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Communication Sciences and Disorders Commons™

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Sacred Heart University

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Articles 61 - 88 of 88

Full-Text Articles in Communication Sciences and Disorders

A Gender-Moderated Effect Of A Functional Comt Polymorphism On Prefrontal Brain Morphology And Function In Velo-Cardio-Facial Syndrome (22q11.2 Deletion Syndrome), Wendy R. Kates, Kevin M. Antshel, Nuria Abdulsabur, Deirdre Colgan, Birgit Funke, Wanda Fremont, Anne Marie Higgins, Raju Kucherlapati, Robert J. Shprintzen Apr 2006

A Gender-Moderated Effect Of A Functional Comt Polymorphism On Prefrontal Brain Morphology And Function In Velo-Cardio-Facial Syndrome (22q11.2 Deletion Syndrome), Wendy R. Kates, Kevin M. Antshel, Nuria Abdulsabur, Deirdre Colgan, Birgit Funke, Wanda Fremont, Anne Marie Higgins, Raju Kucherlapati, Robert J. Shprintzen

Communication Disorders Faculty Publications

Caused by a microdeletion at the q11.2 locus of chromosome 22, velo-cardio-facial syndrome (also known as VCFS, 22q11 deletion syndrome, DiGeorge sequence, and conotruncal anomalies face syndrome) is associated with a distinctive physical, neurocognitive, and psychiatric phenotype. Increasing interest has centered on identifying the candidate genes within the deleted region that may contribute to this phenotype. One attractive candidate gene is catechol-O-methyltransferase (COMT) because it encodes for a protein that degrades dopamine. Variability in COMT activity is related to a Val158Met polymorphism that has been implicated in prefrontal lobe cognitive and neuropsychiatric function. We examined the effect …

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Velo-Cardio-Facial Syndrome, Robert J. Shprintzen, Anne Marie Higgins, Kevin M. Antshel, Wanda Fremont, Nancy Roizen, Wendy R. Kates Dec 2005

Velo-Cardio-Facial Syndrome, Robert J. Shprintzen, Anne Marie Higgins, Kevin M. Antshel, Wanda Fremont, Nancy Roizen, Wendy R. Kates

Communication Disorders Faculty Publications

Purpose of review: Velo-cardio-facial syndrome has emerged from obscurity to become one of the most researched disorders this past decade. It is one of the most common genetic syndromes in humans, the most common contiguous gene syndrome in humans, the most common syndrome of cleft palate, and the most common syndrome of conotruncal heart malformations. Velo-cardio-facial syndrome has an expansive phenotype, a factor reflected in the wide range of studies that cover both clinical features and molecular genetics. In this review, we cover multiple areas of research during the past year, including psychiatric disorders, neuroimaging, and the delineation of clinical …

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Does My Identity Speak English? A Pragmatic Approach To The Social World Of An English Language Learner With Language Impairment, Robin L. Danzak, Elaine R. Silliman Jan 2005

Does My Identity Speak English? A Pragmatic Approach To The Social World Of An English Language Learner With Language Impairment, Robin L. Danzak, Elaine R. Silliman

Communication Disorders Faculty Publications

The case description provides a comprehensive picture of the complex social and linguistic factors that shape the social identity of an English language learner with the additional challenge of language impairment (LI). These issues were explored over 6 months with Fernando, an 8-year-old, Spanish-speaking male with LI in grade 3. A pragmatic, or practical, approach to problem solving was developed for two purposes: first, to obtain a multifaceted understanding of Fernando’s world at school, and second, to arrive at possible educational/clinical solutions that met a standard of cultural appropriateness and practicality. The patterns found that, contrary to teacher interpretations of …

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Autism In A 15-Month-Old Child, Ami Klin, Katarzyna Chawarska, Rhea Paul, Emily Rubin, L. Weisner, Fred Volkmar Nov 2004

Autism In A 15-Month-Old Child, Ami Klin, Katarzyna Chawarska, Rhea Paul, Emily Rubin, L. Weisner, Fred Volkmar

Communication Disorders Faculty Publications

Autism is a developmental disorder marked by severe deficits in reciprocal social interaction, communication, and imagination as well as repetitive and restricted patterns of interests and behavior. Klin et al describe the findings of an interdisciplinary developmental disabilities evaluation of a 15-month-old girl with autism.

