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Query: UMLS:C0013362 (dysarthria)
 3,768 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

This survey deals with two aspects of developmental dysphasia which are relevant to child psychiatry; the early diagnosis and treatment of children with developmental dysphasia, which may prevent the progression of learning and behaviour disorders, and the underlying biological causes of this neuro-developmental disorder. The pathophysiology of developmental dysphasia is complex and age-related. In the pre-verbal and early verbal stage, the severity of the clinical picture is primarily determined by concomitant motor pathology (motor dysfunction, dysarthria, general and oral dyspraxia) and by receptive pathology (hearing and auditory perception). In the verbal period, linguistic problems start to play a role, and often combine with oral motor symptoms to present a mixed picture. The various language syndromes do not become clear until some time later. After the kindergarten period, the oral motor and perceptual problems decrease and the language disorders continue to play a role and influence the child's conversation, internal speech and learning a school. In a relatively small number of children without oral motor, perceptual or memory problems, there can be a basic syndrome of "pure dysphasia" without any other neurological signs. These children are very likely to have a genetically determined developmental disorder on a limited neuronal level (no cerebral damage of any kind!) such as an abnormal asymmetry of the hemispheres. In somewhat more than half the patients, this basic syndrome is accompanied by other neurological signs, most of which are indicative of functional disorders of the left hemisphere. There can also be symptoms of the right hemisphere, of the corpus callosum and of the afferent pathway systems for auditory perception. The nature and causes of these anomalies can be multifarious, so that it is unfeasible to speak of THE substrate or THE pathogenesis. Treatment should not be confined to speech therapy techniques, but should also take into consideration the existence of abnormal motor and affective development and can thus only be optimally given by a highly trained team whose expertise also extends to the schooling aspect.
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PMID:Developmental dysphasia: clinical importance and underlying neurological causes. 170 78

The timely treatment of children with developmental dysphasia is important in the prevention of subsequent learning and behaviour disorders. The pathophysiology of developmental dysphasia is complex and depends on age. In the preverbal and early verbal phase the severity of the clinical picture is determined by accompanying motor function pathology (simple motor function, dysarthria, general and oral dyspraxia) and by receptive pathology (hearing, and auditory perception). In the verbal period linguistic problems become more prominent (syntax, morphology, semantics and verbal memory), these problems might be accompanied by oral motor symptoms. The different developmental language syndromes become more apparent with time. After kindergarten age the oral motor and perceptual problems diminish, but the language disorders, that influence communication and scholastic learning, remain. In a small number of children without oral motor, perceptual and memory problems, there exists a 'bare or nuclear syndrome', a so called 'pure dysphasia', without other neurological signs. In these children there is perhaps a genetically determined developmental disorder on a restricted neuronal level (no brain damage!). In more than half of the patients this syndrome is accompanied by other neurological signs, predominantly pointing to the left cerebral hemisphere. Furthermore there can be signs from the right cerebral hemisphere, the corpus callosum and from the afferent fibers systems for auditory perception. The nature and causes of these disorders are extremely variable, so that one cannot speak of the neural substrate or the pathogenesis. The diagnosis and the treatment can optimally only be performed by an experienced team, the expertise of which has to penetrate into the school education system.
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PMID:[Dysphatic development: clinical importance and neurological background]. 247 11