speech and language disorders

Limbaj și comunicare în contextul TSA: mituri și evidențe

Language and communication: myths and evidences

Raluca Nicoleta TRIFU, Carolina BODEA HAŢEGAN, Bogdana MICLEA
Abstract

Autism spectrum disorder is a very common developmental disorder nowadays. CPLOL celebrated speech and language therapy day on the 6th of March and dedicated this day to Communication in Autism. Based on this, we prepared a workshop within our association (ASTTLR) under this theme where ASD was approached based on the language myths and on the language evidences. The fallowing myths and evidences were discussed based on significant studies in the field: echolalia, language idiosyncrasy, personal pronoun usage, gestures, the gap between receptive and expressive language. Conclusions underlined that language development can be an important indicator in ASD, but it must be carefully approached as not all specific language development features can be by themselves diagnostic criteria.

Keywords:autism spectrum disorder, speech and language disorders, social-pragmatic communication disorder, echolalia, language idiosyncrasy, personal pronoun
pdf

DOI: 10.26744/rrttlc.2019.5.1.11

Published on line: 31/03/2019

References:
Anca, M.; Hațegan, C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. DSM-IV-TR. American Journal of Critical Care. https://doi.org/10.1176/dsm 10.1176/appi.books.9780890420249.dsm-iv-trAPA. (1980). DSM-III: Diagnostic and statistical manual of mental disorders. American Psychiatric Association. https://doi.org/10.1017/CBO9781107415324.004APA. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). American Psychiatric Association.APA. (2015). DSM-5, Manual de Diagnostic si Clasificare Statistica a Tulburarilor Mintale. (APA, Ed.) (5th ed.). București: Callisto. Retrieved from https://www.callisto.ro/carte/dsm-5-manual-de-diagnostic-si-clasificare-statistica-a-tulburarilor-mintale–i7369ASHA. (2019). Social Communication. Retrieved from https://www.asha.org/public/speech/development/Pragmatics/

ASTTLR. (2019). Program – Workshop. Autism Comunicare. Retrieved from https://asttlr.files.wordpress.com/2019/03/program_9_martie.pdf

Bodea-Hațegan, C. (2016). Logopedia. Terapia tulburărilor de Limbaj. Structuri deschise. București: Editura Trei.

Bodea-Hațegan, C. (2018). Verbal fluency – semantic and phonemic. Revista Română de Terapia Tulburărilor de Limbaj Şi Comunicare, IV(2), 79–86. https://doi.org/10.26744/rrttlc.2018.4.2.10

Bodea-Hațegan, C., Talaș, D., & Trifu, R. N. (2016). Social -Pragmatic Communication Disorder. A study investigating the perception of the Romanian speech and language therapists. Revista Română de Terapia Tulburărilor de Limbaj Şi Comunicare, 2(2), 3–13. https://doi.org/10.26744/rrttlc.2016.2.2.02

Cosman, D. (2010). Psihologie medicală. Iaşi: Polirom EX – 464 p.

Coward, H., Paez, S., & Jayes, M. (2019). A continental approach. RCSLT Bulletin, March, 20–21. https://doi.org/.1037//0033-2909.I26.1.78

Dobrescu, I., Rad, F., & Nedelcu, M. C. (2016). Tulburări pervazive de Dezvoltare/Tulburări de spectru autist. In I. Dobrescu (Ed.), Manual de Psihitrie a copilului și adolescentului (I, pp. 264–347). București: Total Publishing.

Frith, U. (1989). Autism : explaining the enigma. Oxford UK ;;Cambridge MA USA: Basil Blackwell. Retrieved from https://www.worldcat.org/title/autism-explaining-the-enigma/oclc/18716337

Gernsbacher, M. A., Morson, E. M., & Grace, E. (2016). Language and Speech in Autism. Annu Rev Linguist, (Apa 1980), 413–425. https://doi.org/10.1146/annurev-linguistics-030514-124824.

Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.

