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Article ; Online: Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives.

Bruinsma, Gerda Ingrid / Wijnen, Frank / Gerrits, Ellen

Language, speech, and hearing services in schools

2023 Volume 55, Issue 1, Page(s) 105–129

Abstract: Purpose: This study explores limitations in communication in daily life of children with developmental language disorder (DLD) from their parents' perspective as well as communicative abilities and social functioning in the classroom from their teacher' ... ...

Abstract	Purpose: This study explores limitations in communication in daily life of children with developmental language disorder (DLD) from their parents' perspective as well as communicative abilities and social functioning in the classroom from their teacher's perspective. Furthermore, differences between children with mixed receptive-expressive disorder and children with expressive-only disorder in communication in daily life and social functioning are studied. Method: Data were collected through questionnaires completed by parents and teachers of children (5-6 years old) who attended schools for special education for DLD. Language test scores were retrieved from school records. Parents of 60 children answered open-ended questions about situations and circumstances in which their child was most troubled by language difficulties. Teachers of 83 children rated communicative abilities, social competence, and student-teacher relationship. Results: Parents reported communication with strangers as most troublesome and mentioned the influence of the mental state of their child. Parents considered limitations in expressing oneself and being understood and not being intelligible as core difficulties. Teachers rated the children's communicative abilities in the school context as inadequate, but their scores concerning social competence and the quality of teacher-child relationships fell within the normal range. Children with receptive-expressive disorder experienced limitations in communication in almost all situations, whereas those with expressive disorder faced limitations in specific situations. Children with receptive-expressive disorder were also significantly more limited in their communicative abilities and social competence at school than children with expressive disorder. No differences were found between the two groups in the quality of the teacher-child relationship. Conclusions: The results confirm that children with DLD face significant challenges in a variety of communicative situations. We found indications that children with receptive-expressive disorder experience more severe limitations than children with expressive disorder. The involvement of parents and teachers in evaluating a child's communicative ability provides valuable and clinically relevant information.
MeSH term(s)	Humans ; Child, Preschool ; Child ; Communication ; Parents ; Language ; Schools ; Language Development Disorders
Language	English
Publishing date	2023-11-07
Publishing country	United States
Document type	Journal Article
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2023_LSHSS-23-00051
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Article ; Online: Language gains in 4-6-year-old children with developmental language disorder and the relation with language profile, severity, multilingualism and non-verbal cognition.

Bruinsma, Gerda / Wijnen, Frank / Gerrits, Ellen

International journal of language & communication disorders

2022 Volume 58, Issue 3, Page(s) 765–785

Abstract: Background: Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinicians observe large individual differences in ...

