Developmental Language Disorder

10 Key excerpts on "Developmental Language Disorder"

• 

  eBook - ePub

  Managing Children with Developmental Language Disorder

  Theory and Practice Across Europe and Beyond

  • James Law, Cristina McKean, Carol-Anne Murphy, Elin Thordardottir, James Law, Cristina McKean, Carol-Anne Murphy, Elin Thordardottir(Authors)
  • 2019(Publication Date)
  • Routledge

    (Publisher)

  PART I Developmental Language Disorder in context Passage contains an image Introduction James Law

  This book is about the management of children and young people with Developmental Language Disorders (DLD). DLD is a relatively common condition affecting children and young people. The latest figures suggest that 9 per cent of children experience it at school entry. DLD occurs when the child’s language skills are judged to be significantly delayed relative to those of children of the same age. This judgement is usually made by means of a combination of formal assessment, observations of linguistic performance and professional judgement.

  DLD is often described as being either primary or secondary. Primary DLD occurs when the child’s difficulty is principally with language (although there may be other comorbid conditions such a behavioural disorders, conductive hearing loss, etc.) Secondary DLD occurs when the child’s difficulty is associated with a broader condition (e.g. cerebral palsy, autism, sensori-neural deafness, etc.). The main focus of this text is the child with primary DLD. A recent multinational and multidisciplinary Delphi consensus study of practitioners in the English-speaking world, “Criteria and Terminology Applied to Language Impairments: Synthesising the Evidence” (CATALISE), recommended that the term language disorder be used for children whose language difficulties are likely to persist and/or who experience “functional limitations” such as poor educational attainment, limited everyday communication, social relationships and quality of life as they move into the school years (Bishop et al., 2016, 2017) with the additional designation of Developmental Language Disorder, for those children meeting these criteria, and whose language disorder is not associated with certain known biomedical aetiologies. The latter thus refers to primary language disorder. Central to this is the services that are available for these children and how they are organized, delivered and evaluated. It is important to comment than when the network, which is the topic of this book, was initiated the term “language impairment” (LI) was used. In accordance with the consensus statement we have opted to use the term DLD throughout this book.

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Learning to Talk

  The many contexts of children’s language development

  • Gee Macrory(Author)
  • 2021(Publication Date)
  • SAGE Publications Ltd

    (Publisher)

  8 Developmental Language Disorder Introduction In Chapter 7, we saw how other disabilities such as sensory impairment or autism can have an impact upon language development. Given what we know about the role of hearing, vision and social interaction, it is unsurprising that there are implications for language when such issues are present. However, there is also a group of children without any obvious disabilities who struggle to develop language in the usual way. Without any identifiable physical or psychological explanation, about 7 per cent of the UK population fail to develop language in a typical way, with boys slightly more likely to be affected than girls (Tomblin et al., 1997). However, this does not mean that this is a homogeneous group of children. Rather, while they share delay in the acquisition of language, they may differ in their presentation. As this is a diagnosis by exclusion – that is, any other obvious explanation has been ruled out – they may differ in the causes of their language impairment (Hoff-Ginsberg, 1997: 320). Developmental Language Disorder There has been much debate about the most appropriate terminology to use for children that have difficulties with expressive and/or receptive language skills. Previously, the term ‘specific language impairment’ (SLI) was used to denote the fact that the impairment specifically affected language (also known as developmental dysphasia in the 1970s), but the term ‘Developmental Language Disorder’ is now preferred as this can permit children who do not necessarily meet the criteria for SLI to benefit from the same kinds of interventions. This was the outcome of a 2016 international group of 57 experts (the CATALISE panel) (Bishop et al., 2016, 2017) meeting to agree upon this term. This applies when the language disorder is not associated with a known condition such as autism spectrum condition, brain injury, genetic conditions such as Down’s syndrome and sensori-neural hearing loss

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  On Under-reported Monolingual Child Phonology

