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A group of children was identified as 'late talkers' who were slow in expressive language development (SELD) on the basis of small expressive vocabulary size at 20-34 months of age. The subjects were followed yearly throughout the preschool and early school-age periods in order to track growth in language and related skills. When the subjects were in second grade, their expressive language skills, as indexed by the Developmental Sentence Score, were measured. This measure was used as the outcome variable in regression and discriminant function analyses. Predictor variables included those gathered when the subjects entered the study at age 2. They included measures of early expressive and receptive language by parent report, nonverbal cognitive performance, Bayley Mental Scale score (a combined verbal and nonverbal cognitive measure), phonological skill, motor skills, maladaptive behaviors, social skills, birth order, socioeconomic (SES) level, and gender. Only SES and early expressive language skills predicted expressive language outcome in second grade. Discriminant function analysis revealed these two factors were significant in predicting success (scores above the tenth percentile), along with a contribution of early gross motor skills. The implications of these findings for understanding early language delays are discussed.
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This article discusses the integration of various aspects of the child's development, particularly the development of language and communication and the way in which these developments interact to enable the child to construct a coherent sense of self. Multiplex developmental disorder is presented as an example of a disorder that affects several of these crucial strands of development. Recent research and controversies regarding the diagnostic descriptions of multiplex and other pervasive developmental disorders are presented. This discussion is used to illustrate the ways in which such disorders affect not only the individual aspects of development, but the child's ability to form a cohesive sense of self. The implications of these difficulties in self-definition for treating children with disorders that affect a variety of aspects of development are also discussed.
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This article examines the communication styles of children with mental retardation, emphasizing the assessment and intervention protocols used by health and education professionals. This article highlights the following approaches: a developmental psycholinguistic orientation, a pragmatics approach, and a supportive interdependent format consistent with the 1992 revision of how mental retardation is classified. This article discusses children with mental retardation who show challenging and disruptive behavior.
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This article presents issues related to the communication assessment of children with psychiatric and communication disorders. Challenges inherent in assessing this population are discussed. Frequently used assessment instruments and procedures are described. Consideration is given to the assessment of very young or low-functioning children and older or high-functioning children.
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This article discusses the assessment of communication skills in children from birth to 5 years of age. The different methods appropriate for different developmental levels and the relationship of collateral areas, such as hearing, cognition, and speech motor control to the communication process, are addressed. The need for standardized and informal measures is emphasized Case studies are presented to illustrate the principles outlined.
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This article defines communication and describes its various disorders. Some of these disorders are associated with other DSM-IV conditions, such as mental retardation or pervasive developmental disorder. Others are specific to the language-learning process. The interactions between communication and psychiatric disorders are discussed. Suggestions for integrating treating approaches among communication disorders and mental health professionals are presented.