Diagnostics of language competence in children with language disorders (original) (raw)
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Developmental Language Disorder Concept
Crimson publisher, 2018
Development disorders are highly crucial for general development of a child. There are numerous disorders that a child faces in his life. However, it refers to the case of the term ‘developmental’ when the actual reasons are unknown, therefore remedies, treatment and appropriate strategies are not implemented as per the need. Sometimes even professionals get confused in discriminating the type and nature of the specific disorder thus they lead to misdiagnosis consequently the case is left untreated or semi treated, this article is a modest attempt towards explaining a few terms, concepts and issues related to language disorder that are developmental in nature. The finding will enable researchers/pedagogues to evolve a compatible and practical strategy to cope with the issues
Developmental Language Disorder: Concept, Confusion and Critique
Development disorders are highly crucial for general development of a child. There are numerous disorders that a child faces in his life. However, it refers to the case of the term ‘developmental’ when the actual reasons are unknown, therefore remedies, treatment and appropriate strategies are not implemented as per the need. Sometimes even professionals get confused in discriminating the type and nature of the specific disorder thus they lead to misdiagnosis consequently the case is left untreated or semi treated, this article is a modest attempt towards explaining a few terms, concepts and issues related to language disorder that are developmental in nature. The finding will enable researchers/pedagogues to evolve a compatible and practical strategy to cope with the issues.
[Investigating language acquisition disorders based on the complaints]
2011
PURPOSE To investigate complaints commonly reported by parents of children with language disorders. In addition, we have analyzed the conditions of verbal production and comprehension of these children. METHODS The sample comprised 55 children of both genders with ages between 2 and 12 years old. The complaints reported by their families at the beginning of therapeutic intervention were analyzed and subdivided, considering deficits on verbal production, verbal comprehension and both (mixed comprehension and production deficits). Subsequently, we analyzed the performance of these children in verbal comprehension and production tests, in phonological, semantic, grammatical and pragmatic levels. RESULTS By analyzing the performance of children whose families complained about verbal production (82.6%), it was found that 55.2% of them also presented verbal comprehension deficits. Verbal production deficits occurred at phonological (97.3%), semantic (76.3%), grammatical (78.9%) and pragma...
Language and language disorders
New Trends and Issues Proceedings on Humanities and Social Sciences, 2018
Language is an individual phenomenon of a physiological and psychological nature, conditioned, of course, by the social existence of the individual. Both the lexical, semantic, and grammatical sides are accomplished through all the activities and factors adjacent to the instructive-educational process. Both language and speech have a social character, especially as in the process of communication, speech takes on an individual form. Language requires speech and vice versa. The process of speech has a social basis, because it primarily targets the inter-human understanding. The problem of functions is of the utmost importance in defining the essence of the language. The main and specific function of the language, its destination in society is to serve as a means of communication. Language disorders include various forms of manifestation, such as language disorders affecting pronunciation, speech rhythm and fluency, speech retardation disorders, polymorphic disorders (with neurologica...
Basics of Developmental Disorders of Speech and Language
European manual of medicine, 2019
9 Basics of Developmental Disorders of Speech and Language 12-18 months 6. Early representational thoughts, internalization of schemata, invention of new means (Beginning to understand the world through mental operations instead of actions; deferred imitation) 18-24 months 9.3 Language Stages of Normal Children at Different Ages Doris-Maria Denk-Linnert 9.3.4 Normal Speech Disfluencies During Speech-Language Development Mostly between 2.5 and 4 (5) years of age, during the intensive phases of language acquisition, a
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.
