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1.
  • Carlsson, Emilia, 1983, et al. (författare)
  • Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study.
  • 2018
  • Ingår i: Journal of psycholinguistic research. - : Springer Science and Business Media LLC. - 1573-6555 .- 0090-6905. ; 47:5, s. 1085-1099
  • Tidskriftsartikel (refereegranskat)abstract
    • We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was assumed to shed new light on the FB difficulties often observed in Autism Spectrum Disorder (ASD). Sixty-eight children with ASD (M=7.5years) and an age matched comparison group with 98 typically developing (TD) children were assessed with the FB task. The children with ASD did not perform above chance level in any condition, and significant differences in success rates were found between the groups in two conditions (silent and narrative), with TD children performing better. We discuss implications, limitations, and further developments.
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2.
  • Carlsson, Emilia, 1983, et al. (författare)
  • Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing
  • 2020
  • Ingår i: Journal of Psycholinguistic Research. - : Springer Science and Business Media LLC. - 0090-6905 .- 1573-6555. ; 49, s. 475-489
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children and younger children matched on sentence-level language skills (LM), and (2) that nonverbal temporal sequencing skills would uniquely predict individual differences in oral narrative performance in children with ASD. The results show that children with ASD performed poorer on all measures of oral narrative quality compared with the CAM group, and on eight of ten measures compared with the LM group. Thus, our first hypothesis was confirmed, suggesting that narrative difficulties in ASD cannot be fully explained by impaired language. The second hypothesis was only partly confirmed: nonverbal temporal sequencing explained significant or marginally significant variance in some, but not all, aspects of oral narrative performance of children with ASD. These results are discussed from theoretical and clinical/educational perspectives, in relation to the heterogeneity of language skills in ASD and to domain-general features of narrative processing.
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3.
  • Carlsson, Emilia, 1983, et al. (författare)
  • Negotiating knowledge: parents’ experience of the neuropsychiatric diagnostic process for children with autism
  • 2016
  • Ingår i: International journal of language and communication disorders. - : Wiley. - 1368-2822. ; 51:3, s. 328-338
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Parents often recognize problems in their child’s development earlier than health professionals do and there is new emphasis on the importance of involving parents in the diagnostic process. In Gothenburg, Sweden, over 100 children were identified as having an autism spectrum disorder (ASD) in 2009–11 through a general population language and autism screening of 2.5 year olds at the city’s child healthcare centres. Aims: To increase understanding of parents’ lived experience of the neuropsychiatric diagnostic process, i.e. the period from the initial screening at age 2.5 years to the 2-year follow-up of the ASD diagnosis. Methods & Procedures: A qualitative design, a phenomenological hermeneutic method, was used. Interviews were conducted with parents of 11 children who were diagnosed with ASD 2 years prior. The parents were interviewed about their experiences of the neuropsychiatric diagnostic process, i.e. the time before the screening, the time during the neuropsychiatric multidisciplinary evaluation and the time after diagnosis. The interviews lasted for 45–130 min, and an interview guide with set questions was used. Most of the interviews were conducted at the parents’ homes. Outcomes & Results: The essence that emerged from the data was negotiating knowledge, and the three themes capturing the parents’ experiences of going through the process of having their child diagnosed with ASD were seeking knowledge, trusting and challenging experts, and empowered but alone. Conclusions & Implications: The parents expected intervention to start directly after diagnosis but felt they had to fight to obtain the resources their child needed. After the process, they described that they felt empowered but still alone, i.e. although they received useful and important information about their child, they were left to manage the situation by themselves. As for clinical implications, the study points to the necessity of developing routines to support the parents during and after the diagnostic process. Recommended measures include developing a checklist outlining relevant contacts and agencies, establishing a coordinator responsible for each child, dividing the summary meeting at the clinic into two parts, making more than one visit to the preschool, and providing a parental training programme.
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4.
  • Cederlund, Mats, 1962, et al. (författare)
  • Pre-schoolchildren with autism spectrum disorders are rarely macrocephalic: A population study.
  • 2014
  • Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 35:5, s. 992-998
  • Tidskriftsartikel (refereegranskat)abstract
    • Numerous clinical studies over the past decades have concluded that there is an association between autism spectrum disorders (ASD) and large head size. Lately, some studies have reported conflicting results. The present study was conducted with a view to assess the presence of macrocephaly in a community-representative group of pre-school children with ASD. The prevalence of ASD in this general population was 0.8%. Thirty-three children (5 girls, 28 boys) recruited after general population screening for ASD, and diagnosed with ASD (two-thirds not globally delayed) were assessed as regards growth parameters; height, weight, and head circumference (HC), at birth and at comprehensive medical-psychiatric diagnostic examinations at a mean age of 3 years. Macrocephaly in the present study was defined as HC above the 97th percentile, and ≥2 SD above recorded length/height. Only one of the 33 children (3%) had macrocephaly which is similar to the general population prevalence. Another 9% had a big but proportional head. None of the children were microcephalic. In this community-based study we found no evidence to support a strong link between a large head size and ASD. Conclusions must be guarded because of the relatively small number of ASD cases included.
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5.
  • Engman, Mona-Lisa, et al. (författare)
  • Prenatal acquired cytomegalovirus infection should be considered in children with autism
  • 2015
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 104:8, s. 792-795
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: The aim of the study was to evaluate the prevalence of congenital cytomegalovirus infection (CMV) in a representative sample of children with autism spectrum disorder. Methods: In a representative group of 115 preschool children with autism spectrum disorder, of whom 33 also had intellectual disability, the dried blood spots from the newborn metabolic screening were analysed for CMV DNA using TaqMan polymerase chain reaction. Results: One of the 33 children with autism spectrum disorder and intellectual disability - 3% of that group - had congenital CMV infection. The corresponding prevalence in newborn infants in Sweden is 0.2%. None of the 82 children without intellectual disability had congenital CMV. Conclusion: The finding lends some further support for congenital CMV being one of the many aetiologies underlying autism spectrum disorder with intellectual disability. The rate of 3% of congenital CMV in children with autism spectrum disorder with intellectual disability has implications for the medical work-up. The finding of congenital CMV also indicates the need for repeated hearing assessments in the child. There is a need for similar studies with much larger samples.
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6.
  • Eriksson, Mårten, et al. (författare)
  • Problems and limitations in studies on screening for language delay.
  • 2010
  • Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31:5, s. 943-950
  • Tidskriftsartikel (refereegranskat)abstract
    • This study discusses six common methodological limitations in screening for language delay (LD) as illustrated in 11 recent studies. The limitations are (1) whether the studies define a target population, (2) whether the recruitment procedure is unbiased, (3) attrition, (4) verification bias, (5) small sample size and (6) inconsistencies in choice of "gold standard". It is suggested that failures to specify a target population, high attrition (both at screening and in succeeding validation), small sample sizes and verification bias in validations are often caused by a misguided focus on screen positives (SPs). Other limitations are results of conflicting methodological goals. We identified three such conflicts. One consists of a dilemma between unbiased recruitment and attrition, another between the comprehensiveness of the applied gold standard and sample size in validation and the third between the specificity of the gold standard and the risk of not identifying co-morbid conditions.
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7.
  • Fernell, Elisabeth, 1948, et al. (författare)
  • Autism spectrum disorder and low vitamin D at birth : a sibling control study
  • 2015
  • Ingår i: Molecular Autism. - : Springer Science and Business Media LLC. - 2040-2392. ; 6
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Insufficient vitamin D activity has attracted increasing interest as a possible underlying risk factor in disorders of the central nervous system, including autism.Methods: In this study, 25-hydroxyvitamin D (25(OH) D) was analysed in 58 Sweden-born sibling pairs, in which one child had autism spectrum disorder (ASD) and the other did not. The study group consisted of two representative samples; 47 Gothenburg sibling pairs with mixed ethnicities and 11 Stockholm sibling pairs with Somali background. 25(OH) D levels were analysed in the stored dried blood spots taken in the neonatal period for metabolic screening.Results: The collapsed group of children with ASD had significantly lower vitamin D levels (M = 24.0 nM, SD = 19.6) as compared with their siblings (M = 31.9 nM, SD = 27.7), according to a paired samples t-test (P = 0.013). The difference was-most likely-not only accounted for by a difference in season of birth between ASD and non-ASD siblings since the mean 25(OH)D levels differed with similar effect size between the sibling pairs born during winter and summer, respectively. All children with African/Middle East background, both the children with ASD and their non-ASD siblings, had vitamin D deficiency.Conclusions: The findings suggest that low prenatal vitamin D may act as a risk factor for ASD, however, there is a need for replication with larger samples. Future research should study whether or not adequate supplementation of vitamin D to pregnant women might lower the risk for ASD in the offspring.
