Language Disorders in Adolescents: Current Needs and Future Directions

Adolescents with developmental language disorders often do not receive proper intervention needed for effective communication skills.
Many adolescents exhibit no clear symptoms of language disorders but struggle academically with language-dependent tasks.
The article highlights challenges faced by these adolescents and proposes solutions:
- Advocating for the rights of adolescents with language disorders.
- Enhancing collaboration between speech-language pathologists (SLPs) and other professionals within schools.
- Reforming training programs for future speech-language pathologists to assist adolescents more effectively.

After engaging with this material, readers will be able to:

Explain the nature of language disorders in adolescents from the client’s perspective.
Explain the relation between language disorders and poor literacy skills.
Detail strategies to improve services for adolescents with language disorders.

Developmental disorders of spoken and written language affect at least 10% of adolescents in schools, including those with:
- Specific language impairment.
- Nonspecific language impairment.
Most adolescents do not receive the individualized intervention necessary to address their language deficits.
Without intervention, adolescents face negative consequences:
- Social difficulties.
- Emotional issues.
- Academic struggles.
- Vocational challenges.

Common arguments against providing intervention include:
- Claims it is too late for intervention.
- Assumptions about a lack of resources.
- Beliefs that previous language issues have resolved.
These assertions are viewed as invalid; it is an ethical duty for SLPs to ensure effective language intervention.

Scenario: Henry, a 15-year-old in the eighth grade.
Lives in a lower-income neighborhood and reads/writes at a third-grade level despite no obvious articulation errors.
Avoids complex words due to fear of ridicule and has not been referred for evaluation.

In literature class, Henry faced complex comprehension tasks, exemplified by a passage from Isaac Asimov titled "Science and the Sense of Wonder."
Passage complexity:
- Long sentences (e.g., a sentence with 31 words, various clauses)
- Vocabulary exceeding his lexile level (e.g., cata- clysm, horde, evolution, mutations).

Henry experiences:
- Frustration with complex texts.
- Increasing discouragement and feelings of hopelessness about school.
- Avoidance of participation in class discussions and oral reports.
Examples of assigned tasks highlighting the gap in Henry's abilities:
- Presentation on galaxies requiring terminology he struggles with.

Untreated language disorders lead to:
- High school dropout rates.
- Challenges in pursuing postsecondary education.
- Difficulties in securing and maintaining employment.
- Increased risk for health problems due to poor literacy skills.
Example health-related issue:
- Inability to comprehend information about managing health conditions, e.g., diabetes.

It is critical to recognize that effective intervention is possible, even for adolescents who have experienced language delays.
Adolescents undergo substantial growth in various domains between ages 12-20:
- Language and cognitive development.
- Social and emotional maturity.
Period allows them to engage more fully with language, especially under guidance from adults.

Recent advancements in understanding language development can guide intervention plans for adolescents:
- ASHA offers resources including webinars and self-study courses.
- Every Student Succeeds Act (Public Law 114-95) emphasizes the role of SLPs in literacy intervention, recognizing the link between language disorders and literacy deficits.
Objective to help all students, particularly those like Henry who may not be in special education but need support.

Advocacy for intense, individualized support for adolescents with language disorders is essential.
Early identification in kindergarten can prevent chronic frustration.
SLPs should have the necessary resources for effective screening and intervention.
Training programs for SLPs need more emphasis on coursework regarding language development in adolescents.
Incorporation of research and intervention studies supporting literacy and language development in classrooms is necessary.
Common Core State Standards should align with interventions for students with language disorders, ensuring that they meet necessary competency levels in communication.

Providing effective language intervention to adolescents not only benefits the individual but also society at large.
By addressing language disorders early and thoroughly, both academic and social outcomes improve, fostering informed and productive citizens.