Goorhuis-Brouwer Siena M, Knijff Wilma A
Department of Otorhinolaryngology, University Hospital Groningen, P.O. Box 30.001, 9700 RB, The Netherlands.
Int J Pediatr Otorhinolaryngol. 2002 Apr 25;63(2):129-36. doi: 10.1016/s0165-5876(02)00004-6.
this article discusses the effect of speech therapy on language comprehension, language production and non-verbal functioning in two groups of children with developmental language disorders.
retrospective study-a follow-up after a mean of 2 years.
verbal and non-verbal functioning before and after therapy were examined in 31 language-impaired children with normal hearing and good health. In 16 children the language functioning was substantial behind their non-verbal functioning. They were categorised as children with specific language impairment (SLI). In 15 children the language problem was in comorbidity with cognitive delay, and these were categorised as children with non-SLI. At the first examination the children were at the age of 1;5-5;4 years and at the second examination they were at the age of 3;4-6;11 years. The children were examined for language comprehension (Standardised Dutch version of the Reynell Developmental Comprehension Scale), spontaneous language production (Groningen Diagnostic Speech norms) and non-verbal functioning (Snijders-Oomen non-verbal intelligence scale for children between 2 1/2 and 7 years).
in both groups, a significant improvement was found in language functioning as well as in non-verbal functioning. Language comprehension and non-verbal IQ-scores in both groups improved by about the same amount. Language production made significantly more progress in the SLI group than in the non-SLI group. The improvements in the SLI group were mainly reached by speech therapy, whereas in the non-SLI group this was less the case.
verbal and non-verbal development can improve in young children with developmental language delay. This underlines the idea that language and cognitive development are interacting and influencing each other in a positive way. Children with SLI seem to benefit more from speech therapy, whereas children with cognitive delay seem to benefit more from special education.
本文探讨言语治疗对两组发育性语言障碍儿童的语言理解、语言表达及非言语功能的影响。
回顾性研究——平均随访2年。
对31名听力正常且身体健康的语言障碍儿童治疗前后的言语和非言语功能进行检查。16名儿童的语言功能明显落后于其非言语功能。他们被归类为特定语言障碍（SLI）儿童。15名儿童的语言问题合并有认知延迟，这些儿童被归类为非SLI儿童。第一次检查时，儿童年龄在1岁5个月至5岁4个月之间，第二次检查时，他们年龄在3岁4个月至6岁11个月之间。对儿童进行语言理解（荷兰语版标准化雷内尔发育理解量表）、自发语言表达（格罗宁根诊断言语规范）和非言语功能（适用于2岁半至7岁儿童的斯尼德斯 - 奥门非言语智力量表）检查。
两组儿童的语言功能和非言语功能均有显著改善。两组的语言理解和非言语智商得分提高幅度大致相同。SLI组的语言表达比非SLI组取得了显著更大的进步。SLI组的改善主要通过言语治疗实现，而非SLI组情况则较少如此。
发育性语言延迟幼儿的言语和非言语发育均可改善。这强调了语言和认知发展以积极方式相互作用和相互影响的观点。SLI儿童似乎从言语治疗中获益更多，而认知延迟儿童似乎从特殊教育中获益更多。
