Speech and Language Delay Introduction
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Specific Language Impairment As Systemic Developmental Disorders Christophe Parisse, Christelle Maillart
Specific language impairment as systemic developmental disorders Christophe Parisse, Christelle Maillart To cite this version: Christophe Parisse, Christelle Maillart. Specific language impairment as systemic developmental dis- orders. Journal of Neurolinguistics, Elsevier, 2009, 22, pp.109-122. 10.1016/j.jneuroling.2008.07.004. halshs-00353028 HAL Id: halshs-00353028 https://halshs.archives-ouvertes.fr/halshs-00353028 Submitted on 14 Jan 2009 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Specific language impairment as systemic developmental disorders Christophe Parisse1 and Christelle Maillart2 1- INSERM-MoDyCo, CNRS, Paris X Nanterre University 2- University of Liège 1 Abstract Specific Language Impairment (SLI) is a disorder characterised by slow, abnormal language development. Most children with this disorder do not present any other cognitive or neurological deficits. There are many different pathological developmental profiles and switches from one profile to another often occur. An alternative would be to consider SLI as a generic name covering three developmental language disorders: developmental verbal dyspraxia, linguistic dysphasia, and pragmatic language impairment. The underlying cause of SLI is unknown and the numerous studies on the subject suggest that there is no single cause. We suggest that SLI is the result of an abnormal development of the language system, occurring when more than one part of the system fails, thus blocking the system’s natural compensation mechanisms. -
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Advances in Social Science, Education and Humanities Research, volume 535 Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020) Analysis of the Language Delay Development in Early Children (Case Study in Bojongsoang Village, Bandung District) 1st Mulyanti Aisyiyah Bandung School of Health Sciences Bandung, Indonesia [email protected] Abstract—Language development is significant language have multiple intelligences according to their genetic and speech skills are indicators of all children's development. potential (Kemenkes RI, 2015). Speech delay (speech delay) in early childhood is when the Having children with optimal growth and development level of speech development is below the level of quality of is every parent's dream. To make it happen, of course speech development of children of the same age that can parents must always pay attention, supervise, and care for knowing from the accuracy of the use of words. A child will children carefully. The process of growth and development not be able to talk without the support of his environment. The purpose of this study was to determine the factors that in children or toddlers can take place naturally, but the influence the occurrence of language development delays and process is also very dependent on parenting from adults or the role of parents in early childhood. This research uses a parents. The toddler period is an important period in child qualitative method with a case study approach. The unit of development. Because at that time the initial or basic analysis is language development delay. There were six growth will affect and determine the child's development in speakers in this study consisting of four primary speakers. -
HIE and Speech Delays/Language Disorders
HIE and Speech Delays/Language Disorders Jump To: Speech delays and language disorders associated with HIE When should a child get speech-language therapy? What causes speech delays and language disorders? Therapy for speech delays and language disorders What happens during speech language therapy? Additional benefits of speech-language therapy Why is speech-language therapy important? About HIE Help Center Brain injury due to hypoxic-ischemic encephalopathy (HIE) is rarely confined to a single area of the brain. Because oxygen deprivation affects the connections in the brain on a global level, it is often possible that children with HIE will have multiple interrelated delays in development. Children with HIE can sometimes have delays in developing speech and language. These delays can sometimes be mitigated, while in other more severe circumstances, children may remain non-verbal and require the use of alternative or augmentative communication (AAC) technologies to potentially assist them in communicating their thoughts, needs, and desires. HIE and Speech Delays/Language Disorders | 1 HIE and Speech Delays/Language Disorders Developing a method for communicating helps these children interact with others, develop relationships, learn, work, and socialize. Speech and language are clearly highly interrelated, but they are not interchangeable (1). Speech refers to the physical act of expressing words and sounds, and encompasses the act of the muscles in the lips, tongue, vocal tract, and jaw that make recognizable sounds. Language, on the other hand, refers to communicating in a systematic and meaningful way. Because language is related to intelligence, disorders in language acquisition and expression are generally considered more serious than speech disorders. -