Abstract	Background: Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinicians observe large individual differences in language growth, and differences in outcomes across language domains. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. Aims: To assess changes in the language domains: expressive morphosyntax; receptive and expressive vocabulary; and comprehension, in children in special needs education for DLD. To explore if differences in language gains between children are related to child characteristics: language profile; severity of the disorder; being raised mono- or multilingually; and cognitive ability. Methods & procedures: We extracted data from school records of 154 children (4-6 years old) in special needs education offering a language and communication-stimulating educational environment, including speech and language therapy. Changes in language were measured by comparing the scores on standardized language tests at the beginning and the end of a school year. Next, we related language change to language profile (receptive-expressive versus expressive-only disorders), severity (initial scores), growing up mono- and multilingually, and children's reported non-verbal IQ scores. Outcomes & results: Overall, the children showed significant improvements in expressive morphosyntax, expressive vocabulary and language comprehension. Baseline scores and gains were lowest for expressive morphosyntax. Differences in language gains between children with receptive-expressive disorders and expressive-only disorders were not significant. There was more improvement in children with lower initial scores. There were no differences between mono- and multilingual children, except for expressive vocabulary. There was no evidence of a relation between non-verbal IQ scores and language growth. Conclusions & implications: Children with DLD in special needs education showed gains in language performance during one school year. There was, however, little change in morphosyntactic scores, which supports previous studies concluding that poor morphosyntax is a persistent characteristic of DLD. Our results indicate that it is important to include all children with DLD in intervention: children with receptive-expressive and expressive disorders; mono- and multilingual children, and children with high, average and low non-verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. What this paper adds: What is already known on the subject Intervention studies indicate that intervention can be effective, but not for all children with DLD, and not in all language domains. Longitudinal studies on language development show stable growth patterns in children with DLD at the group level. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. What this paper adds to existing knowledge In this study, we report on the language gains of a cohort of 154 children with DLD (4-6 years old), in a special education setting for children with language disorders. Our sample includes children with receptive-expressive disorders and expressive-only disorders, and monolingual as well as multilingual children. Our results show that children's language skills improved. The co-normed tests we used revealed that the children had much lower growth in morphosyntax than in the other language domains. Language gains between children with receptive-expressive and expressive-only language disorders did not differ, children with lower initial test scores showed more improvement than children with higher initial scores, multilingual children showed more gains in expressive vocabulary than monolingual children, and there was no effect of non-verbal IQ on change in language scores. What are the potential or actual clinical implications of this work? The results suggest that catching up on language is possible for children with DLD. It is important to include all children with DLD in intervention: mono- and multilingual children; children with receptive-expressive and expressive disorders; and children with high, average and low non-verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. The limited growth in morphosyntax compared with other linguistic areas warrants the attention of both practitioners and researchers, with a particular focus on the implementation of research findings in clinical practice.
MeSH term(s)	Humans ; Child ; Child, Preschool ; Multilingualism ; Language Development ; Speech Therapy/methods ; Cognition ; Language Tests ; Intellectual Disability ; Language Development Disorders/diagnosis ; Language Development Disorders/therapy ; Language Development Disorders/psychology
Language	English
Publishing date	2022-12-08
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1415919-3
ISSN	1460-6984 ; 1368-2822
ISSN (online)	1460-6984
ISSN	1368-2822
DOI	10.1111/1460-6984.12821
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Article ; Online: Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome.

Selten, Iris / Boerma, Tessel / Everaert, Emma / Gerrits, Ellen / Houben, Michiel / Wijnen, Frank / Vorstman, Jacob

Autism & developmental language impairments

2023 Volume 8, Page(s) 23969415231179844

Abstract: Background and aim: Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related ... ...

Abstract	Background and aim: Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related behaviors in DLD is poorly understood. One factor that may hinder progress in understanding this relationship is the etiological heterogeneity of DLD. We therefore study this relationship in an etiologically homogeneous group of children, who share phenotypic characteristics with children with DLD: children with the 22q11.2 Deletion Syndrome (22q11DS). We compare children with 22q11DS, to children with DLD and age-matched typically developing children (TD). Method: 44 children with 22q11DS, 65 children with DLD and 81 TD children, between 3.0-6.5 years old, participated in a longitudinal cohort study that included a baseline measure and a follow-up measure with a 1-year interval. A parental questionnaire (SRS-2) was used to measure the incidence of behaviors in two key behavioral domains associated with ASD: Results: Both the children with 22q11DS and the children with DLD displayed significantly more ASD-related behaviors than the TD children. Over 30% of children in both clinical groups had scores exceeding the subclinical threshold for ASD in both behavioral domains. Both in 22q11DS and DLD, baseline receptive language scores were negatively correlated with ASD-related behaviors 1 year later, when controlling for baseline SRS-scores. However, this association was statistically significant only in children with 22q11DS, even when controlled for IQ-scores, and it was significantly stronger as than in the TD group. The strength of the association did not differ significantly between 22q11DS and DLD. Conclusion: Both children with 22q11DS and children with DLD present with elevated rates of ASD-related behaviors at a preschool-age. Only in children with 22q11DS we observed that weaker receptive language skills were related to increased behavioral problems in the domain of social communication and interaction one year later. Implications: Our findings indicate that relations between early language impairment and other behavioral phenotypes may be more feasible to detect in a subgroup of children with a homogeneous etiology, than in a group of children with a heterogeneous etiology (such as children with DLD). Our results in 22q11DS reveal that receptive language is especially important in predicting the occurrence of ASD-related behaviors. Future research is needed to determine to what extent receptive language predicts the occurrence of ASD-related behaviors in children with DLD, especially among those children with DLD with the weakest receptive language. Clinically, screening for ASD-related behaviors in children with developmental language difficulties is recommended from a young age, especially among children with receptive language difficulties.
Language	English
Publishing date	2023-06-20
Publishing country	United States
Document type	Journal Article
ZDB-ID	2863109-2
ISSN	2396-9415 ; 2396-9415
ISSN (online)	2396-9415
ISSN	2396-9415
DOI	10.1177/23969415231179844
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Article ; Online: What risk factors for Developmental Language Disorder can tell us about the neurobiological mechanisms of language development.

