Background and Aim: Discourse-based interventions were studied less in speech therapy. This study aimed to investigate the effects of discourse-based intervention on language disabilities in school-aged children with borderline intelligence quotient (IQ).

Methods: In an experimental study, 33 students at the age of 6-13 years with borderline intelligence quotient (17 students for intervention and 16 students for control group) were selected with available sampling. The intervention lasted 14 sessions (every session: 45 minutes) that focused on the structure and content of discourse. Personal narrative was elicited with explanation of the same topic (go to a trip) for pre- and post-test.

Results: Mean scores of intelligence quotient, age and education had no difference between the two groups. The intervention caused the increase of compound sentences (p=0.038), types of cohesive conjunctions (p=0.003), and related information (p=0.008) and decrease of ungrammatical sentences (p=0.031).

Conclusion: Our findings indicate that participation in the intervention program has a clinically significant effect on the participants' abilities to produce personal narrative.

Background and Aim: Students with borderline intelligence quotient experience types of language disorders that are seen in their narratives, too. This research aimed to investigate the linguistic characteristics of picture-elicited narratives in school-aged children with borderline intelligence quotient.

Methods: In a cross-sectional study, 30 students with borderline intelligence quotient and 25 typically developing children at the age of 6-13 years were randomly selected from a population of four schools. Narrative discourse was elicited with description of pictures of one storybook.

Results: Students with borderline IQ were weaker than typically developing children in complex (p<0.001), compound sentences (p<0.001) and produced more ungrammatical sentences (p=0.007). Students with borderline intelligence quotient produced fewer related (p<0.001) but more unrelated information (p=0.033) and types of cohesive (p=0.010) and "HAM" conjunction (p=0.022) was fewer in them.

Conclusion: Students with borderline intelligence quotient showed more linguistic impairment in description of story.

Background and Aim: Cervical vestibular-evoked myogenic potential (cVEMP) is one of the diagnostic tests used in assessing vestibular function. Two aims of this study were to investigate implications of cervical vestibular evoked myogenic potential in children with spastic cerebral palsy (7-12 years), and to compare vestibular function in these children and normal children.

Methods: In this cross-sectional study, myogenic potential was recorded in 31 children with spastic cerebral palsy (8 girls, 23 boys,7-12 years of age, with mean age of 8.77 years old and standard deviation of 1.52 years) and 31 normal children (13 girls, 18 boys with mean age of 8.77 years and standard deviation of 1.52 years). Cervical vestibular evoked myogenic potential was recorded with 500 Hz tone burst. The recorded parameters included p13 and n23 latency, p13-n23 pick to pick amplitude, and threshold.

Results: Myogenic Potential was recorded in 31 normal children. They had bilateral responses. In children with cerebral palsy, 21 children showed bilateral responses, 3 children had only right-sided responses, 8 children had only left-sided responses, and two children did not show any responses. The statistical significant differences were shown between the two groups in n23, p13-n23 pick to pick amplitude, and threshold (p<0.05).

Conclusion: These findings showed that cervical vestibular evoked myogenic potential can be used in children with cerebral palsy. There were significant differences in myogenic potential parameters between the two groups. More studies are needed to investigate the causes of these differences.