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Adaptive Behavior In Autism And Pervasive Developmental Disorder-Not Otherwise Specified: Microanalysis Of Scores On The Vineland Adaptive Behavior Scales, Rhea Paul, Stephanie Miles, Domenic Cicchetti, Sara Sparrow, Ami Klin, Fred Volkmar, Megan Coflin, Shelley Booker Apr 2004

Adaptive Behavior In Autism And Pervasive Developmental Disorder-Not Otherwise Specified: Microanalysis Of Scores On The Vineland Adaptive Behavior Scales, Rhea Paul, Stephanie Miles, Domenic Cicchetti, Sara Sparrow, Ami Klin, Fred Volkmar, Megan Coflin, Shelley Booker

Communication Disorders Faculty Publications

The purpose of this study is to provide a microanalysis of differences in adaptive functioning seen between well-matched groups of school-aged children with autism and those diagnosed as having Pervasive Developmental Disorder-Not Otherwise Specified, all of whom functioned in the mild to moderate range of intellectual impairment. Findings indicate that the major area of difference between children with autism and those with Pervasive Developmental Disorder-Not Otherwise Specified, was expressive communication; specifically, the use of elaborations in syntax and morphology and in pragmatic use of language to convey and to seek information in discourse. Linear discriminant function analysis revealed that scores …

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Putting Humpty Dumpty Together Again: What's Right With Betsy, Elaine R. Silliman, Louise C. Wilkinson, Robin L. Danzak Jan 2004

Putting Humpty Dumpty Together Again: What's Right With Betsy, Elaine R. Silliman, Louise C. Wilkinson, Robin L. Danzak

Communication Disorders Faculty Publications

Betsy is a telling case of the struggles and victories of a youngster who has grappled with a language learning disability for most of her 17 years. Her story is a fitting way to conclude this volume because she represents how a child with motivation and resilience can confront the educational and interpersonal obstacles she has experienced. Her story, which predates the passage of the No Child Left Behind Act of 2001 and the 1997 Individuals with Disabilities Education Act, is a metaphor for the ongoing debates in theory and practice about the meanings of a learning disability versus a …

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Speech And Prosody Characteristics Of Adolescents And Adults With High-Functioning Autism And Asperger Syndrome, Lawrence D. Shriberg, Rhea Paul, Jane Mcsweeny, Ami Klin, Donald Cohen, Fred Volkmar Oct 2001

Speech And Prosody Characteristics Of Adolescents And Adults With High-Functioning Autism And Asperger Syndrome, Lawrence D. Shriberg, Rhea Paul, Jane Mcsweeny, Ami Klin, Donald Cohen, Fred Volkmar

Communication Disorders Faculty Publications

Speech and prosody-voice profiles for 15 male speakers with High-Functioning Autism (HFA) and 15 male speakers with Asperger syndrome (AS) were compared to one another and to profiles for 53 typically developing male speakers in the same 10- to 50-years age range. Compared to the typically developing speakers, significantly more participants in both the HFA and AS groups had residual articulation distortion errors, uncodable utterances due to discourse constraints, and utterances coded as inappropriate in the domains of phrasing, stress, and resonance. Speakers with AS were significantly more voluble than speakers with HFA, but otherwise there were few statistically significant …

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Narrative Development In Late Talkers: Early School Age, Rhea Paul, Rita Hernandez, Lisa Taylor, Karen Johnson Dec 1997

Narrative Development In Late Talkers: Early School Age, Rhea Paul, Rita Hernandez, Lisa Taylor, Karen Johnson

Communication Disorders Faculty Publications

Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to score below the normal range in expressive language at school age (the Expressive Language Delay [ELD] subgroup). During their kindergarten, first, and second grade years, they were administered a narrative generation task. Narratives were analyzed for MLU, lexical diversity, …

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Reading And Metaphonological Outcomes In Late Talkers, Rhea Paul, Candace Murray, Kathleen Clancy, David Andrews Oct 1997

