Singleton consonant onset acquisition in monolingual Granada Spanish-speaking preschoolers with typical versus protracted phonological development: Impacts of word structure and feature constraints.

While consonant acquisition clearly requires mastery of different articulatory configurations (segments), sub-segmental features and suprasegmental contexts influence both order of acquisition and mismatch (error) patterns (Bérubé, Bernhardt, Stemberger & Ciocca, 2020). Constraints-based nonlinear phonology provides a comprehensive framework for investigating the impact of sub- and suprasegmental impacts on acquisition (Bernhardt & Stemberger, 1998). The current study adopted such a framework in order to investigate these questions for Granada Spanish. Single-word samples of monolingual preschoolers in Granada (29 typically developing; 30 with protracted phonological development) were transcribed by native Spanish speakers in consultation with an international team. Beta regression analyses showed significant effects of age, developmental group, and word structure variables (word length, stress, position of consonants and syllables within the word); salience, markedness and/or frequency across the phonological hierarchy accounted for many patterns. The study further demonstrates the impacts of sub- and suprasegmental constraints of the phonological system on consonant acquisition.

Linguistic and motor profiles in preschool and school-age children with an older sibling with autism spectrum disorder.

This study examines receptive-expressive language, gross-fine motor skills, and IQ abilities in 78 children, 43 children with an older sibling with autism spectrum disorder (Sibs-ASD) and 35 children with an older sibling with typical development, ranging from 4 to 11 years of age. Depending on age, both groups were divided in preschool and school groups. The results show that more than 76% of Sibs-ASD performed at least one language and/or motor skill under 25th percentile. Significant differences were described at preschool stage in three aspects: grammatical comprehension, ball skills, and global motor skills. At school age, significant differences were found in two aspects: expressive language, and ball skills. Some differences seem to decrease over time; meanwhile others seem to increase; and others remain stable. Thus, it seems that vulnerability continues in unaffected Sibs-ASD and suggest that this population may benefit from continued screening and monitoring into the preschool and school-age stages.

Los Hermanos de Niños con Autismo: Habilidades Lingüísticas y Motrices más allá de los Tres Años / Siblings of children with Autism: Linguistic and motor skills beyond three years of life

Los hermanos de niños con trastorno del espectro autista (H-TEA) pueden mostrar dificultades tempranas en habilidades lingüísticas y motrices, aunque pocos estudios examinan estas habilidades en niños más mayores. Analizamos dichas habilidades en niños entre 4 y 7 años para saber si las dificultades permanecen, y conocer su magnitud. Se examinó el lenguaje expresivo, receptivo, motricidad fina y gruesa en 43 niños: 25 H-TEA y 18 hermanos de niños con desarrollo típico (H-DT) en diferentes pruebas estandarizadas. Los resultados indican que hay diferencias significativas (todas con ps < .05) entre ambos grupos, mostrando el grupo H-TEA peor desempeño lingüístico receptivo en comprensión gramatical y en motricidad, en dimensión de puntería y motricidad global. Se concluye que ser conscientes de esas dificultades lingüísticas y motrices y detectarlas, ayudará a los niños en su desarrollo global. Son necesarios estudios en H-TEA en etapas de infantil y primaria para saber cómo afectarán estas diferencias al ámbito escolar.

Siblings of children with autism spectrum disorder (Sib-ASD) may show difficulties in language and motor skills at a very early age. However, few studies have evaluated these skills in older children. We analyze these skills in children between 4 and 7 years old to test whether these difficulties still exist and, if so, to describe how this magnitude is. We examined expressive and receptive language, and fine and gross motor skills of 43 children: 25 Sib-ASD and 18 siblings of children with typical development (Sib-TD) through several standardized tests. The results show that there are significant differences (all with ps < .05) between groups, showing a worse performance in grammatical comprehension, and related to motor skills in ball skills and overall motor skills in Sib-ASD. It is discussed that the fact of being aware of and identify these difficulties will help these children in their global development. Thus, more studies on sib-ASD in infancy and primary school are needed, in order to know how these differences might affect their school performance.

Parental Risk Literacy is Related to Quality of Life in Spanish Families of Children with Autism Spectrum Disorder.