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8.
  • Flynn, T., et al. (författare)
  • Hearing aid use in 11-year-old children with mild bilateral hearing loss: Associations between parent and child ratings and datalogging
  • 2022
  • Ingår i: International Journal of Pediatric Otorhinolaryngology. - : Elsevier BV. - 0165-5876 .- 1872-8464. ; 156
  • Tidskriftsartikel (refereegranskat)abstract
    • Objective: This study examined the hearing aid use in older school-aged children with mild bilateral hearing loss. More specifically, it investigated children's and parents' estimation of use in comparison to datalogging as well as explored the situations children used their hearing aids.Methods and materials: Sixteen children with mild bilateral hearing loss and their parents participated. Of those, 14 children used hearing aids. Children and parents completed a questionnaire on hours of hearing aid use and situations hearing aids were used. Datalogging of the hearing aids was recorded and compared to the outcome of the questionnaires.Results: Datalogging indicated average hearing aid use time was 6.6 h. Children significantly overestimated their use of their hearing aids while approximately half the parents overestimated their child's use. Children used their hearing aids most often at school and in the car. Conclusion: Children with mild bilateral hearing loss overestimate the amount of time they are wearing their hearing aids. This may impact counselling and intervention on the use of hearing aids. Therefore, school-aged children should be included in the discussions around potentially increasing use of hearing aids.
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9.
  • Frost, Morgan, et al. (författare)
  • Social scene perception in autism spectrum disorder: An eye-tracking and pupillometric study
  • 2019
  • Ingår i: Journal of Clinical and Experimental Neuropsychology. - : Informa UK Limited. - 1380-3395 .- 1744-411X. ; 41:10, s. 1024-1032
  • Tidskriftsartikel (refereegranskat)abstract
    • Typically, developing humans innately place subjective value on social information and orient attention to it. This can be shown through tracking of gaze patterns and pupil size, the latter of which taps into an individual's cognitive engagement and affective arousal. People with Autism Spectrum Disorder (ASD) present with atypical social, communicative and behavioral patterns, but underlying substrates of these behavioral differences remain unclear. Moreover, due to high comorbidity with other neurodevelopmental disorders, it is often difficult to distinguish which differences are distinctive to ASD. In this study, a group of 35 adolescents and young adults with neurodevelopmental disorders were tested to investigate the processing of social and non-social scenes in individuals who meet the diagnostic criteria for autism and those who do not. Eye tracking and pupillometry measures were collected while participants observed images of tightly controlled natural scenes with or without a human being. Contrary to individuals without autism diagnosis, participants with autism did not show greater pupillary response to images with a human. Participants with autism were slower to fixate on social elements in the social scenes, and this latency metric correlated with clinical measures of poor social functioning. The results confirm the clinical relevance of eye-tracking and pupillometric indices in the field of ASD. We discuss the clinical implications of the results and propose that analysis of changes in visual attention and physiological level to social stimuli might be an integral part of a neurodevelopmental assessment.
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10.
  • Gillberg, Nanna, et al. (författare)
  • Knowledge and belongingness: experiences of a programme for parents of children with autism
  • 2024
  • Ingår i: Educational Research. - 1002-5731. ; 66:1, s. 1-17
  • Tidskriftsartikel (refereegranskat)abstract
    • Background Whilst lack of social support has been associated with stress for parents of children with autism, group programmes for parents which bring together those with similar experiences and provide learning and resources can offer a form of social support. Although studies of such programmes suggest positive outcomes, including in terms of children’s adaptive behaviour, research examining parental perspectives on interventions that set out specifically to provide support to reduce stress in parents of children with autism is still scarce. Purpose Set in a Swedish context, the aim was to investigate whether a group education programme for parents of children with autism could be viewed as a site of informal social support and considered fertile ground for procuring social capital. Method Participants were parents of children who had been given an autism diagnosis at around three years of age. They had all taken part in a group education programme designed to facilitate experience-sharing in meetings between parents. The parents were interviewed about their experiences and perceptions of its influence on their everyday lives. Data were analysed qualitatively, using a Community of Practice lens. Findings The in-depth analysis indicated that, according to participants, the programme had helped alleviate feelings of isolation and improve parenting confidence. The findings speak to the importance of personal investment for knowledge acquisition and implementation, demonstrating the connections between the acquisition of social capital and membership of a Community of Practice. Conclusion Building on previous research emphasising the role of social support for the quality of life for parents of children with autism, the study highlights how a parental group education programme can represent a valuable social setting which is conducive for learning and resource procurement. Knowledge and belongingness in a social community – which enables access to, and sharing of, resources – are both of crucial relevance to outcomes and quality of life for families.
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11.
  • Hagberg, Bibbi, 1956, et al. (författare)
  • Clinic attenders with autism or attention-deficit/hyperactivity disorder: cognitive profile at school age and its relationship to preschool indicators of language delay.
  • 2010
  • Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 0891-4222. ; 31:1, s. 1-8
  • Tidskriftsartikel (refereegranskat)abstract
    • Many studies have shown that children with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) have had early indicators of language delay. The aim of the present study was to examine the cognitive profile of school age children referred to a specialist clinic for ASD, ADHD, or both, and relate this profile specifically to the age at which these children were first flagged up (or not) as suspected from language delay during the preschool years. Forty clinic children with ASD, ADHD, or the combination of the two (without clinical suspicion of learning disability) were assessed cognitively and as regards language development and language function at a mean age of 7.3 years. They were contrasted with a group of 21 children from the community who had been flagged at 2.5 years as suspected of language delay, and who had been followed up neuropsyhiatrically/neuropsychologically and in respect of language at a mean age of 7.9 years. Mean WISC-III full scale IQ was lower than population norms (in spite of the exclusion in both samples of cases with obvious learning disability) and similar across diagnostic groups (ASD and ADHD), and across settings (clinic and community). WISC-III Kaufman factor profiles separated the diagnostic groups as regards Perceptual Organisation. Early concern about language delay was a strong predictor of lower IQ and of distinguishing between "pure" cases of ASD and ADHD. School age clinic children who present with ASD and ADHD have a similar cognitive and early language development profile as do those children from the community, followed prospectively, who present with a suspicion of early preschool language delay and are shown at school age to suffer from ASD or ADHD. Concern about early language delay in the preschool age should prompt assessments (psychiatric and cognitively) for ASD and ADHD in a multidisciplinary setting much more often than is currently the case. In many cases early language delay, even in the absence of clear learning disability should be taken as a signal that - regardless of specific diagnosis - intellectual functioning might be in the low average range.
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12.
  • Kantzer, Anne-Katrin, et al. (författare)
  • Autism in community pre-schoolers: Developmental profiles.
