ao humano, da emoção, própria aos animais. Explicita a especificidade da alienação significante no autista como referida à retenção da voz, que impede a operacionalidade do significante mestre.


The paper discusses the relationship of the autist with language from the theoretical standpoint of Lacanian-oriented psychoanalysis. The authors question: "Could a human being not be affected by language?". The study challenges the current position on the presence of signified alienation in the autist and considers the hypothesis of a partial alienation. It also deepens the reflection on the topic based on the extensive specialized literature, clinical data, and autobiographical quotes. The paper affirms, based on empirical data from researches on babble of autistic children that the autist does suffer the impact of "lalangue". The writing shows the escape of the eye gaze, observed during the first months of life of the autistic child, as an indicator of the parasitic effect of language. For this purpose, the paper distinguishes affection from distress, something typical of humans, from emotion, typical of animals. Finally, the article explains the specificity of the signified alienation in the autist linking it to the retention of the voice, which blocks the operationality of the master-signifier.


El texto discute las relaciones del autista con el lenguaje a partir del referencia teórico del psicoanálisis de orientación lacaniana. Pregunta; " ¿Podría un ser humano no ser afectado por el lenguaje?" Señala la divergência de posiciones actuales sobre la presencia de alienación significante en el autista y considera la posibilidad de una alienación parcial. Profundiza la reflexión sobre el tema a partir de amplia literatura especializada, datos clínicos, relatos clínicos autobiográficos.Afirma, basándose en datos empíricos de investigaciones sobre la lalación/balbuceo de niños autistas, que el autista sufre el impacto de lalengua. Señala la fuga de la mirada observada en los primeros meses de vida del niño autista como indicador del efecto parasitario del lenguaje. Para tanto, distingue el afecto de angústia, propio al humano, de la emoción, propia de los animales. Explicita la especificidad de la alienación significante en el autista como referida a la retención de la voz, que impide la operatividad del significante amo.


Assuntos
Psicanálise , Transtorno Autístico , Alienação Social , Criança , Linguagem Infantil , Idioma
6.
Infant Behav Dev ; 59: 101443, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32276086

RESUMO

The study of early parental competences is relevant because such competences are related to children's development; however, most studies have considered competences using a variable-centered approach in which each parental competence is examined in isolation. This paper approaches these competences using a person-centered approach, generating profiles that combine different competences in Chilean mothers assessed when their children were aged 12 months and again at 30 months. The aim of this study was to generate and compare these profiles and to analyze the associations of these profiles with children's language and socioemotional skills. Mother-child interactions in the contexts of storytelling and free play were videotaped at two different times. Ninety mother-child dyads were assessed using the Adult Sensitivity Scale (E.S.A.), the Evaluation of the Mentalization of Significant Caregivers, the Checklist of Observations Linked to Outcomes (PICCOLO), Bayley's language scale and the Functional Emotional Assessment Scale (FEAS). Profiles of mothers' behaviors were identified through person-centered within-group analyses of six aspects: sensitivity, mentalization, affection, responsiveness, encouragement, and teaching. Cluster analyses yielded three similar profiles for mothers at both ages: highly competent, average competent, and poorly competent. The mothers' profiles were related to maternal age, socioeconomic status (SES) and educational level, and the mothers improved their profiles at the 30-month assessment. The mothers' profiles were related to children's language and socioemotional outcomes at both ages. These results and their applicability to promotion and intervention programs are discussed.


Assuntos
Linguagem Infantil , Emoções , Relações Interpessoais , Comportamento Materno/psicologia , Competência Mental/psicologia , Relações Mãe-Filho/psicologia , Adulto , Pré-Escolar , Chile/epidemiologia , Emoções/fisiologia , Feminino , Humanos , Lactente , Masculino , Comportamento Materno/fisiologia , Mães/psicologia
7.
Value Health ; 23(2): 164-170, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-32113621