Kendell, R. E. (2014). Diagnostic and Statistical Manual of Mental Disorders, 3rd ed., revised (DSM-III-R). American Journal of Psychiatry. https://doi.org/10.1176/ajp.145.10.1301

Kim, S. H., & Lord, C. (2018). Autism Diagnostic Interview, Revised. In Encyclopedia of Clinical Neuropsychology. https://doi.org/10.1007/978-3-319-56782-2_1519-3

Lee, A., RP, H., & S., C. (1994). I, you, me, and autism: an experimental study. – PubMed – NCBI. J Autism Dev Disord., Apr;24(2), 155–76. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/8040159

Mody, M., Manoach, D. S., Guenther, F. H., Kenet, T., Bruno, K. A., & McDougle, C. J. (2013). Speech and language in autism spectrum disorder: A view through the lens of behavior and brain imaging. Neuropsychiatry, 3(2), 223–232. https://doi.org/http://dx.doi.org/10.2217/npy.13.19

Organization, W. H. (2018). ICD-11. Retrieved February 28, 2019, from https://icd.who.int/

Prud’hommeaux, E., & Roark, B. (2011). Classification of atypical language in autism. Acl Hlt …, (June), 88–96. Retrieved from http://www.newdesign.aclweb.org/anthology/W/W11/W11-06.pdf#page=98

Radua, J., Via, E., Catani, M., & Mataix-Cols, D. (2011). Voxel-based meta-analysis of regional white-matter volume differences in autism spectrum disorder versus healthy controls. Psychological Medicine. https://doi.org/10.1017/S0033291710002187

Rutter, M., LeCouteur, A., Lord, C., Macdonald, H., Rios, P., & Folstein, S. (1988). Diagnosis and Subclassification of Autism. In Diagnosis and Assessment in Autism. https://doi.org/10.1007/978-1-4899-0792-9_16

Sadock, B. J., Sadock, V. A., Ruiz, P., & Kaplan, H. I. (2009). Kaplan & Sadock’s comprehensive textbook of psychiatry. Wolters Kluwer Health/Lippincott Williams & Wilkins.

Sauer, E., Levine, S. C., & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- or perinatal brain lesions. Child Development, 81(2), 528–39. https://doi.org/10.1111/j.1467-8624.2009.01413.x

Trifu, R., Mera, D., Hambrich, M., & Cozman, D. (2015). Verbal Fluency, Clustering and Switching In Persons with Depression as Indicators for Cognitive Impairments. Revista Română de Psihiatrie, XVII(4), 112–119.

Trifu, R. N., Nemeș, B., Cozman, D., & Bodea-Hațegan, C. (2017). Linguistic indicators of language in major depressive disorder (MDD). an evidence based research. Journal of Evidence-Based Psychotherapies, 17(1), 105–128. DOI: 10.24193/jebp.2017.1.7

Volden, J., & Lord, C. (1991). Neologisms and idiosyncratic language in autistic speakers. Journal of Autism and Developmental Disorders, 21(2), 109–130. https://doi.org/10.1007/BF02284755

Warren, J. E., Wise, R. J. S., & Warren, J. D. (2005). Sounds do-able: auditory–motor transformations and the posterior temporal plane. Trends in Neurosciences, 28(12), 636–643. https://doi.org/10.1016/j.tins.2005.09.010

Wimpory, D., Hansen, R., Scahill, L. D., Azad, A., Gulsrud, A. C., Violette, M., … Rapin, I. (2012). DSM-III-R. In Encyclopedia of Autism Spectrum Disorders. https://doi.org/10.1007/978-1-4419-1698-3_1443

Wolff, S., & Chess, S. (1964). A BEHAVIOURAL STUDY OF SCHIZOPHRENIC CHILDREN. Acta Psychiatrica Scandinavica, 40(4), 438–66. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/14325807

World Health Organization. (1993). The ICD-10 Classification of Mental and Behavioural Disorders. Nonserial Publication WHO. https://doi.org/10.4103/0019

Etiologia şi caracteristicile tulburărilor specifice de limbaj

The etiology and the symptomatology of the specific speech and language disorders

Oana PREDA
Abstract

The etiology and the characteristics of specific language impairment. After “Mapping Theories”, with integrative and systemic perspective, the developmental language impairment involve the different deficits and disorders: a) the deficits of auditory processing and speech perception; b) the deficits of perception and awareness of phonemes; c) specific phonological deficit hypothesis; d) phonological memory deficits; e) the limitations in working memory capacity; f) the deficits of language memory circuits. This different deficits and disorders have the impact on lexical and morphological learning in the context of language impairment

Key words: specific language impairments, speech and language disorders, phonological disorders
pdf

DOI: 10.26744/rrttlc.2016.2.2.08

Published on line: 15/10/2016

References:

Adams, A. M., Gathercole, S.E. (1996). Phonological working memory and spoken language development. Quaterly Journal of Experimental Psychology, 49 A: 216-233.

