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Purpose: Children exposed to adversity (e.g., chronic poverty, traumatic events, and maltreatment) are at increased risk for performing below age expectations on norm-referenced language assessments, but it is unknown whether the risk is higher for specific language impairment (SLI). This exploratory study investigated whether adversity exposure is associated with reduced grammar knowledge and SLI. Method: The syntax subtest of the Diagnostic Evaluation of Language Variation–Norm-Referenced (DELV-NR) assessment was administered to 30 school-age children with known histories of adversity exposure. Their primary caregiver also completed a comprehensive adversity exposure measure, which captured adverse event type, frequency, chronicity, and severity. Analyses included t tests, correlations, Mann–Whitney U tests, and chi-square. Results: Overall, the sample performed below age expectations on the DELV-NR Syntax subtest, and a higher percentage of participants (20%) met diagnostic criteria for SLI than expected. The SLI and typical language (TL) groups did not significantly differ in adversity dosage, frequency, chronicity, or severity; however, participants in the SLI group were 1.46 times more likely to have experienced physical trauma than the participants in the TL group. Conclusions: Children with known histories of adversity exposure presented with grammatical deficits and SLI more often than expected based on the DELV-NR normative sample; however, features of the adverse event did not associate with SLI status except for exposure to physical trauma (e.g., physical abuse and victimization). Future research is needed to investigate the prevalence and potential causal pathways of SLI in this population. Supplemental Material: https://doi.org/10.23641/asha.20483706

Specific language disorder (SLD) is a neurodevelopmental disorder that characterizes language deficits together with the preservation of some cognitive domains. Voice evaluation in children with SLD should indicate and encourage a new perspective and provide us with a conceptual approach that has the potential to better understand the voice system of children with SLD by completing a guide to voice rehabilitation in these children. The aim of this research was to determine the components of the voice system, voice quality, as well as potential gender differences among children with SLD. The sample included 30 children with developmental dysphasia, aged 3 to 9 years (AS = 6.40; SD = 1.714), of whom 20 were boys and 10 were girls. The adapted Quick Screen For Voice and GRBAS scale were used to assess the voice quality. The obtained results show that the largest number of children with SLD have adequate biological predispositions for typical voice quality. A large number of children with SLD have no change in all analyzed perceptual voice parameters. The most common perceptual changes in the voice have been mild, followed by moderate, and the least common have been pronounced changes in the voice. There have been significant differences in the degree of hoarseness and hoarseness of the voice in relation to gender, more pronounced in boys (p < 0.05). Although the changes in voice quality in children with SLD have been mild, they are potentially significant for vocal pathologists, pointing to the importance of prevention, which should be implemented at an early age in order to preserve a healthy and quality voice.

Purpose: Most research on language acquisition and impairments is neutral to work setting; however, work settings (e.g., schools, health care) are expected to differ in alignment with overlaid workplace models (e.g., education, medical). These differences may affect clinical service provision for individuals with specific language impairment (SLI). This article evaluates potential effects of work setting on top-down advocacy initiatives and clinical service provision for children with symptoms of SLI. Method: Speech-language pathologists serving pediatric populations in health care–based ( n = 140) and school-based ( n = 423) work settings completed a three-part survey: (a) participant demographics, (b) report of case/workload and practice patterns, and (c) clinical vignettes and eligibility belief. Data analysis included descriptives and chi-square tests. Results: The work setting groups reported differences in eligibility terminology, eligibility criteria, and practice patterns from the point of referral through discharge. The reported differences aligned with overlaid workplace models. As compared to the school-based group, health care–based participants reported fewer eligibility restrictions in the workplace, agreed more often with a belief in less restrictive eligibility criteria, and reported more sensitive clinical decisions when operating under neutral workplace circumstances. Despite these findings, health care–based participants reported a smaller proportion of individuals with language impairment only on their caseload. Discussion: Work setting variations influence the underidentification of individuals with SLI for speech-language pathology services. Differences in responses by workplace indicate the need for unique and targeted advocacy efforts. Shifting diagnostic terminology and criteria will be insufficient in closing the gap unless advocacy efforts also address speech-language pathologists' workplace realities.