Reading And Metaphonological Outcomes In Late Talkers, Rhea Paul, Candace Murray, Kathleen Clancy, David Andrews

Communication Disorders Faculty Publications

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating …

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Temperament In Late Talkers, Rhea Paul, Loretta Kellogg Jan 1997

Temperament In Late Talkers, Rhea Paul, Loretta Kellogg

Communication Disorders Faculty Publications

This study examines the temperamental characteristics of children who were identified at age two as being slow in expressive language development, and those of peers with normal language history. When the children were in first grade (approximately age six), parents and clinicians rated subjects' temperamental characteristics, using a standardized temperament assessment instrument. Subjects with a history of slow expressive language development were rated significantly lower on Approach/Withdrawal--indicating shyness, aloofness, or reduced outgoingness--than peers with normal language history. Approach/Withdrawal scores were significantly correlated with average sentence length in spontaneous speech, and this measure also predicted Approach/Withdrawal scores in regression analyses. The …

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Clinical Implications Of The Natural History Of Slow Expressive Language Development, Rhea Paul May 1996

Clinical Implications Of The Natural History Of Slow Expressive Language Development, Rhea Paul

Communication Disorders Faculty Publications

As clinicians, we now have a good deal of information about the degree of risk associated with early language delay. When parents ask us what is likely to happen to a late-talking 2-year-old by the time s/he gets to kindergarten, we are now able to provide a relatively reliable statement of the child’s chances for a good outcome, and a reassuring discussion of even the less favorable possibilities. We are now in a position to begin using the information provided by recent research to inform our deliberations about early intervention with the families and agencies we serve, and to guide …

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Grammatical Morpheme Acquisition In 4-Year-Olds With Normal, Impaired, And Late-Developing Language, Rhea Paul, Sally Alforde Dec 1993

Grammatical Morpheme Acquisition In 4-Year-Olds With Normal, Impaired, And Late-Developing Language, Rhea Paul, Sally Alforde

Communication Disorders Faculty Publications

The production of the grammatical morphemes studied by Brown and his colleagues was examined in free speech samples from a cohort of 4-year-olds with a history of slow expressive language development (SELD) and a control group of normal speakers. Results suggest that children with SELD acquire morphemes in an order very similar to that shown in previous acquisition research. Children who were slow to begin talking at age 2 and who continued to evidence delayed expressive language development by age 4 showed mastery of the four earliest acquired grammatical morphemes, as would be expected, based on their MLUs, which fell …

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History Of Middle Ear Involvement And Speech/Language Development In Late Talkers, Rhea Paul, Timothy F. Lynn, Marla Lohr-Flanders Oct 1993

History Of Middle Ear Involvement And Speech/Language Development In Late Talkers, Rhea Paul, Timothy F. Lynn, Marla Lohr-Flanders

Communication Disorders Faculty Publications

Late-talking and normally speaking toddlers with and without histories of middle ear involvement were followed for 2 years to assess speech and expressive language outcomes. Results revealed no differences in expressive language outcome that could be attributed to history of middle ear involvement in either group. There did seem to be differences in outcome on measures of articulation that were associated with history of middle ear involvement. The implications of these findings for treatment of otitis media and for referral of late-talking toddlers for speech and language services are discussed.

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Patterns Of Development In Late Talkers: Preschool Years, Rhea Paul Oct 1993

Patterns Of Development In Late Talkers: Preschool Years, Rhea Paul

Communication Disorders Faculty Publications

A group of children was identified as “late talkers” (LT) on the basis of small expressive vocabulary size at 20–34 months of age and matched to a group of normally speaking age-mates. The subjects were followed yearly throughout the preschool period in order to track growth in language and related skills. Results showed that although significant improvement in speech and language skill occurred during the preschool period in the late talkers, a substantial minority of children retained deficits throughout the preschool years. By kindergarten age, these children, as a group, scored within, but at the low end of the normal …

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Narrative Skills In 4-Year-Olds With Normal, Impaired, And Late-Developing Language, Rhea Paul, Rita L. Smith Jun 1993

Narrative Skills In 4-Year-Olds With Normal, Impaired, And Late-Developing Language, Rhea Paul, Rita L. Smith

