WordNet

act later than planned, scheduled, or required; "Dont delay your application to graduate school or else it wont be considered"
time during which some action is awaited; "instant replay caused too long a delay"; "he ordered a hold in the action" (同)hold, time_lag, postponement, wait
the act of delaying; inactivity resulting in something being put off until a later time (同)holdup
cause to be slowed down or delayed; "Traffic was delayed by the bad weather"; "she delayed the work that she didnt want to perform" (同)detain, hold_up
a systematic means of communicating by the use of sounds or conventional symbols; "he taught foreign languages"; "the language introduced is standard throughout the text"; "the speed with which a program can be executed depends on the language in which it (同)linguistic communication
the mental faculty or power of vocal communication; "language sets homo sapiens apart from all other animals" (同)speech
not as far along as normal in development

PrepTutorEJDIC

…'を'『延期する』,延ばす / 〈事故などが〉…'を'『遅らせる』 / 『ぐずぐずする』,『手間取る』 / 『遅れ』,遅延 / 『延期』,猶予
〈U〉『言語』,言葉 / 〈C〉(一国家・一民族の持つ)『国語』,…語 / 〈U〉(文字・話し言葉為外の)伝達記号,人工言語;(動物の)伝達手段(鳴き声・身ぶりなど) / 〈U〉(個人・特定のグループなどの)『言葉遣い』,語法,(専門の)用語,術語 / 〈U〉語学,言語学(linguistics)

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2015/05/14 10:20:06」(JST)

wiki en

Language delay is a failure in children to develop language abilities on the usual age appropriate for their developmental timetable. Language delay is distinct from speech delay, in which the speech mechanism itself is the focus of delay.

Oral communication is a two-stage process. The first stage is to encode the message into a set of words and sentence structures that convey the required meaning, i.e. into language. In the second stage, language is translated into motor commands that control the articulators (organs and structures such as the lungs, vocal cords, mouth, tongue, teeth, etc.), thereby creating speech, i.e. orally-expressed language.

Because language and speech are independent, they may be individually delayed. For example, a child may be delayed in speech (i.e., unable to produce intelligible speech sounds), but not delayed in language. However a child with a language delay typically has not yet been able to use language to formulate material to speak; he or she is therefore likely to have a delay in speech as well.

Language delay is commonly divided into receptive and expressive categories. Receptive language refers to the process of understanding what is said to the subject. Expressive language refers to the use of words and sentences to communicate messages to others. Both categories are essential to effective communication.

Effects

Language delay is a risk factor for other types of developmental delay, including social, emotional, and cognitive delay. Some children may grow out of these deficits, even coming to excel where they once lagged, while others do not. One particularly common result of language delay is delayed or inadequate acquisition of reading skills. Reading depends upon an ability to code and decode script (i.e., match speech sounds with symbols, and vice versa). If a child is still struggling to master language and speech, it is very difficult to learn another level of complexity (writing). Thus, it is crucial that children have facility with language to be successful readers.

Neuroscientist Steven Pinker postulates that a certain form of language delay may be associated with exceptional and innate analytical prowess in some individuals, such as Albert Einstein, Richard Feynman and Edward Teller.^[1]

Causes

Language delays are the most frequent developmental delays, and can occur for many reasons. A delay can be due to being a “late bloomer,” or a more serious problem. The most common causes of speech delay include

Hearing loss
Slow development
Mental retardation

Such delays can occur in conjunction with a lack of mirroring of facial responses, unresponsiveness or unawareness of certain noises, a lack of interest in playing with other children or toys, or no pain response to stimuli.^[2]^[3]

Other causes include:

Psychosocial deprivation - The child doesn't spend enough time talking with adults. Research on early brain development shows that babies and toddlers have a critical need for direct interactions with parents and other significant care givers for healthy brain growth and the development of appropriate social, emotional, and cognitive skills.^[4]

