title: Phenotypic profiles of language-impaired children based on genetic/family history.
abstract: Although etiological influences in developmental language impairment (dysphasia) are not well defined, a significant increase of family aggregation for the disorder has been reported. We report data from a large cohort of language-impaired (LI) children participating in the San Diego longitudinal study in which we examined whether children with or without positive family histories show different phenotypic profiles. Due to the longitudinal design of the study, questions pertaining to change over time are also addressed. Second, a subgroup of the most impaired children were reevaluated to obtain additional information pertaining to family history and phenotypic outcome. Approximately 70% of the LI children met criteria for inclusion as family history positive, with fathers reporting a history of language or learning problems one and a half to two times as frequently as mothers. LI children with or without a positive family history were not significantly different on language skills or IQ. However, subjects having a positive family history for developmental language/learning problems were significantly lower in socioeconomic status and were rated by parents and teachers as having more attention-related behavior problems than their family history negative counterparts. Similarly, family history positive LI children performed more poorly on standardized academic tests as well as on tests of auditory processing and attention.
authors.affiliation: Center for Molecular and Behavioral Neuroscience, Rutgers University Newark, NJ 07102.
authors.forename: P
authors.initials: P
authors.lastname: Tallal
authors.forename: J
authors.initials: J
authors.lastname: Townsend
authors.forename: S
authors.initials: S
authors.lastname: Curtiss
authors.forename: B
authors.initials: B
authors.lastname: Wulfeck
mesh_terms: D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000235:genetics / Q000523:psychology; D002675:Child, Preschool; D005500:Follow-Up Studies; D006801:Humans; D007361:Intelligence Tests; D007805:Language Development Disorders / Q000175:diagnosis / Q000235:genetics* / Q000523:psychology; D007807:Language Tests; D007859:Learning Disabilities / Q000175:diagnosis / Q000235:genetics / Q000523:psychology; D008137:Longitudinal Studies; D010641:Phenotype; D012307:Risk Factors; D013064:Speech Disorders / Q000175:diagnosis / Q000235:genetics / Q000523:psychology