[EU] Hizkuntzaren Nahasmendu Espezifikoaren (HNE) inguruan asko aurreratu den arren, oraindik gaiaren inguruan gehiago sakontzea beharrezkoa da. Horretarako, funtsezkoa da Lehen Hezkuntzako etapako irakasleak, HNE duten ikasleek izan ditzaketen zailtasunen eta beharren inguruko informazioa eta baliabide ezberdinak eskura izatea. Bide horretan aurrerapauso bat eman nahirik, lan honen helburua da Lehen Hezkuntzako etapan HNE duten ikasleen ongizatea bermatzeko eta ikasle horiek hizkuntza idatzian trebatzeko webgune batean irakasleentzako eta familientzako orientabide eta baliabide ezberdinak eskaintzea. Prozesu honetan, hezkuntzako profesional ezberdinei elkarrizketak egin, HNE duten ikasleak behatu eta iturri bibliografiko ezberdinak arakatu dira, besteak beste. Azkenik, informazio guztia eta orientabide eta baliabide ezberdinak sortu den webgunean argitaratu dira. [ES] Aunque se ha avanzado mucho en torno al Trastorno Específico del Lenguaje (TEL), todavía es necesario profundizar más sobre el tema. Para ello es fundamental que el profesorado de la etapa de Educación Primaria disponga de información y recursos diversos sobre las dificultades y necesidades que puede tener el alumnado con TEL. Con el objetivo de dar un paso adelante en este camino, el objetivo de este trabajo es ofrecer diferentes orientaciones y recursos para el profesorado y las familias en un espacio dedicado a la formación en lenguaje escrito para garantizar el bienestar del alumnado con TEL en la etapa de Primaria. En este proceso se han realizado entrevistas a diferentes profesionales de la educación, se ha observado al alumnado con TEL y se han rastreado diferentes fuentes bibliográficas, entre otras. Por último, toda la información y las diferentes orientaciones y recursos se han publicado en la web creada. [EN] Although much progress has been made in relation to Specific Language Disorder (SLD), it is still necessary to go deeper into the subject. In order to do so, it is essential that teachers in Primary Education have access to information and resources on the difficulties and needs that pupils with SLD may have. In order to take a step forward on this path, the aim of this work is to offer different guidelines and resources for teachers and families in a space dedicated to training in written language to ensure the well-being of pupils with SLD in the Primary stage. In this process, interviews have been carried out with different education professionals, pupils with SLD have been observed and different bibliographical sources have been searched, among others. Finally, all the information and the different guidelines and resources have been published on the website created.

