Assessment of first language adds important information to the diagnosis of language disorders in multilingual children.

Objective: 59% of Viennese day care children have a first language other than German. Lower proficiency in the second language German might be typical in multilingual settings, but might also be due to language disorder (ICD-10:F80 or comorbid). Diagnostic practise in Austria focuses on second language evaluation.

Bilingual children acquiring Russian and German in Vienna: nonword repetition correlates with stronger but not with weaker language.

Purpose: Nonword repetition tests (NWRT) can be useful tools together with other assessment procedures for diagnosing a developmental learning disorder in bilingual children. Concerning typically developing children, however, the link between NWRT performance and language development is still unclear. The present study contributes to this discussion by investigating the link between language-dependent NWRT performance, language development, and language exposure.

News media representations of women who kill their newly born children.

This paper presents a first quantitative analysis of language in media reports of neonaticide and a comparative examination of language use within the reports. One thousand twenty-seven Austrian print media reports from 2004 to 2014 were retrieved; after exclusion, 331 were analysed using the Linguistic Inquiry and Word Count (LIWC) software. After a preliminary analysis, a comparative analysis was carried out between reports on the Graz case and all other cases.

Important aspects in the assessment of bilingual children with suspected language impairment: The Vienna Model.

Background: Due to demographic changes over the last few decades, the number of multilingual children has grown rapidly. Many of them face problems in learning their second language. Similarities between linguistic manifestations of stages of second language acquisition and an impairment of language acquisition cause a diagnostic dilemma.

[Multilingual children and language impairment].

Multilingual children and language impairment Abstract. For many children with a migration background, difficulties acquiring their second language skills influences their educational success. Because of the wide range of languages and their varieties, which are not described linguistically in detail, development of reliable and valid assessment procedures is hindered.

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test.

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4-6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test-TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence-WPPSI).

[Language development in children with migration background and parental reading to children].

Introduction: The majority of children with a migration background suffer from language deficits in one or both languages. The aim of our study was to describe the patterns of language acquisition in children with Turkish background in Austria and to find factors which influence these Patterns.

Method: Fifty-two children at the age of 5 to 6 years and their parents were assessed.

The treatment experience questionnaire: development and validation of a questionnaire assessing the individual's emotional, perceptual, and cognitive reactions to alternative, physical, and dental treatments.

Background: The aim of this study was to develop and validate a questionnaire designed to assess the patient's affective, cognitive, and perceptual state during treatment administration.

Methods: 362 individuals (214 females, 148 males, mean age 54.6 years) with predominantly musculoskeletal or dental problems participated in the study.

[Hearing impairment : successful communication as the main source of positive experiences].

Background: In recent years some studies could show that besides the negative effects of stressful encounters resulting from disorders and handicaps, positive experiences can also be made. The aim of this study was to determine which strategies can help persons with hearing impairments to gain positive experiences.

Materials And Methods: A questionnaire in the German language consisting of the Trier Personality Inventory and a German translation of a questionnaire designed to measure the positive experiences in life with acquired hearing impairment was distributed to persons with acquired hearing impairment, who were recruited from hearing aid audiologists and ear nose and throat physicians.

Mothers' estimates of their children with disorders of language development.

The authors' objective in this article was to explore the accuracy of mothers' estimates concerning their children's developmental functioning, especially with respect to vocabulary and gross motor development, by comparing the results of diagnostic tests administered to both the children and their mothers. The authors studied 55 children with disorders of language development (LD) between the ages of 3 and 6 years using several diagnostic scales concerning child development. The authors assessed the mothers' estimates regarding vocabulary and gross motor development by the same scales as those used for their children.

[Concerning specific language impairment: intelligibility in expressive language].

Background: Even in the age of two years toddlers with Expressive Language Impairment (SLI-E) differ regarding their phonetic inventories compared with an age-matched group developing normally.

Method And Patients: PCC-R scores of 19 children with expressive language disorder, aged between four and six years, are compared with age and sex matched controls with normal language acquisition.

Results: There are significant differences between PCC-R scores, children with expressive language disorder show lower scores than children with normal language acquisition.

Behaviour in children with language development disorders.

Objective: The objective of the study was to explore the univariate and multivariate differences in behavioural problems among children with disorders in expressive or mixed receptive-expressive language development and children with unimpaired language development.

Method: Ninety-four children with language development disorders (LDD) between the ages of 4 and 6 years and 94 children (matched by age and sex) without disorders of language development were compared concerning behavioural problems, as measured by the German version of the Child Behavior Checklist/4-18.

Results: Thirty-two children (34%) with LDD showed behavioural problems in the clinical range, whereas only 6 control subjects (6%) had scores in this range.

[Self-assessment and wishes regarding written language competence of deaf adults in Austria].

Problems in the acquisition of literacy skills have been documented by many authors. In this study deaf subjects evaluate their reading and writing skills and habits. 30 deaf persons are tested with a questionnaire developed for this study.

[Writing competence of deaf adults].

Although all over the world deaf people face the same problems acquiring spoken and written language, detailed empirical studies are missing. The aim of this study was a grammatical analysis o faxes written by deaf adults. 236 faxes were selected from two Australian institutions.

The validity and reliability of short German sentences for measuring reading speed.

Purpose: To investigate whether short German sentences that have been developed to be highly comparable in number and length of words, as well as in difficulty and construction, are reliable and valid test items for measuring reading speed in order to use them for measuring simultaneously reading acuity and speed with the "Radner Reading Charts".

Methods: Tests were performed in 198 persons: 99 university students (average age 23.6+/-2.

[Verbal and nonverbal intelligence in children with language development disorders].

Difficulties in language acquisition seem to be serious, if there are additional problems like intellectual and/or emotional/social impairment, which are often reported [10]. These additional problems and the definition of specific language impairment as a developmental disorder, restricted to language acquisition seem to be contradictory [17]. Aim of that study is to look for specific language impaired children with similar cognitive abilities and though to investigate, if there are children without additional cognitive problems considering the definition of specific language impairment.