The procedural deficit hypothesis of language learning disorders: We still see some serious problems

AbstractThis paper deals with research which makes links between developmental problems such as language-learning disorders, attentional disorders, and behaviour disturbance on the one hand, and risk for misuse of alcohol and other drugs (AOD) in adolescence on the other. Poor academic performance is frequently cited as a risk for adolescent AOD misuse, however few workers have critically examined the role of linguistically-based academic sub-skills (e.g., oral and written language competence; strong social skills) which normally contribute to academic success, and hence operate as protective factors with respect to risk for AOD misuse. Studies which specifically address language skills and their association with risk for AOD misuse are reviewed, as are investigations which deal with patterns of comorbidity which are typically evident in clinical populations. Particular emphasis is placed on comorbidities between language-learning difficulties on the one hand, and behavioural or attentional disorders, on the other. It is argued that more explicitly investigating and intervening at the level of core language/social skill competencies might serve to strengthen protective factors in vulnerable groups. It is also noted that comorbid problems need to be considered as important covariates in studies of language disordered children and adolescents, rather than being treated as exclusionary criteria.

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Is Sensory Integration Effective for Children With Language-Learning Disorders?

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.3004.393 ◽

1999 ◽

Vol 30 (4) ◽

pp. 393-400 ◽

Cited By ~ 11

Author(s):

Mona R. Griffer

Keyword(s):

Language Learning ◽

Treatment Efficacy ◽

Sensory Integration ◽

Learning Disorders ◽

Clinical Population ◽

Future Research ◽

Relevant Research ◽

Academic Difficulties ◽

Sensory Integration Therapy ◽

Efficacy Studies

Sensory integration therapy has become widely accepted as an intervention for enhancing language-learning disorders and academic difficulties in hildren. However, much controversy surrounds this approach because of the small amount of empirical evidence to support its application to this clinical population. The purpose of this article is threefold: review the relevant research pertaining to treatment efficacy studies involving sensory integration conducted over the last three decades, discuss the perspectives from which various researchers and clinicians view language disorders in children, and discuss parameters for evaluating efficacy studies and the clinical use of sensory integration, suggesting directions for future research.

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Improving Communication in Adolescents With Language/Learning Disorders: Clinician Considerations and Adolescent Skills

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_29_s_79 ◽

2002 ◽

Vol 29 (Spring) ◽

pp. 79-90 ◽

Cited By ~ 1

Author(s):

Jean M. Novak

Keyword(s):

Language Learning ◽

Learning Disorders

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Personal Narratives: Assessment and Intervention

Perspectives on Language Learning and Education ◽

10.1044/lle19.4.130 ◽

2012 ◽

Vol 19 (4) ◽

pp. 130-138 ◽

Cited By ~ 10

Author(s):

Lynn S. Bliss ◽

Allyssa McCabe

Keyword(s):

Language Learning ◽

Personal Narrative ◽

Personal Narratives ◽

Learning Disorders ◽

Narrative Discourse ◽

Critical Aspect ◽

Cultural Aspects ◽

Cultural Considerations

Personal narratives are a critical aspect of functional discourse. The purpose of this article is to describe the impairments of personal narrative discourse in children with language learning disorders. The authors also consider cultural aspects of narrative discourse, present assessment and intervention guidelines, and delineate cultural considerations.

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Language Learning Disorders

10.1044/policy.ps1982-00095 ◽

1982 ◽

Author(s):

Keyword(s):

Language Learning ◽

Learning Disorders

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Informal Neuropsychological Evaluation of English Learning Aptitude in Linguistically, Educationally, and Epidemiologically Diverse Populations

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz029.68 ◽

2019 ◽

Vol 34 (7) ◽

pp. 1301-1301

Author(s):

T Judd

Keyword(s):

Language Learning ◽

English Language ◽

Native Language ◽

Learning Disorders ◽

English Learning ◽

Writing System ◽

Writing Systems ◽

Language Abilities ◽

Cognitive Difficulties ◽

Ability Testing

Abstract Immigration generates the need to acquire mastery of the English language for education, employment, citizenship, and other needs. Many immigrants bring with them unrecognized neuropsychological disabilities that hinder such learning. Neuropsychologists may be asked to evaluate such clients with respect to: Disability exemptions from mandatory language instructionInstructional strategies, compensations, and accommodationsStrategies, compensations, and accommodations to facilitate optimal communication and learning in the workplace, court, health care, and other settings. Immigrants often do not have remote medical or educational records documenting historical cognitive difficulties. Many speak languages for which pertinent language ability testing is not available. Furthermore, developmental language learning disorders often have distinctive presentations in different writing systems. When documented history and formal evaluation of native language abilities are not available, informal evaluations become the next best alternative. This poster will present a suite of techniques that can facilitate this process, including: Researching the linguistics and writing system of the native languageQuestions regarding personal history that can give indications of developmental disabilities, even in the uneducatedTechniques for testing and interpreting native language literacyTechniques for evaluating English knowledge and capacityTechniques for evaluating English phonemic aptitudeTechniques for evaluating English phonemic learning aptitudeTechniques for evaluating potential for using translation technologies The poster will also outline compensations and accommodations for learning and communication that neuropsychologists can recommend for such populations.

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