Families of children with autism spectrum disorder (ASD) often experience much more negative perceptions of their family quality of life (FQoL). To investigate key factors that may shape these experiences, we conducted a case-control study of sixty-one Spanish families (29 with a child with ASD) using a broad psychosocial assessment (e.g., ASD severity, social support, demographics), including the first direct test of the relationship between FQoL and parental risk literacy (i.e., the ability to evaluate and understand risk, as measured by numeracy). Results revealed that numeracy was associated with differences in perceived FQoL among families of children with ASD (R2 = .10), a finding that held across several models statistically controlling for the influence of other variables. Findings suggest that parental risk literacy skills may generally be associated with differences in decision making vulnerabilities (e.g., risk evaluation and interpretation) that influence family outcomes including FQoL.

Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar / Psychological adaptation in children with autism spectrum disorder and its effect on family quality of life

INTRODUCCIÓN: En la mayoría de los niños con trastorno del espectro autista (TEA) aparecen dificultades asociadas que, aunque no se incluyen en los criterios diagnósticos, podrían tener impacto sobre la calidad de vida familiar. La bibliografía ha mostrado algunas relaciones entre estas variables y la calidad de vida familiar, aunque los resultados no son concluyentes. OBJETIVO: Examinar el papel de la conducta adaptativa (incluyendo síntomas emocionales, problemas de conducta, hiperactividad/falta de atención, problemas de relaciones entre compañeros y comportamiento prosocial) en niños con TEA y con desarrollo típico, y su posible impacto sobre la calidad de vida familiar. SUJETOS Y MÉTODOS: Veinticuatro familias de niños con TEA (nivel 1 de apoyo) y 25 familias de niños con desarrollo típico con edades comprendidas entre 6 y 13 años. Se ha igualado el síndrome de Asperger (según el DSM-IV-TR) con el TEA con nivel 1 de apoyo (según el DSM-5). Se han evaluado la inteligencia, el vocabulario, la conducta adaptativa y la calidad de vida familiar. RESULTADOS: Se han encontrado diferencias significativas en las variables relacionadas con la conducta adaptativa y en algunos de los componentes de la calidad de vida familiar (interacción familiar, bienestar físico y emocional). En el modelo de regresión, presentar unos mejores niveles de conducta prosocial y el grupo aparecieron como los principales predictores de la satisfacción percibida en la calidad de vida familiar. CONCLUSIÓN: Es importante atender a las dificultades en la conducta prosocial en el TEA, dado su potencial efecto protector sobre la calidad de vida familiar

INTRODUCTION: In most children with autism spectrum disorder (ASD), other difficulties that do not fall within the diagnostic criteria arose, and could have an impact on family quality of life. Previous research has shown several relationships among these variables and family quality of life, however results are contradictories. AIM: To examine the role of psychological adaptation (including emotional symptoms, behavioral problems, hyperactivity, problems with peers, and prosocial behavior) in children with ASD and typical development, and its impact on family quality of life. SUBJECTS AND METHODS: Twenty-four families of children with ASD (level 1 of support) and 25 families of children with typical development between 6 and 13 years old. We have considered diagnosis of Asperger syndrome (following DSM-IV-TR) with ASD-level 1 of support (following DSM-5). We have evaluated intelligence, vocabulary, adaptive behavior, and family quality of life. RESULTS: We have found significant differences in those variables related to psychological adaptation, and in some components of the family quality of life (family interaction, physical and emotional wellbeing). In our regression model, prosocial behaviors and the group were the main predictors of satisfaction on family quality of life. CONCLUSION. It is important to pay attention to the prosocial behaviors in ASD due to its potential protective effect

Siblings of children with autism spectrum disorders: social support and family quality of life.

PURPOSE: Autism spectrum disorder (ASD) often has a significant impact on all family members, including parents and siblings of the person who suffers the disorder. This case-control study explores potential factors that help explain the impact of having an older sibling with ASD on several developmental domains, and to test whether these factors could explain their satisfaction on family quality of life (FQoL). METHODS: A total of 78 unaffected siblings of children with ASD (Sibs-ASD) and siblings of children with typical development (Sibs-TD) from 6 to 12 years old were evaluated. RESULTS: Our analyses show significant differences between groups in motor skills, severity of autistic traits, satisfaction on FQoL, and social support (ps < .05). Moreover, social support acts as positive factor protecting from the negative effect of having a sibling with ASD on satisfaction of FQoL (R2 = .32). CONCLUSIONS: Our findings highlight the variability in the developmental abilities of the unaffected school-age children with familiar risk factors and emphasize the need for supervising development of all Sibs-ASD over different time points. Social support may be a critical aspect to consider in interventions for improving the satisfaction on FQoL.

