Summary of the Practice Parameters for the Assessment and Treatment of Children and Adolescents With Language and Learning Disorders (original) (raw)
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Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.
Assessment and Intervention for Children With Limited English Proficiency and Language Disorders
American Journal of Speech-Language Pathology, 1994
The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.
Language, Speech, and Hearing Services in Schools, 2008
A s part of the current climate of accountability in our nation's schools, speech-language pathologists (SLPs) face mandates to use instructional methods that have demonstrated effectiveness and efficiency and to apply evidence-based practice ( EBP) when making assessment and intervention decisions (Individuals With Disabilities Education Act [ IDEA], 2004). New graduates from personnel preparation programs who serve school-age children must be well prepared to apply EBP to clinical decision making when they are employed in schools. This requires that they begin their careers with knowledge of evaluation and intervention techniques that are supported by scientific evidence. EBP has been defined as "the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patientsI[by] integrating individual expertise with the best available external clinical evidence from systematic research" (Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996, p. 71). The American Speech-Language-Hearing Association (ASHA) has conceptualized the goal of EBP as the integration of (a) clinical expertise, ( b) best current external evidence, and (c) client values to provide high-quality services that reflect the values, needs, and choices of the students and families who are served by SLPs (ASHA, 2004a).
International Journal of Language & Communication Disorders, 2013
Evaluation and Assessment The approach to language evaluation presented in this chapter derives from the work of Jon Miller, Peg Rosin, Gary Gill, and others at the Waisman Center at the University of Wisconsin-Madison. This approach has been developed during the last four decades by these clinicians taking a developmental approach to understanding developmental language disorders (DLDs). Some of the material discussed in this chapter has been drawn from published sources (Miller, 1978; 1981; 1996) but much of it derives from their inspirational teaching and our clinical experiences of using this approach with children and their families. Team Member When Needed and Role Audiologist A referral is required for all children with suspected DLD who do not pass a hearing screen to ensure that there is no undiagnosed hearing impairment. ENT Refer to ENT for suspected cleft palate, recurrent ear infections, hearing, voice disorders, and hoarseness. Will also lead assessment teams when considering children for cochlear implants. Family/caregiver Key to all assessment and intervention programs. Experts in the child's development, and the environmental context in which the child will need to function. Geneticist Refer to a genetic counselor when a child presents with physical features that are suggestive of a genetic disorder, there is a family history of such disorder (parents, siblings or other close relatives), or a prenatal diagnosis has been made. Learning disabilities/ literacy specialist Works in mainstream schools to support literacy development for children with reading difficulties. A key contact for school-aged children with speech and language impairment, because these children are highly likely to experience difficulties with written language.
Diagnostics of language competence in children with language disorders
The diagnostics and differential diagnostics are very important for the speech and language therapy. The correct logopedics diagnose for disorders with similar symptoms is the core of the right lodpedics therapy. The problems with the terminology in nowadays speech and language pathology result in difficulties for the specialists to determine the proper diagnose. The different terms in some disorders are result of using works from east and west authors. This problem in speech and language disorders' terms generates this project idea for creating a frame of diagnostic and differential diagnostic in language disorders.
Speech and language disorders can affect the way children talk, understand, analyze or process information. Speech disorders include the clarity, voice quality, and fluency of a child's spoken words. Language disorders include a child's ability to hold meaningful conversations, understand others, problem solve, read and comprehend, and express thoughts through spoken or written words. How many children receive treatment for speech and language disorders in the schools? The number of children with disabilities, ages 3-21, served in the public schools under the Individuals with Disabilities Education Act (IDEA) Part B in Fall 2003 was 6,068,802 (in the 50 states, D.C., and outlying areas). Of these children, 1,460,583 (24.1%) received services for speech or language disorders. This estimate does not include children who have speech/language problems secondary to other conditions. How do speech, language, and hearing disorders affect learning? Communication skills are at the heart of life's experience, particularly for children who are developing language critical to cognitive development and learning. Reading, writing, gesturing, listening, and speaking are all forms of language – a code we learn to use in order to communicate ideas. Learning takes place through the process of communication. The ability to participate in active and interactive communication with peers and adults in the educational setting is essential for a student to succeed in school. Why are speech and language skills so critical for literacy? Spoken language provides the foundation for the development of reading and writing. Spoken and written language have a reciprocal relationship – each builds on the other to result in general language and literacy competence, starting early and continuing through childhood into adulthood. What are signs that a communication disorder is affecting school performance? Children with communication disorders frequently perform at a poor or insufficient academic level, struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgement, and have difficulty with tests. Difficulty in learning to listen, speak, read, or write can result from problems in language development. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. How do speech-language pathologists work with teachers and other school personnel to insure children get the support they need? Assessment and treatment of children's communication problems involve cooperative efforts with others such as parents, audiologists, psychologists, social workers, classroom teachers, special
Journal of Addiction Research and Adolescent Behaviour, 2019
In educational psychology, the specific disorders of learning and language probably represent the two most general categories among the subjects in the evolutionary phase under eighteen. Failure to diagnose leads to a high level of school exclusion and therefore, social marginalization, with an exponential danger of developing important latent psychopathologies. The present discussion first analyzes the definitions, differences and clinical contexts of reference, and then moves towards the best therapeutic approaches and techniques to help young patients to manage these disorders better.
Pediatric Neurology, 1996
Speech, language, and communication disorders are prominent reasons for referrals to a child development center. From 1984 to 1988, 1,090 preschool children were referred to our child development center, which serves the Tel Aviv metropolitan area. Of all referrals, 432 (41%) were primarily due to speech, language, and communication problems. After exclusion of those with IQ <50 and those with non-language-related disabilities, 323 children remained. The children were classified into different subtypes of developmental language disorders and autistic spectrum disorders. The main developmental language disorder subtypes were combined expressive-receptive (49%) and expressive (44%). Central processing deficits were less common, occurring in 20 (7%) of the children. Parents of children with developmental language disorders had educational levels similar to those of parents of children referred to the child development center for other causes. However, parents of children with infantile autism had higher educational levels than parents of children with developmental language disorder or parents of children referred for other causes (P < .001). Our results reflect the distribution of language and related problems in an unselected population of preschool children referred to a child development center.