Television viewing is associated with delayed language development. Children who watched television alone were 8.47 times more likely to have language delay when compared to children who interacted with their caregivers during television viewing.^[5] As recommended by the American Academy of Pediatrics (AAP), children under the age of 2 should watch no television at all, and after age 2 watch no more than one to two hours of quality programming a day. Therefore, exposing such young children to television programs should be discouraged. Parents should engage children in more conversational activities to avoid television-related delays to their children language development, which could impair their intellectual performance.
Stress during pregnancy is associated with language delay.^[6]
Being a twin
Autism (a developmental disorder) - There is strong evidence that autism and ADHD are also commonly associated with language delay.^[7]^[8] Asperger syndrome, which is on the autistic spectrum, however, is not associated with language delay.^[9]
Elective mutism (the child just doesn't want to talk)
Cerebral palsy (a movement disorder caused by brain damage)
Genetic abnormalities - In 2005, researchers found a connection between expressive language delay and a genetic abnormality: a duplicate set of the same genes that are missing in sufferers of Williams-Beuren syndrome.
Correlation between male sex, previous family history and maternal education has been demonstrated.^[10]

Treatment

Studies have failed to find clear evidence that language delay can be prevented by training or educating health care professionals in the subject. Overall, some of the reviews show positive results regarding interventions in language delay, but are not curative. (Commentary - Early Identification of Language Delays, 2005)

References

^ Pinker, Steven (24 June 1999). "His Brain Measured Up". The New York Times. Retrieved 2006-12-04.
^ "Language Learning Styles". TLG. August 2013. Retrieved 22 August 2013.
^ "Frequently Asked Questions". American Academy of Children & Adolescent Psychiatry. Retrieved 22 August 2013.
^ Committee on Public Education (August 1999). "Media education". Pediatrics 104 (2 Pt 1): 341–3. doi:10.1542/peds.104.2.341. PMID 10429023.
^ Chonchaiya, W; Pruksananonda, C (July 2008). "Television viewing associates with delayed language development". Acta Paediatrica 97 (7): 977–82. doi:10.1111/j.1651-2227.2008.00831.x. PMID 18460044.
^ Talge, NM; Neal, C; Glover, V (2007). "Antenatal maternal stress and long-term effects on child neurodevelopment: how and why?". Journal of Child Psychology and Psychiatry 48 (3-4): 245–61. doi:10.1111/j.1469-7610.2006.01714.x. PMID 17355398.
^ Miniscalco, C; Nygren, G; Hagberg, B; Kadesjö, B; Gillberg, C (May 2006). "Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months". Developmental Medicine & Child Neurology 48 (5): 361–6. doi:10.1017/S0012162206000788. PMID 16608544.
^ Hagberg BS, Miniscalco C, Gillberg C (2010). "Clinic attenders with autism or attention-deficit/hyperactivity disorder: cognitive profile at school age and its relationship to preschool indicators of language delay". Research in Developmental Disabilities 31 (1): 1–8. doi:10.1016/j.ridd.2009.07.012. PMID 19713073.
^ American Psychiatric Association (2000). "Diagnostic criteria for 299.00 Autistic Disorder". Diagnostic and statistical manual of mental disorders: DSM-IV (4 ed.). Washington, DC: American Psychiatric Association. ISBN 0-89042-025-4. OCLC 768475353.
^ Campbell, T F; Dollaghan, C A; Rockette, H E; Paradise, J L; Feldman, H M; Shriberg, L D; Sabo, D L; Kurs-Lasky, M (2002). "Risk factors for speech delay of unknown origin in 3-year-old children" (PDF). Child Development 74 (2): 346–57. PMID 12705559.

External links

Speech Therapy for Down Syndrome
Different Issues in Speech and Language Development - American Speech-Language-Hearing Association (ASHA)
Delay in Speech and Language - KidsHealth
Early Identification of Speech-Language Delays and Disorders
Speech and Language Delays and Disorders - University of Michigan Health System
Wilson, Philip; McQuaige, Fiona; Thompson, Lucy; McConnachie, Alex (2013). "Language Delay Is Not Predictable from Available Risk Factors". The Scientific World Journal 2013: 1–8. doi:10.1155/2013/947018.
CHAPTER III - Assessment Methods for Young Children With Communications Disorders

UpToDate Contents

全文を閲覧するには購読必要です。 To read the full text you will need to subscribe.

