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Esther Hartman - One of the best experts on this subject based on the ideXlab platform.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools' Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n = 14), Language disorders (n = 46), or both (n = 65). Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:OBJECTIVES.The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. METHODS.The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools’ Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n 14), Language disorders (n 46), or both (n 65). RESULTS.Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. CONCLUSIONS.The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
Chris Visscher - One of the best experts on this subject based on the ideXlab platform.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools' Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n = 14), Language disorders (n = 46), or both (n = 65). Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:OBJECTIVES.The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. METHODS.The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools’ Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n 14), Language disorders (n 46), or both (n 65). RESULTS.Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. CONCLUSIONS.The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
Chad Nye - One of the best experts on this subject based on the ideXlab platform.
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Speech and Language therapy interventions for children with primary Speech and Language delay or disorder
Cochrane Database of Systematic Reviews, 2003Co-Authors: James Law, Zoe Garrett, Chad NyeAbstract:Primary Speech and Language delay/disorder is a common developmental difficulty which, if unresolved, can cause difficulties of both learning and socialisation lasting into adolescence and beyond. This review examines the effectiveness of Speech and Language therapy interventions for children with primary Speech and Language delay/disorder. The review concludes that whilst there may be some support for the effectiveness of Speech and Language therapy for children with expressive phonological and expressive vocabulary difficulties, the evidence concerning the effectiveness of interventions for expressive syntax is mixed, and no evidence is available concerning interventions for children with receptive Language difficulties.
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The Cochrane Library - Speech and Language therapy interventions for children with primary Speech and Language delay or disorder.
Cochrane Database of Systematic Reviews, 2003Co-Authors: James Law, Zoe Garrett, Chad NyeAbstract:Primary Speech and Language delay/disorder is a common developmental difficulty which, if unresolved, can cause difficulties of both learning and socialisation lasting into adolescence and beyond. This review examines the effectiveness of Speech and Language therapy interventions for children with primary Speech and Language delay/disorder. The review concludes that whilst there may be some support for the effectiveness of Speech and Language therapy for children with expressive phonological and expressive vocabulary difficulties, the evidence concerning the effectiveness of interventions for expressive syntax is mixed, and no evidence is available concerning interventions for children with receptive Language difficulties.
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Speech and Language therapy interventions for children with primary Speech and Language delay or disorder.
The Cochrane database of systematic reviews, 2003Co-Authors: James Law, Zoe Garrett, Chad NyeAbstract:It is thought that approximately 6% of children have Speech and Language difficulties of which the majority will not have any other significant developmental difficulties. Whilst most children's difficulties resolve, children whose difficulties persist into primary school may have long-term problems concerning literacy, socialisation, behaviour and school attainment. To examine the effectiveness of Speech and Language interventions for children with primary Speech and Language delay/disorder. The following databases were searched: The Cochrane Controlled Trials Register (Cochrane Library, CENTRAL: 2002/3), CINAHL (1982 - July 2002), EMBASE (1980 - Sept Week 4 2002), ERIC (1965 - 2002), MEDLINE (1966 - Sept Week 3 2002), PsycINFO (1872 - 2002/10 Week 2), The National Research Register (2002/3). In addition to this references were taken from reviews of the literature and reference lists from articles. The review considered randomised controlled trials of Speech and Language therapy interventions for children or adolescents with primary Speech and Language delay/disorder. Titles and abstracts were identified and assessed for relevance, before the full text version was obtained of all potentially relevant articles. The data were categorised depending on the nature of the control group and considered in terms of the effects of intervention on expressive and receptive phonology, syntax and vocabulary. The outcomes used in the analysis were dependent on the focus of the study with only the primary effects of therapy being considered in this review. The results of twenty-five studies were used in the meta-analysis. The results suggest that Speech and Language therapy is effective for children with phonological (SMD=0.44, 95%CI: 0.01,0.86) or vocabulary difficulties (SMD=0.89, 95%CI: 0.21,1.56), but that there is less evidence that interventions are effective for children with receptive difficulties (SMD=-0.04, 95%CI: -0.64,0.56). Mixed findings were found concerning the effectiveness of expressive syntax interventions (n=233; SMD=1.02, 95%CI: 0.04-2.01). No significant differences were shown between clinician administered intervention and intervention implemented by trained parents, and studies did not show a difference between the effects of group and individual interventions (SMD=0.01, 95%CI: -0.26,1.17). The use of normal Language peers in therapy was shown to have a positive effect on therapy outcome (SMD=2.29, 95%CI: 1.11,3.48). The review shows that overall there is a positive effect of Speech and Language therapy interventions for children with expressive phonological and expressive vocabulary difficulties. The evidence for expressive syntax difficulties is more mixed, and there is a need for further research to investigate intervention for receptive Language difficulties. There is a large degree of heterogeneity in the results, and the sources of this need to be investigated.
Ben Moolenaar - One of the best experts on this subject based on the ideXlab platform.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools' Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n = 14), Language disorders (n = 46), or both (n = 65). Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:OBJECTIVES.The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. METHODS.The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools’ Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n 14), Language disorders (n 46), or both (n 65). RESULTS.Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. CONCLUSIONS.The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
Erik J A Scherder - One of the best experts on this subject based on the ideXlab platform.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools' Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n = 14), Language disorders (n = 46), or both (n = 65). Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
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Motor profile of children with developmental Speech and Language disorders.
Pediatrics, 2007Co-Authors: Chris Visscher, Suzanne Houwen, Erik J A Scherder, Ben Moolenaar, Esther HartmanAbstract:OBJECTIVES.The purpose of this study was to investigate the motor profile of 125 children with developmental Speech and Language disorders and to test for differences, if any, in motor profile among subgroups of children with developmental Speech and Language disorders. METHODS.The participants were 125 children with developmental Speech and Language disorders aged 6 to 9 years from 2 special schools for children with communication problems in the northern Netherlands. They were tested with the Movement Assessment Battery for Children. The children were classified by the schools’ Speech and Language therapists into 3 subgroups on the basis of Language tests, oral motor tests, and clinical examinations: children with Speech disorders (n 14), Language disorders (n 46), or both (n 65). RESULTS.Compared with the norms of the Movement Assessment Battery for Children, children with developmental Speech and Language disorders performed significantly less well. Results showed that 51% of the children with developmental Speech and Language disorders had borderline or definite motor problems. Children with Language disorders had significantly lower scores (ie, better performance) on the ball-skills subtest and the total test than children with Speech disorders and children with both Speech and Language disorders. Furthermore, children with Language disorders had significantly better performance on the balance subtest than children with both Speech and Language disorders. CONCLUSIONS.The findings of this study support the idea that developmental Speech and Language disorders are frequently associated with motor problems and that the kind of developmental Speech and Language disorders affects motor performance differently. Speech and Language disorders seem to have more impact on motor performance than only Language disorders, and it seems that when Speech production is affected, motor problems are more pronounced. The findings support the need to give early and more attention to the motor skills of children with developmental Speech and Language disorders in the educational and home setting, with special attention to children whose Speech is affected.