  • 2013
  • Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 34:9, s. 2900-2908
  • Tidskriftsartikel (refereegranskat)abstract
    • Autism is often a complex developmental disorder. The aim of the present study was to describe the developmental characteristics of 129 1-4-year-old children (102 boys, 27 girls) referred for clinical assessment (mean age 2.9 years) due to suspicion of autism spectrum disorder (ASD) after community screening at Child Health Care centers. All children were clinically assessed at the Child Neuropsychiatry Clinic (CNC) in Gothenburg by a research team (neurodevelopmental examination, structured interviews and general cognitive and language examinations). Of the 129 children, 100 met diagnostic criteria for ASD (69 with autistic disorder, and 31 with atypical autism/pervasive developmental disorder-not otherwise specified). The remaining 29 children had a variety of developmental disorders, most often attention-deficit/hyperactivity disorder (ADHD), language disorder, borderline intellectual functioning, and intellectual developmental disorder (IDD) with (n=25) or without (n=4) autistic traits (AT). IDD was found in 36% of the 100 children with ASD, and in 4% of the 25 children with AT. Of the children with ASD, 56% had language disorder with no or just a few words at the initial assessment at the CNC, many of whom in combination with IDD. Hyperactivity was found in 37% of those with ASD and in 40% of those with AT. Epilepsy was found in 6% of the total group and in 7% of those with a diagnosis of ASD. Of the latter group 11% had a history of regression, while none of the AT cases had a similar background. When results were compared with a non-screened preschool ASD group of 208 children, referred for ASD intervention at a mean age of 3.4 years, very similar developmental profiles were seen. In conclusion, early community ASD screening appears to systematically identify those children who are in need of intervention and follow-up.
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13.
  • Kantzer, Anne-Katrin, et al. (författare)
  • Young children who screen positive for autism : Stability, change and comorbidity over two years
  • 2018
  • Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 72, s. 297-307
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Autism spectrum disorder (ASD) is a developmental disorder with a wide variety of clinical phenotypes and co-occurrences with other neurodevelopmental conditions. Symptoms may change over time.Aims: The aim of the present study was to prospectively follow 96 children, initially assessed for suspected ASD at an average age of 2.9 years.Methods and procedures: All children had been identified with autistic symptoms in a general population child health screening program, and had been referred to the Child Neuropsychiatry Clinic in Gothenburg, Sweden for further assessment by a multi-professional team at Time 1 (T1). This assessment included a broad neurodevelopmental examination, structured interviews, a cognitive test and evaluations of the childis adaptive and global functioning. Two years later, at Time 2 (T2), the children and their parents were invited for a follow-up assessment by the same team using the same methods.Outcomes and results: Of the 96 children, 76 had met and 20 had not met full criteria for ASD at T1. Of the same 96 children, 79 met full ASD criteria at T2. The vast majority of children with ASD also had other neurodevelopmental symptoms or diagnoses. Hyperactivity was observed in 42% of children with ASD at T2, and Intellectual Developmental Disorder in 30%. Borderline Intellectual Functioning was found in 25%, and severe speech and language disorder in 20%. The children who did not meet criteria for ASD at T2 had symptoms of or met criteria for other neurodevelopmental/neuropsychiatric disorders in combination with marked autistic traits. Changes in developmental profiles between T1 and T2 were common in this group of young children with ASD. The main effect of Cognitive level at T1 explained more than twice as much of the variance in Vineland scores as did the ASD subtype; children with IDD had significantly lower scores than children in the BIF and AIF group. Co-existence with other conditions was the rule.Conclusions and implications: Reassessments covering the whole range of these conditions are necessary for an optimized intervention adapted to the individual child's needs.
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14.
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15.
  • Larsson, AnnaKarin, 1975, et al. (författare)
  • Internationally Adopted Children With Unilateral Cleft Lip and Palate-Consonant Proficiency and Perceived Velopharyngeal Competence at the Age of 5.
  • 2020
  • Ingår i: The Cleft palate-craniofacial journal : official publication of the American Cleft Palate-Craniofacial Association. - : SAGE Publications. - 1545-1569. ; 57:7, s. 849-859
  • Tidskriftsartikel (refereegranskat)abstract
    • To compare consonant proficiency, consonant errors, and the perceived velopharyngeal (VP) competence in internationally adopted (IA) children with unilateral cleft lip and palate (UCLP) and nonadopted (NA) children with the same cleft-palate type at age 5.Case-control study based on phonetic transcriptions of standardized speech recordings of 5-year-olds at a tertiary hospital.Twenty-five IA children were compared to 20 NA children. All consecutive patients at a cleft lip and palate center participated.Consonant proficiency was measured using percentage consonants correct, percentage consonants correct-adjusted for age, percentage correct place, percentage correct manner, and consonant inventory. Cleft speech characteristics (CSCs), developmental speech characteristics (DSCs), and the perceived VP competence were also measured.The IA children had significantly lower values for all consonant proficiency variables (p < .05) and a smaller consonant inventory (p = .001) compared to the NA children. The IA children had a higher frequency of CSCs (IA = 84%, NA = 50%, p < .05) and DSCs (IA = 92%, NA = 65%, p = .057), and twice as many IA children as NA children had perceived VP incompetence (IA = 52%, NA = 25%, p = .17).Severe speech disorder was more common in IA children than in NA children at age 5. Most importantly, the speech disorders seem to be not only cleft-related. More detailed speech assessments with a broader focus are needed for IA children with UCLP. Longitudinal studies are recommended to further investigate the impact of speech difficulties in IA children's daily lives.
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16.
  • Larsson, Anna Karin, et al. (författare)
  • Internationally adopted children with and without a cleft lip and palate showed no differences in language ability at school-age
  • 2021
  • Ingår i: Acta Pædiatrica. - : Wiley. - 1651-2227 .- 0803-5253. ; 110:1, s. 273-279
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: The aim of this study was to investigate language ability in internationally adopted children aged 7-8 years with and without a unilateral cleft lip and palate. Methods: We compared 27 internationally adopted children with a unilateral cleft lip and palate, adopted from China, with a group of 29 children without a cleft lip and palate, adopted from different countries. Participants were recruited from two cleft lip and palate teams in Sweden and through adoption organisations. Assessments were performed using standardised tests of speech and of receptive and expressive language ability. In addition, a parental questionnaire in which speech, language and communication aspects were rated was used. Results: There were no significant differences in language ability between the groups. The only difference was related to speech ability, where the internationally adopted children with unilateral cleft lip and palate scored significantly lower. However, a high proportion of children in both groups scored low on measures of expressive language compared with test norms. Conclusion: The results suggested that having a cleft lip and palate did not increase the risk of language difficulties. Instead, being internationally adopted may be associated with a risk of delayed language development lasting for several years post-adoption.
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17.
  • Larsson, AnnaKarin, 1975, et al. (författare)
  • Persisting speech difficulties at 7-8 years of age - a longitudinal study of speech production in internationally adopted children with cleft lip and palate
  • 2024
  • Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 49:1, s. 1-10
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim To longitudinally investigate speech production (consonant proficiency, consonant errors and perceived velopharyngeal competence) in 17 internationally adopted (IA) children with unilateral cleft lip and palate (UCLP) at three time points. Method Consonant proficiency (percent consonants correct, consonant inventory) and number and type of consonant errors were calculated based on blind phonetic transcriptions of words from the Swedish Test of Articulation and Nasality (SVANTE). Velopharyngeal competence was perceptually rated by three blinded experienced speech-language pathologists at the ages of 3, 5 and 7-8 years. Results A significant positive development of speech production was found, although most children still scored very low for consonant proficiency at the age of 7-8 compared with normative values: the median for percent consonants correct was 79.7 and many children still had persisting cleft-related and developmental consonant errors. At the age of 7-8, almost half of the children were rated as having a competent velopharyngeal function and only three as having an incompetent velopharyngeal function. Conclusion Persisting speech difficulties at school age in IA children with UCLP were found in the present study, which is one of the very few longitudinal studies. Our results highlight the need for detailed follow-up of speech production in clinical settings. Speech disorders may have a severe impact on a child's intelligibility and participation with peers, and there is a need for more studies investigating the actual everyday effect of the difficulties found.
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18.
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19.
