Developmental Language Disorder Flashcards
language disorder
- umbrella term
- likely to endure into middle childhood/beyond with significant impact on social interactions on educational progress
language disorder branches
- Developmental Language Disorder (DLD)
- Language Disorder associated with X
DLD
language disorder with no known associated differentiating condition
Language Disorder associated with X
- language disorder occurring with a particular biomedical conditions
- ASD, down syndrome, acquired aphasia, intellectual disability, sensorineural hearing loss
children with SLCN branches
- language delay
- language disorder
- language difference
SLCN
speech, language, and communication needs
language difference branches
- EAL
- low socio-economic stats
variation in terminology due to…
lack of agreement on criteria for language disorder
lack of DLD terminology lead to…
- barrier to identification
- literature/research
- contributed to the condition not being well recognized
- lack of awareness
CATALISE study purpose
- reseach a consensus on criteria for accessing specialist services
- terminology to describe language disorders
CATALISE study in-text citation
(Bishop et al., 2016)
cons of DLD terminology
- “developmental” suggests it emerges on the course of development and can be outgrown
- “development” not helpful for older adolescents or adults with the disorder
- difficult for parents to understand
pros of DLD terminology
- “disorder” aligns with other labels (autism spectrum disorder, developmental coordination disorder, etc.)
- “disorder” is preferable to “delay”
DLD definition
- ongoing/persistent language difficulties learning and generalizing language
- impacting on everyday social interactions or educational progress
DLD 1-2-3
- difficulties with talking and/or understanding
- hidden but common
- support can make a real difference
risk factors from case history
- family history of language disorders or dyslexia
- male
- younger sibling in large family
- poverty
- fewer years of parental education
possible disorder that co-occur with DLD
- attention (ADHD)
- motor (dyspraxia, dysarthria)
- literacy (dyslexia)
- speech difficulties
- limitation of adaptive behavioe
- behavior/emotional difficulties
- auditory processing (APD)
causes of DLD
- neuro-developmental disorder
- complex and multi-factorial
- combined influence of genetic and environmental factors
DLD areas of difficulty
- receptive language
- expressive language
- syntax and morphology
- vocabulary and semantics
- discourse
- pragmatics
- verbal learning/memory
- phonology
(true/false) there needs to be a large discrepancy between verbal and non-verbal ability for a diagnosis of DLD
false
borderline low IQ diagnosis:
low IQ diagnosis:
- DLD
- Language Disorder associated with X
(true/false) use of cognitive referencing/discrepancy scores to diagnose is no longer recommended
true
criteria for accessing language class
-2 standard deviations in receptive, expressive, or both
what standard deviation measures (from formal assessment) may indicate persistent language difficulties with functional impact
-1.25 or -1.5 SD
> 5 year old language difficulties = ?
more likely to have a functional impact
possible features of DLD in preschool
- limited sound inventory
- late emergence of 2-word phrases
- not understanding simple commands
- unintelligible to close relatives
possible features of DLD in school
- difficulty understanding spoken and written language
- problems making sentences
- sequencing ideas
- issues with narrative
- word-finding difficulties
- limited vocabulary and difficulties learning new words
- literacy difficulties
- limited friendships and poor peer interaction
possible features of DLD in adolescence
- difficulty making inferences
- difficulty understanding language-rich academic subjects
- difficulty understanding non-literal language/ambiguity
- verbose or use circumlocution
assessment for DLD includes
- case history (risk factors)
- clinical markers
- standardized, age normed, or criterion based assessment
- observations in a variety of settings
- multiple sources of information (caregiver, teacher, child)
- response to intervention/dynamic assessment
clinical markers for DLD
- poor non-word repetition
- poor sentence repetition
- poor use of verb inflections
what response to intervention supports a DLD diagnosis
slow progress in therapy
why do we need to consider parental involvement in therapy
parental involvement can be a factor in facilitating or hindering a child’s progress
multilingual consideration
- history of language exposure and experience
- assessment over time/dynamic assessment
- response to intervention
is there an over or under-diagnosis of multilingual children
over
socially disadvantaged background considerations
- over or under-identified
- no distinctive language profile associated with social disadvantage
- tests may favor world knowledge, language experience, and literacy
risk factors at referral
- family history
- recurrent otitis media
- no babble
- limited reciprocal interaction/communication
- poor joint attention
- limited use of gesture
- underdeveloped play skills
- poor motor control
poorer prognostic indicators (IASLT, 2017)
- receptive language difficulties
- lower nonverbal IQ
- poor use of gesture, imitation, joint attention
<3 years old poorer prognostic indicators
- difficult to predict
- many late talkers catch up (consider assessment in 6 months if there are no risk factors)
- failing to combine words at 24 months
- receptive language difficulties, limited gesture or imitate body movements
the more language areas that are impaired the more ?
likely that difficulties will persist
good prognosis for preschoolers who struggle only with ?
expressive phonology
language difficulties evident at age ? are likely to persist
5
Irish DLD prevalence rates?
- no Irish prevalence studies
- IASLT (2017) suggests 6%
DLD long outcomes
- can socially adjust and have good social outcomes and emotional development
- may have poor self-esteem, mental health difficulties, poor social functioning
role of SLT in supporting children with DLD
- support across the lifespan
- person-centered
- meaningful impact on social, emotional, behavioral, and vocational functioning
- coordinated collaborative approach (MDT)
- measure outcomes and capture change appropriately
language class
- specialized educational placement for children with DLD
- within a mainstream school
- 1-2 years
- small class sizes
- intensive SLT input
- referral process
- positive outcomes