Boerma, Tessel / Ter Haar, Sita / Ganga, Rachida / Wijnen, Frank / Blom, Elma / Wierenga, Corette J

Neuroscience and biobehavioral reviews

2023 Volume 154, Page(s) 105398

Abstract: Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. ... ...

Abstract	Language is a complex multidimensional cognitive system that is connected to many neurocognitive capacities. The development of language is therefore strongly intertwined with the development of these capacities and their neurobiological substrates. Consequently, language problems, for example those of children with Developmental Language Disorder (DLD), are explained by a variety of etiological pathways and each of these pathways will be associated with specific risk factors. In this review, we attempt to link previously described factors that may interfere with language development to putative underlying neurobiological mechanisms of language development, hoping to uncover openings for future therapeutical approaches or interventions that can help children to optimally develop their language skills.
MeSH term(s)	Child ; Humans ; Language Development Disorders/etiology ; Language Development Disorders/psychology ; Language Development ; Risk Factors
Language	English
Publishing date	2023-09-21
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	282464-4
ISSN	1873-7528 ; 0149-7634
ISSN (online)	1873-7528
ISSN	0149-7634
DOI	10.1016/j.neubiorev.2023.105398
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Article ; Online: Nonverbal Executive Functioning in Relation to Vocabulary and Morphosyntax in Preschool Children With and Without Developmental Language Disorder.

Everaert, Emma / Boerma, Tessel / Selten, Iris / Gerrits, Ellen / Houben, Michiel / Vorstman, Jacob / Wijnen, Frank

Journal of speech, language, and hearing research : JSLHR

2023 Volume 66, Issue 10, Page(s) 3954–3973

Abstract: Purpose: Developmental language disorder (DLD) is characterized by persistent and unexplained difficulties in language development. Accumulating evidence shows that children with DLD also present with deficits in other cognitive domains, such as ... ...

Abstract	Purpose: Developmental language disorder (DLD) is characterized by persistent and unexplained difficulties in language development. Accumulating evidence shows that children with DLD also present with deficits in other cognitive domains, such as executive functioning (EF). There is an ongoing debate on whether exclusively verbal EF abilities are impaired in children with DLD or whether nonverbal EF is also impaired, and whether these EF impairments are related to their language difficulties. The aims of this study were to (a) compare nonverbal performance of preschoolers with DLD and typically developing (TD) peers, (b) examine how nonverbal EF and language abilities are related, and (c) investigate whether a diagnosis of DLD moderates the relationship between EF and language abilities. Method: A total of 143 children ( Results: Analyses showed that children with DLD were outperformed by their TD peers on all nonverbal EF tasks. Nonverbal EF abilities were related to morphosyntactic abilities in both groups, whereas a relationship between vocabulary and EF skills was found in the TD group only. These relationships were not significantly moderated by a diagnosis of DLD. Conclusions: We found evidence for nonverbal EF impairments in preschool children with DLD. Moreover, nonverbal EF and morphosyntactic abilities were significantly related in these children. These findings may have implications for intervention and support the improvement of prognostic accuracy. Supplemental material: https://doi.org/10.23641/asha.24121287.
Language	English
Publishing date	2023-09-15
Publishing country	United States
Document type	Journal Article
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2023_JSLHR-22-00732
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Article ; Online: Learning and generalizing non-adjacent dependencies in 18-month-olds: A mechanism for language acquisition?

Grama, Ileana / Wijnen, Frank

PloS one

2018 Volume 13, Issue 10, Page(s) e0204481

Abstract: The ability to track non-adjacent dependencies (the relationship between ai and bi in an aiXbi string) has been hypothesized to support detection of morpho-syntactic dependencies in natural languages ('The princess is reluctantly kissing the frog'). But ... ...