1. 幼児の表出性言語遅滞（「late talking」） overview of expressive language delay late talking in young children
2. 小児における発話言語障害の評価および治療 evaluation and treatment of speech and language disorders in children
3. 言語発達を含む萌芽的読み書き emergent literacy including language development
4. 小児における発話および言語障害の病因 etiology of speech and language disorders in children
5. プライマリケアにおける発達行動サーベイランスおよびスクリーニング developmental behavioral surveillance and screening in primary care

English Journal

The neurodevelopment of HIV-infected infants on HAART compared to HIV-exposed but uninfected infants.

Whitehead N, Potterton J, Coovadia A.Author information a Faculty of Health Sciences, Department of Physiotherapy , University of the Witwatersrand , Johannesburg , South Africa.AbstractThe aim of this study was to compare the neurodevelopment of HIV-infected (HI) infants in combination with antiretroviral therapy also known as HAART (highly active antiretroviral therapy) to HIV-exposed uninfected (HEU) infants. Twenty-seven HIV infected and 29 HEU infants under the age of one year attending the Empilweni Clinic at Rahima Moosa Mother and Child Hospital were studied. HI infants were assessed prior to initiating HAART and then for six months whilst on HAART. Neurodevelopment was assessed using the Bayley Scales of Infant and Toddler Development, 3rd ed (Bayley III). The HI infants scored significantly lower when compared to HEU infants for motor and language development at baseline, three months and six months follow up. No significant improvement in language (p = 0.46) and motor function (p = 0.91) occurred over time; however, developmental scores did not decrease. Cognitive development in the HI group was significantly lower when compared to the HEU group at visit one (p = 0.003). By six months follow-up, there were no significant differences between the two groups for cognitive development (p = 0.18). This study suggests that HIV-positive infants are delayed when compared to HEU infants. HAART may help to prevent further delay; however, it does not reverse the neurological damage already present. There is a need for therapists to be involved in pediatric HIV clinical services in order to provide early developmental screening as well as rehabilitative services to those children in need.
AIDS care.AIDS Care.2014 Apr;26(4):497-504. doi: 10.1080/09540121.2013.841828. Epub 2013 Oct 14.
The aim of this study was to compare the neurodevelopment of HIV-infected (HI) infants in combination with antiretroviral therapy also known as HAART (highly active antiretroviral therapy) to HIV-exposed uninfected (HEU) infants. Twenty-seven HIV infected and 29 HEU infants under the age of one year
PMID 24125015

Reciprocal duplication of the williams-beuren syndrome deletion on chromosome 7q11.23 is associated with schizophrenia.