Timing of Parents' Concerns Related to Autism Spectrum Disorder and its Diagnosis: A Mediation Analysis.

Parents are the first to indicate concerns about their child's development in up to 80% of children with autism spectrum disorder (ASD). They often notice symptoms related to ASD around the first two years, but the average age of diagnosis is 3.5 years old. This study examined the relationships between parents' early concerns and the time lag between suspicion and diagnosis. Forty-eight Spanish-speaking families were enrolled in this study. Parents were asked about early signs that made them think that their child could possibly have ASD. Mediation analyses showed that the child's age at suspicion mediated between sibling status and the time lag between suspicion and a formal diagnosis (ß = -.53, p < .01). Having another child with typical development accelerated parents' detection of ASD signs (ß = -.62, p < .001). The number of social-communication concerns that parents detected mediated this relationship (ß = -.28, p < .01). Parents who reported more social-communication concerns perceived these signs earlier, but have to cope with a longer time lag until diagnosis than those who reported more concerns related to restrictive and repetitive behaviors and interests, or other developmental concerns. Moreover, this relationship between concerns of ASD and the diagnoses was explained by the child's age. Training pediatricians on how to respond to parent questions and concerns could reduce the time lag between parents' concerns and diagnosis of ASD.

Word-initial rhotic clusters in Spanish-speaking preschoolers in Chile and Granada, Spain.

The current paper describes Spanish acquisition of rhotic onset clusters. Data are also provided on related singleton taps/trills and /l/ as a singleton and in clusters. Participants included 9 typically developing (TD) toddlers and 30 TD preschoolers in Chile, and 30 TD preschoolers and 29 with protracted phonological development (PPD) in Granada, Spain. Results showed age and developmental group effects. Preservation of cluster timing units preceded segmental accuracy, especially in stressed syllables. Tap clusters versus singleton trills were variable in order of mastery, some children mastering clusters first, and others, the trill. Rhotics were acquired later than /l/. In early development, mismatches (errors) involved primarily deletion of taps; where substitutions occurred, [j] frequently replaced tap. In later development, [l] more frequently replaced tap; where taps did occur, vowel epenthesis sometimes occurred. The data serve as a criterion reference database for onset cluster acquisition in Chilean and Granada Spanish.

Timing of parents' concerns related to autism spectrum disorder and its diagnosis: a mediation analysis

Parents are the first to indicate concerns about their child's development in up to 80% of children with autism spectrum disorder (ASD). They often notice symptoms related to ASD around the first two years, but the average age of diagnosis is 3.5 years old. This study examined the relationships between parents' early concerns and the time lag between suspicion and diagnosis. Forty-eight Spanish-speaking families were enrolled in this study. Parents were asked about early signs that made them think that their child could possibly have ASD. Mediation analyses showed that the child's age at suspicion mediated between sibling status and the time lag between suspicion and a formal diagnosis (β = -.53, p < .01). Having another child with typical development accelerated parents' detection of ASD signs (β = -.62, p < .001). The number of social-communication concerns that parents detected mediated this relationship (β = -.28, p < .01). Parents who reported more social-communication concerns perceived these signs earlier, but have to cope with a longer time lag until diagnosis than those who reported more concerns related to restrictive and repetitive behaviors and interests, or other developmental concerns. Moreover, this relationship between concerns of ASD and the diagnoses was explained by the child's age. Training pediatricians on how to respond to parent questions and concerns could reduce the time lag between parents' concerns and diagnosis of ASD

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Language and motor skills in siblings of children with autism spectrum disorder: A meta-analytic review.

