Receptive and Expressive Language Characteristics of School-Aged Children with Non-Syndromic Cleft Lip and/or Palate

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Autor/inn/en	Boyce, Jessica O.; Kilpatrick, Nicky; Reilly, Sheena; Da Costa, Annette; Morgan, Angela T.
Titel	Receptive and Expressive Language Characteristics of School-Aged Children with Non-Syndromic Cleft Lip and/or Palate
Quelle	In: International Journal of Language & Communication Disorders, 53 (2018) 5, S.959-968 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12406
Schlagwörter	Receptive Language; Expressive Language; Speech Impairments; Control Groups; Experimental Groups; Language Skills; Middle School Students; Congenital Impairments; Matched Groups; Parent Attitudes; Surgery; Hearing (Physiology); Medical Evaluation; Records (Forms); Language Tests; Adults; Intelligence Tests; Verbal Ability; Scores; Language Impairments; Clinical Evaluation of Language Functions; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Language skill; Sprachkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternverhalten; Chirurgie; Gehör; Hören; Formularsammlung; Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps
Abstract	Background: Research investigating language skills in school-aged children with non-syndromic cleft lip and/or palate is sparse. Past studies focus on younger populations, lack key comparisons to demographically matched control cohorts or explore language as a component of broader academic skills. Trends of existing studies suggest that affected children may perform at a lower level compared with typically developing peers. Aims: To examine the receptive and expressive language skills of middle-school-aged children with non-syndromic cleft lip and palate (CLP) and cleft palate only (CP). Additionally, to explore the language skills of children with clefts compared with a non-cleft control group. Methods & Procedures: Thirty-seven participants with orofacial clefts (aged 7;1-14;1 years) participated in the study: 19 with CLP (10 males; 9 females) and 18 with CP (8 males; 10 females). A non-cleft comparison group consisted of 129 individuals matched on age, sex and maternal education level. Participants completed formal language (Clinical Evaluation of Language Fundamentals, Fourth Edition) and non-verbal intellectual measurements (Wechsler Abbreviated Scale of Intelligence--WASI). Demographic and developmental information was obtained via parental interview. Further clinical details (e.g., surgery; hearing status) were extracted from patient medical files. Cleft and non-cleft language and non-verbal IQ outcomes were reported separately. Language outcomes were then compared between groups. Outcomes & Results: Participants with clefts achieved core (mean = 103.31, standard deviation (SD) = 10.31), receptive (mean = 102.51, SD = 11.60) and expressive (mean = 102.89, SD = 12.17) language index scores within the normative average range. A total of 14.1% and 17.8% of the cleft and non-cleft groups respectively had impairment (i.e., = 1.25 SD below the mean) in one or more language domains. No significant differences were found in the three language index scores between cleft and non-cleft groups. Conclusions & Implications: This study is the first formally to examine language skills alongside non-verbal IQ in school-aged children with clefts compared with a large matched non-cleft population. Results suggest that health professionals should evaluate each child as they present and not assume that a child with non-syndromic CLP or CP will also have co-occurring language difficulties. Where language falls in the average range, these skills can be harnessed to support areas of difficulty often associated with orofacial clefting, such as speech. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01