Central auditory processing disorders often present with language disorders, sensory integration dysfunction, and learning disabilities (LD). In this study, a multimodal assessment of children with LD was used to identify certain problem areas. Phylogenetic analyses established the nature of the relationship among these areas and grouped them according to shared problem areas. The majority of children presented with deficits involving both the visual and auditory modalities, as well as problems with motor abilities and concentration skills. Within this majority group, further subgroups of problem areas were found to occur together. The results suggest that a multimodal perceptual approach is useful for enhancing diagnosis of and choosing interventions for these children.

Relationship Patterns Between Central Auditory Processing Disorders and Language Disorders, Learning Disabilities, and Sensory Integration Dysfunction

This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms.
The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages 4:1 to 5:0 engaged in first-hand experiences related to narrative texts, adapted expository texts, and mapping tasks within large group, small group, and class routine contexts. Data sources consisted of expository compare/contrast and problem/solution tasks, classroom observations, teacher and parent interviews, and parent surveys.
During instruction most of the 71 participating children made gains in both the compare/contrast and problem/solution tasks. They spontaneously applied problem/solution strategies in noninstructional settings. Teachers and parents reported that children were motivated by and engaged in the playful but systematic instruction.
Although there were limitations in the study, results suggest that preschool children are able to benefit from expository instruction that is explicit, purposeful, and focused on topics of natural interest to young children. The study should be replicated with refined measures and a more diverse population.

/pdf/teaching-expository-comprehension-skills-in-early-childhood-3uln9l57t3.pdf

Teaching Expository Comprehension Skills in Early Childhood Classrooms.

It has been commonly reported that WS individuals show 'bizarre' semantics. If this is true, one can predict differences in the way WS individuals learn new words. This thesis sets out to test this prediction. Lexical constraints on word-learning (after Golinkoff et al. and Markman) were tested on WS children and adults and on a wide age range of normal control children. Object scope constraints were present in a weaker form in WS individuals, but category type constraints were absent. All constraints were consistently demonstrated in normal controls between 3 to 9 years, i.e. a much wider age range than previous research. This points to later acquisition and weaker operation of constraints in people with WS, even in adulthood. The thesis used a variety of other experiments, both on-line and off-line, and demonstrated that semantics in WS are not 'bizarre'. Rather they are delayed in development, and apart from some subtle differences, WS adults tend to resemble the performance of normal 9 year olds.

Language acquisition in Williams Syndrome : lexical constraints and semantic organisation

/pdf/unidentified-language-deficits-in-students-with-emotional-4r0yx37tgx.pdf

Unidentified Language Deficits in Students with Emotional and Behavioral Disorders

Speech impairment of unknown origin is one of the most common communication impairments in childhood. The purpose of this systematic review was to identify limitations in life activities that may be associated with speech impairment, through analysing the findings of papers published in the past 10 years. Domains from the Activities and Participation component of the International Classification of Functioning, Disability and Health were used as search terms, and resulted in 57 papers being identified. Findings from each paper were reviewed in terms of the association between speech impairment and Activity Limitations and/or Participation Restrictions as defined by the ICF. The systematic review revealed that speech impairment in childhood may be associated with the following Activity Limitations and/or Participation Restrictions: learning to read/reading, learning to write/writing, focusing attention and thinking, calculating, communication, mobility, self-care, relating to persons in authority, informal relationships with friends/peers, parent-child relationships, sibling relationships, school education, and acquiring, keeping and terminating a job.

A systematic review of the association between childhood speech impairment and participation across the lifespan

Recent changes in legislation for persons with disabilities have led to an increased focus on Central Auditory Processing problems. Test scores from the Clinical Evaluation of Language Functioning-Revised (CELF-R), Test of Nonverbal Intelligence (TONI), and the Slosson Intelligence Test (SIT) obtained from folders of 40 clients referred for auditory processing problems were analyzed to ascertain the validity of using these tests with a population on which these tests were not normed. All tests and subscales were correlated significantly. Even so, mean differences were present, with one exception, on comparisons of test scores. Moreover, females obtained significantly higher scores on the TONI than did males. Our findings generally support the validity of using these tests with a Central Auditory Processing sample.

Validity of the CELF-R, TONI, and sit for children referred for auditory processing problems.

Background for the Study Language and speech, when developed normally, are powerful tools that can be used for a variety of purposes. Speech and language are used to control one's environment, manipulate the behavior of other people, solicit information, provide information, or entertain others. For the approximately 10% of the general population in North America whose language and speech skills have failed to develop normally, their ability to control their environment is limited (ASHA, 2001). For those whose speech and/or language are impaired, daily life situations can be frustrating. Pre-school and school-age children with language impairments may express their frustration using a variety of socially unacceptable behaviors. McCabe (2005) reported that children with language impairments exhibited "significantly more behavioral problems and poorer social competence than those children with articulation-only disorders and children without any impairments, and these results were observed in both home and school environments" (pg 373). It is the purpose of this study to examine the relationship of speech and language problems to problem behavior in elementary school children in an ecologically valid manner. Specifically, the purpose of this research was to compare the number of discipline slips issued to second grade students, with and without speech/language impairments, in a public school system located in a mid-south state. Language Impairments and Conduct Problems The American Speech-Language-Hearing Association reports that there are an estimated 3 million preschool and school-age children who have not developed age-appropriate oral language communication skills (Hargrove 1984). Young children with language impairments are at risk for continued communication problems, as well as for associated conduct problems (Camarata, Hughes, & Ruhl, 1988). Redmond and Rice (2002) reported that children with language disorders show a much higher rate of behavior problems than the population of normally developing children. Many studies have been conducted to assess the relationship between language and conduct problems (Donahue, Cole, & Hartas, 1994; Baker & Cantwell, 1982; Beitchmann, Nair, Clegg, Ferguson, & Patel, 1986; and Sanger, Maag, & Shapera, 1994). Ruhl, Hughes, and Camarata (1992) reported that students with conduct problems showed significant syntactic and semantic deficits with syntactic skills being the more impaired of the two. Keefe, Hoge, Shea and Hoening (1992) reported that the results of language assessments yielded scores significantly below the normative population on several sub-tests in oral vocabulary and syntactic knowledge for the school-identified students with conduct problems. Camarata et al. (1988) administered a language assessment to 38 school-age children with mild to moderate conduct problems. Of these students, 71% performed at the level of two standard deviations below the mean and 97% of them scored one standard deviation below the mean. In addition, Camarata et al. (1988) reported that expressive tasks were more difficult for the children with conduct problems than listening/comprehension tasks. None of the 38 subjects identified as having conduct problems had received a formal language assessment in the past. Only two of the 38 had received services from a speech-language pathologist (Camarata et al., 1988). Miniutti (1991) compared the language skills of 54 elementary aged children in special education classes (27 behaviorally disordered and 27 learning disabled) to 26 children in general education classes. Using the CELF-R (Semel, Wiig, & Secord, 1987), she discovered that the normally achieving children had significantly better language skills than the children in special education. No significant differences were observed between the behaviorally disordered and the learning disabled groups. She found that 81% of the children with behavioral disorders scored two standard deviations below the mean on the CELF-R. …

The Relationship between Discipline Infractions and Communication Disorders in Public School Students.

Serious shortages of speech-language pathologists (SLP) continue to exist in rural areas in spite of increasing numbers of available personnel and mandated provision of services. This study identif...

Employment Setting Changes of SLPS in a Rural State

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Validity of the CELF-R, TONI, and sit for children referred for auditory processing problems.

The Relationship between Discipline Infractions and Communication Disorders in Public School Students.

Employment Setting Changes of SLPS in a Rural State