Children with autism spectrum disorder (ASD) show significant linguistic and motor impairments compared to children with typical development (TD). Findings from studies of siblings of children with ASD show similarities to conclusions from studies of children with ASD. The current meta-analysis reviewed studies reporting linguistic and/or motor skills in siblings of children with ASD compared to siblings of children with TD. Thirty-four studies published between 1994 and 2016 met all inclusion criteria. We compared three different age groups (12 months or younger, 13 to 24 months, and 25 to 36 months). At 12 months, compared to siblings of children with TD, siblings of children with ASD had worse receptive language (d = -.43, 95% CI [-.53, -.33]) and expressive language skills (d = -.40, 95% CI [-.57, -.23]), and these effects were sustained at 24 and 36 months. Similar, albeit smaller differences in fine motor skills were detected at 12 months (d = -.22, 95% CI [-.39, -.04]), and these differences were larger at 36 months (d = -.36, 95% CI [-.54, -.17]). There were differences in gross motor skills at 12 months (d = -.22, 95% CI [-.40, -.04]), but only a few studies were available at later ages. Compared to siblings of children with TD, infants who have siblings with ASD have worse linguistic and motor skills. These differences are detectable as early as when infants are 12 months old and seem to be sustained until they are 3 years old. Differences in language skills are larger than those in motor skills, especially during the first year. Autism Res 2017, 10: 1737-1750. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We reviewed studies reporting linguistic and/or motor skills in siblings of children with autism spectrum disorder (ASD) compared to those in siblings of children with typical development. The results showed that as a group, those infants who have siblings with ASD have less advanced linguistic and motor skills. These differences are detectable when infants are 12 months old and seem to be sustained until they are 3 years old. Differences in language skills are larger than those in motor skills.

Perfil comunicativo y de adaptación social en población infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5 / Communicative and social-adaptive profile in children with autism spectrum disorder: a new approach based on the DSM-5 criteria

Introducción. Tras la nueva clasificación diagnóstica del Manual diagnóstico y estadístico de los trastornos mentales, quinta edición (DSM-5), el trastorno del espectro autista (TEA) ha pasado a considerarse una categoría dimensional que engloba una serie de trastornos que antes se consideraban como entidades diferentes. La bibliografía previa ha mostrado perfiles comunicativos y lingüísticos diferentes en personas con estos trastornos, por lo que podrían encontrarse resultados contradictorios en los individuos que en la actualidad reciben un diagnóstico de TEA. Objetivo. Identificar los aspectos del lenguaje estructural (expresión y comprensión), interacción (pragmática) y adaptación social diferenciales en niños con diagnóstico de TEA de nivel 1 de apoyo y compararlos con niños con desarrollo típico. Sujetos y métodos. Diecisiete niños con síndrome de Asperger (según el DSM-IV-TR) y 20 niños con desarrollo típico de entre 7 y 12 años. Se ha equiparado el síndrome de Asperger del DSM-IV-TR con el TEA con nivel 1 de apoyo del DSM-5. Se ha evaluado la inteligencia, la comunicación y la adaptación social con medidas directas estandarizadas y medidas indirectas paternas. Resultados. Se han encontrado diferencias significativas en comprensión (comprensión de estructuras gramaticales; p = 0,025), interacción (cuestionario de capacidades y dificultades total; p = 0,001) y adaptación social (Children’s Communication Checklist-2 total; p = 0,001) entre los grupos. Conclusiones. Los participantes con TEA con nivel 1 muestran un nivel de inteligencia normal y buena expresividad estructural (sintaxis y semántica), lo que podría diferenciarlos sustancialmente, dada la gran heterogeneidad del trastorno, de otros niños que en la actualidad también reciben el diagnóstico de TEA. No obstante, nuestros participantes también presentan problemas de comprensión de estructuras gramaticales, interacción pragmática y adaptación social. Estas dificultades podrían relacionarse con posibles problemas emocionales y de socialización (AU)

Introduction. Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis. Aim. To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development. Subjects and methods. Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales. Results. We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups. Conclusions. Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems (AU)

Infants at-risk for autism spectrum disorder: Patterns of vocalizations at 14 months.

