OBJECTIVE: The analysis of different language domains and exploration of variables that affect the outcomes of cochlear implantation would help to document the efficacy of cochlear implantation and intervention programs. The aim of this work was to examine the language profile of children with Cochlear Implants (CI) and to assess the effect of age at the time of cochlear implantation and the impact of duration of rehabilitation on the development of linguistic abilities for cochlear implanted children.
METHODS: The study was conducted on 46 Arabic speaking children using unilateral CI who are receiving regular post-cochlear auditory and language rehabilitation in the phoniatrics unit, Kasr Alaini hospital. A Proficient Preschooler Language Evaluation (APPEL TOOL) was applied for the assessment of different language domains.
RESULTS: Children who received post implant rehabilitation for ≥ 2 years showed significant improvement in all subtests\' scores of APPEL tool than children who received same rehabilitation for ≤ 1 year. There was no significant difference of language scores between children who have received CI before age of 3 years and those who have been implanted after age of 3 years.
CONCLUSIONS: This study showed that the language profile of CI children was beneficially affected by the longer duration of therapy post implantation.

Background: The present study will be a longitudinal investigation of language abilities in individuals with mild cognitive impairment (MCI). The research question will include whether there will be an evidence for language impairment in individuals with MCI, and if so, what aspects of language will be the most affected and whether language abilities will be significantly changed over a 12-month period. Methods: We will diagnose 30 individuals with mild cognitive impairment (MCI), Alzheimer\'s disease (AD), and controlled participants using Montreal Cognitive Assessment-Basic (MoCA-B), as a cognitive test, and by asking expert opinions and conducting interviews. Participants will be selected from memory clinics and nursing homes in Tehran during 2018-2019. A comprehensive language test (Barnes Language Assessment (BLA)) will be performed to obtain baseline performance in the elderly. These tests will be repeated after 3, 6, and 12 months. Repeated measures analysis of variance (ANOVA) will be used to determine whether there will be a significant change in participants\' language abilities over a 12-month period. In the case of deficient language performance, a discriminant function analysis will be used to identify the language task type that will be highly sensitive to change. Results and Conclusion: The present study will provide evidence for the nature of language change and will be done in a-year course on individuals with MCI and AD and on healthy elders. Also, in this study, the relative sensitivity of various language components to MCI will be determined, and the relationship between language performance and performance on (MoCA-B) neuropsychological test will be examined.

Younger siblings of children with autism spectrum disorder (ASD) are themselves at increased risk for ASD and other developmental concerns. It is unclear if infants who display developmental concerns, but are unaffected by ASD, share similar or dissimilar behavioral and brain phenotypes to infants with ASD. Most individuals with ASD exhibit heterogeneous difficulties with language, and their receptive-expressive language profiles are often atypical. Yet, little is known about the neurobiology that contributes to these language difficulties.
In this study, we used behavioral assessments and structural magnetic resonance imaging to investigate early brain structures and associations with later language skills. High-risk infants who were later diagnosed with ASD (n = 86) were compared with high-risk infants who showed signs of early language delay (n = 41) as well as with high- and low-risk infants who did not have ASD or language delay (n = 255 and 143, respectively).
Results indicated that diminished language skills were evident at 12 months in infants with ASD and infants with early language delay. At 24 months of age, only the infants with ASD displayed atypical receptive-expressive language profiles. Associations between 12-month subcortical volumes and 24-month language skills were moderated by group status, indicating disordinal brain-behavior associations among infants with ASD and infants with language delay.
These results suggest that there are different brain mechanisms influencing language development in infants with ASD and infants with language delay, and that the two groups likely experience unique sets of genetic and environmental risk factors.

Although benign, rolandic epilepsy (RE) or benign childhood epilepsy with centro-temporal spikes is often associated with language impairment. Recently, fronto-rolandic EEG abnormalities have been described in children with developmental dysphasia (DD), suggesting an interaction between language impairment and interictal epileptiform discharges. To investigate if a behavioral-linguistic continuum between RE and DD exists, a clinical prospective study was carried out to evaluate the language profile of 15 children with RE and 22 children with DD. Language skills were assessed using an extensive, standardized test battery. Language was found to be impaired in both study groups, however RE and DD were associated with distinct language impairment profiles. Children with RE had difficulties with sentence comprehension, semantic verbal fluency and auditory short-term memory, which are unrelated to age of epilepsy onset and laterality of epileptic focus. In children with DD, sentence comprehension and verbal fluency were among their relative strengths, whereas sentence and lexical production constituted relative weaknesses.