Assessment, Diagnosis, and Recovery from Language Disorder at Kindergarten Age: A Survey of Clinicians Évaluation, diagnostic et récupération du trouble du langage chez les enfants en âge de commencer la maternelle : un sondage auprès de cliniciens (original) (raw)
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Journal of communication disorders
Parents of 210 preschool children (age 2–5.7) and their clinicians were asked to describe their expectations for therapy and the changes they observed following treatment. Based on content analysis of the parents’ and clinicians’ responses, it was apparent that the comments aligned with the World Health Organization’s (WHO) International Classification of Functioning, Disability and Health—Child and Youth version (ICF-CY) framework. Parents and clinicians observed positive changes across the ICF-CY domains of Body Functions, Activities and Participation and Personal Factors following therapy. Parents noted twice as many changes in the Participation and Personal Factors domains as clinicians. Parents described improvements in play, socialization, confidence and behaviour at home, school and in the community—changes not typically captured by other preschool speech and language outcome measures. New outcome measures need to be based on actual observations of change by both parents and clinicians to ensure that they measure a sufficiently broad-based range of skills.Learning outcomes: The reader will better understand (1) the parents’ expectations for therapy (2) the types of changes that can be associated with speech and language therapy and (3) the need for broad-based outcome measures that can evaluate speech and language outcomes.
The child with delayed language: assessment and management
Canadian family physician Médecin de famille canadien, 1981
Speech and language disorders are the most common developmental problems among preschool children. Early detection and remediation of delayed language development are important in helping the child establish appropriate social behavior and acquire additional information about the world through the use of language.The major reasons for delayed language acquisition are mixed developmental delay, hearing loss, psychosocial factors, behavioral disturbance, specific language disorder, and major physical handicap. Assessment and management are outlined here by case presentations and discussions. The family physician can play a key role as part of a team of professionals concerned with language delay. (Can Fam Physician 1981; 27:1405-1412).
Developmental Medicine & Child Neurology, 2006
Background: International research has shown that language delay (LD) is associated with social, cognitive, emotional and/or behavioural deficiencies, but there is still a need for extended knowledge about LD at early age and its relationship with long-term language impairment and neuropsychiatric disorders in Swedish children. Aims: To study (a) if children with a positive screening result or a negative screening result at 2½ years of age showed persistent or transient language difficulties at 6 years of age and, (b) whether or not children identified by language screening at 2½ years of age were diagnosed with language, neurodevelopmental and/or neuropsychiatric impairments at school age. Materials and methods: At the 2½-year screening 25 children with LD and 80 screening-negative children constituted the study population, i.e. in all 105 children (Study I). At the 6-year examination the follow-up group consisted of 99 children-22 children from the LD group and 77 children from the screening-negative group (Study II). The 7-8-year-old follow-up (study III and IV) included 21 of the 22 children with LD who participated in study II. Screening results from nurses were reclassified blindly (study I) by the use of Reynell Developmental Language Scale. Study II included tests that examined both reception and production in different areas of speech and language as well as linguistic awareness. Study III and IV consisted of a multidisciplinary in-dept examination of language, intellectual functions and the presence of neuropsychiatric/neurodevelopmental disorders. Results: The sensitivity of the screening tool was 0.69, and the specificity was 0.93 (study I). The 6year examination showed that there was still a highly persistent and significant difference between the children with and without LD on almost every variable tested (study II). In studies III-IV it was found that 62% of the LD children also had received a neuropsychiatric diagnosis at age 7-8 years: eight children were diagnosed with ADHD and five children with ASD. Half of the 21 children with LD had marked problems with performance on narrative tasks according to the Bus Story test and the NEPSY Narrative Memory Subtest independently of co-occurrence of neuropsychiatric disorder. The only difference between the children with LD pure and those who had LD+AD/HD or LD+ASD was on Freedom from Distractibility, where children with AD/HD and ASD scored low. In addition, children with ASD had a much lower overall cognitive level (FSIQ) and poorer results on tasks assessing Processing Speed. Conclusion: It is possible to identify children with LD at 2½ years of age. All children identified with LD at 2½ years of age also appeared to be at later risk of complex neurodevelopmental/ neuropsychiatric disorders. Remaining language problems at 6 years of age strongly predicted the presence of neuropsychiatric/ neurodevelopmental disorders at age 7-8 years. The observed difficulties, including narrative problems, in the LD children indicate that these children are at high risk of persistent language impairment and future problems concerning reading and writing. Clinical implications: Children identified with late developing language at 2½ years of age need to be followed carefully for several years. Follow-up should include neuropsychiatric as well as speechlanguage assessments, and the multidisciplinary team should be particularly prepared to diagnose ASD, AD/HD, and various kinds of learning disorders. Assessment of non-word repetition, semantic and narrative skills at the follow-up occasions may be a useful clinical tool for identifying children with more persistent subtle language problems who are at risk of academic failure.
