Topic
Language delay
About: Language delay is a research topic. Over the lifetime, 1027 publications have been published within this topic receiving 38199 citations.
Papers published on a yearly basis
1 / 2
Papers
Book•
1 Jul 2004
TL;DR: This comprehensive, student-friendly text takes the popular first edition to the next level, enriching it with 6 years of new research and the latest guidance on best practices.
Abstract: As more and more dual language learners enter the school system, now's the ideal time for this second edition of the bestselling textbook - essential for preparing SLPs and educators to work with young children who are bilingual or learning a second language. This comprehensive, student-friendly text takes the popular first edition to the next level, enriching it with 6 years of new research and the latest guidance on best practices. Dispelling the many myths about dual language development, the expert authors arm future professionals with the information they need to support young bilingual children and their families, all while meeting Head Start's guidelines on cultural and linguistic responsiveness. Preservice professionals will get a solid foundation of knowledge to help them address reading impairments in dual language learners (NEW CHAPTER!) minimize barriers to language development in internationally adopted children (NEW CHAPTER!) give children continuous, consistent, and rich exposure to both languages recognize the typical stages of second-language learning determine when a language delay is the result of an actual disorder prevent attrition of the child's first language make appropriate decisions about the schooling of dual language learners understand code mixing and successfully factor it into language assessments apply effective assessment strategies to accurately diagnose language impairments plan interventions that are culturally appropriate and respect the child's identity address parents' concerns and help them support their child's development in both languages Undergraduate and graduate students will also benefit from detailed profiles of dual language learners, definitions of key terms, and summary sections that juxtapose key points with their implications for effective practice. With the clear information in this state-of-the-art textbook-also a valuable resource for in-practice SLPs and educators-professionals will be ready to make informed decisions that help young dual language learners thrive, both at home and in the classroom. Dual Language Development & Disorders is a part of the Communication and Language Intervention Series.
857 citations
TL;DR: The Language Development Survey (LDS) was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates.
Abstract: This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year...
822 citations
TL;DR: Variations from typical and language delayed development are detectable in many children with ASD using a measure of general development by 24 months of age, which showed a significant decrease in development between the first and second birthdays.
Abstract: Background Autism is rarely diagnosed before three years of age despite evidence suggesting prenatal abnormalities in neurobiological processes. Little is known about when or how development becomes disrupted in the first two years of life in autism. Such information is needed to facilitate early detection and early intervention. Methods This prospective study of autism spectrum disorders (ASD) examined development using the Mullen Scales of Early Learning (MSEL) in 87 infants tested at target ages 6, 14, and 24 months. Participants came from infants at high risk (siblings of children with autism) and low risk (no family history of autism) groups. Based on language test scores, Autism Diagnostic Observation Schedule, and clinical judgment at 24 months of age, participants were categorized as: unaffected, ASD, or language delayed (LD). Longitudinal linear regression and ANOVA models were applied to MSEL raw scores, and estimates were compared between the three diagnostic groups. Results No statistically significant group differences were detected at 6 months. By 14 months of age, the ASD group performed significantly worse than the unaffected group on all scales except Visual Reception. By 24 months of age, the ASD group performed significantly worse than the unaffected group in all domains, and worse than the language delayed group in Gross Motor, Fine Motor, and Receptive Language. The developmental trajectory of the ASD group was slower than the other groups', and showed a significant decrease in development between the first and second birthdays. Conclusions Variations from typical and language delayed development are detectable in many children with ASD using a measure of general development by 24 months of age. Unusual slowing in performance occurred between 14 and 24 months of age in ASD.
768 citations
TL;DR: The prevalence and the natural history of primaryspeech and language delays were two of four domains covered in a systematic review of the literature related to screening for speech and language delay carried out for the NHS in the UK and suggest that both concurrent and predictive case definition can be problematic.
Abstract: The prevalence and the natural history of primary speech and language delays were two of four domains covered in a systematic review of the literature related to screening for speech and language delay carried out for the NHS in the UK. The structure and process of the full literature review is introduced and criteria for inclusion in the two domains are specified. The resulting data set gave 16 prevalence estimates generated from 21 publications and 12 natural history studies generated from 18 publications. Results are summarized for six subdivisions of primary speech and language delays: (1) speech and/or language, (2) language only, (3) speech only, (4) expression with comprehension, (5) expression only and (6) comprehension only. Combination of the data suggests that both concurrent and predictive case definition can be problematic. Prediction improves if language is taken independently of speech and if expressive and receptive language are taken together. The results are discussed in terms of the need to develop a model of prevalence based on risk of subsequent difficulties.
710 citations
TL;DR: A large number of adults with autism who had shown early delays in language were compared with individuals who were reported to have had no such delays, either in their use of words or phrases, and poor performance on language tests challenges the assumption that early language development in Asperger syndrome is essentially normal.
Abstract: The question of whether Asperger syndrome and high-functioning autism should be considered as the same or different conditions has been a source of debate and controversy over recent years. In the present study, 34 adults with autism who had shown early delays in language were compared with 42 individuals who were reported to have had no such delays, either in their use of words or phrases. All participants were at least 18 years of age, had a nonverbal IQ of 70 or above and met ADI-R criteria for age of onset, communication and social impairments, and stereotyped behaviors. Those in the language delay group were diagnosed as having high-functioning autism. The remainder were designated as having Asperger syndrome. The groups were matched for age, nonverbal IQ and gender. No significant differences were found between the groups either in their total ADI-R algorithm scores, or in their algorithm scores on individual domains. Social outcome ratings and ADI-R scores based on current functioning also failed to differentiate between the groups. Scores on tests of language comprehension and expression were also similar, but in both groups language abilities were well below chronological age level. The implications of these results with respect to the differences between Asperger syndrome and high-functioning autism are discussed. The poor performance on language tests also challenges the assumption that early language development in Asperger syndrome is essentially normal.
624 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 8 |
| 2024 | 15 |
| 2023 | 24 |
| 2022 | 34 |
| 2021 | 52 |
| 2020 | 57 |