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[Cerebrovascular disease: language acquisition in preschool children]

Karina Tamarozzi de Oliveira1, Maria Valeriana L de Moura-Ribeiro, Sylvia Maria Ciasca

  • 1Laboratório de Pesquisa em Distúrbio de Aprendizagen e Déficit de Atenção, Faculdade de Ciências Médicas, Universidade Estadual de Campinas, SP, Brasil. katamarossi@hotmail.com

Arquivos De Neuro-Psiquiatria
|November 1, 2005
PubMed

Insights

Pediatric cerebrovascular disease (CVD) can impact language development. While some children fully recover, others may experience subtle language and learning alterations, necessitating individualized assessments.

Area of Science:

  • Pediatric Neurology
  • Speech-Language Pathology
  • Developmental Psychology

Background:

  • Cerebrovascular disease (CVD) in children can affect neurological and developmental outcomes.
  • Early identification and assessment are crucial for understanding the impact of CVD on young children.
  • This study investigates phonoaudiological and neurological aspects in preschool children with a history of CVD.

Observation:

  • Ten preschool children (5 years 1 month to 5 years 11 months) were evaluated.
  • Participants were divided into a cerebrovascular disease group (CVD-G) and a control group (cG).
  • Audiologic assessments, infant language assessments, and the Peabody Picture Vocabulary Test were utilized.

Findings:

  • Two subjects with CVD showed full recovery from acquired language disorder (ALD).
  • Three subjects exhibited subtle alterations in language and/or learning processes post-CVD.
  • No significant impact on overall development was observed for all subjects in the CVD group.

Implications:

  • Individualized, quantitative, and qualitative analysis is essential for evaluating language development in preschool children.
  • Early phonoaudiological and neurological assessments can guide interventions for children affected by CVD.
  • Findings highlight the importance of comprehensive developmental monitoring following pediatric cerebrovascular events.

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