Adams, A.M., Gathercole, S.E. (2000). Limitations in working memory: implications for language development. International Journal of Language and Communication Disorders, 35, 1:95 – 116.

Baddeley, A.D. (2003). Working memory and language: an overview. Journal of Communication Disorders, 36, 3: 189 – 208.

Bird, J., Bishop, D.M.V. (1992). Perception and awareness of phonemes in phonological impaired children. European Journal of Disorders and Communication, 27: 289 – 311.

Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi: Polirom: 212-243.

Chiat, S. (2001).Mapping theories of developmental language impairment: Premises, predictions, and evidence. Language and cognitive processes in developmental disorders, 16, 2/3: 113 – 142.

Ellis-Weismer, S.E. (1996). Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders, 17: 33 – 44.

Gathercole, S.E., Baddeley, A. (1990). Phonological memory deficits in language disorders of children: Is there a causal connection? Journal of Memory and Language, 29: 336-360.

Gathercole, S.E., Baddeley, A. D. (1993). Working memory and language. Hillszide, N.J.: Lawrence Erbaum.

Hoffman, L., Gilliam, R. (2004).Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1: 114-121.

Johnson, J.R. (1994). Cognitive abilities of children with language impairment. În: R. Watkins&M. Rice (Eds.). Specific language impairments in children: 240-147.

Just, M.A., Carpenter, P.A. (1992). A Capacity Theory of Comprehension: Individual Differences in Working Memory. Psychological Review, 99: 122 – 149.

Kail, R., Salthouse, T.A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86: 199 – 225.

Lahey, M., Edwards, J. (1996). Why do children with specific language impairment name picture more slowly than their peers? Journal of Speech, Language and Hearing Research, 39: 1081 – 1098.

Leonard, L.B. (2000). Children with Specific Language Impairment (Second Edition). Cambridge, MA: MIT Press.

Leonard, L.B. (2009). Some reflections on the study of children with specific language impairment. Child Language Teaching and Therapy, 25, 2: 169 – 171.

Majeurs, S., Leclercq, A.L., Grossmann A., Billard, C., Touzin, M., Van der Linden, M. (2009). Serial order short-memory capacities and specific language impairment: no evidence for causal association. Cortex, 45, 6: 708 – 720.

Montgomery, J. (2003).Working memory and comprehension in children with specific language impairment: what we know so far. Journal of communication disorders, 36, 3: 221 – 231.

Nader-Grosbois, N. (2006). Le développement cognitif et communicatif du jeune enfant. Bruxelles: De Boeck.

Parisse, C., Maillart (2009). Specific language impairment as systemic developpment disorders. Journal of Neurolinguistics, 22, 2:109 – 122.

Paul, R. (2007). Language development in children with mental retardation. http://goertzel.org/dynapsych/2007/Language Developmnet.htm

Plaza, M. (2004). Language impairments in children. Specific etiology hypotesis, integrative perspective. Neuropsychiatrie de l”enfance et de l’adolescent, 52, 7: 460 – 466.

Ramus, F. (2003). Developmental dyslexia: specific phonological deficit hypothesis or general sensori-motor dysfunction.Current Opinion in Neurobiology, 13: 212-218.

Ramus, F., Szenkovits, G. (2008). What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 1: 129 – 141.

Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: is there deficit? What is the nature? Does it explain anything? Journal of Phonetics, 31, 2-4: 509 – 527.

Sanchez, M., Ecalle, J., Magnam, A. (2009). Habilités phonologiques et morpho-dérivationnelles chez les enfants dysphasiques apprentis lecteurs: quelles difficultés spécifiques ? Revue de Neuropsychologie, 18, 3:152 – 199.

Tallal, P. (1980). Auditory temporal perception, phonics, and reading disability in children. Brain and Language, 9: 182 – 198.

Tallal, P., Piercy, M. (1997). Defects of non-verbal auditor perception in children with developmental aphasia. Nature, 241: 468 – 469.

Ulman, M. (2001).The declarative/procedural model of lexicon and grammar. Journal of Psycholonguistic Research, 30: 37 – 69.

Ulman, M. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 82, 1-2: 231 – 270.

Ulman, M., Pierpont, E. (2005). Specific Language Impairment is not specific to language: The Procedural Deficit Hypothesis. Cortex, 41: 399 – 433.

Ziegler, J., Pech-Georgel, George, F., Alario, F., Lorenzi, C. (2005). Deficits in speech perception predict language learning impairment. Procedings of the national academy of sciences of the United States of America, 102, 39: 14110 – 14232.