RESUMO Objetivo Analisar a interlocução terapeuta-sujeito com afasia no processo de interpretação e organização de história em quadrinhos. Métodos Estudo transversal, de natureza qualitativa. Os dados coletados foram de situações enunciativas audiogravadas e apresentadas descritivamente por quadros de interlocução (A1-T1) e (A2-T2), registrando atividade com Histórias em Quadrinhos (HQ), realizada em encontro do Grupo Interdisciplinar de Convivência da instituição, do qual participaram sujeitos com e sem afasia. Analisou-se a interlocução entre duas terapeutas em formação (T1 e T2) e dois sujeitos com afasia (A1 e A2). Resultados As interlocuções entre A1-T1 e A2-T2, ocorridas durante o processo de organização das HQ, evidenciaram posicionamentos diferentes das terapeutas, no que tange ao ouvido e ao narrado. A1 foi reconhecida por T1 como sujeito de linguagem, à medida que a terapeuta promoveu a disjunção, ou seja, encaminhou A1 à condição de locutor; o mesmo fato não ocorreu com A2 e T2, pois o primeiro não foi reconhecido como sujeito de linguagem, já que T2 manteve-se em conjunção, não conferindo lugar de fala a A2. Conclusão A enunciação benvenistiana configura-se como recurso teórico-metodológico para análise e intervenção clínica junto a sujeitos com afasia. O contexto de convivência grupal impõe-se como lócus de cuidado e formativo para as diferentes áreas de atenção às pessoas com afasia, articulando, interdisciplinarmente, aspectos da enunciação à prática terapêutica. ABSTRACT Purpose To analyze the therapist-subject with aphasia interlocution in the process of interpretation and organization of comics. Methods Cross-sectional study of a qualitative nature. The data are from audio-recorded enunciative situations and presented descriptively by interlocution charts (A1-T1) and (A2-T2), registering activity with Comics, held at a meeting of the Interdisciplinary Group of Coexistence (GIC) in which subjects with and without aphasia participate. The interlocution between two therapists in training (T1 and T2) and two subjects with aphasia (A1 and A2) is analyzed. Results: The interlocutions between A1-T1 and A2-T2, which occurred during the process of organization of the comic, show different positions of the therapists regarding the ear and the narrated. A1 is recognized by T1 as a subject of language as the therapist promotes disjunction, that is, it directs A1 to the condition of speaker; the same does not occur with A2 and T2, because the former is not recognized as a subject of language, since T2 remains in conjunction, not giving A2 speaking space. Conclusion Benvenistian enunciation is configured as a theoretical and methodological resource for analysis and clinical intervention with subjects with aphasia; the context of group coexistence imposes itself as a locus of care and training for the different areas of attention to people with aphasia, articulating, interdisciplinary, aspects of enunciation to therapeutic practice.

Objectives: This study examined whether there is a significant relationship between Korean Brief Parent Report (KBPR) and Working Memory (phonological loop, episodic buffer); and investigated the significant predictor of children’s language ability.Methods: A total of 52 children from 4 to 6 years old participated in this study composed of children with Specific Language Impairment (SLI), and typically developing (TD) children. Experimental tasks including KBPR, Non-Word Repetition (NWR), Word List Recall and a Symmetric-Asymmetric Matrix were used. One-way ANOVA, correlational, and multiple stepwise regression analysis were used.Results: 1) There was a significant difference between groups in section B (Current abilities) and C (Behavior patterns and activity preferences). 2) There was a statistically significant difference in phonological loop and linguistic episodic buffer (EB). 3) The correlation between each section score of KBPR and working memory in the TD group showed consistent linguistic sentential order in the EB task with all the other sections except for section A. In the SLI group, section A had correlation with phonological loop, section B had correlation with linguistic EB, and section C had correlation with non-linguistic EB 4) The most significant predictor of the KBPR total score in the TD group was linguistic sentential order EB, and in the SLI group was phonological loop.Conclusion: Both the KBPR score and working memory task competency of the SLI and TD groups showed significant differences. In addition, the meaningful predictor in the total score of KBPR in each group respectively was NWR in the SLI group and linguistic sentential order EB in the TD group.

Purpose This study investigated the auditory comprehension of Japanese sentences including relative clauses (RCs) by 52 Japanese-speaking children with typical development (TD) and 16 children with specific language impairment (SLI). Method A picture-pointing task measured RC and main clause (MC) comprehension for object and subject relatives in sentences with varying lengths. The accuracy of RC only, MC only, and combined comprehension (RC and MC) was analyzed with linear mixed-effects (logistic) models to examine accuracy and the effects of the deep gap–filler distance (structural complexity), the surface linear distance, and sentence length for the two participant groups. Six language tests and two working memory tests were administered to determine language and working memory status. A factor analysis grouped them into two factors that were examined as predictors of comprehension performance. Results Initial models indicated that children with SLI performed more poorly than their peers with TD. Working memory abilities predicted the comprehension of subject and object relative sentences, but language abilities other than a general measure of sentence comprehension were only limited predictors. In a series of pairwise comparisons, children with SLI did not exhibit comprehension facilitation for RC sentences with lower structural complexity, nor did they exhibit comprehension facilitation when the linear distance between the gap and the filler was shorter, perhaps because of their overall lower performance. Children with TD made more errors on sentences with higher structural complexity but did not exhibit any linear distance effects. Neither group exhibited effects of noun phrase or sentence length. Conclusions Japanese-speaking children with TD exhibited negative comprehension effects of increased deep structure complexity, but not of linear surface distance or sentence noun phrase length. The children with SLI face challenges in comprehending both subject and object relative sentences compared to their typically developing peers. Their poorer working memory abilities are the primary factor that constrains their performance.

Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1840. Curs acadèmic: 2021/2022 Aquest treball té com a objectiu proporcionar materials i estratègies per a desenvolupar el llenguatge oral i previndre el TEL (Trastorn Específic del Llenguatge) o altres dificultats en l’expressió verbal des d’una perspectiva inclusiva. Per a aconseguir aquesta finalitat s’han creat tres recursos diferents que poden emprar-se dintre de les aules ordinàries. A més a més, per saber si s’han obtingut els propòsits planificats per a aquesta investigació-acció, s’han realitzat entrevistes a especialistes i a la tutora i un seguiment de la posada en pràctica mitjançant llistes de control. Els resultats mostren que els recursos motivadors per a l’alumnat contribueixen a la millora i desenrotllament del llenguatge oral i que són eines adequades per a treballar de manera inclusiva amb tot l’alumnat de l’aula. This work aims to provide materials and strategies for developing students’ oral language and preventing SLI (Specific Language Impairment) or other difficulties in verbal expression from an inclusive perspective. To achieve this, three different resources, that can be used in regular classrooms, have been created. In addition, in order to find out if the planned objectives have been achieved, interviews have been conducted with specialists and with the tutor and a follow-up of the implementation through checklists. The results show that the motivating resources for students contribute to the improvement and development of oral language and are appropriate tools for working in an inclusive way with all students in the classroom.

Purpose Current research has demonstrated that behavioral, emotional, and/or social difficulties often accompany developmental language disorder (DLD). It is an open question to what degrees such difficulties arise as consequence of impaired language and communicative skills, or whether they might also be driven by deficits in verbal and nonverbal emotion processing (e.g., the reduced ability to infer and verbalize emotional states from facial expressions). Regarding the existence of nonverbal deficits, previous research has yielded inconsistent findings. This study was aimed at gaining deeper knowledge of the basic aspects of emotion understanding in children with DLD by comparing their performance on nonverbal and verbal emotion categorization tasks to that of typically developing children. Method Two verbal tasks (Lexical Decision and Valence Decision With Emotion Terms) and two nonverbal tasks (Face Decision and Valence Decision With Facial Expressions) were designed to parallel each other as much as possible, and conducted with twenty-six 6- to 10-year-old children diagnosed with DLD. The same number of typically developed children, carefully matched by age and gender, served as a control group. Results The children with DLD showed lower performance in both verbal tasks and exhibited noticeable problems in the nonverbal emotion processing task. In particular, they achieved lower accuracy scores when they categorized faces by their valence (positive or negative), but did not differ in their ability to distinguish these faces from pictures displaying animals. Conclusions This study provides evidence for the hypothesis that problems in emotion processing in children with DLD might be multimodal. Therefore, the results support the idea of mutual influences in the development of language and emotion skills and contribute to the current debate about the domain specificity of DLD (formerly referred to as specific language impairment).