  • Elena Babatsouli(Author)
  • 2020(Publication Date)
  • Multilingual Matters

    (Publisher)

  DLD is a disorder that is defined in DSM-5 (American Psychiatric Association, 2013) according to four criteria, namely (i) persistent difficulties in the acquisition and use of language across modalities due to deficits in comprehension or production; (ii) language abilities are substantially and quantifiably below those expected for respective age, resulting in functional limitations; (iii) onset of symptoms is in the early developmental period and (iv) the difficulties are not attributable to hearing or other sensory impairment, motor dysfunction or another medical or neurological reason and are not better explained by intellectual disability or global developmental decay. Until recently, the label Specific Language Impairment (SLI) was most commonly used.

  It is estimated that about 7% of children have DLD (Norbury et al., 2016; Tomblin et al., 1997). More boys than girls are diagnosed with DLD (Tomblin et al., 1997). Children with DLD form a heterogeneous group and, consequently, there is little consensus on the exact characteristics of DLD (cf. Bishop et al., 2016). Some restrict the diagnosis of DLD to cases without sensory, neurological and emotional problems and with normal intelligence (e.g. Conti-Ramsden & Durkin, 2017; Leonard, 1998). However, a multidisciplinary consensus study revealed that the majority of children with DLD also suffer from problems in motor skills, attention, reading, social interaction and behaviour (Bishop et al., 2016). Children with DLD are usually late talkers, meaning that the onset of early language development is relatively late (cf. Ellis Weismer, 2013). Nevertheless, Ellis Weismer (2007) showed that being a late talker does not predict whether the child will develop DLD. Instead, the comprehension scores of late talkers at 30 months are the strongest predictor of production scores at 66 months.

  Especially in clinical settings, a distinction is often made between expressive and expressive-receptive DLD (Conti-Ramsden & Durkin, 2017; Leonard, 2009). Children with expressive DLD mainly suffer from problems in language production without having considerable problems in language comprehension. Children who have expressive-receptive DLD also have deficits in language comprehension. This distinction has been questioned (Leonard, 2009) and possibly represents different levels of severity rather than different types (Conti-Ramsden & Durkin, 2017). Establishing profiles based on linguistic domains rather than on modality has resulted in a distinction between a grammatical type and a pragmatic type (cf. Conti-Ramsden & Durkin, 2017; Ellis Weismer, 2013). Children with the grammatical type display deficits in syntax, morphology and phonology. Children with the pragmatic type have problems with the social use of language.

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Developmental Disorders

  Diagnostic Criteria and Clinical Assessment

  • Stephen R. Hooper, George W. Hynd, Richard E. Mattison, Stephen R. Hooper, George W. Hynd, Richard E. Mattison(Authors)
  • 2013(Publication Date)
  • Psychology Press

    (Publisher)

  This disorder affects the development of receptive language, which in turn affects expressive ability, because a child in the language-acquisition period cannot learn to talk without having learned to understand language. Thus, this diagnosis subsumes Developmental Language Disorder-expressive type. The disorder is not explainable by mental retardation or inadequate schooling and is not due to a pervasive developmental disorder, hearing impairment, or neurological disorder. The diagnosis is made only if the impairment significantly intereferes with academic achievement or with activities of daily living that require the use of verbal (or sign) language.

  The comprehension deficit varies depending on the severity of the disorder and the age of the child. In mild cases, there may be only difficulties in understanding particular types of words (e.g., spatial terms) or statements (e.g., complex “if-then” sentences). In more severe cases, there may be multiple disabilities, including an inability to understand basic vocabulary or simple sentences, and deficits in various areas of auditory processing (e.g., discrimination of sounds, association of sounds and symbols, storage, recall, and sequencing). Severity of the expressive deficit associated with this disorder may also vary.