Chapter Three: Developmental Language Disorders
Communication Disorders, 2014
For the large majority of children, language is effortlessly acquired along with other skills in the developmental period. However, there are a sizeable number of children for whom the process of language acquisition is anything but unproblematic. Some of these children have been neurologically compromised by events in the pre-, peri-or post-natal period. For example, a child may have a syndrome that is related to a chromosomal or genetic abnormality (e.g. fragile X syndrome). A baby may sustain oxygen deprivation (birth anoxia) during labour or develop meningitis at 6 months of age. These events can cause brain damage with resulting mental retardation (or learning disability). The mentally retarded child experiences considerable difficulty with language acquisition and may never acquire the language skills of normally developing peers. Even in the absence of neurological compromise some children can fail to acquire language. A child may exhibit a specific deficit in the acquisition of language in the absence of mental retardation and a range of other conditions that are known to compromise language development. Children with so-called specific language impairment (SLI) lack a clear aetiology for their language disorder and display normal development in other areas. Alternatively, language may be one of several areas in which the child is failing to develop along normal lines. Children with autistic spectrum disorders exhibit deficits in language and communication alongside problems in socialisation and imagination. Finally, a child may begin to acquire language normally only for this process to be interrupted. The child who sustains a Appears in: Cummings, L. (2014) Communication Disorders. Houndmills, Basingstoke: Palgrave Macmillan. traumatic brain injury or who develops Landau-Kleffner syndrome may lose previously acquired language skills. The language disorders that attend these various conditions will be examined in this chapter. As well as classifying language disorders by aetiology, these disorders may also be characterised by their linguistic features. In some developmental language disorders several language levels are simultaneously compromised. For example, the child with Down's syndrome is likely to experience difficulty with the acquisition of phonology, syntax and semantics. There may also be impairment of discourse and pragmatic skills. However, in other developmental language disorders, some language levels are relatively intact while others can be severely disordered. The child with phonological disorder, for example, has pronounced deficits in phonology and impaired lexical acquisition, while morphosyntax is particularly compromised in the child with SLI. Receptive and expressive language skills can be equally compromised or one may be more adversely affected than the other. The child with Landau-Kleffner syndrome, for example, has a severe auditory comprehension deficit which is related to auditory agnosia with expressive language skills only deteriorating subsequent to the comprehension deficit (see section 4.5 in Cummings (2008)). Also, a language disorder may affect all modalities including spoken, written and signed language. Traditionally, speech and language therapists have tended to concentrate on the assessment and remediation of spoken language skills to the exclusion of written language. However, it is important to remember that disorders of written language are most likely to compromise the academic Appears in: Cummings, L. (2014) Communication Disorders. Houndmills, Basingstoke: Palgrave Macmillan. performance of children. With language compromised at different levels (phonology, syntax, etc.), in different modalities (speech, writing) and across input (comprehension) and output (expression) modes, it is clear than any assessment of language skills in developmental language disorders must address these various dimensions. We will return to issues of assessment in section 3.6. 3.2 Developmental phonological disorder A significant number of children may fail to acquire knowledge of the sound system of their native language. Diagnosed as having developmental phonological disorder (DPD), these children can be highly unintelligible and yet fail to exhibit any medical or other cause for their evident failure to acquire the phonology of language. In specific terms, these children do not have a neurological disorder that affects their ability to articulate speech sounds. They are not mentally retarded and do not have hearing loss or a craniofacial abnormality, all conditions that might be expected to compromise a child's ability to produce speech sounds. Due to the use of different diagnostic criteria, prevalence figures for DPD vary considerably. However, Shriberg (1994) reports how he and his colleagues have found that approximately 60 per cent of the preschool children in their local populations have speech delay without associated involvements. They calculate that this translates to a population estimate of 1-2 children per hundred with a form of DPD called speech delay. Males are more commonly affected than females. Shriberg (1994) reports a figure of 75% boys in their samples. Studies are increasingly revealing the presence of speech and language impairments amongst the biological Appears in: