Association Between the Language Development and Behavioral-Emotional Problems in Children With Ankyloglossia

이종환,김수일,이슬아,김태훈,은영규,이영찬 대한이비인후과학회 2023 대한이비인후과학회지 두경부외과학 Vol.66 No.7

Background and Objectives The study attempted to clarify the correlation between thedegree of behavioral-emotional problems and language development in patients with ankylo-glossia and to identify pre- and post-operative changes in pronunciation, language, and behav-ioral-emotional problems. Subjects and Method This prospective cohort study was conducted at a tertiary academiccenter. Patients with ankyloglossia exhibiting articulation disorders were divided into normaland language delay groups according to the degree of language development. Articulation wasevaluated using the Korean-specific Urimal Test of Articulation and Phonation (U-TAP), andlanguage development was evaluated using the Preschool Receptive-Expressive LanguageScale (PRES). The difference in the degree of behavioral-emotional development between thetwo groups was analyzed using the Strengths and Difficulties Questionnaire test. Moreover,changes in articulation, language development, and behavioral-emotional development scoreswere compared before and 3 months post-operatively in the two groups. Results Thirty patients with ankyloglossia were enrolled and classified into the normal group(n=11) and language delay group (n=19). Children of the language delay group exhibited signif-icantly delayed improvements in emotional symptoms compared to those in the normal group(2.55±1.0 4 vs. 1.68±1.49 in language delay vs. normal group, respectively; p=0.037). The U-TAP and PRES test scores were improved three months post-operatively in the entire group,but there was no significant difference after surgery when compared between the two groups. Conclusion Behavioral-emotional development was delayed in patients with ankyloglossiaaccompanied by language delay. Furthermore, articulation and language development im-proved three months after frenoplasty in all patients. However, behavioral-emotional develop-ment was delayed in patients with ankyloglossia accompanied by language delay.

언어발달지연 아동의 컴퓨터 기반 검사와 종이 기반 검사의 수용 및 표현어휘 수행력 비교

박지숙(Ji Suk Park),최성희(Seong Hee Choi),이경재(Kyoung jae Lee),최철희(Chul-Hee Choi) 한국언어청각임상학회 2020 Communication Sciences and Disorders Vol.25 No.2

배경 및 목적: 본 연구는 언어발달지연 아동의 한국판 수용 · 표현 어휘력 검사에서 컴퓨터 기반(태블릿 PC) 매체와 종이 기반 매체를 이용하여 매체의 변화가 아동의 언어 수행력에 차이를 보이는지 알아보고자 하였다. 방법: 연구의 대상은 생활 연령이 만 3-7세의 언어발달지연 아동 27명을 대상으로 하였다. 언어발달지연 정도와 통합언어연령에 따라 각각 두 집단으로 구성하였다. 연구대상을 선정하기 위하여 취학 전 아동의 수용언어 및 표현언어 발달척도(Preschool Receptive-Expressive language Scale) 검사를 실시하고 매체를 다르게 하여 무작위 순서로 수용 · 표현 어휘력검사(REVT)를 일주일의 간격을 두고 실시하였다. 원점수, 총 반응시간, 문항별 평균 반응시간을 측정하여 검사 매체 간 차이를 살펴 보았으며, 언어발달지연 정도와 통합언어연령에 따라 검사 매체 간 수행력에 대해 비교 분석하였다. 결과: REVT검사 결과, 수용 및 표현 어휘 원점수 모두 종이 기반 검사보다 컴퓨터 기반 검사에서 통계적으로 유의하게 더 높은 점수가 나타났다. 한편, 언어지연 정도의 중증도에 상관없이 컴퓨터 기반 검사에서는 표현형 어휘검사에서 총 반응시간과 문항별 평균 반응시간이 통계적으로 유의미하게 짧았지만, 수용형 어휘검사에서는 총 반응시간만 현저히 짧게 나타났다. 논의 및 결론: 본 연구에서는, 모든 언어 발달 지연 아동군에서, 검사 결과는 매체의 종류에 따라 달라졌다. 특히, 컴퓨터 기반 검사는 언어 발달 아동의 집중도를 유지하며 반응 시간을 줄이고 어휘 성능을 향상시키는데 기여하였다. 따라서 각 매체 검사의 규준을 그대로 사용하는 것은 문제가 있을 수 있으며, 검사에 사용되는 매체에 대한 고려가 필요하다. Objectives: The purpose of this study was to explore whether children with developmental language delays’ performance on the Korean Receptive and Expressive Vocabulary Test (REVT) changed depending on media type (computer-based (tablet PC) vs. paper-based). Method: A total of 27 children with developmental language delay, ages 3 to 7 years, participated. All children were divided into two groups according to the degree of language development delay and the age of integrated language using the Preschool Receptive-Expressive Language Scale (PRES) to evaluate language development. The REVT was conducted at weekly intervals using different media in a random order. Raw score, total response time (TRT), and average response time per question (ART) were measured between different media type and compared based on the degree of language development delay and the age of integrated language. Results: Our study found statistically higher raw scores in both receptive and expressive vocabulary test (REVT) in the computer-based test compared to the paper-based test. On the other hand, regardless of the severity of the language delay, TRT and ART were statistically significantly shorter in the computer based expressive vocabulary test, but only TRT was significantly shorter in the receptive vocabulary test. Conclusion: In this study, in all language development delayed groups, the test results varied depending on the type of media. In particular, computer-based tests, rather than conventional paper-based tests, maintained the concentration of language-delayed children and helped reduce reaction time and improve vocabulary performance. Thus, the type of media used for the test should be considered.

