COMPARATIVE ANALYSIS OF RECEPTIVE AND EXPRESSIVE LANGUAGE INDICATORS IN PRIMARY SCHOOLCHILDREN WITH SEPTAL CONGENITAL HEART DEFECTS

Highlights

In recent years, congenital heart defects (CHD) have remained the most prevalent diseases in young children. Opinions on the health of children who have undergone cardiac surgery vary: for example, there are data in the literature indicating that speech disorders following cardiac surgery are present in 56% of cases, whereas cognitive disorders are present in 21% of cases.

Aim. To study the level of development of receptive and expressive language in primary schoolchildren with septal congenital heart defects before surgical correction.

Methods. The prospective study of children (n = 90) with septal congenital heart defects (atrium septal defect, n = 75; ventricle septal defect n = 15) before surgical correction was conducted at the Scientific Research Institute of Complex Issues of Cardiovascular Diseases (Kemerovo). The anamnesis, clinical symptoms, hemodynamics and the level of speech development (receptive and expressive language) were studied.

Results. In children with septal heart defects, speech disorders were noted in 82% of cases: 56% of children had common speech disorders, 26% had delayed speech development. Expressive language skills of these children can be often characterized by delayed development, which manifests in the form of articulation disorder, difficulties with grammar syntax and morphology, and pronunciation disorders. There were no statistically significant differences between the level of expressive language and the type of CHD (p = 0.125).

Conclusion. Even in the absence of intracardiac hemodynamic disorders in children with septal CHD, detected neurodevelopmental delays at the preoperative period necessitates the implementation of the interdisciplinary approach in the management of children with such pathology.

1. Baranov A.A., Maslova O.I., Namazova-Baranova L.S. Ontogenes neirokognitivnogo razvitia detei I podrostcov. Vestnik RAMN.2012.8:36-33 (In Russian)

2. Maslova O.I., Baranov A.A., Namazova-Baranova L.S., Karkashadze G.A., Mamedyarov A.M., Lazarev M.L.,Muradova O.I., Konstantinidi T.A., Anikin A.V., Kuzenkova L.M., Lazurenko S.B., Nemkova S.A., Ilyin A.G. Modern aspects of studying the cognitive spherein child development. Pediatricheskaya farmakologia. 2012;9(6):-72-78. (In Russian)

3. Igisheva L.N., Anikeenko A.A., Shmulevich S.A., Sizova I.N. To the issue of the health comprehensive assessment of children who underwent surgical correction of congenital heart diseases. Complex Issues of Cardiovascular Diseases. 2019;8(4S):42-50. doi:10.17802/2306-1278-2019-8-4S-42-50. (In Russian)

4. Piñon M. Theoretical background and structure of the bayley scales of infant and toddler development. In: Weiss L.G., Oakland T., Aylward G.P., editors. Bayley-III Clinical Use and Interpretation. 3rd ed. Elsevier Inc.; 2010. p. 1-28. doi: 10.1016/B978-0-12-374177-6.10001-7.

5. Grow L., LeBlanc L. Teaching receptive language skills: recommendations for instructors. Behav Anal Pract. 2013;6(1):56-75. doi: 10.1007/BF03391791.

6. Frazier M.S. Expressive language. In: Goldstein S., Naglieri J.A., editors. Encyclopedia of Child Behavior and Development. Boston, MA: Springer; 2011. p. 620-621. doi: 10.1007/978-0-387-79061-9_1060.

7. Frazier M.S. Receptive language. In: Goldstein S,. Naglieri J.A., editors. Encyclopedia of Child Behavior and Development. Boston, MA: Springer; 2011. p. 1228-1229. doi: 10.1007/978-0-387-79061-9_2357.

8. Kaiser A.P., Grim J.C. Teaching functional communication skills. In: Snell M., Brown F., editors. Instruction of Students with Severe Disabilities. Upper Saddle River, NJ: Pearson; 2005. p. 447-488.

9. Thurman A.J., Bullard L., Kelly L., Wong C., Nguyen V., Esbensen A.J., Bekins J., Schworer E.K., Fidler D.J., Daunhauer L.A., Mervis C.B., Pitts C.H., Becerra A.M., Abbeduto L. Defining expressive language benchmarks for children with down syndrome. Brain Sciences. 2022;12(6):743. doi: 10.3390/brainsci12060743.

10. McIntyre L.J., Hellsten L.-A.M., Bidonde J., Boden C., Doi C. Receptive and expressive English language assessments used for young children: a scoping review protocol. Syst Rev. 2017;6(1):70. doi: 10.1186/s13643-017-0471-1.

11. Fotekova T.A., Ahutina T.V. Diagnostika rechevih nerushenii shkolnikov s ispolzovaniem neiropsihologicheskih metodov: Posobie dlya logopedov I psihologov. MoscowARKTI;2002.136 (In Russian)

12. Fotekova T.A., Chuprov L.F. Neiropsihologicheskaya diagnostic rechevih naryshenii shkolnikov. 2020;3:45-66. (In Russian)

13. Pylaeva NM, Akhutina TV. Neiropsikhologiya i shkola. Vestnik Moskovskogo universiteta. Seriya 14: Psikhologiya. 2012;(2):116-122. (In Russian)

14. Feldman H.M., Messick Ch. Language and speech disorders. In: Carey WB et al., editors. Developmental-Behavioral Pediatrics. 4th ed. Elsevier Inc.; 2009. p. 717-729. doi: 10.1016/B978-1-4160-3370-7.00072-9.

15. Jonas RA. Comprehensive surgical management of congenital heart disease. 2nd ed. London: CRC Press; 2014. doi: 10.1201/b13497

16. Mussato K.A., Hoffmann R., Hoffman G., Tweddell J.S., Bear L., Cao Y., Tanem J., Brosig C. Risk factors for abnormal developmental trajectories in young children with congenital heart disease. Circulation. 2015;132(8): 755-761. doi: 10.1161/CIRCULATIONAHA.114.014521.

17. Fahed A.C., Gelb B.D., Seidman J.G., Seidman C.E. Genetics of congenital heart disease: the glass half empty. Circ Res. 2013;112(4):707-720. doi: 10.1161/CIRCRESAHA.112.300853.

18. Balakrishnan P.L., Juraszek A.L. Pathology of congenital heart disease. NeoReviews. 2012;13(12):703-710. doi:10.1542/neo.13-12-e703

19. Bradshaw E.A., Martin G.R. Screening for critical congenital heart disease: advancing detection in the newborn. Curr Opin Pediatr. 2012;24(5):603-608. doi: 10.1097/MOP.0b013e328357a843.

20. Luriya AR. Vysshie korkovye funktsii cheloveka i ikh narushenie pri lokal'nykh porazheniyakh mozga. 3rd ed. Moscow: Akad. Proekt; 2000. (In Russian)