RESUMO

OBJECTIVES: To examine health-related quality of life (HRQoL) in young children with low language or congenital hearing loss and to explore the value of assessing HRQoL by concurrently administering 2 HRQoL instruments in populations of children. METHODS: Data were from 2 Australian community-based studies: Language for Learning (children with typical and low language at age 4 years, n = 1012) and the Statewide Comparison of Outcomes study (children with hearing loss, n = 108). HRQoL was measured using the parent-reported Health Utilities Index Mark 3 (HUI3) and the Pediatrics Quality of Life Inventory 4.0 (PedsQL) generic core scale. Agreement between the HRQoL instruments was assessed using intraclass correlation and Bland-Altman plots. RESULTS: Children with low language and with hearing loss had lower HRQoL than children with normal language; the worst HRQoL was experienced by children with both. The lower HRQoL was mainly due to impaired school functioning (PedsQL) and speech and cognition (HUI3). Children with hearing loss also had impaired physical and social functioning (PedsQL), vision, hearing, dexterity, and ambulation (HUI3). Correlations between instruments were poor to moderate, with low agreement. CONCLUSIONS: Children with low language and congenital hearing loss might benefit from interventions targeting overall health and well-being, not just their impairments. The HUI3 and PedsQL each seemed to provide unique information and thus may supplement each other in assessing HRQoL of young children, including those with low language or congenital hearing loss.


Assuntos
Percepção Auditiva , Comportamento Infantil , Linguagem Infantil , Crianças com Deficiência/psicologia , Perda Auditiva/diagnóstico , Audição , Transtornos do Desenvolvimento da Linguagem/diagnóstico , Pessoas com Deficiência Auditiva/psicologia , Qualidade de Vida , Inquéritos e Questionários , Fatores Etários , Austrália , Estudos de Casos e Controles , Pré-Escolar , Pesquisa Comparativa da Efetividade , Efeitos Psicossociais da Doença , Crianças com Deficiência/reabilitação , Educação de Pessoas com Deficiência Auditiva , Feminino , Perda Auditiva/congênito , Perda Auditiva/psicologia , Perda Auditiva/reabilitação , Humanos , Transtornos do Desenvolvimento da Linguagem/psicologia , Transtornos do Desenvolvimento da Linguagem/reabilitação , Inclusão Escolar , Masculino , Pessoas com Deficiência Auditiva/reabilitação , Valor Preditivo dos Testes , Ensaios Clínicos Controlados Aleatórios como Assunto , Reprodutibilidade dos Testes
8.
Codas ; 32(2): e20180205, 2020.
Artigo em Português, Inglês | MEDLINE | ID: mdl-32215471

RESUMO

PURPOSE: This short presentation aims to indicate phonological features inherent to the sonorant consonant class (nasals and liquids) that might be relatively problematic in the orthographic records of these phonemes. METHODS: orthographic replacement in text compositions from children in the first grade of elementary school was analyzed. Data analysis was performed according to the Padrão de Aquisição de Contrastes (PAC). RESULTS: Results reveal that replacement was distributed between the two classes, and within each subclass, relatively unstable phonological contrasts were detected in the orthographic records of these phonemes. CONCLUSION: This relative instability of contrasts pointed out phonological issues, as well as issues related to the orthographic complexity of each these segments, thus indicating a non-direct relation between speech and spelling.


Assuntos
Escrita Manual , Fonética , Criança , Linguagem Infantil , Humanos , Fala
9.
Lang Speech Hear Serv Sch ; 51(2): 504-506, 2020 04 07.
Artigo em Inglês | MEDLINE | ID: mdl-32186957

RESUMO

[Figure: see text].


Assuntos
Linguagem Infantil , Idioma , Criança , Humanos , Software
10.
Acta Psychol (Amst) ; 205: 103059, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32199245

RESUMO

Passive sentences have been shown to be more difficult than active sentences for young children in English, German, Italian, Turkish, as well as Japanese, Korean. Many factors, such as syntactic structure, lexical-semantic, language experience, have been proved to affect passive sentence processing. In this paper, two experiments were carried out to investigate the role of perspective-shifting and animacy characteristics of agents and patients in processing passive sentences by 5~6 year-old Chinese children, using a sentence-picture matching task. The results were as follows: (1) Passive sentences were more difficult to comprehend than active sentences in Mandarin Chinese; (2) The ability of perspective-shifting played an important role in processing passive sentences. In sum, addressing sentences involving syntactic transformation is a complex cognitive activity for young children. Many factors, such as syntactic structure, lexical-semantic, language experience, and cognitive flexibility should be given full consideration.