정신장애 영유아의 언어발달수준과 문제행동의 관계: 성별, 연령별, 언어지연과 정상 집단 간 문제행동의 차이

백지현 ( Baek Jee-hyun ),하은혜 ( Ha Eun-hye ) 한국놀이치료학회 2016 한국놀이치료학회지(놀이치료연구) Vol.19 No.4

본 연구는 정신장애 영유아 중 언어지연의 성별, 연령에 따른 비율과 언어발달수준과 문제행동의 관계를 확인하고 DSM-Ⅳ를 기준으로 의사소통장애집단/비의사소통장애 집단, 언어발달검사(LDS) 기준으로 언어지연집단/비언어지연집단을 나누어 집단 간 문제행동의 차이를 검증하였다. 이를 위해 서울 소재 소아정신과 등 세 곳에 의뢰된 만18-35개월 영유아 145명를 대상으로 K-CBCL 1.5-5 유아 행동평가와 언어발달검사(LDS)를 사용하였다. 주요 연구 결과는 다음과 같다. 첫째, 정신장애 영유아중 언어지연의 비율은 전체의 90.3%였으며 세부적으로는 남아 및 연령이 높은 집단의 언어지연 비율이 더 높았다. 둘째, 정신장애 영유아의 언어발달검사(LDS)의 어휘력점수는 K-CBCL 1.5-5의 위축, DSM-정서문제, DSM-전반적 발달문제 척도의 T점수와 부적 상관관계를 나타냈다. 이를 성별 집단 별로 살펴보면 여아의 어휘력 수준은 위축, 내재화, DSM 전반적 발달문제 척도에서 부적인 상관관계가 있었고 남아의 어휘력 수준은 DSM 정서문제와 부적 상관관계가 있었다. 셋째, DSM-Ⅳ를 사용한 임상가의 진단을 따라 나누었을 때. 비 의사소통 장애 집단의 K-CBCL 1.5-5의 주의집중문제의 T점수가 의사소통장애 집단의 점수보다 높았다. 넷째, 언어발달검사의 어휘력척도를 기준으로 나누었을 때 언어지연 집단의 K-CBCL 1.5-5의 위축, 수면문제, DSM-정서문제, DSM-전반적 발달문제의 T점수는 비언어지연 집단의 점수보다 높았다. 이와 같이 본 연구에서는 언어발달검사(LDS)와 K-CBCL 1.5-5를 사용하여 임상의 영유아 중 언어지연 비율을 탐색하여 남아의 취약성을 확인하였고, 언어발달수준과 문제행동의 관계를 검증하였다. 또한 임상 영유아집단 내에서도 진단과 언어지연 여부에 따라 상이하게 나타나는 문제행동의 차이를 탐색했다는 데 의의가 있다. The purpose of this study was to investigate the rate of language delay in toddlers, examining the relationship between language development and behavior problems and the difference in behavior problems among language disorder/non language disorder and language delayed/language normal groups. The participants, who were referred to psychiatry clinics and rehabilitation centers, comprised 145 toddlers (100 boys, 45 girls). The K-CBCL 1.5-5 and the Korean LDS were used as measuring tools. The results indicated that 90.3% of the clinic-referred toddlers were delayed in language. Additionally, vocabulary scores and withdrawal, DSM-affective problems and DSM-pervasive developmental problems scale showed a negative correlation. Considering sex, girls`s vocabulary scores showed negative correlation with withdrawal, internal problems, and DSM-pervasive developmental problems. For boys, there were only negative correlation with DSM-affective problems. Further, based on a clinician`s diagnosis, the non-language disorder group`s ADHD scale`s T scores were significantly higher than the language disorder group. Finally, based on LDS vocabulary cut-off, language the delayed groups` levels of withdrawal, sleeping problem, DSM-affective problems, DSM-pervasive developmental problems and T scores were significantly higher than the normal group. This study confirmed the characteristic of language delayed toddlers and the relationship with language development and behavior problems.

