Browsing by Subject "Speech Disorders"
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Item Assessment of Attention and Motion in Children with an Oral Language Disorder and Attention-Deficit/Hyperactivity Disorder Following Language Intervention(2010-07-12) Bolanos, S. Gina; Hughes, Carroll W.Children diagnosed with an oral language disorder (OLD) and attention deficit/hyperactivity disorder (ADHD) have been identified to have symptom overlap of core ADHD symptoms, thus misdiagnoses or true symptom overlap must be examined. Additionally, given that stimulant medication is the most popular treatment for children diagnosed with ADHD, the role of medication in remediating attention and movement in children with OLD and OLD/ADHD should be explored. Core ADHD symptoms in children with OLD and ADHD can be identified objectively using the QuotientTM, an objective CPT designed to measure core symptoms of ADHD (i.e., inattention, impulsivity, and movement). In 2009, Baker found the QuotientTM to be a useful diagnostic tool in the assessment of children with OLD and OLD/ADHD given its ability to discriminate OLD from OLD/ADHD children on variables of movement. The current study aimed to replicate the Baker (2009) findings by examining one year follow-up data. The current study also aimed to identify the effects of medication on attention and movement. The sample for the present study consisted of 35 children, between 6 and 13 years, with an oral language disorder. Twenty-two of the total sample also met diagnostic criteria for ADHD. Results of repeated measure analysis of variance (ANOVA) with a factor for groups (OLD vs. OLD/ADHD or On Meds/Off Meds), a factor for time (T1 and T2), and a factor that represents the interaction term (Groups by Time) revealed significant diagnostic group differences in movement, significant medication condition group differences for attention and movement, significant improvements in attention and body control over time (i.e., 1 year), and significant improvements over time in an attention variable and a movement variable for children on medication testing. Suggestions addressing limitations of the current study are discussed for future direction.Item The Impact of Attention Deficits on Response to Early Intervention for Language Impairment(2006-08-11) Ohlenforst, Kristen Michelle; Hughes, Carroll W.Young children exhibiting language impairment (LI) evidence a wide variety of difficulties in problematic language, coordination, attention, perception, social skills, and emotional well-being. Such children are often vulnerable to a number of prevailing cognitive, academic, and social difficulties, this vulnerability begs the need for early intervention. Attention appears to be particularly variable in children with language impairment (Cantwell&Baker, 1991). Specifically, a large percentage of language impaired children have a comorbid diagnosis of ADHD; alternately, as many as 50% percent of children diagnosed with ADHD have an underlying oral language deficit (Cohen, Barwick, Horodezky, Vallance,&Im, 1998; Cohen, Davine, Horodezky, Lipsett,&Isaacson, 1993; Cohen et al., 1998; Gualtieri, Koriath, Van Bourgondien,&Saleeby, 1983). To date, however, there is a paucity of research investigating how attention deficits moderate the language-impaired child's response to intervention and remediation. The current study examines the impact of an experimental intervention aimed at the remediation of language, coordination, attention, and perception deficits in 20 children (ages 3-9) considered to be At Risk for Language-Learning Disorders. This study examines participants' responses over the 1st year of a 2-year explicit intervention integrating two explicit instruction methods (the Montessori Method and the Association Method). Response on all measures utilized was calculated utilizing the Reliable Change Index (RCI; Jacobson&Truax, 1991). Participants' response to intervention during the 1st year, as measured by language/vocabulary outcomes on the CELF-4, CELF-PS:2, EOWPVT, and ROWPVT, was shown to be relatively minimal. Contrary to expectation, attention deficits at baseline did not associate significantly and inversely with improvement in language/vocabulary scores. A secondary focus of this study examined participants' change in emotional and social functioning (as measured by the BASC TRS), as it related to language/vocabulary outcomes. Small cells sizes prohibited the majority of the proposed analyses, but frequency analyses and paired-samples t-tests revealed significant increases in Internalizing Problems, Anxiety, Depression, Withdrawal, and Aggression. Alternately, 56% of the participants exhibited significant improvement in Social Skills.Item [News](1980-10-24) Rutherford, SusanItem [News](1977-04-28) Land, Chris