Developmental Verbal Dyspraxia
RCSLT POLICY STATEMENT DEVELOPMENTAL VERBAL DYSPRAXIA Produced by The Royal College of Speech and Language Therapists © 2011 The Royal College of Speech and Language Therapists 2 White Hart Yard London SE1 1NX 020 7378 1200 www.rcslt.org DEVELOPMENTAL VERBAL DYSPRAXIA RCSLT Policy statement Contents EXECUTIVE SUMMARY ............................................................................................... 3 Introduction ............................................................................................................. 4 Process for consensus .............................................................................................5 Characteristics of Developmental Verbal Dyspraxia .....................................................5 Table 1: Characteristic Features of DVD ....................................................................7 Change over time ...................................................................................................8 Terminology issues ................................................................................................. 8 Table 2: Differences in preferred terminology ........................................................... 10 Aetiology ............................................................................................................. 10 Incidence and prevalence of DVD ........................................................................... 11 Co-morbidity ....................................................................................................... -
Pragmatic Language
Pragmatic Language What is pragmatic language? Pragmatic language is the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it). Pragmatic language involves three major skills: Using language for different purposes such as: • Greeting (Hello. Goodbye. How are you?) • Informing (I am leaving.) • Demanding (Say “Good-bye.” Pick up the toy.) • Stating (I am going to the playground.) • Requesting (Do you want to go along?) Changing language according to the listener or the situation, such as: • Talking to a teacher versus talking to a baby • Speaking in a classroom versus talking in the cafeteria • Talking about family to another family member versus a stranger Following rules for conversation, such as: • Taking turns while talking • Introducing new topics • Staying on topic • Continuing the same topic as the other speaker • Re-wording when misunderstood • Using and understanding nonverbal signals (facial expression, eye contact, etc.) • Respecting personal space What causes a pragmatic language disorder? Although a specific cause of a pragmatic language disorder is not known, the problem is related to dysfunction of the language centers of the brain. Difficulty with pragmatic language can exist on its own, in combination with other language problems, or as part of another diagnosis such as autism spectrum disorder (ASD). What are the characteristics of a pragmatic language disorder? Children with a pragmatic disorder may demonstrate a general language delay. They may have trouble understanding the meaning of what others are saying. They may also have difficulty using language appropriately to get their needs met and to interact with others. -
Developmental Language Disorder (DLD) Information for Teachers New Terminology for DLD
Developmental Language Disorder (DLD) Information for teachers New terminology for DLD • DLD stands for Developmental Language Disorder. Having DLD means that a child or young person has severe, persistent difficulties understanding or using spoken language. DLD was previously known as Specific Language Impairment (SLI). • DLD is diagnosed by a Speech and Language Therapist (SLT) only and is used for children over the age of 5 years. DLD is only identified when a child continues to have severe Language and Communication Needs (LCN) following targeted intervention. • There is no known cause of DLD which can make it hard to explain. DLD is not caused by other biomedical conditions (such as ASD, hearing loss), emotional difficulties or limited exposure to language. • LCN is the term used for all children with language difficulties under the age of 5 years and is also used for a school aged child who does not have DLD or a Language Disorder associated with a biomedical condition, but presents with language difficulties. • These terms replace language delay in all age groups. • DLD can co-occur with other difficulties such as Attention Deficit Hyperactivity Disorder (ADHD), dyslexia and speech sound difficulties. • Language Disorder associated with a Biomedical Condition is the term given by an SLT when a CYP has severe persisting language difficulties over and above a known biomedical condition such as hearing loss, physical impairment, ASD, severe learning difficulties or brain injuries. For example Language Disorder associated with ASD. What signs may a CYP with DLD show? • A child may talk less than their peers and find it difficult to express themselves verbally. -
Don't Wait-And-See, Research Suggests