Abstract	The ability to track non-adjacent dependencies (the relationship between ai and bi in an aiXbi string) has been hypothesized to support detection of morpho-syntactic dependencies in natural languages ('The princess is reluctantly kissing the frog'). But tracking such dependencies in natural languages entails being able to generalize dependencies to novel contexts ('The general is angrily berating his troops'), and also tracking co-occurrence patterns between functional morphemes like is and ing (a class of elements that often lack perceptual salience). We use the Headturn Preference Procedure to investigate (i) whether infants are capable of generalizing dependencies to novel contexts, and (ii) whether they can track dependencies between perceptually non-salient elements in an artificial grammar aXb. Results suggest that 18-month-olds extract abstract knowledge of a_b dependencies between non-salient a and b elements and use this knowledge to subsequently re-familiarize themselves with specific ai_bi combinations. However, they show no evidence of generalizing ai_bi dependencies to novel aiYbi strings.
MeSH term(s)	Association ; Child Language ; Female ; Generalization, Psychological ; Humans ; Infant ; Male ; Psycholinguistics ; Recognition, Psychology
Language	English
Publishing date	2018-10-11
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2267670-3
ISSN	1932-6203 ; 1932-6203
ISSN (online)	1932-6203
ISSN	1932-6203
DOI	10.1371/journal.pone.0204481
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Article ; Online: Focused Stimulation Intervention in 4- and 5-Year-Old Children With Developmental Language Disorder: Exploring Implementation in Clinical Practice.

Bruinsma, Gerda / Wijnen, Frank / Gerrits, Ellen

Language, speech, and hearing services in schools

2020 Volume 51, Issue 2, Page(s) 247–269

Abstract: Purpose Applying evidence-based grammar intervention can be challenging for speech and language therapists (SLTs). Language in Interaction Therapy (LIT) is a focused stimulation intervention for children with weak morphosyntactic skills, which was ... ...

Abstract	Purpose Applying evidence-based grammar intervention can be challenging for speech and language therapists (SLTs). Language in Interaction Therapy (LIT) is a focused stimulation intervention for children with weak morphosyntactic skills, which was developed to support SLTs in incorporating results from effect studies in daily practice. The aims of this Clinical Focus are (a) to explain the principles and elements of LIT and stimulate use in daily SLT practice and (b) to describe the effects of LIT on morphosyntactic skills of 4- to 5-year-olds in special education, compared to usual care. Method With a description of LIT, we provide guidance to implement evidence-based intervention. Important elements are as follows: proper selection of therapy goals, language facilitating techniques, child-centered and clinician-directed elements, and the use of scripts. Our focus in the description is on the support and practical solutions LIT tries to provide to SLTs. We also explored the implementation of LIT in special education, to improve morphosyntax in 4- and 5-year-old children. We provided SLTs with training and designed protocols for each therapy session. The effects of LIT were measured in a single-case A-B design, repeated in five children with developmental language disorders (ages 4;2-5;7 [years;months]). Conclusion We conclude that implementation of LIT is possible if LIT is enriched with support in goal selection, protocols to guide therapy sessions, and training and coaching. In the single-case study, four children showed more growth in mean length of utterance during and directly following the LIT intervention phase, compared to the baseline phase with usual care, and in two of them, this difference was significant. The grammatical complexity measure "TARSP-P" showed an overall significantly higher score at group level during LIT, but limited effects on an individual level.
MeSH term(s)	Child Language ; Child, Preschool ; Education, Special/methods ; Female ; Humans ; Language Development Disorders/therapy ; Language Therapy/methods ; Linguistics ; Male ; Treatment Outcome
Language	English
Publishing date	2020-04-07
Publishing country	United States
Document type	Clinical Trial ; Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2020_LSHSS-19-00069
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Article: No Bilingual Benefits Despite Relations Between Language Switching and Task Switching.