말ㆍ언어 장애 아동에서 언어지수와 지능 및 사회지수의 관계

조성래,박은숙,박창일,곽은희,김미경,민경훈,배병우,박진희 대한재활의학회 2008 Annals of Rehabilitation Medicine Vol.32 No.2

Objective: To investigate the relationship of language, intelligent and social quotients in children with speech and language disorder and to evaluate the clinical usefulness of language quotient for predicting the extents of cognitive and social functions. Method: Total 139 children who visited the department of rehabilitation medicine for the evaluation of suspected speech-language delay. All children were evaluated for receptive and expressive language quotients, articulation accuracy, verbal, performance and full-scale intelligent quotients and social maturation assessment. Results: Approximately 70% of the children who had chief complaints of speech or language disorder were diagnosed as ‘receptive and expressive language developmental delay'. Intelligent and social quotients of the children with receptive and expressive language developmental delay were significantly lower than those of the other groups (p<0.05). Both receptive and expressive language quotients, but not dysarticulation, were significantly correlated with intelligent and social quotients (p<0.05). Multiple regression analysis demonstrated that the language quotients could predict intelligent and social quotients as simple equations (p<0.01). Conclusion: Primary result of receptive and expressive language quotients from screening test of language evaluation might be able to predict cognitive function and social maturity, which also showed high-degree positive correlation with intelligent and social quotients. This result could provide a useful guideline for further developmental studies in children with speech and language disorder who received primary speech evaluation. Objective: To investigate the relationship of language, intelligent and social quotients in children with speech and language disorder and to evaluate the clinical usefulness of language quotient for predicting the extents of cognitive and social functions. Method: Total 139 children who visited the department of rehabilitation medicine for the evaluation of suspected speech-language delay. All children were evaluated for receptive and expressive language quotients, articulation accuracy, verbal, performance and full-scale intelligent quotients and social maturation assessment. Results: Approximately 70% of the children who had chief complaints of speech or language disorder were diagnosed as ‘receptive and expressive language developmental delay'. Intelligent and social quotients of the children with receptive and expressive language developmental delay were significantly lower than those of the other groups (p<0.05). Both receptive and expressive language quotients, but not dysarticulation, were significantly correlated with intelligent and social quotients (p<0.05). Multiple regression analysis demonstrated that the language quotients could predict intelligent and social quotients as simple equations (p<0.01). Conclusion: Primary result of receptive and expressive language quotients from screening test of language evaluation might be able to predict cognitive function and social maturity, which also showed high-degree positive correlation with intelligent and social quotients. This result could provide a useful guideline for further developmental studies in children with speech and language disorder who received primary speech evaluation.

