ABSTRACT
We describe an unusual case of PHACE syndrome that provides a demonstration of the role of vascular anomalies in the causation of external ear and facial anomalies. The child in our case was characterized by a small segmental hemangioma of the face, tetralogy of Fallot, and anomalous origin of left common carotid artery from pulmonary artery with retrograde blood flow. This presumably resulted in hypoperfusion of the left side of the face resulting in a Tessier number 7 cleft and left ear anomaly explained by pulmonary vascular steal phenomenon. The absence of posterior fossa anomalies may reflect normal perfusion via the Circle of Willis.
Subject(s)
Aortic Coarctation , Craniofacial Abnormalities , Eye Abnormalities , Face/abnormalities , Neurocutaneous Syndromes , Abnormalities, Multiple/diagnosis , Aortic Coarctation/diagnosis , Carotid Arteries/abnormalities , Craniofacial Abnormalities/diagnosis , Ear, External/abnormalities , Eye Abnormalities/diagnosis , Face/blood supply , Female , Hemangioma/diagnosis , Humans , Infant , Neurocutaneous Syndromes/diagnosisABSTRACT
UNLABELLED: Several studies of utterance planning and attention processes in stuttering have raised the prospect of working memory involvement in the disorder. In this paper, potential connections between stuttering and two elements of Baddeley's [Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Neuroscience, 4, 829-839] working memory model, phonological memory and central executive, are posited. Empirical evidence is drawn from studies on phonological memory and dual-task performance among children and adults who stutter to examine support for the posited connections. Implications for research to examine working memory as one of the psycholinguistic bases of stuttering are presented. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to: (1) appraise potential relationships between working memory and stuttering; (2) evaluate empirical evidence that suggests the possibility of working memory involvement in stuttering; and (3) identify research directions to explore the role of working memory in stuttering.
Subject(s)
Attention , Memory, Short-Term , Phonetics , Stuttering/diagnosis , Adult , Child , Humans , Problem Solving , Psycholinguistics , Research , Semantics , Stuttering/psychologyABSTRACT
Measures of language sample length (in c-units) and morphological, syntactic, and narrative abilities were obtained from oral narrative transcripts of 22 children who stutter and 22 children who do not stutter; participants attended kindergarten, first, and second grades. A two-way MANOVA yielded significant main effects for grade, with significant differences on some measures evidenced between participants in kindergarten and second grades. No significant differences between groups or group-grade interaction effects on the measures were obtained. Grade-wise comparisons (through t-tests) indicated that the performance of children who stutter did not differ significantly from their typically fluent peers on all dependent measures; however, kindergarten children who stutter obtained the most discrepant (lower) scores than their grade-matched fluent peers on the Narrative Scoring Scheme measure, with group differences approaching statistical significance on this measure. The findings suggest that children who do and do not stutter evidence similar expressive language abilities, even as subgroups of children who stutter may lag behind their grade-matched fluent peers in particular language domains.
Subject(s)
Language Disorders/epidemiology , Narration , Peer Group , Stuttering/diagnosis , Stuttering/epidemiology , Child , Child, Preschool , Female , Humans , Language Disorders/diagnosis , Male , Prevalence , Severity of Illness IndexABSTRACT
UNLABELLED: Meta issues in stuttering were examined by analyzing verbal-descriptive data drawn from structured interviews with 23 male children who stutter (CWS) and their 23 fluent male peers. Participants described others' "good" and "bad" talk behaviors and provided their self-appraisals as talkers. Analysis of interview transcripts suggested that CWS favored unidimensional criteria for describing others' talk behaviors, where others' speech-language forms, particularly allusions to stuttering behaviors, were noted most commonly in the descriptions. In contrast, children who did not stutter used multidimensional criteria to describe others' talk behaviors, where others' speech-language forms and pragmatic behaviors were weighted evenly, particularly for positive descriptions. Additionally, many CWS expressed reservations in describing themselves as "good talkers," whereas their fluent peers provided mainly positive appraisals of their own talking abilities. Outcomes provide evidence that early conceptions of communicative abilities among CWS are influenced by their stuttering experiences and diverge from early communicative ability conceptions among their fluent peers. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to; (1) recognize the relevance of examining communicative ability conceptions among children who stutter within the context of educational research on ability conceptions in children; (2) identify qualitative methods used to analyze interviews with participants; and (3) appreciate the role of personal experiences in shaping communicative ability conceptions among children who stutter.
Subject(s)
Communication Disorders/diagnosis , Peer Group , Stuttering/diagnosis , Child , Child, Preschool , Communication Disorders/epidemiology , Female , Humans , Interpersonal Relations , Male , Severity of Illness Index , Speech Therapy/methods , Stuttering/therapyABSTRACT
UNLABELLED: This study was undertaken to examine the performance of 23 children who stutter (CWS) and 23 children who do not stutter (CWNS) on three metalinguistic tasks. These included two phonological awareness assessment procedures (The Lindamood Auditory Conceptualization Test (LAC) and a Phoneme Reversal Task) and one modified Grammar Judgments Task where syntactic and semantic appropriateness of sentences was evaluated. Differences between groups were significant for the grammar judgment task, where CWNS outperformed CWS in judging syntactically and semantically anomalous sentences. Group differences were not significant for the phonological awareness tasks. The results underscore the importance of examining metalinguistic abilities of CWS through a variety of tasks. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to: (1) recognize the relevance of examining metalinguistic abilities within the context of research on language-stuttering dynamics; and (2) identify measures of metalinguistic abilities that can be used to compare the performances of CWS and CWNS.
