| 1. |
- Dahlgren, Sven-Olof, 1956, et al.
(författare)
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Theory of mind in Children with Severe Speech and Physical Impairments
- 2010
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Ingår i: Research in Developmental Disabilities. ; 31, s. 617-624
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Tidskriftsartikel (refereegranskat)abstract
- The development of a person's ability to understand other's thoughts and feelings, so called "theory of mind" (ToM), is subject to study. Children with communicative disabilities have exhibited problems in this respect, highlighting the role of language in the development of ToM. In this study, ToM was studied in children with cerebral palsy and severe speech impairments. Two tasks, differently dependent on verbal abilities, were used. The results were compared to those of a mental age matched group. The groups differed significantly on the verbally dependent task while difference in performance did not reach significance on the less verbally dependent one. The results are discussed in terms of a delayed development of ToM in children with severe speech and physical impairments, dependent on verbal abilities.
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| 2. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities
- 2012
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Ingår i: Access to language and cognitive development. - : Oxford University Press. - 9780199592722 - 0199592721 ; , s. 62-79
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Bokkapitel (refereegranskat)abstract
- The performance on theory of mind tasks in children with cerebral palsy and severe speech impairments implies a slower development than that shown by typically developing children. This delay might depend on limited linguistic and conversational competence, memory problems and deficits in executive functions, lack of pretend play or lack of opportunities to take other persons’ perspectives or a combination of all four. It might also reflect methodological issues. The ToM paradigm or the methods typically may serve to underestimate somewhat the abilities of children with CP at interpreting other minds in real life. Given that children with CP have not been the focus of numerous investigations to date, research is urgently required to provide more information about their ToM understanding and cognitive development more generally.
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| 3. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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An analysis of reading and spelling abilities in children who use AAC: understanding a continuum of competence
- 2010
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Ingår i: Augmentative and Alternative Communication. - 0743-4618. ; 26:3, s. 191-202
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Tidskriftsartikel (refereegranskat)abstract
- The over-representation of reading and spelling difficulties in children with complex communication needs has been well documented. However, most of the studies reported have indicated that at least some children using Augmentative and Alternative Communication (AAC) can achieve and demonstrate effective literacy skills, highlighting the heterogeneity of this group. This paper presents findings from a cross-linguistic study of 14 Swedish and 14 Irish children with cerebral palsy who use AAC, outlining their performance on a range of phonological awareness, reading and spelling tasks developed for the purposes of the study. All participants were referred to the study as functioning in the average range of intellectual ability. Of the 28 participants, 8 were classified as good readers, on the basis of their success on tasks involving connected text, while 10 presented with single word reading skills, and 10 were categorized as non-readers. This paper explores the similarities and differences within and across these groups, in terms of associated skills and experiences. While analyses of group data suggest some common abilities and difficulties, exploration of individual profiles highlights the heterogeneity of the profiles of the participants, suggesting a need for detailed individual assessment and interventions.
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| 4. |
- Dewrang, Petra, et al.
(författare)
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Parental retrospective assessment of development and behavior in Asperger syndrome during the first two years of life
- 2010
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Ingår i: Research in Autism Spectrum Disorders. ; 4, s. 461-473
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Tidskriftsartikel (refereegranskat)abstract
- Development and behavior during the first 2 years of life was assessed retrospectively by the parents to 23 adolescents and young adults with Asperger syndrome and 13 typically developing adolescents and young adults. The groups were matched on chronological age and the participants were within the normal range of intelligence. The questionnaire, symptoms of autism before the age of 2 (SAB-2) comprised seven areas: contact and social activity, responses to sensory perceptions, communication and language/speech, food/ feeding and sleep, play and fixations/rituals, movements and motor skills, and development and behavior. An eighth area of possible early suspicions was also part of the questionnaire. There were significant differences between the groups in all the areas and that the parents in many cases were well aware of anomalies in their children’s behavior at an early age. Food/feeding and sleep and contact and social activity were found to be the areas that caused most concern. The SAB-2 was also judged to be a valid and reliable instrument for retrospective assessment of infants.
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| 5. |
- Dewrang, Petra, et al.
(författare)
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Repetitive behaviour and obsessive-compulsive features in Asperger syndrome: Parental and self-reports
- 2011
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Ingår i: RESEARCH IN AUTISM SPECTRUM DISORDERS. - 1750-9467. ; 5:3, s. 1176-1186
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Tidskriftsartikel (refereegranskat)abstract
- Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children.