Don’t wait-and-see, research suggests By Lauren Lowry Hanen S-LP and Clinical Staff Writer Historically, intervening with the group of children known as “late talkers” has been the source of some debate within the field of speech language pathology (Hawa & Spanoudis, 2014). Late talkers are children who: Late talkers are children who: • are between 18 – 20 months and have fewer than 10 words; OR • are between 21 - 24 months and have fewer than 25 words; OR • are between 24 – 30 months and have fewer than 50 words and/or no two-word combinations; AND • have no major areas of concern in other areas of development (e.g. understanding, play, social, motor, cognitive skills) (Rescorla, Mirak, & Singh, 2000) While some researchers and professionals have advocated early intervention in order to prevent future difficulties, others have adopted a wait-and-see approach, whereby a child is not referred for intervention, despite failing a language screening (Capone Singleton, 2018). The wait-and-see approach is based on the idea that this group of children is likely to catch up to their peers on their own. However, two recent articles by Capone Singleton (2018) and Hawa et al. (2014) remind us of the body of research which strongly suggests that the wait-and-see approach is outdated, and that an ounce of prevention may be worth a pound of cure when it comes to late talkers. Late talker, late bloomer, language disorder – what’s the difference? It’s important to sort out some terminology before we go any further: • “Late talkers” are children with early language delay despite typical cognition, sensory and motor systems, and the absence of genetic or neurologic disease. -
Attention Deficit Disorder with Developmental Coordination Disorders
Arch Dis Child 1998;79:207–212 207 Arch Dis Child: first published as 10.1136/adc.79.3.207 on 1 September 1998. Downloaded from ORIGINAL ARTICLES Attention deficit disorder with developmental coordination disorders Magnus Landgren, Bengt Kjellman, Christopher Gillberg Abstract 6 years.1–4 The term DAMP is used in Nordic Aims—To analyse the contribution of cer- countries as an operational diagnosis for this tain social, familial, prenatal, perinatal, combination of deficits in children who do not and developmental background factors in have mental retardation or cerebral palsy.5 the pathogenesis of deficits in attention, DAMP and ADHD overlap to a considerable motor control, and perception (DAMP). degree.4 All children with DAMP have the Methods—A population based case- combination of attention deficits—amounting control study was carried out with 113 to full ADHD in about half of all cases—and children aged 6 years, 62 diagnosed with motor perceptual deficits (MPD). Some chil- DAMP and 51 controls without DAMP. dren with ADHD do not have MPD.4 The The children’s health and medical records diagnosis of MPD corresponds closely with were studied and their history with regard that of developmental coordination disorder to background factors was taken at an (Kadesjö, Gillberg, unpublished data).2 DAMP interview with the mother using a stand- is conceptualised as a neurodevelopmental ardised schedule. Familial factors, possi- dysfunction syndrome with a high degree of ble non-optimal factors during pregnancy psychiatric comorbidity.67 (including smoking), developmental fac- Several reports have shown an association of tors (including early language develop- specific risk factors and neurodevelopmental– ment), and medical and psychosocial data neuropsychiatric disorders.8–10 In a Swedish were scored in accordance with the re- population study in Gothenburg 20 years ago, duced optimality method. -
Bilingualism and Autism Spectrum Disorder: What the Research Tells Us
Bilingualism and Autism Spectrum Disorder: What the Research Tells Us Will a bilingual environment hinder my child’s language development? No! Although this concern has been shared by parents and professionals, research does not support the idea that speaking more than one language in the home is harmful for children with ASD. 1 In fact, research from the UW Autism Center shows that bilingualism may actually provide benefits for children with ASD! It is important to remember that language development itself may occur at a similar pace between monolingual and bilingual children with ASD.2 How bilingual environments can support children with ASD: Better perspective taking – an important tool for social communication 5 Greater use of gestures to signify wants and needs 5 More advanced skills in pretend play5 More cooing and vocalizing in toddlers5 Caretakers interacting in their native language may be able to be more responsive, use an increased variety of communication functions, convey more nuanced emotions, and expand on topics of interest; which can lead to better language modeling from the caretaker to the child 6 Children have the opportunity to interact with family members who speak other languages, participate fully in family gatherings and benefit from enriched cultural identities. Better able to switch attention between two tasks than monolingual peers with ASD (i.e. Sorting objects by color, then switching to sort by shape)7 In comparison to children with ASD who speak one language, exposure to bilingual environments does -
Child Speech Sound Disorder: Special Edition 1 RCSLTRCSLT Impactimpact Rereportport 202014-201514-2015 Septemseptemberber 2015 |