Communication Disorders Faculty Publications

Two groups of children who were slow in expressive language development (SELD) at age 2 and a matched group of toddlers with normal language were re-evaluated at age 4. Assessment included measures of productive syntactic skills in spontaneous speech and narrative abilities in a standard story retelling task. Four-year-olds who continued to perform below the normal range in sentence structure production scored significantly lower than their normally speaking peers on all measures of narrative skill. Children who were slow to begin talking at age 2 but who, by age 4, had moved into the normal range in basic sentence structure …

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Language Outcomes In Late-Talkers: Kindergarten, Rhea Paul Mar 1993

Language Outcomes In Late-Talkers: Kindergarten, Rhea Paul

Communication Disorders Faculty Publications

To examine language outcomes related to language acquisition and academic readiness, this study followed a group of toddlers with slow expressive language development (SELD) through their kindergarten year. Subjects were 27 children between 20 and 34 months who produced fewer than 50 words or no 2-word combinations on L. Resconla's (1989) Language Development Survey. This group was matched with a control group of 25 children with expressive vocabularies larger than 50 words. All subjects were given an intensive battery of assessments for receptive language, cognitive development, oral motor function, and adaptive behavior. A videotaped free play interaction between parent and …

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Phonological Behavior In Toddlers With Slow Expressive Language Development, Rhea Paul, Patricia Jennings Feb 1992

Phonological Behavior In Toddlers With Slow Expressive Language Development, Rhea Paul, Patricia Jennings

Communication Disorders Faculty Publications

Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to differ significantly on all three variables. Further analyses were done, breaking the groups down into narrower age ranges. These comparisons also revealed differences between late-talking and normal youngsters. Detailed analyses of the range of phonemes and syllable structures produced, as well as the appearance of phoneme classes within syllable structures …

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Maternal Linguistic Input To Toddlers With Slow Expressive Language Development, Rhea Paul, Terril J. Elwood Oct 1991

Maternal Linguistic Input To Toddlers With Slow Expressive Language Development, Rhea Paul, Terril J. Elwood

Communication Disorders Faculty Publications

Maternal speech styles to children between 20 and 34 months of age who were slow to acquire expressive language were compared to those of mothers with normally speaking toddlers. Aspects of the mothers' speech examined included use of various sentence types (declaratives, negative, questions, etc.); the mother's lexical contingency with regard to the child's utterance; mother's use of pragmatic functions such as requests, comments, and conversational devices; and the mother's use of topic management. Results revealed that mothers of toddlers with slow language development are different from mothers of normal speakers only in their frequency of use of lexical contingency …

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Profiles Of Toddlers With Slow Expressive Language Development, Rhea Paul Aug 1991

Profiles Of Toddlers With Slow Expressive Language Development, Rhea Paul

Communication Disorders Faculty Publications

No abstract provided.

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Communication And Socialization Skills At Ages 2 And 3 In "Late-Talking" Young Children, Rhea Paul, Shawn S. Looney, Pamela S. Dahm Aug 1991

Communication And Socialization Skills At Ages 2 And 3 In "Late-Talking" Young Children, Rhea Paul, Shawn S. Looney, Pamela S. Dahm

Communication Disorders Faculty Publications

Twenty-one apparently normal children between 18 and 34 months of age with slow expressive language acquisition were compared to a group of normally speaking children matched for age, SES, and sex ratio, on the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984). The late talkers (LTs) scored significantly lower not only in expressive communication, but also in receptive communication and socialization. A follow-up study of the same subjects, seen at age 3, showed nearly half the 3-year-olds with a history of LT remained delayed in expressive communication and socialization, while one third remained behind in receptive language. The data …

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Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson Jan 1988

Cognitive, Behavioral, And Adaptive Functioning In Fragile X And Non-Fragile X Retarded Men, E. Dykens, J. Leckman, Rhea Paul, M. Watson

Communication Disorders Faculty Publications

The cognitive, behavioral, and adaptive functioning of 12 men with fragile X syndrome (aged 23 to 62 years) was systematically assessed and compared to two matched groups of retarded men without fragile X syndrome residing at the same institution. The fragile X group was largely indistinguishable from the comparison groups on the cognitive, behavioral, and adaptive measures. Fragile X patients were, however, significantly more likely to have achieved levels of adaptive functioning commensurate with their intellectual abilities. Fragile X subjects who had similarly affected siblings emerged as significantly higher-functioning in all areas than Fragile X subjects who did not have …