  • Lieberman, M., et al. (författare)
  • Asking parents about babbling at 10 months produced valid answers but did not predict language screening result 2 years later
  • 2022
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 111:10, s. 1914-1920
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim We evaluated the concurrent and predictive validity of questions to parents of 10-month-old children about babbling. Methods Children with at least one native Swedish-speaking parent were eligible for inclusion in this prospective longitudinal study. The parents were asked three questions about babbling at a routine healthcare visit. If parents reported a lack of canonical babbling (CB), children were assessed by a speech and language pathologist to evaluate the questions' concurrent validity. We then examined whether the babbling questions predicted which children would fail the routine language screening at 2.5/3 years. Results Fifteen of the 1126 children lacked CB according to the parent responses and the expert assessment confirmed 12 of these cases, providing a concurrent validity of 80%. The sensitivity to predict routine language screening was 8% (95% confidence interval 3-17), and the positive predictive value was 40% (95% confidence interval 20%-65%). However, only six of the children lacking CB at 10 months were among the 71 children who failed later language screening. Conclusion This study suggests that the babbling questions could be included in the 10-month surveillance at the child health services as valid measures of babbling development, but they cannot predict language screening result at 2.5/3 years.
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20.
  • McPherson, A., et al. (författare)
  • Language and quality of life in Swedish children with mild hearing loss
  • 2023
  • Ingår i: Deafness & Education International. - : Informa UK Limited. - 1464-3154 .- 1557-069X. ; 25:4, s. 309-326
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explored the impact of mild bilateral sensorineural hearing loss (MBHL) on language development and health-related quality of life (HRQoL) and investigated the relationship between these outcomes in school-aged children. Participants comprised 16 children (9 girls, 7 boys) between 9-12 years (mean 11.2 years) with MBHL born in Sweden. Language was assessed by a Speech Pathologist and children self-reported their HRQoL. Results showed mean scores for language and HRQoL were not significantly different to normative means. Two children (12.5%) met the criterion for language disorder (LD) and another two children were considered at risk for poor HRQoL. The participants scored poorest on the language skills of formulating of sentences and following concepts and directions, and on the HRQoL domain of psychosocial wellbeing, although none significantly below normative means. A trend in the data showed a moderate positive correlation between overall language ability and HRQoL scores. Participant demographic factors of sex and hours of hearing aid use explained 15% of the variation in HRQoL outcomes; however, this was not statistically significant (p = .65). The hours of hearing aid use accounted for 27.5% of the variance in outcomes for language which was significant (p = .05). Overall, these results indicate that some children with MBHL are at risk of LD and poor HRQoL as they progress through school.
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21.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • A longitudinal case study of six children with autism and specified language and non-verbal profiles
  • 2022
  • Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 0269-9206 .- 1464-5076. ; 36:4-5, s. 398-416
  • Tidskriftsartikel (refereegranskat)abstract
    • Language skills as well as general cognitive skills show a considerable variation in children with autism spectrum disorder (ASD). In previous studies, at least three profiles based on these skills have been suggested; autism with language and non-verbal cognitive skills within the average/normal range (ALN), autism with language disorder (ALD) without concurrent non-verbal cognitive disability, and autism with language disorder and cognitive disability, i.e. autism with a more general delay (AGD). The aim of the present longitudinal case study is to illustrate these three groups more thorough by presenting the developmental trajectories of children belonging to each profile. Six children were chosen based on their language and cognitive profiles from the first age 3-year assessment. They came from a larger group of children with ASD identified by autism screening at child health-care centres at age 2.5 years. These six children represent one boy and one girl from each of the three subgroups ALN, ALD and AGD, and were assessed a second time at age 5 and a third time at age 8 years, regarding expressive and receptive language skills, autistic severity and non-verbal cognitive skills. Although preliminary, our results indicate a rather stable developmental trajectory from age 3 to 8 years characterising children with autism based on language and non-verbal cognitive functioning. Thus, in order to help intervention planning and increase predictions of outcome, it seems important to specify both linguistic and cognitive level already at the first assessment in children with ASD.
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22.
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23.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD.
  • 2010
  • Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31:5, s. 1054-1061
  • Tidskriftsartikel (refereegranskat)abstract
    • Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children.
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24.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Development problems were common five years after positive screening for language disorders and, or, autism at 2.5 years of age.
  • 2018
  • Ingår i: Acta paediatrica (Oslo, Norway : 1992). - : Wiley. - 1651-2227 .- 0803-5253.
  • Tidskriftsartikel (refereegranskat)abstract
    • This study identified whether children who had screened positive for either developmental language disorder (DLD) or autism spectrum disorder (ASD) at the age of 2.5 years had neurodevelopmental assessments five years later.Our study cohort were 288 children born from 1 July 2008 to 20 June 2009 who screened positive for DLD and, or, ASD at 2.5 years. Of these, 237 children were referred to, and assessed, at the Paediatric Speech and Language Pathology clinic (n = 176) or the Child Neuropsychiatry Clinic (n = 61) at the Queen Silvia Children's Hospital, Gothenburg, Sweden. Clinical registers covering all relevant outpatient clinics were reviewed five years later with regard to established diagnoses.When the 237 were followed up five years later, 96 (40%) had established neurodevelopmental disorders or problems, often beyond DLD and ASD. Co-existing problems were common in this cohort and multidisciplinary assessments were indicated. The other 60% did not appear in subsequent clinic records. It is likely that this 40% was a minimum rate and that more children will be referred for developmental problems later.Five years after they had been screened positive for DLD and, or autism at 2.5 years, 40% of our cohort had remaining or other developmental problems.
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25.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Imitation (rather than core language) predicts pragmatic development in young children with ASD: a preliminary longitudinal study using CDI parental reports
  • 2014
  • Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822. ; 49:3, s. 369-375
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Research in the last decades has clearly pointed to the important role of language and communicative level when trying to understand developmental trajectories in children with autism spectrum disorders (ASD). Aims: The purpose of this longitudinal study was to investigate whether (1) core language skills, measured as expressive vocabulary and grammar, and/or (2) pre-linguistic social-communicative skills, including gestures and imitation abilities, drive pragmatic language development in young children with ASD. Methods & Procedures: We examined correlates and longitudinal predictors of pragmatic growth in a sample of 34 children with Autism spectrum disorder (ASD), whose parents were given parts of twoMacArthur Communicative Developmental Inventories (CDI: Words & Gestures and CDI: Words & Sentences) for completion at two time points (at time 1 the mean child age was 41 months, and at time 2 it was 54 months). A novel feature in this study is that the relevant parts from both CDI forms were included at both time points, allowing us to examine whether pre-linguistic social-communication skills (e.g. imitation and gesturing) and/or core language skills (i.e. grammar and vocabulary) predict pragmatic language growth. Outcomes & Results: The results show that basically all pre-linguistic, linguistic and pragmatic skills were associated concurrently. When controlling for possible confounders and for the autoregressive effect, imitation skills predicted pragmatic growth over time, whereas core language did not. This could only have been shown by the use of both CDI forms. Conclusions & Implications: This preliminary study may be of both conceptual and methodological importance for research in the field of language and communication development in ASD. Imitation may play a pivotal role in the development of subsequent conversational pragmatic abilities in young children with ASD. Future research should be directed at unravelling the mechanisms underlying this association.
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26.
  • Miniscalco, Carmela, 1963 (författare)
  • Inte bara sen språkutveckling
  • 2009
  • Ingår i: Barn läser och skriver - specialpedagogiska perspektiv. Bjar L och Frylmark A, red. - Lund : Studentlitteratur. - 9789144048741 ; , s. 149-65
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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27.