Numerosas hipótesis explicativas apoyan la existencia de limitaciones en el bucle fonológico de las personas con Trastorno Específico del Lenguaje (TEL). La repetición de pseudopalabras es una tarea sensible a la capacidad del bucle fonológico dentro de la memoria de trabajo, puesto que esta repetición provoca que el niño tenga que mantener de forma temporal la información fonológica, para más tarde reproducirlo. El objetivo principal de este trabajo es aportar información novedosa acerca de las diferencias en los resultados entre niños con desarrollo típico y trastornos del lenguaje ante una tarea de repetición de pseudopalabras donde los estímulos han sido controlados estrictamente a nivel fonológico. En este estudio participaron un total de 36 niños de entre 7 y 12 años: 18 niños con desarrollo típico y 18 con diagnóstico previo de TEL. Para llevar a cabo dicho estudio se elaboró una prueba de repetición de pseudopalabras controlando variables, como son la longitud, frecuencia, composición, acentuación y repeticiones de cada sílaba.Los resultados obtenidos demuestran que los niños con TEL se muestran más sensibles a las variables de longitud, frecuencia y la interacción entre estas. De igual forma, los datos han demostrado que la posición en la que aparece una sílaba infrecuente juega un papel importante, provocando mayores errores en los niños con desarrollo típico (DT) cuando la sílaba infrecuente se encuentra en última posición.Los datos obtenidos ponen en manifiesto la necesidad de continuar analizando de manera sistemática la interacción entre las variables longitud y frecuencia. Además, se comentan las implicaciones de cara al diagnóstico clínico, Numerous explanatory hypotheses support the existence of limitations in the phonological loop of people with Specific Language Disorder. The repetition of pseudo-words is a task sensitive to the capacity of the phonological loop within the Working Memory, since this repetition causes the child to temporarily maintain phonological information, to later reproduce it. The main objective of this work is to provide new information about the differences in outcomes between typically developing children with language disorders when faced with a pseudo-word repetition task where the stimuli have been strictly controlled at the phonological level. A total of 36 children between 7 and 12 years old participated in this study: 18 children with typical development and 18 with previous diagnosis of TEL. To carry out this study, a pseudo-word repetition test was developed, controlling for variables such as length, frequency, composition, accentuation, and repetitions of each syllable.The results obtained show that children with TEL are more sensitive to the variables of length, frequency, and the interaction between them. Similarly, data have shown that the position in which an infrequent syllable appears plays an important role, causing greater errors in children with TD when the infrequent syllable is in the last position.The data obtained show the need to continue systematically analyzing the interaction between the length and frequency variables. In addition, the implications for clinical diagnosis are discussed

Vornehmlich im anglikanischen Sprachraum durchgefuhrte Studien zeigen, dass Sprachentwicklungsstorungen zu Benachteiligungen in schulischer und beruflicher Entwicklung fuhren. Wie sich die Situation in Deutschland darstellt, ist nicht publiziert. Wir haben Heranwachsende und junge Erwachsene, die aufgrund einer SES stationar behandelt worden waren, bezuglich ihrer schulischen und sprachlichen Entwicklung befragt. Auf Grundlage eines hierfur entwickelten Fragebogens wurden insgesamt 193 junge Erwachsene, die in den Jahren 1998–2005 stationar in der Abteilung Kommunikationsstorungen der HNO-Universitatsmedizin Mainz behandelt worden waren, kontaktiert und bezuglich ihrer schulischen Entwicklung und der noch aktuell bestehenden sprachlichen Defizite befragt. Es konnten 70 Probandinnen/Probanden in die Studie eingeschlossen werden. Knapp die Halfte der Probandinnen/Probanden (48,6 %; n = 34) besuchte in den ersten vier Jahren durchgehend die normale Regelgrundschule, die andere Halfte (50 %; n = 35) eine Sprachheilschule bzw. Forderschule mit Schwerpunkt Sprache/Kommunikation (andere: 1,4 %; n = 1). Die Schullaufbahn beendeten 31,5 % (n = 22) mit dem Abitur/Fachabitur, 33 % (n = 23) mit dem Realschulabschluss und 30 % (n = 21) mit dem Hauptschulabschluss, drei Personen mit einem sonderpadagogischen Abschluss, eine ohne Abschluss. Heute noch sprachliche Einschrankungen zu haben verneinten 71 % (n = 50) der Probandinnen/Probanden. Die schulische und sprachliche Entwicklung nach einer stationaren Therapie einer schweren SES scheint gunstig zu verlaufen. Die schulische Laufbahn wurde in uber 90 % mit einem Regelschulabschluss beendet, und sprachliche Schwierigkeiten wurden von den befragten Probandinnen/Probanden als untergeordnet eingeschatzt.

