Story Retelling and Language Ability in School-Aged Children with Cerebral Palsy and Speech Impairment

Autor/inn/en	Nordberg, Ann; Dahlgren Sandberg, Annika; Miniscalco, Carmela
Titel	Story Retelling and Language Ability in School-Aged Children with Cerebral Palsy and Speech Impairment
Quelle	In: International Journal of Language & Communication Disorders, 50 (2015) 6, S.801-813 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12177
Schlagwörter	Cerebral Palsy; Story Telling; Language Skills; Speech Impairments; Expressive Language; Receptive Language; Discourse Analysis; Auditory Perception; Visual Perception; Memory; Theory of Mind; Nonverbal Ability; Cognitive Processes; Children; Intelligence Tests; Vocabulary; Task Analysis; Correlation; Language Processing; Comprehension; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Hirnlähmung; Language skill; Sprachkompetenz; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Rezeptive Kommunikationsfähigkeit; Diskursanalyse; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Gedächtnis; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Intelligence test; Intelligenztest; Wortschatz; Aufgabenanalyse; Korrelation; Sprachverarbeitung; Verstehen; Verständnis
Abstract	Background: Research on retelling ability and cognition is limited in children with cerebral palsy (CP) and speech impairment. Aims: To explore the impact of expressive and receptive language, narrative discourse dimensions (Narrative Assessment Profile measures), auditory and visual memory, theory of mind (ToM) and non-verbal cognition on the retelling ability of children with CP and speech impairment. Methods & Procedures: Fifteen speaking children with speech impairment (seven girls, eight boys) (mean age = 11 years, SD = 1;4 years), and different types of CP and different levels of gross motor and cognitive function participated in the present study. Story retelling skills were tested and analysed with the Bus Story Test (BST) and the Narrative Assessment Profile (NAP). Receptive language ability was tested with the Test for Reception of Grammar-2 (TROG-2) and the Peabody Picture Vocabulary Test-IV (PPVT-IV). Non-verbal cognitive level was tested with the Raven's coloured progressive matrices (RCPM), memory functions assessed with the Corsi block-tapping task (CB) and the Digit Span from the Wechsler Intelligence Scale for Children-III. ToM was assessed with the false belief items of the two story tests "Kiki and the Cat" and "Birthday Puppy". Outcomes & Results: The children had severe problems with retelling ability corresponding to an age-equivalent of 5;2-6;9 years. Receptive and expressive language, visuo-spatial and auditory memory, non-verbal cognitive level and ToM varied widely within and among the children. Both expressive and receptive language correlated significantly with narrative ability in terms of NAP total scores, so did auditory memory. Conclusion & Implications: The results suggest that retelling ability in the children with CP in the present study is dependent on language comprehension and production, and memory functions. Consequently, it is important to examine retelling ability together with language and cognitive abilities in these children in order to provide appropriate support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01