  • Miniscalco, Carmela, 1963 (författare)
  • Language problems at 2½ years of age and their relationship with school-age language impairment and neuropsychiatric disorders
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Background: International research has shown that language delay (LD) is associated with social, cognitive, emotional and/or behavioural deficiencies, but there is still a need for extended knowledge about LD at early age and its relationship with long-term language impairment and neuropsychiatric disorders in Swedish children. Aims: To study (a) if children with a positive screening result or a negative screening result at 2½ years of age showed persistent or transient language difficulties at 6 years of age and, (b) whether or not children identified by language screening at 2½ years of age were diagnosed with language, neurodevelopmental and/or neuropsychiatric impairments at school age. Materials and methods: At the 2½-year screening 25 children with LD and 80 screening-negative children constituted the study population, i.e. in all 105 children (Study I). At the 6-year examination the follow-up group consisted of 99 children ? 22 children from the LD group and 77 children from the screening-negative group (Study II). The 7-8-year-old follow-up (study III and IV) included 21 of the 22 children with LD who participated in study II. Screening results from nurses were re-classified blindly (study I) by the use of Reynell Developmental Language Scale. Study II included tests that examined both reception and production in different areas of speech and language as well as linguistic awareness. Study III and IV consisted of a multidisciplinary in-dept examination of language, intellectual functions and the presence of neuropsychiatric/neurodevelopmental disorders. Results: The sensitivity of the screening tool was 0.69, and the specificity was 0.93 (study I). The 6-year examination showed that there was still a highly persistent and significant difference between the children with and without LD on almost every variable tested (study II). In studies III-IV it was found that 62% of the LD children also had received a neuropsychiatric diagnosis at age 7-8 years: eight children were diagnosed with ADHD and five children with ASD. Half of the 21 children with LD had marked problems with performance on narrative tasks according to the Bus Story test and the NEPSY Narrative Memory Subtest independently of co-occurrence of neuropsychiatric disorder. The only difference between the children with LD pure and those who had LD+AD/HD or LD+ASD was on Freedom from Distractibility, where children with AD/HD and ASD scored low. In addition, children with ASD had a much lower overall cognitive level (FSIQ) and poorer results on tasks assessing Processing Speed. Conclusion: It is possible to identify children with LD at 2½ years of age. All children identified with LD at 2½ years of age also appeared to be at later risk of complex neurodevelopmental/ neuropsychiatric disorders. Remaining language problems at 6 years of age strongly predicted the presence of neuropsychiatric/ neurodevelopmental disorders at age 7-8 years. The observed difficulties, including narrative problems, in the LD children indicate that these children are at high risk of persistent language impairment and future problems concerning reading and writing. Clinical implications: Children identified with late developing language at 2½ years of age need to be followed carefully for several years. Follow-up should include neuropsychiatric as well as speech-language assessments, and the multidisciplinary team should be particularly prepared to diagnose ASD, AD/HD, and various kinds of learning disorders. Assessment of non-word repetition, semantic and narrative skills at the follow-up occasions may be a useful clinical tool for identifying children with more persistent subtle language problems who are at risk of academic failure.
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28.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Language skills at age 6 years in Swedish children screened for language delay at 2(1/2) years of age.
  • 2005
  • Ingår i: Acta paediatrica (Oslo, Norway : 1992). - 0803-5253. ; 94:12, s. 1798-806
  • Tidskriftsartikel (refereegranskat)abstract
    • This study concerns language outcome in 6-y-old children who participated in a longitudinal community-based study of 105 children screened for language delay (LD) at 2(1/2) y of age. The purpose was to investigate (1) whether results from the 2(1/2)-y screening were persistent at 6 y of age, and (2) what language domains at age 6 were difficult for (a) children with LD at age 2(1/2) y and (b) children with normal language (LN) at the same age. Significant differences between LD and LN at age 2(1/2) y were persistent at age 6. The vulnerability that was identified at 2(1/2) y of age, such as problems with going from single-word utterances to multi-word utterances, seems to persist as delayed development at different language levels and across language domains. CONCLUSION: This study has shown that children who failed the 2(1/2)-y screening are at high risk of having persistent language problems at age 6 y.
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29.
  • Miniscalco, Carmela, 1963-, et al. (författare)
  • Language skills at age 6 years in Swedish children screened for language delay at 2½ years of age
  • 2005
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 94:12, s. 1798-1806
  • Tidskriftsartikel (refereegranskat)abstract
    • This study concerns language outcome in 6-y-old children who participated in a longitudinal community-based study of 105 children screened for language delay (LD) at 2(1/2) y of age. The purpose was to investigate (1) whether results from the 2(1/2)-y screening were persistent at 6 y of age, and (2) what language domains at age 6 were difficult for (a) children with LD at age 2(1/2) y and (b) children with normal language (LN) at the same age. Significant differences between LD and LN at age 2(1/2) y were persistent at age 6. The vulnerability that was identified at 2(1/2) y of age, such as problems with going from single-word utterances to multi-word utterances, seems to persist as delayed development at different language levels and across language domains. CONCLUSION: This study has shown that children who failed the 2(1/2)-y screening are at high risk of having persistent language problems at age 6 y.
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30.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Meaning what you say? Comprehension and word production skills in young children with autism.
  • 2012
  • Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1878-0237 .- 1750-9467. ; 6:1, s. 204-211
  • Tidskriftsartikel (refereegranskat)abstract
    • Thirty-one, representative, one- to three-year-old children with autism spectrum disorders (ASD) were given the MacArthur Communicative Developmental Inventory (CDI) for parent completion and the Reynell Developmental Language Scales III (RDLS) for assessment by a speech and language pathologist. Correspondence across scales was good to excellent, indicating that parents of children with ASD can often be trusted in their report on children's language and communication abilities. The children had considerably better word production than comprehension and gesture skills, which is a pattern that is reversed in comparison with typically developing children. These findings suggest that children with ASD who have some spoken language may well be overestimated on the basis of superficially (at least relatively) good word production skills.
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31.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Narrative skills, cognitive profiles and neuropsychiatric disorders in 7-8-year-old children with late developing language.
  • 2007
  • Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 42:6, s. 665-681
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: A community-representative sample of screened and clinically examined children with language delay at 2.5 years of age was followed up at school age when their language development was again examined and the occurrence of neuropsychiatric/neurodevelopmental disorder (attention deficit/hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD)) was documented. AIMS: (1) To determine whether these 7-8-year-old children with a history of language delay have deficits in narrative skills compared with the age norms of standardized tests; and (2) to analyse if there is a relationship between narrative outcome, cognitive profile, and neuropsychiatric diagnosis. METHODS & PROCEDURES: Twenty-one children recruited from a community sample and with a history of language delay underwent an in-depth multidisciplinary examination at 7-8 years of age. Their narrative and cognitive skills were examined using the Bus Story Test, the Narrative Memory Subtest from the Developmental Neuropsychological Assessment (NEPSY), and The Wechsler Intelligence Scale for Children III (WISC-III). OUTCOMES & RESULTS: The three measures of the Bus Story Test (information, sentence length, and subordinate clauses) were below age norms for all 21 children, of whom 13 also had a neuropsychiatric diagnosis, i.e. ADHD and/or ASD. Half of the children with language delay had problems on Bus Story Test Information and on the Narrative Memory subtest independently of co-occurrence of neuropsychiatric disorder. The only difference across the children with language delay pure and those who had language delay plus ADHD or language delay plus ASD was on Freedom from Distractibility, where children with ADHD and ASD scored low. In addition, children with ASD had a much lower overall cognitive level (FSIQ) and poorer results on Processing Speed. CONCLUSIONS: Swedish children with late developing language at 2.5 years of age have persisting difficulties with oral narrative skills at age 7-8 years. However, almost none of the children with language delay had problems when responding to story-related questions--irrespective of whether or not they had an additional diagnosis of ADHD or ASD. Thus, asking story-related questions may be a good intervention strategy when working with these children. Because narrative difficulties are a reflection of linguistic, cognitive and/or pragmatic/social difficulties, it is important for clinicians of different specialties to work in close collaboration in order to establish a reliable measure that can be used in clinical assessment. Poor results on the WISC-III Kaufman Freedom from Distractibility factor had a strong relationship with a neuropsychiatric diagnosis (not just ADHD), whereas poor results on Bus Story Test Information or NEPSY Narrative Memory (measured as Free Recall) did not. Narrative problems were present among the language delay children even in the presence of adequate speech and verbal comprehension. Thus, narrative assessment may be a useful tool for identifying children with more persistent subtle language and pragmatic problems who are at risk for academic failure.
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32.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months.