Journal of the American Academy of Child and Adolescent Psychiatry, 1998
This summary provides an overview of the recommendations contained in the Practice Parameters for the Assessment and Treatment of Children and Adolescents with Language and Learning Disorders. These disorders are among the most common developmental disorders. The diagnosis of language and learning disorders requires a discrepancy, based on age and intelligence, between potential and achievement. The clinician collaborates with parents and school personnel to clarify the diagnosis, implement appropriate treatment and remediation, and monitor progress. The clinician also is instrumental in identifying and treating comorbid condit ions. Long-term prognosis depends on the type and severity of the language or learning disorder, the availability of remediation, and the presence of a supportive family and school environment.
Evaluation and Management of Children with delayed speech and language acquisition
Physician's Digest, 2005
"Good communication skills have emerged as a key social skill in modern day society. Children are not exempt from this pressure to communicate effectively. Paradoxically so perhaps because of this pressure there is an increasing awareness of delays in language development in children. Whether because of this increasing awareness or because of other biological, social and environmental causes the incidence of communication disorders in children has risen sharply in the last couple of decades. Given the increasing emphasis on good communication skills in modern day schools and society this has necessitated that children with these disorders be identified early and provided with early intervention in order to prevent the cascading negative consequences to a given child. The paper describes the major subtypes of communication disorders found in children, their causes, why they need to be identified early and how this can be done. The paper concludes with a note on intervention possibilities and the need for increasing awareness among physicians, pediatricians in particular."
International Journal of Early Childhood Special Education (INT-JECSE), 2023
Language difficulties in children can have a substantial impact on the children's academic performance as well as their social and emotional growth. The purpose of this research is to evaluate the effect that participation in an early intervention program has on the progression of linguistic and communicative abilities in children who have been diagnosed with language impairments. Children between the ages of 6 and 7 years old who have been diagnosed with particular language impairment, expressive language disorder, receptive language disorder, or phonological issue are included in the study as participants. For the purpose of gaining a better understanding of the participant population, demographic information such as age, gender, and language disorder was gathered.The results of the study highlight the significance of early intervention in terms of providing support for children who have language difficulties. The promotion of favourable results in language development is significantly aided by the use of individualized intervention programs, collaborative efforts across disciplines, and the participation of parents. This study makes a significant contribution to the existing body of knowledge on evidence-based practices for the treatment of language disorders and argues for increasing awareness of and support for early intervention programs in educational and healthcare settings.
A PUBLIC SURVEY REGARDING CHILDHOOD LANGUAGE IMPAIRMENTS
Romanian Journal of Oral Rehabilitation, 2019
Aim of the study was to investigate the Romanian population regarding the awareness of childhood language impairment. Material and methods: 75 Romanian volunteers (37 male and 38 female) aged 18-78 randomly selected were surveyed through a questionnaire carried out by Working Group 3 of Cost Action IS1406, between March-May 2018. The questions were grouped in 5 sections: personal information, knowledge about childhood language impairment, management/ therapy/ intervention, the role of parents in intervention and improving the lives of these children. Multiple answers were analysed by the SPSS 16.0 package (SPSS Inc., Chicago, IL) for Windows. Results: 57.3% respondents knew the term childhood language impairment. 42.7% respondents heard about language therapy for children. 40% respondents believe that parents should engage in team work with the therapist. 77.3% of respondents believe that school education is the best ways to spread information about childhood language impairments. The correlations between answers and age groups, level of education, the economic status of the volunteers and the parents of the children under 18 have shown statistically significant differences (p<0.05). Conclusions: This survey has identified the status of the awareness of Romanian population regarding childhood language impairments and there was a gap between people who can recognize the child's language impairment, depending on socio-demographic characteristics.