Cummings, L. (2014) Communication Disorders. Houndmills, Basingstoke: Palgrave Macmillan. relatives of individuals with DPD (e.g. Felsenfeld et al., 1995). Such findings suggest that there may ultimately be a genetic explanation of DPD: 'Converging evidence supports the hypothesis that the most common subtype of childhood speech sound disorder (SSD) of currently unknown origin is genetically transmitted' (Shriberg et al., 2005: 834). In DPD, consonants can be severely disordered in the presence of an intact vowel system. The phonological errors that children produce can be analysed in terms of distinctive features and phonological processes. For example, the child who pronounces 'sock' as , 'five' as , 'very' as and 'nose' as has substituted fricative sounds with plosive sounds. Fricative sounds possess the distinctive features [continuant] and [strident] while plosive sounds lack these features. In terms of phonological processes, the child who produces these forms has engaged in stopping. In keeping with the dominant use of process analysis in clinical phonology, several processes will be discussed here. Stoel-Gammon et al. (2002) describe three basic types of phonological process. The first type affects the syllable structure of words and includes final consonant deletion ('bat' pronounced ), cluster reduction ('swim' pronounced ) and weak syllable deletion ('banana' pronounced ). The second type of process involves changes in the place, manner or voicing of consonants and includes velar fronting ('gun' pronounced ), palatal fronting ('sheep' pronounced ), stopping ('sun' pronounced ), gliding ('red' pronounced ), prevocalic voicing ('pen' pronounced ) and final devoicing ('bag' pronounced ). In Appears in: Cummings, L. (2014) Communication Disorders. Houndmills, Basingstoke: Palgrave Macmillan. the third type of process, one consonant assimilates to (that is, becomes like) another consonant in the word. Assimilatory processes include velar assimilation ('dog' pronounced ) and labial assimilation ('top' pronounced ). These processes, alongside a number of others, can be used to characterise the errors produced by several children with phonological disorder who were studied by Powell et al. (1999): Keith (5;2 years): 'comb' 'duck' Sally (3;10 years): 'soup' 'teeth' 'nosy' Suzy (3;10 years): 'vase' 'ice' 'glove' 'yawn' 'cheese' 'jeep' 'leafy' 'drum' John (5;0 years): 'laugh' 'leg' The oldest child, Keith, engages in velar fronting (→) in word-initial position but not in word-final position. Sally uses stopping of fricatives both in word-initial position (→) and intervocalically (→). She also omits fricatives () in word-final position. Suzy also uses stopping of fricatives but she does so in wordinitial position (→), word-final position (→; →) and intervocalically (→). Fricatives are optionally omitted in Suzy's speech in wordfinal position (see 'cheese' and 'glove'). The affricates in word-initial position in Appears in: Cummings, L. (2014) Communication Disorders. Houndmills, Basingstoke: Palgrave Macmillan. 'cheese' and 'jeep' are both realised as . Suzy also engages in devoicing of voiced consonants both in word-initial position (→) and in word-final position (→). In prevocalic position, Suzy uses instead of the liquid and the glide . When a word ends in a nasal sound, Suzy uses nasal assimilation (→). John's substitutions are somewhat unusual. In the context of , the liquid becomes the fricative . In other contexts, he uses in place of . A number of the phonological processes discussed above are to be found in the speech of children who will go on to develop normal phonology. The issue for clinicians is therefore how to distinguish children for whom these various simplifications are simply part of the normal maturational process in terms of phonology from children who are struggling to acquire the sound system of their language. Yavaş (1998) describes several characteristics that researchers have proposed in order to make this identification. The first of these characteristics is the persistence of normal processes. Processes such as prevocalic voicing and consonant harmony (assimilation) are normally expected to resolve by three years of age (Stoel-Gammon and Dunn, 1985). However, in children with disordered phonology, these processes may persist to four years and beyond (Yavaş, 1998). A second characteristic is the...
Thirty Years Before Topics in Language Disorders
Topics in Language Disorders, 2010
In the 1950s, the assessment and management of children with language impairments emphasized their auditory and visual processing deficits and relied heavily on classifications of adult language disorders. Many compelling theoretical insights were offered, but research in language acquisition was in its infancy. It was not until the 1960s and 1970s that the involvement of speech-language pathologists with language acquisition and language-based learning disorders in children gradually evolved.
The electronic data processing diagnostics of language competence is presents special software manufactured for the needs of speech therapy's diagnostics in children with language disorders. The purpose of its creation is to facilitate and precise the diagnostic process in speech therapy practice. The diagnostics test is based on the principle of words' frequency characteristics of child speech for preschool age.