Differences in the early development of children are crucial for early detection of autism spectrum disorder (ASD). Previous studies have shown large differences between children later diagnosed with ASD and their typically developing peers in the early use of canonical vocalizations (i.e., vocalizations that include well-formed consonant-vowel syllables) and the use of vocalizations for communicative purposes. In this prospective study, we examined the extent to which infant vocalizations at 14 months would predict Autism Diagnostic Observation Schedule (ADOS) diagnostic symptom groups, that is, Autism, Spectrum, and Non-ASD, for 82 community-identified at-risk infants at 23 months. Thirty-minute video samples were coded with the intention to categorize and quantify speech (canonical/noncanonical and directed/nondirected) and nonspeech vocalizations (atypical, distress, and pleasure vocalizations). Our results revealed that more canonical directed (OR = 1.039, P = .036), and fewer noncanonical directed (OR=.607, P = .002) and noncanonical nondirected (OR = 1.200, P = .049) vocalizations were associated with a greater likelihood of being in the Non-ASD group versus the Autism group, with no variables significantly predicting Autism versus Spectrum group membership. Despite some statistically significant findings, models performed poorly in classifying children into correct ASD symptom group at age 23 months based on vocalizations at 14 months. Thus, the utility of infant vocalizations alone for predicting toddler clinical outcomes among infants initially identified at an elevated risk for ASD appears limited; however, considering the structure and function of early vocalizations combined with other early developmental and behavioral features may improve the confidence for clinicians in making an early diagnosis of ASD. Autism Res 2017, 10: 1372-1383. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Dificultades de comprensión del lenguaje en niños no verbales con trastornos del espectro autista y sus implicaciones en la calidad de vida familiar / Language comprehension disorders in non-verbal children with autism spectrum disorders and their implications in the family quality of life

Introducción. El nivel de comprensión del lenguaje en niños con trastornos del espectro autista (TEA) varía ampliamente. Sin embargo, la evidencia sugiere que estos niños comprenden el lenguaje peor que los de su misma edad con desarrollo típico, y muestran retraso en el vocabulario receptivo. La investigación que relaciona calidad de vida y lenguaje es muy escasa. Objetivos. Profundizar en la comprensión de aspectos estructurales del lenguaje en niños con TEA y conocer la influencia de los déficits en comprensión del lenguaje en niños con TEA en las percepciones sobre calidad de vida en sus familias. Sujetos y métodos. Analizamos la comprensión verbal en 26 niños no verbales con TEA (media: 9,8 años) y en 26 niños con desarrollo típico (media: 3,9 años) igualados en edad de vocabulario, utilizando medidas estandarizadas de lenguaje receptivo. Resultados. Hemos comprobado que el nivel de vocabulario receptivo, comprensión auditiva y comprensión gramatical en los niños con TEA está por debajo del que corresponde a su edad, y difiere significativamente de aquél en niños con desarrollo típico. Asimismo, los padres de niños con TEA informan de graves problemas de comunicación en sus hijos y falta de apoyo social. La calidad de vida familiar se ve afectada por los problemas lingüísticos de los niños con TEA. Conclusiones. Encontramos una importante relación entre las habilidades de lenguaje receptivo en los niños con TEA y las percepciones sobre la calidad de vida en sus familias. Estos resultados pueden tener importantes implicaciones en el diseño de intervenciones clínicas (AU)

Introduction. Language widely varies in children with autism spectrum disorders (ASD). Evidence, however, suggests that these children understand language worse than their peers with typical development, showing a delay in acquisition of receptive vocabulary. Research relating quality of life (QOL) and language is limited. Aims. To increase our knowledge about structural aspects of language in children with ASD, and to determine the effects of deficits in understanding in children with ASD in their families’ QOL. Subjects and methods. We analyzed language comprehension in 26 non-verbal children with ASD (mean: 9.8 years) and 26 children with typical development (mean: 3.9 years) matched for age vocabulary, using standardized measures of receptive language. Results. We found that levels of receptive vocabulary, auditory comprehension, and grammar comprehension in children with ASD are lower than typical levels for their age, and significantly differ from those in children with typical development. Parents of children with ASD also report severe communication problems in their children and lack of social support. Family QOL is influenced by language problems of children with ASD. Conclusions. There is a significant relationship between receptive language skills in children with ASD and perceptions of QOL in their families. These results can have important implications for designing clinical interventions (AU)

[Language comprehension disorders in non-verbal children with autism spectrum disorders and their implications in the family quality of life]. / Dificultades de comprensión del lenguaje en niños no verbales con trastornos del espectro autista y sus implicaciones en la calidad de vida familiar.