의성어·의태어를 이용한 언어교육이 발달지체 유아의 표현언어에 미치는 영향

김윤태,양미선,임완정 한국유아특수교육학회 2014 유아특수교육연구 Vol.14 No.4

This study has the purpose of researching the effect of the language educationusing onomatopoeia and mimetic words for the development-delayed children'sexpressive language. The way of the experiment is applying the multiple baselineacross subjects. The objects of the study are the three children who are morethan 6 months or more delayed than life age. The result of the study is like the following; First, the language education usingonomatopoeia and mimetic words is effective for the demand-related expressionlanguage of the development-delayed children. Second, the language educationusing onomatopoeia and mimetic words is effective for the reply-relatedexpression language of the development-delayed children. Third, the languageeducation using onomatopoeia and mimetic words has positive influence on thequestion-related expression language of the development-delayed children. According to such results of the study, we can say that the language educationusing onomatopoeia and mimetic words is positively effective for thedevelopment-delayed children's expressive language. Thus, this study suggeststhat the language education using onomatopoeia and mimetic words can be anappropriate teaching method for the development-delayed children. 본 연구는 의성어ㆍ의태어를 이용한 언어교육이 발달지체유아의 표현언어에 미치는 영향을 알아보는 것을 목적으로 실시되었다. 연구방법은 단일대상 연구 중 대상자간 중다기초선설계(Multiple baseline across subjects)를 이용하였으며 연구대상은 언어발달이생활연령에 비해 6개월 이상 지체된 발달지체 유아 3명으로 하였다. 본 연구결과는 다음과 같다. 첫째, 의성어ㆍ의태어를 이용한 언어교육이 발달지체 유아의 요구관련 표현언어에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 의성어ㆍ의태어를 이용한 언어교육이발달지체 유아의 응답관련 표현언어에 긍정적인 영향을 미치는 것으로 제시되었다. 셋째,의성어ㆍ의태어를 이용한 언어교육이 발달지체유아의 질문관련 표현언어 향상에 긍정적인 영향을 미치는 것이 보고되었다. 이러한 연구결과에 따라 의성어ㆍ의태어를 이용한 언어교육이 발달지체유아의 표현언어에 긍정적인 영향을 미친다는 것이 확인 되었다. 따라서 본 연구는 의성어ㆍ의태어를 이용한 언어교육이 발달지체유아들에게 적절한 교수방법으로 사용 될 수 있음을 시사하고 있다.

언어발달지체 유아의 기질 및 기질조화적합성이 화용언어능력에 미치는 영향

서수민 한국언어치료학회 2023 言語治療硏究 Vol.32 No.2

Purpose: The purpose of this study is to investigate the sub-variables of early childhood development and analyze their correlations by examining the impacts of temperament and goodness of fit on the pragmatic language skills in language-delayed children to propose intervention measures. Methods: A total of 125 language-delayed children and 125 ordinary children were selected as research subjects, and data were collected, using an online questionnaire and Naver Form. Results: First, language-delayed children had lower extroverted temperament and extroverted goodness of fit than ordinary children. They also had low sub-factors of pragmatic language skills. Second, language-delayed children showed positive correlations among attention control temperament, discourse management competency, and communication intention. There were positive correlations of extroverted goodness of fit with adjustment and application according to the situation, listener, and context, nonverbal communication, and overall pragmatic language skills. Third, in language-delayed children, ‘attention control temperament’ affected only discourse management competency, a sub-factor of pragmatic language skills, while ‘extroverted goodness of fit’ affected adjustment and application according to the situation, listener, and context, communication intention, and pragmatic language skills, except for nonverbal communication. Conclusions: This study noted that language-delayed children and ordinary children showed differences among research variables and had different relationships among the factors affecting them. The results suggest that parents’ demands should act in a different directions for the development of pragmatic language skills.

Characteristics of metaphor and reasoning comprehension ability of school-aged children with language development delay

Eun Kyoung Lee 한국언어재활사협회 2022 Clinical Archives of Communication Disorders Vol.7 No.2

