Auditory processing in children diagnosed with speech and language impairment (SLI) is atypical and characterized by reduced brain activation compared to typically developing (TD) children. In typical speech and language development processes, frontal, temporal, and posterior regions are engaged during single-word listening, while for non-word listening, it is highly unlikely that perceiving or speaking them is not followed by frequent neurones’ activation enough to form stable network connections. This study aimed to investigate the electrophysiological cortical activity of alpha rhythm while listening words and non-words in children with SLI compared to TD children. The participants were 50 children with SLI, aged 4 to 6, and 50 age-related TD children. Groups were divided into 2 subgroups: first subgroup – children aged 4.0 to 5.0 years old (E = 25, C = 25) and second subgroup – children aged 5.0 to 6.0 years old (E = 25, C = 25). The younger children’s group did not show statistically significant differences in alpha spectral power in word or non-word listening. In contrast, in the older age group for word and non-word listening, differences were present in the prefrontal, temporal, and parieto-occipital regions bilaterally. Children with SLI showed a certain lack of alpha desynchronization in word and non-word listening compared with TD children. Non-word perception arouses more brain regions because of the unknown presence of the word stimuli. The lack of adequate alpha desynchronization is consistent with established difficulties in lexical and phonological processing at the behavioral level in children with SLI.

This research aimed to examine the EEG correlates of different stimuli processing instances in a child with ASD and white matter signal abnormalities and to investigate their relationship to the results of behavioral tests. The prospective case study reports two and a half years of follow-up data from a child aged 38 to 66 months. Cognitive, speech–language, sensory, and EEG correlates of auditory–verbal and auditory–visual–verbal information processing were recorded during five test periods, and their mutual interrelation was analyzed. EEG findings revealed no functional theta frequency range redistribution in the frontal regions favoring the left hemisphere during speech processing. The results pointed to a positive linear trend in the relative theta frequency range and a negative linear trend in the relative alpha frequency range when listening to and watching the cartoon. There was a statistically significant correlation between EEG signals and behavioral test results. Based on the obtained results, it may be concluded that EEG signals and their association with the results of behavioral tests should be evaluated with certain restraints considering the characteristics of the stimuli during EEG recording.

Evaluation of the rehabilitation efficacy may be an essential indicator of its further implementation and planning. The research aim is to examine whether the estimation of EEG correlates of auditory-verbal processing in a child with overlapping autism spectrum disorder (ASD) and specific language impairment (SLI) symptoms may be a predictor of the treatment efficacy in conditions when behavioral tests do not show improvement during the time course. The prospective case report reports follow-up results in a child aged 36 to 66 months. During continuous integrative therapy, autism risk index, cognitive, speech–language, sensory, and EEG correlates of auditory-verbal information processing are recorded in six test periods, and their mutual interrelation was analyzed. The obtained results show a high statistically significant correlation of all observed functions with EEG correlates related to the difference between the average mean values of theta rhythm in the left (F1, F3, F7) and right (F2, F4, F8) frontal region. The temporal dynamics of the examined processes point to the consistency of the evaluated functions increasing with time flow. These findings indicate that EEG correlates of auditory-verbal processing may be used to diagnose treatment efficacy in children with overlapping ASD and SLI.

Background/Objectives: Although specific language impairment (SLI) was thought to be a language impairment, recent studies suggest that it is also associated with domain-general and nonverbal deficits such as deficits in nonverbal working memory, visual short-term memory, executive functions, etc. This study aimed to examine if applied visual strategy when copying the Rey–Osterrieth complex figure (ROCF) correlates with language abilities in children with SLI. Methods: The sample consisted of 37 children diagnosed with SLI, divided into two groups based on the strategy used when copying ROCF. We used ROCF to assess perceptual organization and planning, and the Peabody Picture Vocabulary Test, Boston Naming Test, Token Test, Grammatical Judgment, The Children’s Grammar, and Global Articulation Test for language measurement. Univariate ANOVA was used for statistical analysis. Results: The results indicate that children who used a more mature strategy when copying ROCF achieved better results on tests used to assess grammar and articulation status. Conclusions: These results support the conclusion that there are neurocognitive mechanisms underlying both grammatical and visuospatial deficits. The obtained results suggest the importance of examining visual and visuospatial functions in children with SLI and the need for more comprehensive treatment of those children.

Aim: This study aims to show speech and language, sensory-motor, and emotional progress after one year of therapy according to the needs of and resources for a child with multiple disabilities and blindness due to retinopathy of prematurity (ROP). Methods: A 45-month-old boy was examined by a multidisciplinary team and assessed using the Sensory Profile 2, The Vineland Adaptive Behavior Scale II, The Communication Matrix, and The Scale for Evaluation of Psychophysiological Abilities of Children Aged 0–7. After a year of daily individually adopted speech and language therapy followed by supplementary therapeutics method, based on a multidisciplinary approach, the child was reassessed using the same battery of tests. Results: The obtained results might indicate the importance of factors such as a multidisciplinary approach, individualization, communication pathways, therapist’s characteristics, and trust when working with children with multiple disabilities. Conclusion: Taking into account all the features of multiple disabilities during the treatment course, continuous monitoring, modification, and adaptation of applied therapy method proved successful in this case.

Background/Objectives: Although specific language impairment (SLI) was thought to be a language impairment, recent studies suggest that it is also associated with domain-general and nonverbal deficits such as deficits in nonverbal working memory, visual short-term memory, executive functions, etc. This study aimed to examine if applied visual strategy when copying the Rey-Osterrieth complex figure (ROCF) correlates with language abilities in children with SLI. Methods: The sample consisted of 24 children diagnosed with SLI, divided into two groups based on the used strategy when copying ROCF. We used ROCF for the assessment of perceptual organization and planning, and Peabody Picture Vocabulary Test, Boston Naming Test, Token Test, Grammatical Judgment, The Children’s Grammar, and Global Articulation Test for the language measurement. One-way ANOVA with the Brown-Forsythe Test was used for statistical analysis. Results: The results indicate that children who used a more mature strategy when copying ROCF achieved better results on tests used to assess grammar and articulation status. Conclusions: These results support the conclusion that there are neurocognitive mechanisms underlying both grammatical deficits and visuospatial deficits The obtained results suggest the importance of examining visual and visuospatial functions in children with SLI and the need for more comprehensive treatment of those children.