INTRODUCTION: Language widely varies in children with autism spectrum disorders (ASD). Evidence, however, suggests that these children understand language worse than their peers with typical development, showing a delay in acquisition of receptive vocabulary. Research relating quality of life (QOL) and language is limited. AIMS: To increase our knowledge about structural aspects of language in children with ASD, and to determine the effects of deficits in understanding in children with ASD in their families' QOL. SUBJECTS AND METHODS: We analyzed language comprehension in 26 non-verbal children with ASD (mean: 9.8 years) and 26 children with typical development (mean: 3.9 years) matched for age vocabulary, using standardized measures of receptive language. RESULTS: We found that levels of receptive vocabulary, auditory comprehension, and grammar comprehension in children with ASD are lower than typical levels for their age, and significantly differ from those in children with typical development. Parents of children with ASD also report severe communication problems in their children and lack of social support. Family QOL is influenced by language problems of children with ASD. CONCLUSIONS: There is a significant relationship between receptive language skills in children with ASD and perceptions of QOL in their families. These results can have important implications for designing clinical interventions.

TITLE: Dificultades de comprension del lenguaje en niños no verbales con trastornos del espectro autista y sus implicaciones en la calidad de vida familiar.Introduccion. El nivel de comprension del lenguaje en niños con trastornos del espectro autista (TEA) varia ampliamente. Sin embargo, la evidencia sugiere que estos niños comprenden el lenguaje peor que los de su misma edad con desarrollo tipico, y muestran retraso en el vocabulario receptivo. La investigacion que relaciona calidad de vida y lenguaje es muy escasa. Objetivos. Profundizar en la comprension de aspectos estructurales del lenguaje en niños con TEA y conocer la influencia de los deficits en comprension del lenguaje en niños con TEA en las percepciones sobre calidad de vida en sus familias. Sujetos y metodos. Analizamos la comprension verbal en 26 niños no verbales con TEA (media: 9,8 años) y en 26 niños con desarrollo tipico (media: 3,9 años) igualados en edad de vocabulario, utilizando medidas estandarizadas de lenguaje receptivo. Resultados. Hemos comprobado que el nivel de vocabulario receptivo, comprension auditiva y comprension gramatical en los niños con TEA esta por debajo del que corresponde a su edad, y difiere significativamente de aquel en niños con desarrollo tipico. Asimismo, los padres de niños con TEA informan de graves problemas de comunicacion en sus hijos y falta de apoyo social. La calidad de vida familiar se ve afectada por los problemas linguisticos de los niños con TEA. Conclusiones. Encontramos una importante relacion entre las habilidades de lenguaje receptivo en los niños con TEA y las percepciones sobre la calidad de vida en sus familias. Estos resultados pueden tener importantes implicaciones en el diseño de intervenciones clinicas.

Grammatical comprehension in Spanish-speaking children with specific language impairment (SLI)

The Grammatical Structures Comprehension Test (CEG) was used to analyze grammatical comprehension problems in native Spanish-speaking children with Specific Language Impairment (SLI). The test is divided into 20 blocks containing the most common grammatical structures in Spanish. Our objective was to establish whether the CEG was sensitive in detecting these problems and whether there were differential patterns in grammatical comprehension between children with SLI (14 participants) and two control groups: a chronological control group (CC) with 14 participants and a linguistic control group (LC) also with 14 participants. We found significant differences between the SLI group and the chronological control participants (Box’s M = 63.080, F = 1, 159, p = .238), with a correct classification rate of 85.7 % in the discriminant function analysis. These differences did not occur in all the blocks, in which we identified a range of different performance patterns that varied according to the structures being analyzed. This work helps to clarify certain questions about grammatical comprehension in children with SLI and contributes to the debate on delay vs. «delay within the delay» (AU)

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Grammatical Comprehension in Spanish-speaking children with Specific Language Impairment (SLI).

The Grammatical Structures Comprehension Test (CEG) was used to analyze grammatical comprehension problems in native Spanish-speaking children with Specific Language Impairment (SLI). The test is divided into 20 blocks containing the most common grammatical structures in Spanish. Our objective was to establish whether the CEG was sensitive in detecting these problems and whether there were differential patterns in grammatical comprehension between children with SLI (14 participants) and two control groups: a chronological control group (CC) with 14 participants and a linguistic control group (LC) also with 14 participants. We found significant differences between the SLI group and the chronological control participants (Box's M = 63.080, F = 1, 159, p = .238), with a correct classification rate of 85.7 % in the discriminant function analysis. These differences did not occur in all the blocks, in which we identified a range of different performance patterns that varied according to the structures being analyzed. This work helps to clarify certain questions about grammatical comprehension in children with SLI and contributes to the debate on delay vs. "delay within the delay".