Purpose: This study compares the degree of metaphor and reasoning comprehension development of three groups by evaluating the metaphor and reasoning comprehension of children with language development delay, children with matching language age, and children with matching chronological age. Methods; The subjects of the study were 15 children with delayed language development, 15 children with matching chronological age, and 15 children with matching language age. In order to find out their understanding of metaphors and reasoning, the test was conducted by presenting a stimulus plan with three stimulation pictures on one panel in which a subject selects a corresponding picture from the three pictures according to the inspector’s verbal instruction. The test consists of 70 questions, and the stimulus picture of metaphor and reasoning comprehension consists of figurative, dictionary, and inappropriate content. Results: Metaphor and reasoning comprehension was tested with the contents of metaphor ability based on substantive objects and metaphor ability based on abstract objects, with the following results. First, there was a significant difference between these groups as a result of comparing the development of metaphor and reasoning comprehension of children with delayed language development, children with matching language age, and children with matching chronological age. Second, there was no difference in metaphor and inference comprehension between the children’s group with language development delay and the children’s group with matching chronological age as they both showed high performance and their metaphor and inference comprehension was homogeneous. Third, as a result of comparing the metaphorical abilities of the children’s group with language development delay and the other children’s groups, it was found that an intervention program is needed to improve the metaphor and reasoning comprehension of children with language development delay. In particular, it is necessary to develop an arbitration method, which focuses on conceptualizing light abstract ideas, to improve their metaphor and reasoning comprehension. Conclusions: Based on this result, systematic intervention according to the degree of development of metaphor and reasoning ability is necessary to improve the social communication ability of children with delayed language development.

Effects of Language Intervention based on Augmented Reality for Verbal Expression in Children with Expressive Language Delay

MyeongJin Lee(이명진),BoMyung Hwang(황보명) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.2

배경 및 목적: 언어발달이 느린 아동들은 어휘 습득 시 행동이나 상태 변화를 나타내는 동사 학습에 어려움을 보인다. 본 연구에서는 동사 학습의 용이성을 증대하기 위하여 표현언어발달지연아동에게 현실 환경에서 동작을 직접 보여주는 증강현실 기반 언어중재를 제공하여 동사 표현 정반응률과 일반화에 미치는 영향을 살펴보았다. 방법: 생활연령에 비하여 표현언어가 지연된 아동 3명(생활연령 평균 3세 6개월)에게 총 84개의 동사를 증강현실로 구현한 증강현실 기반 언어중재를 실시하였다. 대상자 간 중다기초선설계를 이용하여 기초선, 중재, 유지 단계에서 7개씩의 목표동사를 증강현실로 구현하여 동사 표현 정반응률을 살펴보았다. 또한 일반화를 알아보기 위하여 목표동사를 그림카드로 주양육자가 제시하였을 때에도 정반응하는지 살펴보았다. 결과: 연구대상 모두 기초선 단계에 비하여 중재 단계와 유지 단계에서 정반응률이 증가하였으며 치료실 이외의 장소에서 그림카드로 제시하였을 때에도 일반화하여 목표동사를 발화할 수 있는 것으로 나타났다. 논의 및 결론: 증강현실 기반 언어중재는 표현언어발달지연 아동의 동사 표현을 증가시키는 데 효과적이며 다양한 장애군에도 적용할 수 있을 것으로 기대된다. Objectives: When learning verbs that represent the movement, this study hypothesized that language intervention based on augmented reality (AR) can be more effective than picture cards and examined what effect AR has on the improving verbal expression of children with delayed expressive-language development. The study developed an application using AR that mixed reality with virtual reality in an application for children with expressive language delay. Methods: The subjects were three children (mean chronological age, 3.6 years) whose expressive language abilities were delayed more than 6 months beyond than their chronological age. Eighty-four goal verbs were presented using AR in a multiple baseline design, along with face-to-face training to improve verbal expressions. Results: Children with expessive language delay showed increased accuracy in verb expression through language intervention based on AR. Additionally, the children generalized their improvements by expressing goal verbs even when they were presented as picture cards. Conclusion: This study shows that language intervention based on AR is effective for improving the verbal expression of children with expressive language delay. Utilizing to represent the movement and status of verbs has positive effects on verbal expression.