Assuntos
Grupo com Ancestrais do Continente Asiático/psicologia , Linguagem Infantil , Compreensão , Semântica , Criança , Pré-Escolar , Feminino , Humanos , Idioma , Masculino , Processos Mentais , Percepção da Fala , Análise e Desempenho de Tarefas
11.
Arch Dis Child Fetal Neonatal Ed ; 105(6): 593-599, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-32132139

RESUMO

OBJECTIVE: To explore whether regional brain volume and white matter microstructure at term-equivalent age (TEA) are associated with development at 2 years of age in children born moderate-late preterm (MLPT). STUDY DESIGN: A cohort of MLPT infants had brain MRI at approximately TEA (38-44 weeks' postmenstrual age) and had a developmental assessment (Bayley Scales of Infant and Toddler Development and Infant Toddler Social Emotional Assessment) at 2 years' corrected age. Relationships between cortical grey matter and white matter volumes and 2-year developmental outcomes were explored using voxel-based morphometry. Relationships between diffusion tensor measures of white matter microstructure (fractional anisotropy (FA) and axial (AD), radial (RD) and mean (MD) diffusivities) and 2-year developmental outcomes were explored using tract-based spatial statistics. RESULTS: 189 MLPT children had data from at least one MRI modality (volumetric or diffusion) and data for at least one developmental domain. Larger cortical grey and white matter volumes in many brain regions, and higher FA and lower AD, RD and MD in several major white matter regions, were associated with better cognitive and language scores. There was little evidence that cortical grey matter and white matter volumes and white matter microstructure were associated with motor and behavioural outcomes. CONCLUSIONS: Regional cortical grey matter and white matter volumes and white matter microstructure are associated with cognitive and language development at 2 years of age in MLPT children. Thus, early alterations to brain volumes and microstructure may contribute to some of the developmental deficits described in MLPT children.


Assuntos
Linguagem Infantil , Cognição/fisiologia , Substância Cinzenta/anatomia & histologia , Substância Cinzenta/crescimento & desenvolvimento , Recém-Nascido Prematuro/fisiologia , Substância Branca/anatomia & histologia , Substância Branca/crescimento & desenvolvimento , Pré-Escolar , Imagem de Difusão por Ressonância Magnética , Feminino , Idade Gestacional , Substância Cinzenta/diagnóstico por imagem , Humanos , Recém-Nascido , Estudos Longitudinais , Masculino , Tamanho do Órgão , Estudos Prospectivos , Substância Branca/diagnóstico por imagem
12.
Dev Psychol ; 56(5): 922-936, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32162935

RESUMO

Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and validated test instrument. Drawing on a German sample of 472 children (N = 281 language minority learners) we found evidence of a Matthew effect with the group of language minority learners showing both lower initial level and lower growth rates compared to their monolingual peers. In addition, results of simple and full conditional growth curve models underline the significant impact of family background (parental education, books at home) and of children's nonverbal cognitive abilities on the intercept as well as the growth of academic vocabulary, thereby supporting the assumption of an additional Matthew effect according to family background, particularly in monolingual majority language children. Our results indicate the need for an early promotion of the register of academic language in monolingual as well as language minority students. (PsycInfo Database Record (c) 2020 APA, all rights reserved).


Assuntos
Linguagem Infantil , Grupos Minoritários , Multilinguismo , Vocabulário , Criança , Feminino , Alemanha , Humanos , Masculino , Instituições Acadêmicas
13.
Dev Psychol ; 56(5): 897-911, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32191052

RESUMO

When threatened with ostracism, children attempt to strengthen social relationships by engaging in affiliative behaviors such as imitation. We investigated whether an experience of ostracism influenced the extent to which children imitated a partner's language use. In two experiments, 7- to 12-year-old children either experienced ostracism or did not experience ostracism in a virtual ball-throwing game before playing a picture-matching game with a partner. We measured children's tendency to imitate, or align with, their partner's language choices during the picture-matching game. Children showed a strong tendency to spontaneously align with their partner's lexical and grammatical choices. Crucially, their likelihood of lexical alignment was modulated by whether they had experienced ostracism. We found no effect of ostracism on syntactic alignment. These findings offer the first demonstration that ostracism selectively influences children's language use. They highlight the role of social-affective factors in children's communicative development, and show that the link between ostracism and imitation is broadly based, and extends beyond motor behaviors to the domain of language. (PsycInfo Database Record (c) 2020 APA, all rights reserved).