  Associated Features:

  Developmental articulation disorder and attention deficit disorder with hyperactivity are very often present. When DLD-G at school age is sublte, reading disorder may become the primary diagnosis. Perceptual disorders affecting auditory, visual, and tactile channels, as well as difficulties in crossmodal integration and performance of certain motor tasks, are very often detected when specialized testing is undertaken. Functional enuresis, developmental coordination disorder, EEG abnormalities, and other social and behavioral problems are less commonly present.

  Age at Onset:

  The disorder is typically recognized by age 4. Severe forms are apparent by age 2; mild forms of the disorder, however, may not be evident until the child is in school, when language demands become more complex. When this is the case, a diagnosis of reading disorder often accompanies the DLD-G diagnosis or, if the DLD-G is subtle enough, replaces it.

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Autism and Other Neurodevelopmental Disorders

  • Robin L. Hansen, Sally J. Rogers, Robin L. Hansen, Sally J. Rogers(Authors)
  • 2012(Publication Date)
  • American Psychiatric Association Publishing

    (Publisher)

  In addition, language skills have been associated with early literacy skills and the emergence of reading and written language; therefore, a disruption in typical development may be associated with long-term negative outcomes for academic language-related skills such as reading, written language, and verbal problem-solving skills (Bishop et al. 2003). The developmental course of language disorders is highly variable and linked to a variety of issues, including early symptoms of language disorders, the type and severity of the disorder, and individual language profiles. Current screening measures do not reliably predict persistent language delay versus maturational lag followed by recovery. Factors that have been associated with early delays in expressive language include family history of language delay, low socioeconomic status, and the richness of the language environment (Bailey et al. 2004 ; Horowitz et al. 2003). Those children who continue to manifest speech and language delays typically require targeted and specific assessment and intervention. Early intervention programs often set a percentage delay standard to determine eligibility, which typically is 20%–30% below chronological age in one or more domains of development. Many speech-language pathologists use a criterion of 1.25 standard deviations below the mean on standardized measures or below the 10th percentile as a clinical cutoff for identifying a child in need of therapeutic services. In sum, given the heterogeneity of language disorders, as well as the comorbidity of language disorders with other neurodevelopmental phenotypes, it is necessary to understand the genetic and environmental influences that may mitigate or exacerbate the course of symptomatology. Epidemiology Communication disorders are among the most prevalent disabilities in early childhood

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  The SAGE Handbook of Clinical Neuropsychology

  Clinical Neuropsychological Disorders

  • Gregory J. Boyle, Yaakov Stern, Dan J. Stein, Barbara J. Sahakian, Charles J. Golden, Tatia Mei-Chun Lee, Shen-Hsing Annabel Chen, Gregory J. Boyle, Yaakov Stern, Dan J. Stein, Barbara J. Sahakian, Charles J. Golden, Tatia Mei-Chun Lee, Shen-Hsing Annabel Chen, Author(Authors)
  • 2023(Publication Date)
  • SAGE Publications Ltd

    (Publisher)

  (2017) have important implications for ensuring that definitions are applied consistently across the field, given that the lack of consensus in terminology to date has impeded diagnosis and treatment of language disorders, and limited relevant research. In this chapter, we refer to the constellation of significant language-related challenges as language disorder. This label, mirroring that of the DSM-5, is the terminology to which a clinical neuropsychologist may have the most exposure in undertaking diagnostic assessment. Prevalence Estimates of language disorder vary somewhat depending on methodological differences, including diverse labelling practices and group membership inclusion criteria. Language disorder is widely regarded as a fairly common condition associated with significant functional impairment, such that the child's academic performance, social interactions, or effective communication is impacted (Bishop et al., 2017). This functional impairment can continue into adulthood (Whitehouse et al., 2009). Prevalence typically hovers at 7 percent in the general population, with males more often affected than females at a ratio of about 4:3 (Norbury et al., 2016). Language disorder also appears to be heritable to many cases (Conti-Ramsden et al., 2007). Several genes implicated in memory as well as the motor production of speech have been associated with language disorder risk. Other genetic factors as well as environmental influences are posited to impact the risk and expression of clinical language impairments, though less is known about what these factors are and how they interact with identified risk genes (Newbury et al., 2010). Developmental Trajectories Language production and acquisition follow a typical developmental trajectory. Toddlerhood encompasses a period of rapid cognitive, language and socio-emotional development (National Research Council, 2000)