Timmermeister, Mona / Leseman, Paul / Wijnen, Frank / Blom, Elma

Frontiers in psychology

2020 Volume 11, Page(s) 1832

Abstract: Previous research has shown that bilingual children outperform monolinguals on tasks testing cognitive control. Bilinguals' enhanced cognitive control is thought to be caused by the necessity to exert more language control in bilingual compared to ... ...

Abstract	Previous research has shown that bilingual children outperform monolinguals on tasks testing cognitive control. Bilinguals' enhanced cognitive control is thought to be caused by the necessity to exert more language control in bilingual compared to monolingual settings. Surprisingly, between-group research of cognitive effects of bilingualism is hardly ever combined with within-group research that investigates relationships between language control and cognitive control. The present study compared 27 monolingual Dutch and 27 bilingual Turkish-Dutch children matched on age and fluid intelligence on their performance in a nonverbal switching task. Within the group of bilinguals, the relationship between nonverbal switching and language switching was examined. The results revealed no between-group differences on nonverbal switching. Within the bilingual sample, response times in the language switching and nonverbal switching tasks were related, although no relationships were found between accuracy, switching cost and mixing cost on both tasks. The results support the hypothesis that children utilize domain-general cognitive control in language switching, but this relationship does not entail that bilinguals have better cognitive control than monolinguals.
Language	English
Publishing date	2020-07-24
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2020.01832
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Article: Fast but Not Furious. When Sped Up Bit Rate of Information Drives Rule Induction.

Radulescu, Silvia / Kotsolakou, Areti / Wijnen, Frank / Avrutin, Sergey / Grama, Ileana

Frontiers in psychology

2021 Volume 12, Page(s) 661785

Abstract: The language abilities of young and adult learners range from memorizing specific items to finding statistical regularities between them ( ...

Abstract	The language abilities of young and adult learners range from memorizing specific items to finding statistical regularities between them (
Language	English
Publishing date	2021-11-11
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2021.661785
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Article ; Online: Speech discrimination in infants at family risk of dyslexia: Group and individual-based analyses.

de Klerk, Maartje / de Bree, Elise / Veen, Duco / Wijnen, Frank

Journal of experimental child psychology

2021 Volume 206, Page(s) 105066

Abstract: Deficiencies in discriminating and identifying speech sounds have been widely attested in individuals with dyslexia as well as in young children at family risk (FR) of dyslexia. A speech perception deficit has been hypothesized to be causally related to ... ...

Abstract	Deficiencies in discriminating and identifying speech sounds have been widely attested in individuals with dyslexia as well as in young children at family risk (FR) of dyslexia. A speech perception deficit has been hypothesized to be causally related to reading and spelling difficulties. So far, however, early speech perception of FR infants has not been assessed at different ages within a single experimental design. Furthermore, a combination of group- and individual-based analyses has not been made. In this cross-sectional study, vowel discrimination of 6-, 8-, and 10-month-old Dutch FR infants and their nonrisk (no-FR) peers was assessed. Infants (N = 196) were tested on a native English /aː/-/eː/ and non-native English /ɛ/-/æ/ contrast using a hybrid visual habituation paradigm. Frequentist analyses were used to interpret group differences. Bayesian hierarchical modeling was used to classify individuals as speech sound discriminators. FR and no-FR infants discriminated the native contrast at all ages. However, individual classification of the no-FR infants suggests improved discrimination with age, but not for the FR infants. No-FR infants discriminated the non-native contrast at 6 and 10 months, but not at 8 months. FR infants did not show evidence of discriminating the contrast at any of the ages, with 0% being classified as discriminators. The group- and individual-based data are complementary and together point toward speech perception differences between the groups. The findings also indicate that conducting individual analyses on hybrid visual habituation outcomes is possible. These outcomes form a fruitful avenue for gaining more understanding of development, group differences, and prospective relationships.
MeSH term(s)	Bayes Theorem ; Child ; Child, Preschool ; Cross-Sectional Studies ; Dyslexia/diagnosis ; Humans ; Infant ; Phonetics ; Prospective Studies ; Speech Perception
Language	English
Publishing date	2021-02-09
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	218137-x
ISSN	1096-0457 ; 0022-0965
ISSN (online)	1096-0457
ISSN	0022-0965
DOI	10.1016/j.jecp.2020.105066
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