Language Disorders
Whether it be in homes, hospitals, clinics, or school settings, Speech-Language Pathologists assist children who have language delays, and treat those with language disorders. It is important to distinguish a language delay from a language disorder. A delay means a child is developing the same features of a language, but at a slower pace.
A child demonstrates a language disorder when his language abilities (verbal or understanding) are below what is expected for his level of functioning, age, and community. A child with a language disorder usually has difficulty acquiring vocabulary. It can result in the child having word-finding problems, and could eventually lead to difficulties in reading. A child with a language disorder sometimes displays problems organizing sounds in words, resulting in confusing and less meaningful verbal expressions. There can be a pattern of disorganization of words when producing sentences, or reduced length of sentences in the language disordered child. Often, the child does not correctly use possessives ('s, ex. Johnny’s hat), plurals (s, -es ex. Bats, Apples), or past tense forms (-ed, ex. He raked the leaves) during verbal or written expressions. A language disorder can be seen in some children who do not demonstrate appropriate social language skills. For example, these children may have difficulties maintaining topics, frequently interrupts speakers, or simply seem unable to carry on a dialogue requiring multiple verbal exchanges with other speakers.
A child who is acquiring a new or second language that is different from what he uses at home can often be mistaken as having a language disorders. In most cases, these children simply have language differences, and do not need intervention from a speech-language pathologist. Subsequently, there are also children who demonstrate weaknesses specific to linguist or language features with no weakness in intelligence, motor development or hearing. In this case, specific language impairment is likely.
Diagnosing a child with language disorder is not a simple task. There is not one standard measure for doing so. An assessment might include parent or teacher interviews, observations, samples of oral language, and the use of standardized tests. Language disorders are often found to be secondary to other conditions like dyslexia or learning disability. It is important to remember children acquire and develop language differently. Hence, many areas of a child's language have to be investigated that reveal a plan of treatment that will produce positive outcomes.
Whether it be in homes, hospitals, clinics, or school settings, Speech-Language Pathologists assist children who have language delays, and treat those with language disorders. It is important to distinguish a language delay from a language disorder. A delay means a child is developing the same features of a language, but at a slower pace.
A child demonstrates a language disorder when his language abilities (verbal or understanding) are below what is expected for his level of functioning, age, and community. A child with a language disorder usually has difficulty acquiring vocabulary. It can result in the child having word-finding problems, and could eventually lead to difficulties in reading. A child with a language disorder sometimes displays problems organizing sounds in words, resulting in confusing and less meaningful verbal expressions. There can be a pattern of disorganization of words when producing sentences, or reduced length of sentences in the language disordered child. Often, the child does not correctly use possessives ('s, ex. Johnny’s hat), plurals (s, -es ex. Bats, Apples), or past tense forms (-ed, ex. He raked the leaves) during verbal or written expressions. A language disorder can be seen in some children who do not demonstrate appropriate social language skills. For example, these children may have difficulties maintaining topics, frequently interrupts speakers, or simply seem unable to carry on a dialogue requiring multiple verbal exchanges with other speakers.
A child who is acquiring a new or second language that is different from what he uses at home can often be mistaken as having a language disorders. In most cases, these children simply have language differences, and do not need intervention from a speech-language pathologist. Subsequently, there are also children who demonstrate weaknesses specific to linguist or language features with no weakness in intelligence, motor development or hearing. In this case, specific language impairment is likely.
Diagnosing a child with language disorder is not a simple task. There is not one standard measure for doing so. An assessment might include parent or teacher interviews, observations, samples of oral language, and the use of standardized tests. Language disorders are often found to be secondary to other conditions like dyslexia or learning disability. It is important to remember children acquire and develop language differently. Hence, many areas of a child's language have to be investigated that reveal a plan of treatment that will produce positive outcomes.