Children with developmental language disorder: a frequency following response in the noise study

El-Mahallawi, Trandil H.; Gabr, Takwa A.; Darwish, Mohamed E.; Seleem, Fatma M.

doi:10.1016/j.bjorl.2021.01.008

Cited by 6 publications

(6 citation statements)

References 37 publications

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“…Studies have shown that earlier values of D wave latency would be related to a better ability to recognize speech sounds. Autistic individuals, children with scholastic difficulties, children with otitis media, children with developmental language disorder have proven impairments in the amplitude of the fundamental frequency, which is directly related to the values of the wave D [36][37][38] . There are authors who point out that the process of attention to sound is conditioned by F0 responses 39 , the waves E and F represent the harmonic portion of the stimulus.…”

Section: Ffr and Gendermentioning

confidence: 99%

“…In the context of a speech stimulus, specific harmonics known as formants hold significant phonetic relevance 35 . Other researchers 38 reported that children with developmental language disorder presented significantly higher first formant (F1) amplitudes what could explain the impairment in temporal accuracy during subcortical sound encoding, resulting in challenges in speech perception. Thus, children with CSZ with microcephaly, in this present study, seem to respond similarly to the control group.…”

Section: Ffr and Gendermentioning

confidence: 99%

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Encoding of speech sounds with frequency-following response in infants with Congenital Zika Syndrome: A case-controlled study

Donadon,

Sanfins,

Ferrazoli

et al. 2024

Rev. CEFAC

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Purpose: to investigate the frequency-following response (FFR) for sustained neural activity. Methods: 39 individuals, aged between 20 to 47 months old were divided into 2 groups: (i) 20 individuals without prenatal exposure to the congenital Zika syndrome (CZS) or hydrocephaly, normal development, no risk factors for hearing loss or syndromic hearing impairment and (ii) 19 individuals diagnosed with CZS and microcephaly -based on imaging studies linked to the clinical presentation of the condition. All participants exhibited normal click-ABR tests. FFR waveforms were documented using the /da/ syllable employing the Navigator Pro. The statistical analysis used was ANOVA (p-value <0.05). Results: no distinctions were observed concerning the variables of group, age, or gender with respect to FFR latency values, except for an interaction between gender and group for latency values associated with waves V and F. Children with CZS and microcephaly showed a difference for latency values in wave V for both males and females, when compared to the control group. Conclusion: children presented with CZS and microcephaly showed higher average latencies for waves V, A, C, D and F (male) compared to the control group, whereas, in waves E, F (female) and O they showed higher values in the control group.

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Section: Ffr and Gendermentioning

confidence: 99%

Section: Ffr and Gendermentioning

confidence: 99%

Encoding of speech sounds with frequency-following response in infants with Congenital Zika Syndrome: A case-controlled study

Donadon,

Sanfins,

Ferrazoli

et al. 2024

Rev. CEFAC

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“…These stimuli, distinguished by their frequency formants, show discrete brainstem phases, indicating the first use of the cross-phaseogram approach to detect temporal response differences. This technique, which segregates stimuli based on their frequency content [31,32], has proven effective in identifying temporal variations. Researchers discovered that different frequencies in the /ba/ and /da/ stimuli correspond to distinct phases at the brainstem level, indicating a promising method for distinguishing responses.…”

Section: Introductionmentioning

confidence: 99%

Investigating the attentional effect and stimulus selectivity at the brainstem during auditory selective attention to dichotically presented /ba/ and /da/ stimuli

Ghalyanchi-Langeroudi,

Shirzhiyan,

Shamsi

et al. 2024

Scientia Iranica

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“…Some children are late in reaching typical language milestones in the first three years, but eventually catch up to their peers. These children are commonly referred to as "late talkers" (Elmahallawi & Gabr, 2021;Fitriyani et al, 2019;Fox et al, 2002). The children who continue to have difficulty with verbal expression may be diagnosed with expressive language disorder or language impairment.…”

Section: Introductionmentioning

confidence: 99%

Teaching Strategies for Children with Expressive Language Disorder

Yuniari

Sudarmawan

2023

JIPP

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Students who have communication disorders will need special help from teachers in the regular education environments. This research aims to investigate the English teaching strategies and activities for students with language impairment, especially expressive language disorder. This research used descriptive qualitative research design which focus on literature study from relevance references. The collected data were analysed descriptively, thus the English teaching strategies and classroom management for students with expressive language disorder could be formulated. The result of the study showed that teaching strategies that could improve expressive language are Modelling, Expansion, Choices, Waiting or Withholding, Imitation, Parallel Talk, Picture Communication, Paraphrase, and Place Things Out of the Child’s Reach. Meanwhile, the activities that is suitable to be applied for students with expressive language disorder during instruction through which those activities are also applicable at home practice; wordless books, books with simple text, bubbles, play dough, toy animals, trains sets or car, and play food. Therefore, by implementing those strategies and activities, it is expected the students with expressive language disorder could improve their language competency either in receptive or productive use.

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Children with developmental language disorder: a frequency following response in the noise study

Cited by 6 publications

References 37 publications

Encoding of speech sounds with frequency-following response in infants with Congenital Zika Syndrome: A case-controlled study

Encoding of speech sounds with frequency-following response in infants with Congenital Zika Syndrome: A case-controlled study

Investigating the attentional effect and stimulus selectivity at the brainstem during auditory selective attention to dichotically presented /ba/ and /da/ stimuli

Teaching Strategies for Children with Expressive Language Disorder

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