Disentangling dyslexia from typical L2-learning in emergent literacy

The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1-Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2-children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1-Con, one comparable to L1-Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. Within the cognitive domain, a variety of low scores can indicate dyslexia, while high scores can be compensatory.publishedVersio

Estudio de factibilidad de un nuevo rastro municipal en Santa Catarina Pinula, Guatemala

Establece la factibilidad de un nuevo rastro en el municipio de Santa Catarina Pinula, detallando los aspectos legales, económicos, financieros, medioambientales y técnicos, así como el rol que juega la municipalidad en la administración del mism

Oral language skills and mental health in female prisoners: pragmatic skills are essential

IntroductionThere are strong indications of an elevated incidence of both language problems and problems with mental health among prisoners. We also know that women in prison are a particularly vulnerable group who often face conditions that foremost accommodate the needs of men. In order to adapt prison conditions to women’s needs and give better help, we need more information about their characteristics. In this study, we wanted to explore associations between oral language problems and mental health (depression and anxiety) in women in prison.MethodParticipants were 58 women, recruited from high and low security women’s and mixed prisons. They completed a questionnaire covering demographic variables and several self-report measures. In the present study, the language measures were a Language Composite score (comprising articulation, impressive and expressive language, and pragmatics) and the La Trobe Communication Questionnaire (LCQ), measuring pragmatic skills specifically. Hopkins Symptom Checklist-10 (HSCL) was used as a measure of psychological distress. First, we assessed correlations between the language measures and mental health. Second, we performed group comparisons with groups defined as over or under cut-off on the Language Composite, LCQ total, and HSCL total scores.ResultsResults supported a clear connection between overall language and overall mental health. Pragmatic skills were the main driver of this effect. There was no difference in mental health between those scoring above and below cut-off for general language problems but the group with possible pragmatic impairment showed poorer mental health than those without. Conversely, there was no difference in general language skills between the groups scoring within and outside the range of psychological distress, but the first group evaluated their pragmatic skills as significantly poorer than the latter.DiscussionWe conclude that pragmatics seem to be core to the association between oral language skills and mental health among female prisoners. This should have implications for language services in prisons, as attending to these issues could positively affect prognosis and outcome

Communication difficulties in children identified with psychiatric problems

Several studies have pointed to an overlap between different developmental psychopathological conditions and language impairments, and difficulties with communication have been identified in children of various diagnostic backgrounds. This thesis is based on three empirical studies, and the purposes are to investigate communication difficulties as reported by parents, in children identified with psychiatric problems as well as to evaluate a Norwegian adaptation of the Children’s Communication Checklist (CCC) and the Children’s Communication Checklist Second Edition (CCC-2), assessment tools, sensitive to various aspects of language. The first study showed that pragmatic language impairments were more prevalent in a group of children referred to child psychiatric services than in a comparison group of typically developing children (57 % versus 10 %). The second study showed that the Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children, and thus seems to be useful as assessment tool for communication difficulties in Norwegian children. The third study found that communication difficulties were as common in a group of children with attention deficit hyperactivity disorder (AD/HD) as in a group of children with Asperger syndrome (AS). Although almost identical patterns appeared on most CCC-2 scales, children with AD/HD and children with AS differed in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. The results of the present thesis indicate that a majority of children identified with psychiatric problems exhibit communication difficulties. The impact of communication functioning on therapeutic outcomes underline the importance of systematic examination of communication to be performed as part of the assessment procedure

Language profiles and mental health problems in children with specific language imapirment and children with AD/HD

Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHDcan be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinicalgroups differ regarding mental health problems. Method: A total of 59 children in the age range 6 to 12 years participatedin the study. The parents completed the Children’s Communication Checklist–Second Edition and the Strengths andDifficulties Questionnaire. Results: Communication impairments were as prominent in the ADHD group as in the SLIgroup; however, the groups were separable from each other in terms of their language profiles. Furthermore, the ADHDgroup experienced significantly more mental health problems compared with the SLI group. Conclusion: Language shouldbe assessed in children with ADHD and instruments sensitive to ADHD should be included when assessing children withSLI. Mental health should be an area of concern to be addressed in both groups. (J. of Att. Dis. 2012; XX(X) 1-XX