Mulle JG1, Pulver AE2, McGrath JA3, Wolyniec PS3, Dodd AF4, Cutler DJ5, Sebat J6, Malhotra D7, Nestadt G3, Conrad DF8, Hurles M8, Barnes CP9, Ikeda M10, Iwata N10, Levinson DF11, Gejman PV12, Sanders AR12, Duan J12, Mitchell AA13, Peter I14, Sklar P15, O'Dushlaine CT16, Grozeva D17, O'Donovan MC17, Owen MJ17, Hultman CM18, Kähler AK19, Sullivan PF20; Molecular Genetics of Schizophrenia Consortium, Kirov G17, Warren ST21.Author information 1Department of Epidemiology, Rollins School of Public Health, Emory University; Department of Human Genetics, Emory University School of Medicine, Atlanta, Georgia. Electronic address: jmulle@emory.edu.2Department of Psychiatry and Behavioral Sciences, Johns Hopkins School of Medicine; Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland.3Department of Psychiatry and Behavioral Sciences, Johns Hopkins School of Medicine.4Department of Epidemiology, Rollins School of Public Health, Emory University.5Department of Human Genetics, Emory University School of Medicine, Atlanta, Georgia.6Beyster Center for Genomics of Psychiatric Diseases; Department of PsychiatryUniversity of California, San Diego, La Jolla, California; Department of Cellular Molecular and Molecular Medicine, University of California, San Diego, La Jolla, California; Institute for Genomic Medicine, University of California, San Diego, La Jolla, California.7Beyster Center for Genomics of Psychiatric Diseases; Department of PsychiatryUniversity of California, San Diego, La Jolla, California.8The Wellcome Trust Sanger Institute, Wellcome Trust Genome Campus, Hinxton, Cambridge.9Department of Cell and Developmental Biology, University College London, London, United Kingdom.10Fujita Health University School of Medicine, Toyake, Aichi, Japan.11Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California.12Department of Psychiatry and Behavioral Sciences, NorthShore University HealthSystem, Evanston; Department of Psychiatry and Behavioral Sciences, University of Chicago, Chicago, Illinois.13Department of Forensic Biology, Office of Chief Medical Examiner of the City of New York.14Department of Genetics and Genomic Sciences, Mount Sinai School of Medicine, New York, New York.15Psychiatric and Neurodevelopmental Genetics Unit, Massachusetts General Hospital, Boston; Stanley Center for Psychiatric Research, Broad Institute of Harvard and Massachusetts Institute of Technology, Cambridge, Massachusetts; Division of Psychiatric Genomics, Department of Psychiatry, Mount Sinai School of Medicine, New York, New York.16Psychiatric and Neurodevelopmental Genetics Unit, Massachusetts General Hospital, Boston; Stanley Center for Psychiatric Research, Broad Institute of Harvard and Massachusetts Institute of Technology, Cambridge, Massachusetts.17Department of Psychological Medicine, Cardiff University, Cardiff, United Kingdom.18Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden.19Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden; Departments of Genetics and Psychiatry, University of North Carolina, Chapel Hill, North Carolina; Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway.20Departments of Genetics and Psychiatry, University of North Carolina, Chapel Hill, North Carolina.21Department of Human Genetics, Emory University School of Medicine, Atlanta, Georgia; Departments of Biochemistry and Pediatrics, Emory University School of Medicine, Atlanta, Georgia.AbstractBACKGROUND: Several copy number variants (CNVs) have been implicated as susceptibility factors for schizophrenia (SZ). Some of these same CNVs also increase risk for autism spectrum disorders, suggesting an etiologic overlap between these conditions. Recently, de novo duplications of a region on chromosome 7q11.23 were associated with autism spectrum disorders. The reciprocal deletion of this region causes Williams-Beuren syndrome.
Biological psychiatry.Biol Psychiatry.2014 Mar 1;75(5):371-7. doi: 10.1016/j.biopsych.2013.05.040. Epub 2013 Jul 17.
BACKGROUND: Several copy number variants (CNVs) have been implicated as susceptibility factors for schizophrenia (SZ). Some of these same CNVs also increase risk for autism spectrum disorders, suggesting an etiologic overlap between these conditions. Recently, de novo duplications of a region on chr
PMID 23871472

Japanese Journal

高機能広汎性発達障害児の言語能力 : ITPAの分析から

山田有紀,笠井新一郎
音声言語医学 52(4), 366-371, 2011-10-20
高機能広汎性発達障害児は知能検査レベルでは言語性知能指数は正常範囲となるが，実際場面ではそれに見合ったコミュニケーション・言語行動をとることが難しいといった検査数値と実際場面の乖離が見られる．そこで高機能広汎性発達障害児のITPA言語学習能力診断検査の傾向分析から，コミュニケーション・言語的な問題を明らかにすることを目的とし，5，6歳代高機能広汎性発達障害児101名にITPA言語学習能力診断検査を …
NAID 10029682010