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Identifying Additional Learning Needs in the Early Years

  • Christine Macintyre(Author)
  • 2014(Publication Date)
  • Routledge

    (Publisher)

  Chapter 5 Understanding speech and language difficulties Dyslexia

  Speech and language impairment is a complex area with many different terms – for example, Specific Language Impairment, Developmental Language Disorder and Dysphasia are all used to describe the difficulties children can have (Afasic (Scotland) 2000). These difficulties can occur within different special needs conditions such as autism, Asperger’s syndrome, semantic pragmatic disorders and dyspraxia. The terminology can be confusing for non-specialists so practitioners, experts in general teaching and caring roles must ensure that speech and language therapists take time to explain clearly what the terms mean and how each child is affected. Interventions will be very different depending on whether the difficulty is caused by poor muscle tone affecting control, impaired hearing causing poor sound discrimination or lack of understanding of the content of what is being said. There is also the issue of children not following the waiting and turn-taking that underlies conversation. All these affect communication skills.

  What kinds of observations give rise to a suspicion that a speech and language difficulty might be on the cards? Indicators would be children: •  who are willing to talk but whose poor articulation means they cannot be understood; •  who never approach an adult or start a conversation; •  who look blank and do not follow instructions, or always mutter, ‘don’t know’; •  who don’t understand turn-taking and/or speak out of context – that is, have a one-sided conversation and/or have difficulty keeping the rhythm of a conversation; •  who will offer a short statement but who won’t follow up an adult’s attempt to extend what they say; •  who appear baffled if another child tries to start a conversation with them; •  who have to watch others to see what to do, rather than listen and act on their own initiative. It can be seen, then, that language development is complex. It depends on the integration of several underlying skills:

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Understanding Developmental Language Disorders

  From Theory to Practice

  • Courtenay Frazier Norbury, J. Bruce Tomblin, Dorothy V.M. Bishop, Courtenay Frazier Norbury, J. Bruce Tomblin, Dorothy V.M. Bishop(Authors)
  • 2008(Publication Date)
  • Psychology Press

    (Publisher)

  Although children may present with apparently isolated speech and language delays in the preschool years, follow-up studies have shown that many have impairments and dysfunction in other areas, including, but not restricted to, literacy impairment (Snowling, Bishop, & Stothard, 2000). Behavior problems and psychiatric disorders are also found more commonly in those with speech and language impairments (Beitchman et al., 2001; Stevenson & Richman, 1978). In a prospective study, Shevell, Majnemer, Webster, Platt, and Birnbaum (2005) found that almost half of a cohort of preschool children diagnosed with developmental language impairment at a mean age of 3.6 ± 0.7 years and reassessed at a mean age of 7.4 ± 0.7 years showed functional impairment in at least two domains of the Vineland Adaptive Behavior Scales. Severe persistent language impairment can result in lifetime impairment, with particular difficulties in social adaptation and employment (Clegg, Hollis, Mawhood, & Rutter, 2005).

  In view of this association of speech and language impairments with other developmental and behavioral disorders that are so relevant to long-term outcome (see also Tomblin, chapter 7 , and Conti-Ramsden, chapter 8 , this volume), a systematic assessment should be made of all potential associations so that intervention can take these into account.

  Subtle cognitive impairments and attention deficits should be systematically considered in assessment. Developmental coordination disorder is a particularly common comorbidity (Webster et al., 2006).