Disorders of Language and Literacy in the Prison Population: A Scoping Review

Language and literacy skills are essential for education, school achievements, work and social conditions. Some studies indicate an elevated incidence of problems with language and literacy in the prison population, potentially contributing to increased risks of maladjustment and recidivism. In general, the bulk of research on language and literacy has been directed towards children and adolescents. This study aimed to map the extent of the literature on language and literacy disorders in the adult prison population over the past 20 years, and what it reveals about the prevalence and nature of these disorders in prisoners. In total, 18 studies were identified. Of these, the majority (15) investigated literacy. The three studies investigating language all reported an elevated prevalence in the population. The literacy studies were altogether less clear, due to differences in theoretical approach and methods. In terms of the nature of the disorders, many studies assessed the behavioral level only. Results are discussed in terms of theoretical approaches, as well as recommendations for research, assessment, and intervention.publishedVersio

Exploring language profiles for children with AD/HD and children with Asperger syndrome

Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children’s Communication Checklist Second Edition (CCC-2). Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study. Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS. Although a similar pattern appeared on most CCC-2 scales, children with ADHD and children with AS could be distinguished from each other in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. Conclusion: Language abilities should be taken into account when standard assessments of ADHD and AS are performed and before therapies are initiatedFunding agencies|Helse Fonna, Local Health Authority||Statped Vest, Norwegian Support System for Special Education|

The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds

The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds. Scandinavian Journal of Psychology. The aim of the present study was to evaluate if the Norwegian adaptation of the Childrens Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6-12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children. The reliability of the CCC-2 appeared to be reasonable with internal consistency values ranging from 0.73 to 0.89.This is the author version of the following article:Wenche Andersen Helland, Eva Biringer, Turid Helland and Mikael Heimann , The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds, 2009, SCANDINAVIAN JOURNAL OF PSYCHOLOGY, (50), 3, 287-292.which has been published in final form at: http://dx.doi.org/10.1111/j.1467-9450.2009.00718.xCopyright: Blackwell Publishing Ltdhttp://www.blackwellpublishing.com

Stable associations between behavioral problems and language impairments across childhood – The importance of pragmatic language problems

This study investigated language function associated with behavior problems, focusing on pragmatics. Scores on the Children's Communication Checklist Second Edition (CCC-2) in a group of 40 adolescents (12–15 years) identified with externalizing behavior problems (BP) in childhood was compared to the CCC-2 scores in a typically developing comparison group (n = 37). Behavioral, emotional and language problems were assessed by the Strengths and Difficulties Questionnaire (SDQ) and 4 language items, when the children in the BP group were 7–9 years (T1). They were then assessed with the SDQ and the CCC-2 when they were 12–15 years (T2). The BP group obtained poorer scores on 9/10 subscales on the CCC-2, and 70% showed language impairments in the clinical range. Language, emotional and peer problems at T1 were strongly correlated with pragmatic language impairments in adolescence. The findings indicate that assessment of language, especially pragmatics, is vital for follow-up and treatment of behavioral problems in children and adolescents

Associations between stroke severity, aphasia severity, lesion location, and lesion size in acute stroke, and aphasia severity one year post stroke

Background The aim of the present study was to investigate the associations stroke severity, aphasia severity, lesion location and lesion size in acute stroke, and aphasia severity in the subacute and chronic stages post stroke. We hypothesized that initial stroke severity and aphasia severity were associated with the patient’s aphasia severity in the subacute and chronic stages of stroke. We expected to find that lesions within the left frontotemporal regions of the brain were associated with aphasia severity post-stroke. Methods Thirty-three patients with aphasia were included in the study. They were assessed with a standardized aphasia test at admission to the hospital (T1), after 3 months (T2) and finally after 12 months (T3). Stroke severity, initial physical impairment, and initial functional independence were also assessed at T1. Diffusion-weighted magnetic resonance imaging was performed as clinical-routine at admission. Voxel-based lesion symptom mapping and a region of interest analysis (ROI) was performed to analyze MRI-findings. Results & Outcomes Initial lesion size and aphasia severity were associated with aphasia severity at T2. Initial stroke severity, aphasia severity, and lesion size were not associated with aphasia severity at T3, but the patients’ aphasia severity at T2 predicted aphasia severity at T3. Lesion analysis showed that lesions within the left postcentral gyrus and the left inferior parietal gyrus were significantly associated with aphasia severity at T3. The ROI-analysis did not yield any significant regions of interest to explain the total variance of the patients’ change in scores on the aphasia test from T1 to T3. Conclusion Lesions within the postcentral gyrus and the inferior parietal gyrus are associated with aphasia severity at T3. Lesion size in the acute stages of stroke is associated with aphasia severity at T1 and T2, but not T3. However, neither initial aphasia severity nor stroke severity was associated with aphasia severity at T3. Aphasia severity in T2 is however strongly associated with aphasia severity in T3