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Improving language comprehension in preschool children with language difficulties: a cluster randomized trial / Åste M. HAGEN in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Improving language comprehension in preschool children with language difficulties: a cluster randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur Article en page(s) : p.1132-1140 Langues : Anglais (eng) Mots-clés : Language difficulties vocabulary language comprehension randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1132-1140[article] Improving language comprehension in preschool children with language difficulties: a cluster randomized trial [Texte imprimé et/ou numérique] / Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur . - p.1132-1140.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1132-1140
Mots-clés : Language difficulties vocabulary language comprehension randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Problem behavior in young children referred with language difficulties: Relations to language and intentional communication / Rianne JANSEN in Autism & Developmental Language Impairments, 5 (January-December 2020)
[article]
Titre : Problem behavior in young children referred with language difficulties: Relations to language and intentional communication Type de document : Texte imprimé et/ou numérique Auteurs : Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Anouk VERHAPPEN, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur Langues : Anglais (eng) Mots-clés : Language difficulties intentional communication problem behavior early childhood Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519900076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Problem behavior in young children referred with language difficulties: Relations to language and intentional communication [Texte imprimé et/ou numérique] / Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Anouk VERHAPPEN, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Language difficulties intentional communication problem behavior early childhood Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519900076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 The complexity of early diagnostic decision making: A follow-up study of young children with language difficulties / Rianne JANSEN in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : The complexity of early diagnostic decision making: A follow-up study of young children with language difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur Article en page(s) : 2396941520984894 Langues : Anglais (eng) Mots-clés : Language difficulties diagnosis intellectual disability autism spectrum disorder follow-up Index. décimale : PER Périodiques Résumé : Background & aimsDue to the complexity of early diagnostic decision making, we examined the predictive value of an early diagnostic classification and early abilities on later best estimate diagnosis for 22 clinically referred children with language difficulties.Methods and proceduresFour years after initial evaluation (Time 1), the clinical files of these children were reviewed. A best-estimate (BE) diagnosis of language disorder (LD), intellectual disability (ID), or autism spectrum disorder (ASD) was established, with ASD being most common.Outcomes and resultsEarly clinical classifications were relatively unstable or difficult to establish at a young age. The magnitude of children’s cognitive and receptive language delay was a significant predictor of a later BE diagnosis of ID and LD respectively. A BE diagnosis of ASD, by contrast, could not be predicted from children’s early social communication problems nor the presence of restricted and repetitive behaviors and interests.ConclusionsTaken together, the results of this study suggest that language difficulties can be an early marker of a neurodevelopmental disorder which is often not identified at the age of first referral.ImplicationsEligibility for treatment should, therefore, be based on biopsychosocial case formulation rather than DSM or ICD diagnostic classification.What this paper adds?In this study a dimensional approach was used to characterize the abilities of young children referred with mild to profound receptive and/or expressive language difficulties. Later on, a categorical approach was adopted to establish best estimate diagnoses. Our clinical, broadly defined sample reflects the heterogeneous intake of young children referred for diagnostic assessment. Other studies on diagnostic stability often only focus on one diagnostic category (and are explicitly excluding children with specific other diagnoses), not taking into account the difficulties of early differential diagnostic decision making and stability across different categories over time. Investigations of differential diagnosis within a clinical group, instead of only differentiating children with a specific diagnosis from typically developing children, may be more informative for clinicians. En ligne : http://dx.doi.org/10.1177/2396941520984894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984894[article] The complexity of early diagnostic decision making: A follow-up study of young children with language difficulties [Texte imprimé et/ou numérique] / Rianne JANSEN, Auteur ; Jarymke MALJAARS, Auteur ; Inge ZINK, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur . - 2396941520984894.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984894
Mots-clés : Language difficulties diagnosis intellectual disability autism spectrum disorder follow-up Index. décimale : PER Périodiques Résumé : Background & aimsDue to the complexity of early diagnostic decision making, we examined the predictive value of an early diagnostic classification and early abilities on later best estimate diagnosis for 22 clinically referred children with language difficulties.Methods and proceduresFour years after initial evaluation (Time 1), the clinical files of these children were reviewed. A best-estimate (BE) diagnosis of language disorder (LD), intellectual disability (ID), or autism spectrum disorder (ASD) was established, with ASD being most common.Outcomes and resultsEarly clinical classifications were relatively unstable or difficult to establish at a young age. The magnitude of children’s cognitive and receptive language delay was a significant predictor of a later BE diagnosis of ID and LD respectively. A BE diagnosis of ASD, by contrast, could not be predicted from children’s early social communication problems nor the presence of restricted and repetitive behaviors and interests.ConclusionsTaken together, the results of this study suggest that language difficulties can be an early marker of a neurodevelopmental disorder which is often not identified at the age of first referral.ImplicationsEligibility for treatment should, therefore, be based on biopsychosocial case formulation rather than DSM or ICD diagnostic classification.What this paper adds?In this study a dimensional approach was used to characterize the abilities of young children referred with mild to profound receptive and/or expressive language difficulties. Later on, a categorical approach was adopted to establish best estimate diagnoses. Our clinical, broadly defined sample reflects the heterogeneous intake of young children referred for diagnostic assessment. Other studies on diagnostic stability often only focus on one diagnostic category (and are explicitly excluding children with specific other diagnoses), not taking into account the difficulties of early differential diagnostic decision making and stability across different categories over time. Investigations of differential diagnosis within a clinical group, instead of only differentiating children with a specific diagnosis from typically developing children, may be more informative for clinicians. En ligne : http://dx.doi.org/10.1177/2396941520984894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459