Purpose The goal of this study was to examine online and off-line sentence processing using Korean language relative clause sentences between children with specific language impairment (SLI) and children with typical development (TD). Method Twenty-four children with TD and 19 children with SLI participated in this study. Children completed online and off-line sentence-processing tasks using relative clause sentences. The response time (RT) data obtained from the online processing task were analyzed at each word position and between adjacent words for items answered both correctly and incorrectly on the off-line comprehension task. A linear mixed-effects model and a generalized linear mixed-effects model were used to analyze the performances on the online/off-line sentence-processing task between the two groups. Results The results revealed that the processing pattern of RTs on the online processing task differed between the two groups, such that the SLI group did not show the predicted RT increase while the TD group did. Also, the SLI group processed each word with comparable or faster reading rates than the TD group. On the off-line comprehension task, the SLI group performed poorly compared to the TD group. Conclusions Processing of syntactically complex sentences differed between the TD and SLI groups, such that the SLI group had lower accuracy on the off-line comprehension task and was less efficient on the online processing task as compared to the TD group. These results mainly support the syntactic deficit account in children with SLI.

Resumen: Introducción: Existen diferentes posturas en cuanto a la delimitación entre los trastornos del lenguaje y de la comunicación; sobre todo al acuñar las definiciones, sus limitantes y particularmente poder medir los pronósticos y diferentes procesos a lo largo del neurodesarrollo. El presente consenso busca unir las diferentes visiones de la región latinoamericana sobre los Trastornos del Desarrollo del Lenguaje (TDL) y Trastornos del Espectro Autista (TEA), homologar taxonomías y evolución a lo largo de los primeros años de vida. Método: Se realizó un estudio Delphi Modificado para llegar a un consenso sobre la definición más adecuada y diagnóstico temprano de los TDL y TEA. Resultados: Un total de 34 profesionales de 11 países de la región aceptaron la invitación para participar en el consenso e incluyó a distintos especialistas a cargo del cuidado de estos pacientes. Se realizaron dos rondas de evaluación llegando a un acuerdo y consenso en todos los ítems. Conclusiones: El término “Riesgo para Trastornos de la Comunicación y del Lenguaje” es creado para referirse a los niños que no caen en ninguna categoría diagnóstica en etapas tempranas del desarrollo. Consideramos que tanto el uso de este término como el del resto de los mismos, alcanzados por consenso, permitirá coincidir en distintos puntos para la caracterización del TDL y TEA, todo ello contribuirá a evaluar de forma más específica cuáles son las intervenciones adecuadas que mejoren el pronóstico y modifiquen las trayectorias del desarrollo de esta población en nuestra región. Summary: Introduction: There are different points of view regarding the delimitation between language and communication disorders; especially when establishing the definitions, their limitations and above all being able to measure prognoses and different processes throughout neurodevelopment. The present consensus seeks to unify the different points of view of the Latin American region on Language Development Disorders (LDD) and Autism Spectrum Disorders (ASD), standardize the taxonomies and evolution throughout the first years of life. Method: A Modified Delphi study was carried out to reach a consensus on the most adequate definition and early diagnosis of TDL and ASD. Results: A total of 34 professionals from 11 countries in the region accepted the invitation to participate in the consensus and included different specialists in charge of the care of these patients. Two rounds of evaluation were carried out, reaching an agreement and consensus on all items. Conclusions: The term “Risk for Communication and Language Disorders” is created to refer to children who do not fall into any diagnostic category in early stages of development. We consider that using this term as well as the rest of the terms reached by consensus in the present work will allow to match in different points for the characterization of TDL and ASD, this will contribute to a more specific evaluation regarding the appropriate interventions to improve prognosis and modify development trajectories of this population in our region.