Characterizing the Motor Skills in Children with Specific Language Impairment

Sanjeevan, Teenu; Mainela-Arnold, Elina

doi:10.1159/000493262

Cited by 12 publications

(18 citation statements)

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“…This study shows that non‐linguistic cognitive measures increase the precision of predicting fDLD status, consistent with Ebert and Pham (2019). Tasks assessing sequence learning and motor movement enhanced prediction both in mono‐ and bilingual children, which provides supporting evidence that children with DLD have difficulties with sequence learning (e.g., Tomblin et al., 2007) and fine and gross motor movement (e.g., Sanjeevan and Mainela‐Arnold 2019). As addressed above in the Introduction, we expected that procedural learning and Movement ABC‐2 tasks would enhance the prediction of fDLD status, regardless of children's language experience.…”

Section: Discussionmentioning

confidence: 59%

“…This study included sixty‐six 8–12‐year‐old children: 14 monolingual TD (MO‐TD), 12 bilingual TD (BI‐TD), 28 monolinguals with fDLD (MO‐fDLD) and 12 bilinguals with fDLD (BI‐fDLD). These children were a subset of a larger project investigating procedural learning (Park et al., 2018), attention (Park et al., 2019), processing speed (Park et al., 2020) and motor abilities (Sanjeevan and Mainela‐Arnold 2019). Age did not differ among the four groups (MO‐TD, BI‐TD, MO‐fDLD, BI‐fDLD), F (3, 62) = 0.82, p = 0.489.…”

Section: Methodsmentioning

confidence: 99%

“…Further, longitudinal studies suggest that early motor abilities predict later language development (Libertus and Violi 2016). Therefore, we also included the composite score from the Movement Assessment Battery for Children—Second Edition (Movement ABC‐2; Henderson et al., 2007), a widely used measure to identify children's motor impairments (e.g., Sanjeevan and Mainela‐Arnold 2019, Slater et al., 2010). The procedural memory system is thought to underlie both motor sequence learning and motor movement/coordination (Sanjeevan et al., 2015), but may not be influenced by bilingual experience (Park et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

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Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Park

Miller

Sanjeevan

et al. 2021

Intl J Lang & Comm Disor

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Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of fDLD in children in linguistically diverse settings. Methods & Procedures:We examined non-linguistic cognitive abilities in mono-and bilingual school-aged children (ages 8-12) with and without fDLD. Typically developing (TD) children (14 monolinguals, 12 bilinguals) and children with fDLD (28 monolinguals, 12 bilinguals) completed tasks measuring motor functions, procedural learning, executive attention and processing speed. Children were assigned as fDLD based on parental or professional concerns regarding children's daily language functioning. If no concerns were present, children were assigned as TD. Standardized English scores, non-verbal IQ scores and years of maternal education were also obtained. Likelihood ratios were used to examine how well each measure separated the fDLD versus TD groups. A binary logistic regression was used to test whether combined measures enhanced the prediction of identifying fDLD status.Outcomes & Results: A combination of linguistic and non-linguistic measures provided the best distinction between fDLD and TD for both mono-and bilingual groups. For monolingual children, the combined measures include English language scores, functional motor abilities and processing speed, whereas for bilinguals, the combined measures include English language scores and procedural learning. Conclusions & Implications:A combination of non-linguistic and linguistic measures significantly improved the distinction between fDLD and TD for both mono-and bilingual groups. This study supports the possibility of using nonlinguistic cognitive measures to identify fDLD in linguistically diverse settings.

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Section: Discussionmentioning

confidence: 59%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Park

Miller

Sanjeevan

et al. 2021

Intl J Lang & Comm Disor

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“…Sanjeevan and Mainela–Arnold (2019) explored the oral and speech motor abilities of children with SLI in an attempt to understand the mechanisms contributing to speech motor impairments in children with SLI. They assessed gross and fine motor skills as well as speech and non-speech motor skills using relevant test batteries, and they observed difficulties with gross and fine motor tasks in children with SLI.…”

Section: Introductionmentioning

confidence: 99%

“…Deviations in cortical maturation might affect linguistic processing and subsequent motor output. Recently, investigators also focused on cognitive mechanisms that contribute to motor deficits in the SLI population; and some postulated that procedural memory facilitates motor learning in sequential planning and execution to produce adaptive movements (Doyon et al, 2009; Sanjeevan & Mainela–Arnold, 2019). These developments now call for an investigation of the relationship between verbal and non-verbal oral behaviors, since these are both prerequisites for language learning and are foundations for pattern recognition in linguistic development.…”

Section: Introductionmentioning

confidence: 99%

Oral and Verbal Praxis in Impaired Language Learners

et al. 2021

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In the context of language descriptions, the terms oral and verbal praxis refer to volitional movements for performing oral gestures and movements for speech. These movements involve programming articulators and rapid sequences of muscle firings that are required for speech sound productions. A growing body of research has highlighted the links between oral motor kinematics and language production skills in both typically developing (TD) children and children with developmental language disorders, including Specific Language Impairment (SLI). Yet, there have been limited attempts to assess the link between non-linguistic and linguistic development. In the present study, we investigated oral and verbal praxis behaviors in children with SLI. Fifteen children with SLI formed a clinical group and 15 children with typical development who were matched to the clinical group for chronological age, gender, and socio-economic status formed the TD group. We assessed participants in both groups for their language abilities with age-appropriate standardized language tests. To investigate oral and verbal praxis behaviors, we administered the Assessment Protocol for Oral Motor, Oral Praxis and Verbal Praxis Skills to the two groups. We used the non-parametric Mann–Whitney U test to compare the two groups with respect to oral and verbal praxis measures; and we found a significant difference between isolated and sequential movements in the oral praxis section in two age subgroups of these groups ( p ≤ .05). Spearman’s correlations revealed a strong correlation between core language scores and sequential movements in the younger children with SLI and in TD children. These results showed co-morbidity between SLI and poor oral motor skills, suggesting that SLI is not just a language disorder, but a group of co-morbid conditions that include oral motor and verbal praxis difficulties.

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Phonological characteristics of novel gesture production in children with developmental language disorder: Longitudinal findings

Factor

Goffman

2021

Applied Psycholinguistics

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Children with developmental language disorder (DLD; aka specific language impairment) are characterized based on deficits in language, especially morphosyntax, in the absence of other explanatory conditions. However, deficits in speech production, as well as fine and gross motor skill, have also been observed, implicating both the linguistic and motor systems. Situated at the intersection of these domains, and providing insight into both, is manual gesture. In the current work, we asked whether children with DLD showed phonological deficits in the production of novel gestures and whether gesture production at 4 years of age is related to language and motor outcomes two years later. Twenty-eight children (14 with DLD) participated in a two-year longitudinal novel gesture production study. At the first and final time points, language and fine motor skills were measured and gestures were analyzed for phonological feature accuracy, including handshape, path, and orientation. Results indicated that, while early deficits in phonological accuracy did not persist for children with DLD, all children struggled with orientation while handshape was the most accurate. Early handshape and orientation accuracy were also predictive of later language skill, but only for the children with DLD. Theoretical and clinical implications of these findings are discussed.

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Characterizing the Motor Skills in Children with Specific Language Impairment

Cited by 12 publications

References 49 publications

Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Oral and Verbal Praxis in Impaired Language Learners

Phonological characteristics of novel gesture production in children with developmental language disorder: Longitudinal findings

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