Expressive Language Disorder

2020 ◽  
Author(s):  
Keyword(s):  
Language Disorder ◽  
Expressive Language

Building a norm-referenced dataset for vocabulary assessment based on Chinese vocD and word classes

2020 ◽  
Vol 4 (1) ◽  
pp. 5-17
Author(s):  
Yibin Zhang ◽  
Jing Zhou
Keyword(s):  
Language Development ◽  
Language Disorder ◽  
Expressive Language ◽  
Typically Developing ◽  
Lexical Diversity ◽  
Conversational Language ◽  
Word Classes ◽  
Vocabulary Assessment

Exploration of trajectories of expressive language samples is essential for understanding potential indicators for language disorder assessment. This study examined conversational language samples from 341 typically developing Mandarin-speaking children aged 3–7. Through analysis of lexical diversity and word classes, a norm-referenced dataset for vocabulary assessment was built, including indicators such as vocD and the types and tokens of nouns, verbs, measures, adverbs, conjunctions and prepositions. As norm-referenced indicators for the language development of children speaking Mandarin, these developmental data could also inform clinical therapists about the direction of intervention for children with vocabulary deficits.

Using a Speech-Generating Device to Enhance Communicative Abilities for an Adult With Moderate Intellectual Disability

2008 ◽  
Vol 46 (5) ◽  
pp. 376-386 ◽  
Author(s):  
Melissa A. Cheslock ◽  
Andrea Barton-Hulsey ◽  
MaryAnn Romski ◽  
Rose A. Sevcik
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Augmentative And Alternative Communication ◽  
Language Disorder ◽  
Expressive Language ◽  
Self Determination ◽  
Alternative Communication ◽  
Moderate Intellectual Disability ◽  
Speech Generating Device ◽  
Communicative Abilities

Abstract For adults with disabilities who are unable to speak, the literature recommends that intervention include augmentative and alternative communication (AAC) to improve communication and interactions with others. Some adults with moderate intellectual disabilities who exhibit limited functional speech are often overlooked as candidates for AAC interventions because they have some speech abilities. The perception is that they are too old to improve their language and communication skills. This article presents a case report of a 30-year-old woman with a moderate intellectual disability and a severe expressive language disorder who uses a speech-generating device as a compensatory strategy to facilitate her communicative abilities, independence, and self-determination.

scholarly journals Child, Parent, and Play – An Insight into These Dimensions Among Children with and without Receptive Expressive Language Disorder Using Video-Based Analysis

2021 ◽  
Vol Volume 14 ◽  
pp. 971-985
Author(s):  
Megha Mohan ◽  
Gagan Bajaj ◽  
Apramita Deshpande ◽  
Malavika Anakkathil Anil ◽  
Jayashree S Bhat
Keyword(s):  
Language Disorder ◽  
Expressive Language ◽  
Insight Into

scholarly journals Language Evaluation in Developmental Language Disorder: Celf 4 vs Celf 5

2021 ◽  
Vol 4 (2) ◽  
pp. p46
Author(s):  
Esther Moraleda Sepulveda ◽  
Patricia López Resa ◽  
Noelia Pulido García
Keyword(s):  
Differential Diagnosis ◽  
Children And Adolescents ◽  
Language Disorder ◽  
Expressive Language ◽  
Receptive Language ◽  
Spanish Speakers ◽  
Developmental Language Disorder ◽  
Starting Point ◽  
Linguistic Level ◽  
Core Language

The CELF assessment test is one of the tools most used today for the differential diagnosis of Developmental Language Disorder (DLD) because it allows obtaining a lingüistic level with different areas. The recent update of the test offers new scales especially in Spanish speakers. The objective of this study was to analyze the language level of people with DLD with the CELF 4 and CELF 5 tests to verify the possible differences that exist between both tests. The sample consisted of 26 children and adolescents with a diagnosis of TDL between 6 and 15 years old who were evaluated with both tests. The results obtained indicate that, in general, the scores are lower when they are evaluated with the CELF 5 test, with significant differences in Core Language, Receptive Language and Expressive Language. These data lead us to consider the CELF test as an essential tool in the diagnosis of DLD but also to take into account a complementary evaluation that allows obtaining a complete linguistic profile as a starting point for the intervention.

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