SECTION 2 Developmental Communication Disorders

Overview

• The chapter focuses on Child Language Disorders, discussing how to identify and understand various language impairments in children.

• Written by Robb, M. P. in "Intro: A guide to communication sciences and disorders" (2023).

Chapter Objectives

• Differentiate elements of language: phonology, morphology, syntax, semantics, and pragmatics.

• Understand basic concepts of language, such as morpheme or phoneme.

• Explain normal spoken language development.

• Distinguish different disabilities characterized by language disorder:

  • Specific language impairment

  • Intellectual disabilities

  • Autism spectrum disorders

• Identify the difference between language disabilities and cultural language differences.

• Define what constitutes a language disorder and its implications.

• Grasp formal and informal language assessment principles.

Language and Communication

• Language: a uniquely human process for information sharing using signs, sounds, and gestures.

• Linguistics: the academic study of language.

• Language disorders profoundly affect functioning, impacting learning and development in children.

• Language disorder characteristics include improper word use, inability to communicate ideas, poor grammar, reduced vocabulary, and inability to follow directions.

Language Elements

Key Language Elements

• Phonology: Study of sound patterns in language.

• Morphology: Smallest meaningful units (morphemes), including:

  • Free morphemes: Stand-alone words (e.g., 'play').

  • Bound morphemes: Prefixes and suffixes (e.g., 'playing').

• Syntax: Rules for combining words into sentences.

• Semantics: Meaning of words and phrases in context.

• Pragmatics: Rules governing the use of language in social contexts.

Language Development

Stages of Language Development

1. Infant Phase (Prelinguistic Communication):

   • Gaze coupling and vocalizations begin early (3 months old).

   • First words typically by 12 months (usually 'mom' or 'dad').

2. Toddlerhood (1-2 years):

   • Single-word productions (onset of verbalizations).

   • Transition to two-word combinations by age 2, such as 'more juice'.

3. Preschool (2-5 years):

   • Rapid vocabulary expansion (up to 1,000 words by age 5).

   • Ability to follow complex directions, tell stories, and engage in conversations.

   • Begin using grammatical morphemes and longer phrases.

Language Disorders

Common Childhood Language Disorders

1. Specific Language Impairment (SLI):

   • Not caused by known neurological or sensory deficits.

   • Characteristics: late talking, limited vocabulary, errors in verb forms.

   • Affects approximately 8% of 5-year-old children.

2. Intellectual Impairment:

   • Characterized by significantly subaverage intellectual functioning (IQ < 70).

3. Late Talkers:

   • Children aged 18-30 months with significantly reduced vocabulary (e.g., under 50 words).

Assessment of Language Disorders

Assessment Components

1. Case History: Gathering background and developmental history from parents.

2. Standardized Testing: Evaluate specific language functions using established tests (e.g., Peabody Picture Vocabulary Test).

3. Language Sampling: Collect naturalistic language samples for analysis (e.g., MLU).

Treatment Approaches

Types of Therapy

1. Adult-Centered Therapy: Direct instruction; frequent prompts for specific language skills.

2. Child-Centered Therapy: Less directive; follows child's lead in naturalistic contexts.

   • Techniques include self-talk, parallel talk, description, and language expansion.

Cultural Considerations

• Recognize the diversity in language backgrounds.

• Understand the difference between language differences (dialectical variations) versus disorders.

• Assess bilingual children carefully, distinguishing between L1 and L2 abilities.

Summary

• Child language disorders significantly impact academic and social development.

• Various strategies can be used for assessment and treatment, dependent on individual child needs.

• Cultural and linguistic diversity increases the complexity of language assessments.