Child speech sound disorder: special edition 1 RCSLTRCSLT ImpactImpact ReReportport 202014-201514-2015 SeptemberSeptember 2015 | www.rcswww.rcslt.orglt.org 001_Cover_Bulletin1_Cover_Bulletin ATEATE AugAug 2019_Bulletin2019_Bulletin 1 008/07/20198/07/2019 113:253:25 Wish there were two of you to do your job? U~fv|fq`|YuX~fvdWLXYaNqPdÂ~fv`df||XCuYuuC`PrufcC`PCqPCaNYPqPdLPYduXPYqaCdWvCWPfvuLfcPrà What if there was a way to multiply your impact and increase the support each child receives? <XYaP|PvdUfquvdCuPa~LCd·uLafdP~fvÊrfqq~ÂYu·rdfufvqrnPLYCau~ËÂ|XCu|PLCdNfYruXPdP}uKPruuXYdWÃ<P LCdfPq~fvuXPcfruPPLuY{PuffarUfqPdWCWYdWCdNPcnf|PqYdWnCqPdurufP}uPdN~fvqYcnCLuYdufuXP XfcPÒuXCuYrÂufcC`PYduPq{PduYfdCdCuvqCaÂfdWfYdWnqfLPrrUfqP{Pq~LXYaNà At a Hanen workshop, you’ll gain a world-renowned, evidence-based coaching framework that leads to lasting Ycnqf{PcPdurYdnCqPduÔLXYaNYduPqCLuYfdCdNLfccvdYLCuYfdÃ<YuXCruPnÔK~ÔruPnWvYNPCdNrYcnaPcCuPqYCar nCqPdur|Yaaaf{PÂ~fv·aarffdKPcC`YdWCKYWWPqNYPqPdLPuXCd~fvP{PqYcCWYdPNà Pick your population and register for a Hanen workshop today. Language Delay - It Takes Two to Talk® workshop London, England ................ Nov 27-29, 2019 Autism - More Than Words® workshop Edinburgh, Scotland ........ Sept 9-11, 2019 Autism - More Than Words® workshop London, England ............... Dec 16-18, 2019 2 Ask the Experts Learn more at www.hanen.org August 2019 | www.rcslt.org 002-03_Contents_Bulletin2-03_Contents_Bulletin ATEATE AugAug 2019_Bulletin2019_Bulletin 2 005/07/20195/07/2019 112:512:51 CONTENTS THE EXPERTS ASK Contents -
Language Development and Literacy Updated: October 2018
Language development and literacy Updated: October 2018 Topic Editor : Susan Rvachew, PhD, McGill University, Canada This topic was developed with the collaboration of the Canadian Language and Literacy Research Network (CLLRNet). Table of contents Synthesis 4 Language Development at an Early Age: Learning Mechanisms and Outcomes from Birth 7 to Five Years ERIKA HOFF, PHD, OCTOBER 2009 Factors that Influence Language Development 11 JUDITH JOHNSTON, PHD, JANUARY 2010 Biological Bases of Language Development 16 ERIC PAKULAK, PHD, AMANDA HAMPTON WRAY, PHD, OCTOBER 2018 Parents’ Role in Fostering Young Children’s Learning and Language Development 21 CATHERINE S. TAMIS-LEMONDA, PHD, EILEEN T. RODRIGUEZ, PHD, NOVEMBER 2009 Literacy, Language and Emotional Development 28 MONIQUE SÉNÉCHAL,* PHD, DECEMBER 2009 Language Development and its Impact on Children’s Psychosocial and Emotional 33 Development JOSEPH BEITCHMAN, MD, ELIZABETH BROWNLIE, PHD, FEBRUARY 2010 The Impact of Language Development on the Psychosocial and Emotional Development 39 of Young Children NANCY J. COHEN, PHD, JANUARY 2010 Language Development and Literacy: Comments on Beitchman and Cohen 44 ROSEMARY TANNOCK, PHD, JANUARY 2010 Literacy as an Outcome of Language Development and its Impact on Children’s 48 Psychosocial and Emotional Development DAWNA DUFF, PHD, J. BRUCE TOMBLIN, PHD, OCTOBER 2018 ©2009-2019 CEECD / SKC-ECD | LANGUAGE DEVELOPMENT AND LITERACY 2 Literacy and its Impact on Child Development: Comments on Tomblin and Sénéchal 54 LAURA M. JUSTICE, PHD, JANUARY 2010 Early Identification of Language Delay 57 PHILIP S. DALE, PHD, JANET L. PATTERSON, PHD, FEBRUARY 2017 Programs Supporting Young Children's Language Development 62 KATHY THIEMANN-BOURQUE, PHD, STEVEN F. -
Literacy As an Outcome of Language Development and Its Impact on Children’S Psychosocial and Emotional Development 1 2 Dawna Duff, Phd, J
LANGUAGE DEVELOPMENT AND LITERACY Literacy as an Outcome of Language Development and its Impact on Children’s Psychosocial and Emotional Development 1 2 Dawna Duff, PhD, J. Bruce Tomblin, PhD 1 2 University of Pittsburgh, USA, University of Iowa, USA October 2018, Rev. ed. Introduction One of the most striking accomplishments of the preschool years is the child’s development of speech and language. As children enter school, they are expected to use these newly developed language skills as tools for learning and social negotiation. The important role of spoken and written communication in school-aged children’s lives suggests that individual differences in these skills may entail benefits and risks, in terms of broader academic and psychosocial competence. Subject Spoken language competence involves several systems. Children must master a system for representing meaning, and acquire a facility with the forms of language, ranging from the sound structure of words to the grammatical structure of sentences. This knowledge must be joined with their social competence. Much of this learning is accomplished without formal instruction, and what is known is largely tacit in nature. Preschool children begin to develop some awareness of this knowledge by rhyming words, for example, or taking a word apart into syllables. This ability to think about the sounds in words is called phonological awareness. Early reading development in alphabetic languages such as English depends on the integrity of phonological 1 awareness and other related phonological processing abilities. Learning to read also requires several skills. It is common to differentiate between two main aspects of reading: word recognition and comprehension.