Assuntos
Linguagem Infantil , Comportamento Imitativo , Isolamento Social/psicologia , Desenvolvimento Infantil , Pré-Escolar , Feminino , Humanos , Masculino
14.
Proc Natl Acad Sci U S A ; 117(7): 3484-3491, 2020 02 18.
Artigo em Inglês | MEDLINE | ID: mdl-32015127

RESUMO

Parental language input is one of the best predictors of children's language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent-child turn-taking are both associated with advances in children's language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants (n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants' home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent-child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children's language growth during the same period, and children's language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children's social language turn-taking and language skills. Research-based interventions targeting social aspects of parent-child interactions can enhance language outcomes.


Assuntos
Desenvolvimento Infantil , Linguagem Infantil , Adulto , Feminino , Humanos , Lactente , Masculino , Relações Pais-Filho , Fala
15.
PLoS One ; 15(2): e0229591, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32106252

RESUMO

Previous research has established a correlation between literacy skills and sign language skills among deaf children raised in signing families, but little research has examined the impact of early signing skills on the rate of growth of emergent literacy in early childhood. A subset of data was extracted from a larger dataset containing national longitudinal data from a three-year investigation of early literacy development of deaf children who were between the ages of three and six at the outset of the study. Selection criteria for inclusion in this limited sample included: 1) being rated as having little or no access to spoken language and 2) being raised in homes in which signs were regularly used as a means of communication (N = 56). Our purpose was twofold: 1) to examine and describe the trajectories of growth in letter and word identification skill for this sample in relation to the participants' initial ages; and 2) to assess the degree to which the presence or deaf parents in the home (DoD) and the receptive American Sign Language (ASL) skills of the participants impacted both the level of emerging print literacy and its rate of growth over the three year period. We hypothesized that both the presence of a deaf parent in the home and the acquisition of ASL skills, a strong native language, would contribute to both the overall letter and word identification skills and to the rates of growth of this skill over time. Results indicated that having a deaf parent did, indeed, impact emergent literacy attainment, but its effect was rendered nonsignificant when ASL skill was taken into consideration. Possession of stronger ASL skills, whether or not the children had deaf parents, contributed significantly to both the levels and rate of growth. The findings contribute to the body of work that emphasizes the importance early language skills (spoken or signed) to later academic success and dispels the myth that deaf children with deaf parents have exclusive access to the acquisition of these skills.


Assuntos
Surdez/psicologia , Desenvolvimento da Linguagem , Línguas de Sinais , Criança , Linguagem Infantil , Pré-Escolar , Surdez/fisiopatologia , Surdez/terapia , Feminino , Humanos , Alfabetização , Estudos Longitudinais , Masculino , Pais/psicologia , Leitura
16.
J Autism Dev Disord ; 50(8): 3005-3017, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32067147

RESUMO

Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention.


Assuntos
Transtorno do Espectro Autista/psicologia , Livros , Linguagem Infantil , Intervenção Educacional Precoce/métodos , Pais , Leitura , Criança , Pré-Escolar , Família , Feminino , Humanos , Masculino
17.
Codas ; 32(1): e20190017, 2020.
Artigo em Português, Inglês | MEDLINE | ID: mdl-32049153

RESUMO

OBJECTIVE: To compare the performance in gross motor, fine motor-adaptive, language, cognitive and personal-social development skills of girls with a mean age of 36 to 71 months with Congenital Hypothyroidism treated from the neonatal period with that of their peers without thyroid alterations. METHODS: The participants included in the study were 30 children aged between 36 and 70 months divided into two groups paired for chronological age and socioeconomic status: 15 girls diagnosed with Congenital Hypothyroidism - Experimental Group (EG) and 15 girls without thyroid changes - Control Group (CG). The following assessment instruments were used: Interview with parents, Peabody Picture Vocabulary Test - Revised (PPVT-R), and Denver Developmental Screening Test - 2nd edition (DDST-II). Psychological testing of intellectual functioning was conducted with application of the Stanford-Binet Intelligence Scale (SBIS). The descriptive statistical analysis was performed using Student's t-test and the Mann-Whitney test at a significance level of 5% (p<0.05). RESULTS: Comparison of the PPVT-R and SBIS results showed a statistically significant difference between the EG and CG. Comparison of the DDST-II results showed a statistically significant difference between the groups for the fine motor-adaptive, language and gross motor areas. CONCLUSION: The present study confirms that Congenital Hypothyroidism affects child development, even when children are diagnosed and treated early, leading to alterations that can impair their motor, cognitive and language development.


