Narrative Discourse in Children with Closed Head Injury, Children with Language Impairment, and Typically Developing Children

American Journal of Speech-Language Pathology

Volumn 6, Issue 2, 1997, Pages 66-75

  Chapman, Sandra Bond ^a   Watkins, Ruth ^b   Gustafson, Carol ^a   Moore, Stefanie ^a   Levin, Harvey S ^c   Kufera, Joseph A ^d  

^a UNIVERSITY OF TEXAS AT DALLAS   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^c BAYLOR COLLEGE OF MEDICINE   (United States)

^d National Study Center for Trauma and EMS   (United States)

Author keywords

Brain injury; Children; Discourse; Language; Language impairment

Indexed keywords

EID: 0031504043     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360.0602.66     Document Type: Article

References (26)

1. Bishop, D. V. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 33, 3-66.
2. Chapman, S. B. (1995). Discourse as an outcome measure in pediatric head-injured populations. In S. Broman & M. E. Michel (Eds.), Traumatic head injury in children (pp. 95-116). New York: Oxford University Press.
3. Chapman, S. B. (1996, February). MRI and SPECT correlates of cognitive/linguistic ability in brain-injured children. Paper presented at the meeting of the American Association for Advancement of Science, Baltimore, MD.
4. Chapman, S. B. (1997), Cognitive-communication abilities in children with closed head injury. American Journal of Speech-Language Pathology, 6(2), 50-58.
5. Chapman, S. B., Culhane, K. A., Levin, H. S., Harward, H., Mendelsohn, D., Ewing-Cobbs, L., Fletcher, J. M., & Bruce, D. (1992). Narrative discourse after closed head injury in children and adolescents. Brain and Language, 43, 42-65.
6. Chapman, S. B., Levin, H. S., Matejka, J., Harward, H. N., & Kufera, J. (1995). Discourse ability in head injured children: Consideration of linguistic, psychosocial, & cognitive factors. Journal of Head Trauma Rehabilitation, 10, 36-54.
7. Chapman, S., Levin, H., Wanek, A., Weyrauch, J., & Kufera, J. (in press). Discourse after closed head injury in young children: Relation of age to outcome. Brain and Language.
8. Dennis, M., & Barnes, M. A. (1990). Knowing the meaning, getting the point, bridging the gap, and carrying the message: Aspects of discourse following closed head injury in childhood and adolescence. Brain and Language, 39, 428-446.
9. Denny, D. R., & Denny, N. O. (1973). The use of classification for problem-solving: A comparison of middle and old age. Developmental Psychology, 9, 275-278.
10. Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, Minn: American Guidance Service.
11. Feagans, L., & Applebaum, M. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78, 358-364.
12. Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
13. Gillam, R. B., Cowan, N., & Day, L. S. (1995). Sequential memory in children with and without language impairment. Journal of Speech and Hearing Research, 38, 393-402.
14. Gillam, R., McFadden, T. U., & van Kleeck, A. (1995). Improving the narrative abilities of children with language disorders: Whole language and language skills approaches. In M. Fey, J. Windsor, & J. Reichle (Eds.), Communication intervention for school-age children (pp. 145-182). Baltimore: Paul Brookes.
15. Glosser, G., & Deser, T. (1990). Patterns of discourse production among neurological patients with fluent language disorders. Brain and Language, 40, 67-88.
16. Harris, K. R., & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 277-309). San Diego: Academic Press.
17. Huber, W. (1990). Text comprehension and production in aphasia: Analysis in terms of micro- and macrostructure. In Y. Joanette & H. Brownell (Eds.), Discourse ability and brain-damaged: Theoretical and empirical perspectives (pp. 154-179). New York: Springer-Verlag.
18. McFadden, T. U., & Gillam, R. B. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27, 48-56.
19. Newcomer, P., & Hamill, D. (1982). Test of Language Development-Primary. Los Angeles: Western Psychological Services.
20. Pennington, H. (1991). Diagnosing learning disorders: A neurological framework. New York: The Guilford Press.
21. Semel, E., Wiig, E., & Secord, P. (1987). Clinical evaluation of language fundamentals-Revised. San Diego: Psychological Corporation.
22. Ulatowska, H. K., & Chapman, S. B. (1991). Neurolinguistics and aging. In D. N. Ripich (Ed.), Handbook of geriatric communication disorders (pp. 21-38). Austin, TX: Pro-Ed.
23. Ulatowska, H., & Chapman, S. B. (1995). Discourse changes in dementia. In R. Lubinski, (Ed.), Dementia and communication: Research and clinical implications (pp. 115-130). Philadelphia: B. C. Decker.
24. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation.
25. Westby, C. (1989). Assessing and remediating text comprehension problems. In S. Kamhi & H. Cats (Eds.), Reading disabilities: A developmental language perspective (pp. 199-259). Boston: College-Hill Press.
26. Ylvisaker, M. (1993). Communication outcome in children and adolescents with traumatic brain injury. Neuropsychological Rehabilitation, 3, 321-340.