  ETIOLOGICAL FACTORS IN SECONDARY SPEECH AND LANGUAGE DISORDERS

  Hearing loss

  Sensorineural hearing loss

  The term sensorineural hearing loss

  Sign up to read

  Learn more about book
• 

  eBook - ePub

  Developmental Disorders of Language Learning and Cognition

  • Charles Hulme, Margaret J. Snowling(Authors)
  • 2013(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  4 Specific Language Impairment Problems in understanding or producing language are among the most frustrating and isolating handicaps that a child can experience. The term specific language impairment (SLI) is used to refer to children whose oral language skills are much worse than expected given their nonverbal ability (NVIQ) and where other known causes (e.g., deafness) cannot explain the disorder. Recent evidence suggests that SLI is a neurobiological disorder, the development of which depends heavily upon genetic risk factors. However, there is considerable heterogeneity among children with SLI in the pattern of language difficulties that they show; as we shall see, some children with SLI have speech difficulties while others do not, some have difficulties with the social use of language, and others may be effective communicators despite difficulties with expressive language skills. Definition and Prevalence The term Communication Disorders is used in DSM-IV (American Psychiatric Association, 1994) to describe children who are referred to clinically as SLI whose scores obtained on individually administered measures of language development are below expectation given “nonverbal intellectual capacity.” The term can also be applied if a child has suffered an accompanying sensory deficit, learning difficulties, or environmental deprivation, provided that the language difficulties are in excess of those usually associated with these other problems. DSM-IV goes on to distinguish several types of communicative disorder, including expressive disorder (primarily affecting language production), mixed expressive–receptive disorder (affecting language comprehension and production), and phonological disorder (affecting the use of speech sounds to signal meaning). (DSM-IV also has the diagnostic categories of Stuttering and Communication Disorder Not Otherwise Specified

  Sign up to read

  Learn more about book
• 

  eBook - PDF

  Linguistic Disorders and Pathologies

  An International Handbook

  • Gerhard Blanken, Jürgen Dittmann, Hannelore Grimm, John C. Marshall, Claus-W. Wallesch, Gerhard Blanken, Jürgen Dittmann, Hannelore Grimm, John C. Marshall, Claus-W. Wallesch(Authors)
  • 2008(Publication Date)
  • De Gruyter Mouton

    (Publisher)

  & Coggins, T. (1984). The effects of adult behavior on increasing language delayed chil-dren’s production of early relational meanings. British Journal of Disorders of Communication, 19, 15—34. Olswang, L., Kriegsmann, E., & Mastergeorge, A. (1982). Facilitating functional requesting in prag-matically impaired children. Language, Speech, and Hearing Services in Schools, 13, 202—222. Rice, M., Sell, M., & Hadley, P. (1990). The social interactive coding system (SICS): An on-line, clin-ically relevant descriptive tool. Language, Speech and Hearing Services in Schools, 21, 2—14. Ripley, K. (1986). The Moor House School reme-dial programme: An evaluation. Child Language Teaching and Therapy, 2, 281—300. Schwartz, R. (1988). Early action word acquisition in normal and language-impaired children. Applied Psycholinguistics, 9, 111—122. Schwartz, R., Chapman, K., Terrell, B., Prelock, 64. Acquired Aphasia in Children disorder. Developmental Language Disorders may be labeled as being primary, when no other sensory or cognitive impairment is pres-ent to account for the dysfunction, or sec-ondary, when it can be attributed to another dysfunction such as mental retardation or a hearing loss. Developmental language disor-ders presumably result from nervous system dysfunction (see Ludlow 1980; Swisher 1985), although the specific nature of the nervous system impairment may not always be known. The other type of childhood language disorder occurs after normal language acqui-1. Incidence of Childhood Aphasia 2. Ontogeny of Hemispheric Dominance 3. Symptoms of Childhood Aphasia 4. Recovery and Sparing of Function 5. Conclusions 6. References Childhood language disorders have generally been classified into two types (Freud 1897/ 1968; Ludlow 1980). One type occurs prior to the emergence of language and has been termed developmental or congenital language

  Sign up to read

  Learn more about book