Assuntos
Cognição/fisiologia , Comunicação , Hipotireoidismo Congênito/fisiopatologia , Destreza Motora/fisiologia , Estudos de Casos e Controles , Criança , Desenvolvimento Infantil , Linguagem Infantil , Pré-Escolar , Transtornos Cognitivos , Feminino , Humanos , Desenvolvimento da Linguagem , Habilidades Sociais
18.
Dan Med J ; 67(1)2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31908252

RESUMO

INTRODUCTION: School-aged children with hearing impairment (HI) listen and learn in noisy environments. On-going monitoring of speech understanding in noise is essential to adjust clinical interventions accordingly. METHODS: The aim of this study was to assess Dantale II in a paediatric population. The secondary aims were identification of differences and similarities between groups of children with HI and normal hearing and between different hearing technologies; investigation of possible associations between Dantale II and verbal working memory. This was a longitudinal, prospective study comparing groups of children (n = 70) using the Dantale II with five-word sentences and verbal working memory with the Clinical Evaluation of Language Functioning-4. RESULTS: Dantale II seems clinically feasible from the age of six years. Children with NH outperformed children with HI both on completion of the tests and dB signal-to-noise ratio (SNR) scores. Children with hearing aids outperformed children with cochlear implants on dB SNR scores. A significant and moderately strong association between speech understanding in noise and verbal working memory was identified. CONCLUSIONS: Our study produced knowledge about a new generation of children with HI, who showed potentials not previously described. Future research on cognitive development of paediatric populations with HI is essential, as knowledge from adult populations cannot be transferred directly to paediatric populations. FUNDING: The project received funding from the Innovation Foundation, the Oticon Foundation, Decibel and The Capital Region of Denmark. TRIAL REGISTRATION: not relevant.


Assuntos
Audiometria da Fala/métodos , Testes com Listas de Dissílabos/métodos , Perda Auditiva/psicologia , Percepção da Fala , Criança , Linguagem Infantil , Pré-Escolar , Dinamarca , Feminino , Perda Auditiva/fisiopatologia , Humanos , Estudos Longitudinais , Masculino , Estudos Prospectivos , Razão Sinal-Ruído
19.
J Autism Dev Disord ; 50(1): 319-332, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31625011

RESUMO

Writing is often difficult for individuals with autism spectrum disorder (ASD), yet relatively little literature exists that profiles specific strengths and needs within this area. This preliminary investigation compares the written language skills of adolescents with ASD without intellectual disability (n = 14) to typically developing (TD) adolescents (n = 12). Writing samples from persuasive, expository, and narrative genres were elicited. Variables of sample length, writing productivity, syntax, lexical diversity, and macrostructure were analyzed. In the persuasive and expository genres, the ASD group scored significantly lower than the TD group on sample length and some aspects of macrostructure. The ASD group scored higher than the TD group on lexical diversity in the persuasive genre. Other comparisons yielded large effect sizes but were not statistically significant.


Assuntos
Transtorno do Espectro Autista/psicologia , Redação , Adolescente , Criança , Desenvolvimento Infantil , Linguagem Infantil , Feminino , Humanos , Idioma , Masculino , Narração , Comunicação Persuasiva
20.
J Autism Dev Disord ; 50(1): 278-291, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31621021

RESUMO

Comprehensive interventions for children with autism spectrum disorder (ASD) often incorporate augmentative and alternative communication (AAC); however, variability in outcomes exists even among children who access similar intervention. This study investigated predictors of expressive language change for 48 children with ASD aged 31 to 67 months receiving AAC-infused intervention. The relationships between participants' initial responses to AAC and expressive language change were examined. Commonly reported predictors (IQ, chronological age, ASD symptomatology) did not significantly predict expressive language change. AAC factors (visual attention, object play, word learning) entered at Step 2 of a hierarchical multiple regression, explained an additional 42% of the variance. The findings provide preliminary data on child characteristics associated with expressive language changes within AAC-infused comprehensive interventions.


Assuntos
Transtorno do Espectro Autista/terapia , Linguagem Infantil , Transtornos da Linguagem/terapia , Terapia da Linguagem/métodos , Transtorno do Espectro Autista/psicologia , Criança , Pré-Escolar , Feminino , Humanos , Transtornos da Linguagem/psicologia , Masculino , Análise Multivariada , Resultado do Tratamento , Aprendizagem Verbal
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