  • 2006
  • Ingår i: Developmental Medicine and Child Neurology. - 0012-1622. ; 48:5, s. 361-366
  • Tidskriftsartikel (refereegranskat)abstract
    • We present a prospective study at school age of neuropsychiatric and neurodevelopmental outcome of language delay suspected at child health screening around 30 months of age. In a community sample, 25 children (21 males, 4 females) screening positive and 80 children (38 males, 42 females) screening negative for speech and language problems at age 30 months were examined in detail for language disorders at age 6 years. The screen-positive children were then followed for another year and underwent in-depth neuropsychiatric examination by assessors blind to the results of previous testing. Detailed follow-up results at age 7 years were available for 21 children. Thirteen of these 21 children (62%) had a major neuropsychiatric diagnosis (autism, atypical autism, Asperger's syndrome, attention-deficit-hyperactivity disorder [ADHD]), or combinations of these. Two further children (10%) had borderline IQ with no other major diagnosis. We conclude that children in the general population who screen positive for speech and language problems before age 3 years appear to be at very high risk of autism spectrum disorders or ADHD, or both, at 7 years of age. Remaining language problems at age 6 years strongly predict the presence of neuropsychiatric or neurodevelopmental disorders at age 7 years.
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33.
  • Miniscalco, Carmela, 1963, et al. (författare)
  • Non-word repetition in young school-age children with language impairment and/or neuropsychiatric disorder.
  • 2009
  • Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 0891-4222. ; 30:6, s. 1145-1154
  • Tidskriftsartikel (refereegranskat)abstract
    • We wanted to test the hypothesis that neuropsychiatric disorder (NPD) with language impairment (LI) is a more severe variant of NPD than NPD without LI, and that this variant can be easily picked up by a non-word repetition (NWR) task. We therefore tested 56 (mean 7.6, range 6.1-9.5 years) children divided into three subgroups: one with LI only (n=8), one with NPD only (n=16) and one with a combination of LI and NPD (n=32). We used a Swedish NWR test, a real word repetition test, the Verbal Comprehension and Freedom from Distractibility factor of the WISC-III. All three subgroups had difficulties with NWR and real word repetition compared to the norm, but the within-subgroup variations were considerable. The subgroup with NPD only performed best on both NWR and real word repetitions, but remarkably poorly given that they had never been noted for having language problems. NPD with LI consistently had the lowest scores. Of the three subgroups, only NPD with LI scored lower than the normal range on Verbal Comprehension and Freedom from Distractibility. Significant correlations were found between NWR on the one hand, and Freedom from Distractibility and Verbal Comprehension, on the other, indicating that poor results on a NWR test is probably not a "clean" measure of speech and language impairment, but also taps into other neuropsychological constructs, including executive dysfunction. In conclusion, the study confirmed the hypothesis that NPD with LI constitutes a more severe variant of NPD, and that this variant can easily be picked up by a quick and easy NWR screening test.
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34.
  • Nilsson, Gill, et al. (författare)
  • Neurodevelopmental problems should be considered in children with febrile seizures
  • 2019
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 108:8, s. 1507-1514
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: Clinical developmental phenotyping of four- to five-year-old children with febrile seizures (FSs).Methods: Children with FS (n = 157, corresponding to 3.7% of the targeted general population of four-five-year-olds) had been identified at child healthcare centres in Gothenburg. Parents of 73 children (41 boys, 32 girls) accepted participation in the present study. The assessments included a neuropaediatric assessment, Movement ABC, Wechsler Preschool and Primary Scale of Intelligence-III and parent questionnaires (Five-to-Fifteen (FTF) and Strengths and Difficulties Questionnaire (SDQ)). Hospital records were reviewed, when applicable.Results: One-third of the children had at least one DSM-5 neurodevelopmental disorder diagnosis or marked developmental problems within areas of attention, activity regulation, behaviour, speech and language, general cognition or motor functioning. No differences were found between children with single vs recurrent or simple vs complex FS.Conclusion: Febrile seizure are relatively often associated with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCEs). We found no indications that ESSENCE might be caused by FS per se. However, the results suggest that child healthcare professionals should consider the possibility of ESSENCE in children with a history of FS.
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35.
  • Nordberg, Ann, et al. (författare)
  • Consonant production and overall speech characteristics in school-aged children with cerebral palsy and speech impairment.
  • 2014
  • Ingår i: International journal of speech-language pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 16:4, s. 386-95
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract The aim of the present study was to investigate the speech characteristics of school-aged children with cerebral palsy (CP) and speech impairment at various cognitive levels. Nineteen children with a mean age of 11;2 years (9;2-12;9 years) with spastic, dyskinetic, and ataxic CP and speech impairment participated. Phonetic transcription of oral consonants, ratings of hypernasality, and severity of overall dysarthria, together with free field descriptions of respiration, voice quality, and prosody, were performed independently by two speech-language pathologists. The non-verbal cognitive level was also studied. More than half of the children had large problems with the articulation of consonants, and the children with ataxic CP were most affected. The majority was rated as having dysarthria, mostly mild, but hypernasality was rare. Gross motor problems were not significantly associated with the articulation of consonants or the severity of dysarthria, whereas non-verbal cognitive level was. This underlines the importance of taking non-verbal cognitive level into account, when designing individual speech treatment programs for this group of children. Finally, a careful examination of the articulation of consonants is recommended in order to study speech production thoroughly in children with CP.
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36.
  • Nordberg, Ann, et al. (författare)
  • Speech problems affect more than one in two children with cerebral palsy: Swedish population-based study.
  • 2013
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 102:2, s. 161-166
  • Tidskriftsartikel (refereegranskat)abstract
    • AIM: To describe speech ability in a population-based study of children with cerebral palsy (CP), in relation to CP subtype, motor function, cognitive level and neuroimaging findings. METHODS: A retrospective chart review of 129 children (66 girls, 63 boys) with CP, born in 1999-2002, was carried out. Speech ability and background information, such as type of CP, motor function, cognitive level and neuroimaging data, were collected and analysed. RESULTS: Speech disorders were found in 21% of the children and were present in all types of CP. Forty-one per cent of the children with speech disorders also had mental retardation, and 42% were able to walk independently. A further 32% of the children were nonverbal, and maldevelopment and basal ganglia lesions were most common in this group. The remaining 47% had no speech disorders, and this group was most likely to display white matter lesions of immaturity. CONCLUSION: More than half of the children in this CP cohort had a speech disorder (21%) or were nonverbal (32%). Speech ability was related to the type of CP, gross motor function, the presence of mental retardation and the localization of brain maldevelopment and lesions. Neuroimaging results differed between the three speech ability groups.
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37.
  • Nordberg, Ann, et al. (författare)
  • Story retelling and language ability in school-aged children with cerebral palsy and speech impairment.
  • 2015
  • Ingår i: International journal of language & communication disorders / Royal College of Speech & Language Therapists. - : Wiley. - 1460-6984. ; 50:6, s. 801-13
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Research on retelling ability and cognition is limited in children with cerebral palsy (CP) and speech impairment. AIMS: To explore the impact of expressive and receptive language, narrative discourse dimensions (Narrative Assessment Profile measures), auditory and visual memory, theory of mind (ToM) and non-verbal cognition on the retelling ability of children with CP and speech impairment. METHODS & PROCEDURES: Fifteen speaking children with speech impairment (seven girls, eight boys) (mean age = 11 years, SD = 1;4 years), and different types of CP and different levels of gross motor and cognitive function participated in the present study. Story retelling skills were tested and analysed with the Bus Story Test (BST) and the Narrative Assessment Profile (NAP). Receptive language ability was tested with the Test for Reception of Grammar-2 (TROG-2) and the Peabody Picture Vocabulary Test - IV (PPVT-IV). Non-verbal cognitive level was tested with the Raven's coloured progressive matrices (RCPM), memory functions assessed with the Corsi block-tapping task (CB) and the Digit Span from the Wechsler Intelligence Scale for Children-III. ToM was assessed with the false belief items of the two story tests "Kiki and the Cat" and "Birthday Puppy". OUTCOMES & RESULTS: The children had severe problems with retelling ability corresponding to an age-equivalent of 5;2-6;9 years. Receptive and expressive language, visuo-spatial and auditory memory, non-verbal cognitive level and ToM varied widely within and among the children. Both expressive and receptive language correlated significantly with narrative ability in terms of NAP total scores, so did auditory memory. CONCLUSION & IMPLICATIONS: The results suggest that retelling ability in the children with CP in the present study is dependent on language comprehension and production, and memory functions. Consequently, it is important to examine retelling ability together with language and cognitive abilities in these children in order to provide appropriate support.
