scholarly journals Specific Language Impairment and Language Delay: an Analysis of Developmental Language Disorder Characteristics in a Group of Romanian Children

2020 ◽  
Vol 3 (2) ◽  
pp. 40-55
Author(s):  
Ovidiu CRISTIAN TUDOREAN ◽  
Alois GHERGUT
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Delay ◽  
Developmental Language Disorder ◽  
Specific Language

scholarly journals Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service

2020 ◽  
Vol 5 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Karla K. McGregor ◽  
Lisa Goffman ◽  
Amanda Owen Van Horne ◽  
Tiffany P. Hogan ◽  
Lizbeth H. Finestack
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Scientific Progress ◽  
The United States ◽  
Developmental Language Disorder ◽  
Specific Language ◽  
Language Deficit ◽  
English Speaking

Purpose The CATALISE group (Bishop, Snowling, Thompson, Greenhalgh, & CATALISE Consortium, 2016; Bishop, Snowling, Thompson, Greenhalgh, & CATALISE-2 Consortium, 2017) recommended that the term developmental language disorder (DLD) be used to refer to neurodevelopmental language deficit. In this tutorial, we explain the appropriate application of the term and present advantages in adhering to the CATALISE recommendations. Conclusion Both specific language impairment and DLD refer to a neurodevelopmental condition that impairs spoken language, is long-standing and, is not associated with any known causal condition. The applications of the terms specific language impairment and DLD differ in breadth and the extent to which identification depends upon functional impact. Use of the term DLD would link advocacy efforts in the United States to those in other English-speaking countries. The criteria for identifying DLD presented in the CATALISE consensus offer opportunities for scientific progress while aligning well with practice in U.S. public schools.

The Specific Language Impairment/Developmental Language Disorders Forum: Fostering a Discussion of Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 3-5 ◽  
Author(s):  
Laura Green
Keyword(s):  
Clinical Practice ◽  
Public School ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Disorders ◽  
Developmental Language Disorder ◽  
Language Deficits ◽  
Developmental Language Disorders ◽  
Specific Language

Purpose This prologue provides an introduction to the SIG 1 Perspectives forum addressing use of a more recently applied term, developmental language disorder (DLD), as well as a term that has been used in research for several decades, specific language impairment (SLI), to describe children who exhibit language deficits. Included are brief summaries of the 5 articles that comprise the forum. Conclusion The articles in this SLI/DLD forum offer perspectives on the use of both terms. Implications include their application in clinical practice, advocacy, research, treatment, funding, and public school speech/language services.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

A 200-Year History of the Study of Childhood Language Disorders of Unknown Origin: Changes in Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Scientific Literature ◽  
Language Disorder ◽  
Language Disorders ◽  
Unknown Origin ◽  
Developmental Language Disorder ◽  
The Past ◽  
History Of ◽  
The Many

Purpose The current “specific language impairment” and “developmental language disorder” discussion might lead to important changes in how we refer to children with language disorders of unknown origin. The field has seen other changes in terminology. This article reviews many of these changes. Method A literature review of previous clinical labels was conducted, and possible reasons for the changes in labels were identified. Results References to children with significant yet unexplained deficits in language ability have been part of the scientific literature since, at least, the early 1800s. Terms have changed from those with a neurological emphasis to those that do not imply a cause for the language disorder. Diagnostic criteria have become more explicit but have become, at certain points, too narrow to represent the wider range of children with language disorders of unknown origin. Conclusions The field was not well served by the many changes in terminology that have transpired in the past. A new label at this point must be accompanied by strong efforts to recruit its adoption by clinical speech-language pathologists and the general public.

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

2020 ◽  
Vol 53 (4) ◽  
pp. 292-310
Author(s):  
Steve Graham ◽  
Michael Hebert ◽  
Evan Fishman ◽  
Amber B. Ray ◽  
Amy Gillespie Rouse
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Meta Analysis ◽  
Response Format ◽  
Typically Developing ◽  
Writing Quality ◽  
Specific Language ◽  
Moderator Analysis ◽  
Writing Scores

In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing.

scholarly journals Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

2020 ◽  
Vol 63 (10) ◽  
pp. 3277-3292
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Skills ◽  
Future Research ◽  
Specific Language ◽  
School Identification ◽  
Potential Benefits

Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793

Developmental Language Disorder and the Assessment of Spoken Language

2021 ◽  
pp. 155-170
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Language Sample Analysis ◽  
Language Sample

Developmental language disorder (DLD), previously known as specific language impairment (SLI), is a long-term developmental disorder affecting approximately 7.5% of children. Language abilities in children with DLD are variable and can be challenging to ascertain with confidence. This chapter aims to discuss some of the challenges associated with assessing the language skills of children with DLD through an overview of different forms of language assessment including standardized language testing, language sample analysis, and observations. Uses and limitations of the different forms of assessment are considered, bearing in mind the different functions of assessment and the need to gain a full understanding of children’s profiles of strength and weakness and communicative functioning in context. The authors conclude with requirements for best practice in assessment and promising avenues of development in this area.

Is specific language impairment a valid diagnostic category? Genetic and psycholinguistic evidence

1994 ◽  
Vol 346 (1315) ◽  
pp. 105-111 ◽  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Diagnostic Category ◽  
Verbal Ability ◽  
Specific Language ◽  
The Social ◽  
Apparent Reason ◽  
Underlying Disorder ◽  
Specific Disorders

Specific language impairment (SLI) is diagnosed when a child fails to develop language normally for no apparent reason: hearing and intelligence are adequate and the social environment is unexceptional. Definitions of SLI typically specify that the child must have a substantial discrepancy between language ability and non-verbal IQ. However, data from a twin study question the validity of this requirement, and indicate that SLI is not genetically distinct from less specific disorders where language impairment occurs in the context of low average or borderline non-verbal ability. A second question concerns the heterogeneous language symptoms seen in SLI: do these correspond to distinct conditions, or to different phenotypic manifestations of a common underlying disorder, or are they merely random variations resulting from unreliable assessments? The last of these possibilities is ruled out by the finding that twins who are concordant for language disorder show good agreement in terms of the pattern of language impairment. However, systematic variation in the age and ability of children in different SLI subgroups suggest that these may correspond to variable manifestations of a core inherited language disorder, rather than distinct diagnostic entities.

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