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Associations Between Phonology And Syntax In Speech-Delayed Children, Rhea Paul, Lawrence D. Shriberg Jan 1983

Associations Between Phonology And Syntax In Speech-Delayed Children, Rhea Paul, Lawrence D. Shriberg

Communication Disorders Faculty Publications

Interactions between phonology and syntax are inspected in continuous speech samples from 30 speech-delayed children. Two types of interactions are examined: The co-occurrence of speech and language delay and the effects of phonological reduction on the realization of phonetically complex morphophonemes. Four possible patterns of association between the phonological and syntactic systems are outlined, and subjects are assigned to these patterns based on their phonological and syntactic performance. Results indicate that two-thirds of the subjects display evidence of overall syntactic delay, whereas half show some limitation in the use of phonetically complex morphophonemes, their performance in that area being below …

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Irritability In Autistic Children Treated With Fenfluramine, Fred Volkmar, Rhea Paul, Donald J. Cohen, B. Shaywitz Jan 1983

Irritability In Autistic Children Treated With Fenfluramine, Fred Volkmar, Rhea Paul, Donald J. Cohen, B. Shaywitz

Communication Disorders Faculty Publications

Letter to the Editor in response to a report by Geller et al. The article presented preliminary results suggesting the possible usefulness of fenfluramine (a substituted phenylethylamine widely used as an appetite suppressant) in the treatment of infantile autism (July 15, 1982, issue). The rationale for the use of this agent rests on its ability to lower peripheral-blood levels of serotonin and on the observation that a substantial minority of autistic persons have elevated peripheral-blood serotonin levels. The report emphasized the preliminary nature of the results in a small sample of three young autistic boys with elevated serotonin levels.

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Communication Development And Its Disorders: A Psycholinguistic Perspective, Rhea Paul, Donald J. Cohen Jan 1982

Communication Development And Its Disorders: A Psycholinguistic Perspective, Rhea Paul, Donald J. Cohen

Communication Disorders Faculty Publications

There is a reciprocal relationship between the study of language disorders and research in normal language development. Recent studies in normal acquisition have led to a model of language development that includes not only linguistic achievements, but the development of social and cognitive abilities that lay the basis for the transition from prelinguistic communication to the use of conventional forms. This model has been applied to the study of developmental disorders of language learning. Such a model allows the more puzzling disorders of language development, such as childhood aphasia and primary autism, to be placed in a framework that predicts …

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Analyzing Complex Sentence Development, Rhea Paul Jan 1981

Analyzing Complex Sentence Development, Rhea Paul

Communication Disorders Faculty Publications

No abstract provided.

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A Comparison Of Six Structural Analysis Procedures: A Case Study, Rhea Paul Jan 1981

A Comparison Of Six Structural Analysis Procedures: A Case Study, Rhea Paul

Communication Disorders Faculty Publications

No abstract provided.

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Case Study #4: Kirk, Rhea Paul Jan 1980

Case Study #4: Kirk, Rhea Paul

Communication Disorders Faculty Publications

This last of the four case studies is adapted from a working paper completed by Rhea Paul. It was one of the first attempts to use the NPA procedure as a research tool. This extended case study is more lengthy than the previous three case studies and organized differently. It is included here because it nicely illustrates the discovery procedures that clinical researchers must undertake to more fully understand associations between speech and language.

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Invented Spelling In Kindergarten, Rhea Paul Jan 1976

Invented Spelling In Kindergarten, Rhea Paul

Communication Disorders Faculty Publications

Confirms findings of previous studies by linguists C. Chomsky and C. Read on spontaneous spelling by preschoolers. Four basic stages of this process in logical developmental sequence are described. This activity is seen as giving some children a chance to express their ideas independently, and as stimulating purposeful thinking about sounds and symbols. It is concluded that this activity is interesting and suitable for young children before formal writing or spelling instruction, and does not interfere with the later learning of correct spelling.

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