  •  
38.
  • Nyman, A., et al. (författare)
  • Speech and Language in 5-year-olds with Different Neurological Disabilities and the Association between Early and Later Consonant Production Speech/Language in Neurological Disabilities
  • 2021
  • Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 24:6, s. 408-417
  • Tidskriftsartikel (refereegranskat)abstract
    • The primary aim was to describe speech and language abilities in a clinical group of verbal 5-year-old children diagnosed with neurological disability (ND) in infancy, and the secondary aim was to trace precursors to consonant production at age 5 years (T2) in data from 12 to 22 months (T1). The participants (n = 11, with Down syndrome (DS), cerebral palsy, and chromosomal deletion syndromes) were tested with a battery of speech and language tests. Consonant production at T2 was compared to data on consonant use at T1. At T2, two participants had age appropriate speech and language and another three had age-appropriate speech, but low results on language tests. The remaining six participants had severe speech and language difficulties. Participants with DS had significantly lower results on consonant production measures. An association between consonant production at T1 and T2 for participants with DS indicates that number of different true consonants might be a predictive measure when evaluating young children with DS.
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39.
  • Ottosson, S., et al. (författare)
  • Neurodevelopmental problems and quality of life in 6-year-olds with a history of developmental language disorder
  • 2022
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 111:1, s. 115-122
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim To explore family-reported neurodevelopmental functioning and quality of life in 6-year-olds who had screened positive for developmental language disorder at age 2.5 years. Methods Parents of 85 6-year-old children completed questionnaires about child neurodevelopmental difficulties and quality of life. The children were interviewed regarding quality of life, and their language was assessed by speech and language pathologists. Test results at 6 years identified three subgroups: children with developmental language disorder (n = 68) or speech sound disorder (n = 6) and children with no current language disorder (n = 11). Results Out of the 68 children with developmental language disorder, 33 (48%) had significant parent-rated problems with language, executive functions 17 (25%), perception 15 (22%) and/or motor skills 15 (22%). Four (67%) of the children with speech sound disorder had significant problems with language. Significant problems were reported with language in five (45%) and with perception in four (36%) children with no current language disorder. The parents reported no impaired quality of life, whereas the children themselves reported impairment mainly with school functioning. Conclusions Overlap between language difficulties and other neurodevelopmental problems was higher in 6-year-olds who had screened positive for developmental language disorder about 3 years earlier, than in the general population. The parent and child reports of quality of life were not consistent.
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40.
  • Palle, Nanna, et al. (författare)
  • The effectiveness of phonological intervention in preschool children: a single-subject design study.
  • 2014
  • Ingår i: Logopedics, phoniatrics, vocology. - : Informa UK Limited. - 1651-2022 .- 1401-5439. ; 39:1, s. 19-29
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose was to investigate an intervention model for treating preschool children with phonological processes. Six children, three girls and three boys, between 4y 1m and 5y 7m, with similar developmental phonological disorder (PD) received an individually adjusted intervention including articulatory, phonological, and meta-phonological approaches. A single-subject multiple-baseline design with /f/ and /s/ as target phonemes and velar plosives and /r/ as control phonemes was used. An improved production of the treated phonemes was found in five of the children, while one girl established /f/ but not /s/. The control phonemes remained unchanged for all children. Six to 18 therapy sessions were needed to reach the intervention goal. The study highlights the importance of considering heterogeneity in children with PD.
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41.
  • Persson, A., et al. (författare)
  • Impact of auditory variables on consonant production in babbling and early speech in children with moderate hearing loss - a longitudinal study
  • 2022
  • Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 0269-9206 .- 1464-5076. ; 36:10, s. 833-848
  • Tidskriftsartikel (refereegranskat)abstract
    • This longitudinal study aimed to investigate early consonant production and the impact of hearing aid (HA) use, and aided audibility in Swedish children with moderate hearing loss (CHL) who received amplification before 6 months of age. CHL (n = 11) and children with normal hearing (CNH) (n = 11) were followed-up at 10, 18, and 36 months of age. At 10 months of age, the CHL used significantly fewer oral stops (p < 0.01), dental/alveolar stops (p < 0.05) and had a significantly fewer number of different true consonants (p < 0.01). At 18 months, there were no significant differences between the groups regarding presence of oral stops, and dental/alveolar stops, but the significant difference in the number of different true consonants remained (p < 0.00). At 36 months of age, consonant proficiency did not differ between the groups. A higher number of hours of HA use was associated with the presence of consonant variables at 10 months. Aided audibility showed weak to moderate correlations with number of consonants produced and proficiency. This group of children presented with initial delays in their early consonant production but seemed to catch up as they aged. Consistency of HA use from initial fitting is an important factor that may decrease the possible delays in the development of early consonant production and proficiency in CHL by 36 months of age.
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42.
  • Schachinger-Lorentzon, Ulrika, 1969, et al. (författare)
  • Children screening positive for language delay at 2.5 years: Language disorder and developmental profiles
  • 2018
  • Ingår i: Neuropsychiatric Disease and Treatment. - 1176-6328 .- 1178-2021. ; 14, s. 3267-3277
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2018 Schachinger-Lorentzon et al. Purpose: To characterize language disorder and developmental profiles in children who screened positive for language delay but negative for autism at 2.5 years of age. Patients and methods: The first 100 children who screened positive for language delay – but negative for autism – in 2016 were assessed in detail by speech language pathologists. Parents completed a newly developed questionnaire covering eight domains – Motor, Executive functions, Perception, Memory, Language, Learning, Social skills and Child’s behaviour – with impairment scored for each domain. Results: ICD-10 language disorder diagnoses were made in 87/100 children (29 girls, 58 boys). Of 52 children with mixed receptive–expressive language disorder, 32% had problems in other developmental areas according to the “global rating” in the impairment questions of the questionnaire. Of the 35 with expressive language disorder, 21% had problems in other areas according to the impairment questions. Thirteen children had isolated language delay with no other diagnoses according to the speech and language pathologists’ assessment; however, 23% of them had problems according to the parental rating on the impairment questions. Conclusion: Most children screening positive for language delay but negative for autism at age 2.5 years were diagnosed with ICD-10 language disorder diagnoses. Parents in about one in four cases reported impairing problems within other developmental areas. Possible explanations for the findings are discussed.
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43.
  • Schachinger-Lorentzon, Ulrika, 1969, et al. (författare)
  • Developmental language disorder: similarities and differences between 6-year-old mono- and multilingual children
  • 2024
  • Ingår i: Logopedics Phoniatrics Vocology. - 1401-5439 .- 1651-2022.
  • Tidskriftsartikel (refereegranskat)abstract
    • This study investigated language ability in 6-year-old mono- and multilingual children who, at age 2;6 years, had screened positive for developmental language disorder (DLD). One hundred children (32 girls, 68 boys) were assessed at an average age of 2;9 years (T1) and 85 of them (30 girls, 55 boys) were reassessed at age 6;0 years (T2) using a standardised test battery. Of these, 68 (23 girls, 45 boys) met the criteria for DLD diagnosis; 28 of them were monolingual and 40 multilingual. Language profiles at T2 were analysed, as were the associations between DLD and a mono- or multilingual background as well as other measures collected at T1, including mean length of utterance (MLU), heredity and parental education. As expected, the results showed that the total group (including both mono- and multilingual children) scored below test norms for 6-year-olds on all language tests, except for receptive vocabulary, where the monolingual children scored in line with those norms. The multilingual group performed significantly less well than the monolingual one on language comprehension, receptive vocabulary, recalling sentences, word finding and story retelling; disparities regarding MLU and language comprehension were already evident at T1. Interestingly, MLU at T1 showed a moderate association with language comprehension at T2 in the total group. The monolingual children were more likely than the multilinguals to have heredity for DLD or reading and writing disorders. In conclusion, language difficulties identified through screening and assessment before age 3 years often persist at age 6 years.