노래활동이 통합보육기관 발달지체유아의 언어발달에 미치는 영향

장혜원 한국유아특수교육학회 2012 유아특수교육연구 Vol.12 No.3

본 연구는 언어발달을 유도하는 노래활동이 통합보육기관 발달지체유아의 언어발달에 미치는 영향을 밝히고, 발달지체유아의 개인변인에 따른 노래활동의 영향력을 살펴보았다. 이를 위해 통합보육기관에서 교육을 받고 있는 36명의 발달지체유아를 대상으로 연구를 실시하였다. 연구기간은 9월부터 2월까지 6개월이었으며 중재는 주 1회 30분씩 총 16회기 간 발달지체유아가 생활하고 있는 본래 학급에서 실시되었다. 중재 프로그램은 언어발달을 유도하는 음악의 요소가 삽입된 노래활동으로 구성하였으며 연구설계는 사전-사후 비교집단 실험설계이었다. 연구 결과 노래활동이 발달지체유아의 언어발달인 표현언어 발달과 수용언어 발달에 긍정적인 영향을 미쳤다. 노래활동은 성별과 장애등급, 나이에 상관없이 발달지체유아의 언어발달에 긍정적인 영향을 미쳤다. 이상의 연구 결과에 비추어 노래활동은 통합보육기관 발달지체유아의 언어발달을 위한 프로그램으로서 적용 가능성을 보여 주었다는 것에 의의를 찾을 수 있다. The main aim of this study is to verify effectiveness of children with developmental delay by songs activities which made of music elements facilitate language skills. in the inclusion setting. Thirty six children with developmental delay attending a inclusive child-care center participated in 16 sessions consist of 30 minutes from September to February. Intervention was songs activities to facilitate language skills. Study design is pretest-posttest control group design. As results of this study, songs activities which facilitate language skills improved children’s language development in the inclusion setting. Songs activities which facilitate language skills improved the children’s expressive language and receptive language. As study results, songs activities improved language skills regardless of sex, degree of disability and ages. As a conclusion, songs activities which facilitate language skills can be effective intervention program to improve children’s language skills in inclusion settings.

요리활동을 통한 언어중재가 언어발달지연을 보이는 유아의 언어능력 향상에 대한 연구

서의정(Eui-Jung Seo),김윤희(Yun-Hee Kim) 한국산학기술학회 2016 한국산학기술학회논문지 Vol.17 No.10

본 연구는 요리활동을 통한 언어중재가 언어발달지연을 보이는 유아의 언어능력 향상에 대해 알아보고 현장에서의 효율적인 교수학습 및 환경구성을 마련하는데 연구의 목적을 두고 있다. 연구대상은 서울시에 위치한 E아동발달센터에 재원중인 만3세 유아 3명(남아 2명, 여아 1명)을 대상으로 각 연령 별 발달을 고려한 주제를 각각 선정하여 요리활동을 통한 언어중재를 실행하였다. 언어중재는 1주에 1회 50분씩 총 25회에 거쳐 실시하였고, 어휘는 요리동사 및 명사가 골고루 분포되도록 하였다. 자료 분석은 그림 어휘력검사(PPVT-R), 취학 전 아동의 수용언어(RLA) 및 표현언어(ELA) 발달 검사(PRES)를 사전․사후 검사를 실시하였고, 결과를 요약하면 다음과 같다. 요리활동을 통한 언어중재를 언어발달지연을 보이는 유아에게 실시한 결과 어휘력, 수용언어, 표현언어, 통합언어 모두 정상언어발달수준에 도달하였음을 알 수 있었다. 이러한 결과는 요리활동을 통한 언어중재가 언어발달지연을 보이는 만3세 유아들에게 긍정적인 영향을 주는 활동임을 시사하고 있다. 따라서 요리활동은 유아의 능동적인 참여와 흥미를 유발 시킬 수 있으며, 다양한 경험을 통해 언어능력을 신장 시킬 수 있다고 본다. Language intervention through cooking activity programs is designed to provide an efficient teaching method and improved educational environment in the field of teaching. This program addresses the effects of this program on the language development of three three-year-old infants (M;2, F;1) in the Center in Seoul. A cooking topic suitable for the age of this group was selected. The language Intervention was conducted for 50 minutes per week for a total of 25 times, and made use of vocabulary, verbs and nouns related to cooking which were evenly distributed. In this study, the Peabody Picture Vocabulary Test-Revised (PPVT-R), receptive language age (RLA) and expressive language age (ELA), and Preschool Receptive-Expressive Language Scale (PRES) were used to analyze the collected data. After the study, the cooking activity was accomplished with normal development outcomes appearing in the ability of vocabulary, receptive language, expressive language, and integrated language. There is now a solid evidence base supporting the efficacy of cooking activity in producing positive outcomes in the language development of language delayed infants. Consequently, cooking can induce their active participation and interest and extend their language abilities through various experiences.