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| 6. |
- Havstam, Christina, 1963, et al.
(författare)
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Communication attitude and speech in 10-year-old children with cleft (lip and) palate: An ICF perspective.
- 2011
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Ingår i: International journal of speech-language pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 13:2, s. 156-164
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Tidskriftsartikel (refereegranskat)abstract
- Many children born with cleft palate have impaired speech during their pre-school years, but usually the speech difficulties are transient and resolved by later childhood. This study investigated communication attitude with the Swedish version of the Communication Attitude Test (CAT-S) in 54 10-year-olds with cleft (lip and) palate. In addition, environmental factors were assessed via parent questionnaire. These data were compared to speech assessments by experienced listeners, who rated the children's velopharyngeal function, articulation, intelligibility, and general impression of speech at ages 5, 7, and 10 years. The children with clefts scored significantly higher on the CAT-S compared to reference data, indicating a more negative communication attitude on group level but with large individual variation. All speech variables, except velopharyngeal function at earlier ages, as well as the parent questionnaire scores, correlated significantly with the CAT-S scores. Although there was a relationship between speech and communication attitude, not all children with impaired speech developed negative communication attitudes. The assessment of communication attitude can make an important contribution to our understanding of the communicative situation for children with cleft (lip and) palate and give important indications for intervention.
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| 7. |
- Holck, Pernille, et al.
(författare)
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Inferential ability in children with cerebral palsy, spina bifida and pragmatic language impairment
- 2010
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Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31, s. 140-150
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study was to investigate and compare the ability to make inferences in three groups of children ranging from 5;2 to 10;9 years: 10 children with cerebral palsy (CP), 10 children with spina bifida and hydrocephalus (SBH) and 10 children with pragmatic language impairment (PLI). The relationship between inferential and literal comprehension was investigated by analysing atypical responses. For this analysis an analytic framework was developed. The PLI group performed significantly worse on inferential questions than the CP group. It was only in the PLI group that problems with inferential questions exceeded the problems with literal questions, and the CP group even performed significantly better in this condition. Inferential comprehension was found to be related to language comprehension in the CP group, but was more related to the ability to predict future developments in the SBH- and PLI-groups. The PLI group relied more on world knowledge and associations than on text-related factors when delivering an atypical response compared to the CP group. The analysis of atypical responses proved to be a promising tool for the planning of an adequate intervention.
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| 8. |
- Holck, Pernille, et al.
(författare)
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Narrative ability in children with cerebral palsy
- 2011
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Ingår i: Research in Developmental disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 32:1, s. 262-270
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Tidskriftsartikel (refereegranskat)abstract
- In a previous study a group of children with cerebral palsy (CP) were found to have considerable difficulties with narratives, performing several standard deviations below the criteria for the Information score of the Bus Story Test (BST). To examine in depth the performance of children with CP and a control group with typically developing (TD) children on a narrative task,in order to search for possible underlying causes to the problems in the CP group. The results of the BST for 10 children with CP, mean age 7;11years, were investigated.The analysis of the BST was supplemented with the use of the Narrative Assessment Profile (NAP) and quantitative analyses of number of words,mazes, propositions, types of conjunctions and story elements. A significant relationship between the explicitness dimension on the Narrative Assessment Profile and the BST Information score in the CP group suggested that the problems could be derived to a limited use of cohesion and a scarcity of essential information. Compared to the CP group ,the TD group used significantly more causal conjunctions. The results indicate a general problem with cohesion at the textual level in the CP group. A further finding was the occurrence of a positive correlation between the use of mazes and the BST Information score in the CP group. These results have implications for the design of a more specific intervention for children,where the NAP was found to be a valuable tool in combination with the BST or other assessment materials.Further,it is shown that mazes,mostly regarded as a behaviour that not enhances speech production,for some children can be used as a means to find necessary words and pieces of information.
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| 9. |
- Miniscalco, Carmela, 1963, et al.
(författare)
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Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD.
- 2010
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Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31:5, s. 1054-1061
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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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| 10. |
- Nydén, Agneta, 1945, et al.
(författare)
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Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report
- 2010
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467. ; 4:4, s. 612-618
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Tidskriftsartikel (refereegranskat)abstract
- Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD.
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