  •  
44.
  • Spjut Jansson, Birgitta, et al. (författare)
  • Children who screen positive for autism at 2.5 years and receive early intervention: a prospective naturalistic 2-year outcome study
  • 2016
  • Ingår i: Neuropsychiatric Disease and Treatment. - 1176-6328 .- 1178-2021. ; 2016:12
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Previous research has stressed the importance of early identification and intervention for children with autism spectrum disorders. Methods: Children who had screened positive for autism at the age of 2.5 years in a general population screening and then received a diagnosis of autism spectrum disorder were enrolled in an intervention program provided by Swedish habilitation services. The following interventions were available: a comprehensive intervention based on Applied Behavior Analysis – Intensive Learning (IL) – in two settings, which included home- and preschool-based (IL Regular) and only home-based (IL Modified) and eclectic interventions. Results: There was considerable variability in terms of outcome, but intervention group status was not associated with any of the chosen outcome variables. Conclusion: The main finding was that the type of intervention was not critical for outcome of adaptive or global functioning. The variability in outcome demonstrates the need for continuous assessments and evaluation of the child’s function and behavior throughout the intervention period.
  •  
45.
  • Stübner, Charlotte, et al. (författare)
  • Developmental language disorders in preschool children after high exposure to perfluoroalkyl substances from contaminated drinking water in Ronneby, Sweden
  • 2023
  • Ingår i: Environmental Epidemiology. - : Ovid Technologies (Wolters Kluwer Health). - 2474-7882. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Background:There are indications that early-life exposure to perfluoroalkyl substances (PFAS) can impact neurodevelopment, but results are inconclusive. The objective was to investigate if high early-life exposure to primarily perfluorohexanesulfonic acid (PFHxS) and perfluorooctanesulfonic acid (PFOS) increases the risk of developmental language disorder in children up to seven years of age. Methods:A register-based cohort of all children born 1998-2013 in Blekinge county, Sweden, was studied. Maternal residential history, that is, with or without highly PFAS-contaminated drinking water, during the 5-year period before childbirth was used as a proxy for early-life exposure. Exposure was categorized as high (n = 646), intermediate (n = 1,650), or background (n = 9,599). We used Cox proportional hazards regression to estimate hazard ratios (HR) for (1) referral to a speech- and language pathologist after routine screening at Child Health Services, and (2) subsequent language disorder diagnosis after clinical assessment. Models were adjusted for parity, maternal age, education level, and smoking, and explored effect modification by sex. Results:In children from the high-exposed area, the adjusted HR for referral was 1.23 (95% CI = 1.03, 1.47) and 1.13 (95% CI = 0.97, 1.56) for subsequent diagnosis. There was no increased risk in the intermediate exposure category. Conclusion:Children, particularly girls, with high exposure had an increased risk of both referral and confirmed developmental language disorder. Further research is needed on PFAS in the context of general neurodevelopment, for which language development is a proxy.
  •  
46.
  • Stübner, Charlotte, et al. (författare)
  • Early-Life Exposure to Perfluoroalkyl Substances (PFAS) and Child Language and Communication Development : A Systematic Review
  • 2023
  • Ingår i: International Journal of Environmental Research and Public Health. - 1661-7827 .- 1660-4601. ; 20:24
  • Forskningsöversikt (refereegranskat)abstract
    • Language development starts during the fetal period when the brain is sensitive to endocrine disruptions from environmental contaminants. This systematic review aims to systematically summarize the existing literature on early-life exposure to PFAS and children’s language and communication development, which is an indicator of neurocognitive development. A structured literature search was conducted using three databases, PubMed, Scopus, and CINAHL, last updated in April 2023. The population was defined as children and young adults. PFAS exposure was assessed pre- or postnatally. The outcome was defined as a language and communication ability assessed with validated instruments, parental self-reports, or clinical language disorder diagnoses. In total, 15 studies were identified for subsequent analyses. Thirteen were performed in background-exposed populations and two in highly exposed populations. There were some indications of potential adverse effects; however, these were not consistent across child sex, age of assessment, or PFAS exposure levels. No systematic effect of early-life PFAS exposure on language and communication development was found. These inconclusive findings may partly be explained by the use of general test instruments with limited validity as to children’s language and communication development. Further studies over a wider exposure range using specific language test instruments are needed.
  •  
47.
  • Stubner, C., et al. (författare)
  • Schoolchildren with unilateral or mild to moderate bilateral sensorineural hearing loss should be screened for neurodevelopmental problems
  • 2020
  • Ingår i: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 109:7, s. 1430-1438
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim The aim was to assess the rate and overlap of language and other neurodevelopmental problems in children aged 9-12 years with unilateral or mild to moderate bilateral sensorineural hearing loss. Methods Caregivers of 24 of the 58 eligible children, born 2004-2007, registered at the regional audiology department in Gothenburg, Sweden, with these types of hearing loss completed the Five-to-Fifteen questionnaire, a comprehensive screening instrument for neurodevelopmental problems. Of these 24 children, 21 were assessed with the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). Children with scores indicating definite problem on the Five-to-Fifteen questionnaire and their parents were invited to a clinical neuropaediatric assessment. Results Of the 24 children, 13 (54%) screened positive for definite neurodevelopmental problems. Clinical assessments confirmed the presence of at least one neurodevelopmental disorder in eight of these 24, corresponding to 33%. Seven (33%) of the 21 children participating in the CELF-4 had scores indicating a language disorder, of whom four children had a neurodevelopmental disorder according to the neuropaediatric assessment. Conclusion The results support that schoolchildren with unilateral or mild to moderate bilateral sensorineural hearing loss should undergo neurodevelopmental screening to identify possible coexisting neurodevelopmental problems or disorders.
  •  
48.
  • Thompson, Lucy, et al. (författare)
  • Autism With and Without Regression: A Two-Year Prospective Longitudinal Study in Two Population-Derived Swedish Cohorts.
  • 2019
  • Ingår i: Journal of autism and developmental disorders. - : Springer Science and Business Media LLC. - 1573-3432 .- 0162-3257. ; 49:6, s. 2281-2290
  • Tidskriftsartikel (refereegranskat)abstract
    • Two community-based cohorts of children with autism spectrum disorder, examined using similar assessment protocols, were pooled (n=301) and subdivided according to history of regression. Those with regression (n=62), 20.5% of the combined cohort, were contrasted with those without regression (n=241) at first assessment (age range 19-60months) and at 2-year follow-up on a range of measures. The regression group was significantly more functionally impaired, with regard to intellectual function (p<.001), language development (p<.001), and to severity of autism (p<.01) at both T1 and T2. Only 14 (23.3%) had a clearly identified underlying etiology [24 (18.6%) in the non-regressive group]. There were no significant differences between those who had regressed 'from normal' and those who had regressed 'from low' functioning.
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49.
  •  
50.
  • Westman Andersson, Gunilla, et al. (författare)
  • Autism in Preschoolers: Does Individual Clinician's First Visit Diagnosis Agree with Final Comprehensive Diagnosis?
  • 2013
  • Ingår i: Scientific World Journal. - : Hindawi Limited. - 1537-744X. ; 2013
  • Tidskriftsartikel (refereegranskat)abstract
    • Comprehensive clinical diagnosis based on all available information is considered the "gold standard" in autism spectrum disorders (ASD). We examined agreement across independent assessments (clinical judgment) of 34 young children (age 24-46 months) with suspected ASD, assessed by a multidisciplinary team, and final comprehensive clinical diagnosis. Agreement across settings and between each clinician's assessment and final diagnosis was moderate. The poorest fit was found at assessment in connection with psychological evaluation and the best with preschool observation and parent interview. Some individual clinicians had good and others had poor fit with final diagnosis. Disagreement across assessments was pronounced for girls. The findings suggest that multidisciplinary assessments remain important and that comprehensive clinical diagnosis should still be regarded as the gold standard in ASD.
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