Guía para la evaluación del TEL: algunas consideraciones / Assessment guide for specific language impairment: some considerations

En este trabajo se revisan algunos aspectos relacionados con el TEL: aspectos lingüísticos y no lingüísticos alterados, prevalencia o persistencia del trastorno. Se propone la evaluación de las áreas más importantes alteradas en la población con TEL a las que debemos atender en el trabajo logopédico tanto con procedimientos formales como informales disponibles en español. Se presta atención a la identificación temprana, informes de padres y profesionales, evaluación comprensiva y expresiva de los distintos aspectos estructurales del lenguaje, aspectos motores alterados, o evaluación dinámica como alternativas a la evaluación tradicional. Se concluye poniendo de manifiesto la necesidad de una evaluación multidisciplinar, y de diseñar pruebas sensibles que ayuden a detectar el trastorno de manera eficaz a fin de realizar un diagnóstico preciso (AU)

The present article reviews some aspects of specific language impairment (SLI): altered linguistic and non-linguistic features and the prevalence and persistence of the disorder. Our aim was to evaluate the most important areas affected in the population with SLI, who require speech therapy work with both the formal and informal procedures available in Spanish. Attention is paid to early identification, reporting to parents and professionals, comprehensive and expressive assessment of the various structural elements of language, altered motor aspects, and dynamic assessment as alternatives to traditional evaluation. The article concludes by stressing the need for multidisciplinary assessment and for the design of sensitive procedures that could help to detect the disorder effectively, thus aiding accurate diagnosis (AU)

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development.

A crosslinguistic study is underway concerning children's protracted phonological development (i.e. speech sound disorders). The current article reports pilot Spanish data for this study from two 4-year-old boys with protracted phonological development. The purposes of the pilot study were to: (1) develop and evaluate a word list for elicitation that could be used across Spanish dialects and that sufficiently sampled Spanish word lengths, stress patterns, word shapes and phonemes; and (2) to derive hypotheses for the larger study, based on patterns found in these children's speech, and a review of the literature. The two speakers showed some developmental patterns reported for other languages (e.g. constraints on production of liquids and word-initial consonants in unstressed syllables) but also patterns that may reflect Spanish phonological inventories, allophony and frequencies. These data helped consolidate the Spanish word list for elicitation and led to questions for the ongoing study concerning word structure, multisyllabic words, liquids, fricatives and vowel sequences.

Morfología verbal: estudio de las irregularizaciones de pseudoverbos en niños españoles / Verbal morphology: study of the irregulatization of novel verbs in spanish children

El objetivo de esta investigación ha sido determinar algunos factores que pueden explicar las inconsistencias encontradas en los modelos y tipos de regularización e irregularización de verbos en español. Hemos generado una relación de pseudoverbos a partir de la manipulación fonológica de doce verbos que hacen irregular el presente de indicativo (seis de alta y seis de baja frecuencia) y se la hemos presentado a los sujetos experimentales (117 niños/as de los cursos escolares comprendidos entre 2º y 6º de educación primaria) para que, ante la presentación de cada pseudoverbo en infinitivo dijeran la primera persona del singular de dicho pseudoverbo (ej., de tember - tembo o tiembo). En general, los resultados que hemos obtenido indican que: a) el número de irregularizaciones disminuye a medida que avanza el curso escolar, b) se emiten más veces como irregulares los verbos de alta que los de baja frecuencia de uso, c) el número de irregularizaciones depende de la proporción entre la frecuencia categorial (type) y la frecuencia de uso (token). Si esta proporción es alta se adopta con mayor probabilidad la forma irregular del pseudoverbo que la forma regular, lo contrario que sucede en el caso de que esta proporción sea baja y d) el número de irregularizaciones depende de la similitud fonológica entre el pseudoverbo y el verbo-origen. Se interpretan los resultados en términos de las demandas de procesamiento que requieren la adopción de las formas regulares e irregulares de pseudoverbos o de verbos desconocidos (AU)