A Clinical Synthesis of the "Late Talker" Literature

1998 ◽  
Vol 29 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Donna J. Kelly
Keyword(s):  
Language Acquisition ◽  
Service Provision ◽  
Expressive Language ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Late Talkers ◽  
Late Talker

"Late talkers" are most often differentiated from their normally developing peers by their limited expressive lexicons. In the majority of the studies conducted on late talkers, these children are described as producing fewer than 50 words and/or producing limited word combinations by 24 months of age. The expressive language of some of the late talkers will eventually resemble their same-age peers; however, a substantial number of these children will continue to evidence difficulties with their expressive language acquisition. This article provides a review of the literature on late talkers in order to assist speech-language pathologists as they tackle those issues that are specific to service provision with this population of children.

A Prospective Longitudinal Study of Language Development in Late Talkers

1994 ◽  
Vol 37 (4) ◽  
pp. 852-867 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Jamie Murray-Branch ◽  
Jon F. Miller
Keyword(s):  
Language Development ◽  
Late Onset ◽  
Expressive Language ◽  
Language Outcomes ◽  
Prospective Longitudinal Study ◽  
Late Talkers ◽  
Late Talker ◽  
Prospective Assessment ◽  
Language Assessments ◽  
Prospective Longitudinal

This longitudinal investigation charted the course of cognitive and language development from the prelinguistic period to multiword productions in 19 typically developing (TD) toddlers and 4 toddlers who were subsequently identified as having late onset of expressive language. Assessments were conducted at 3-month intervals over a 21-month period, with 12 months of prospective assessment data comparing the TD and late talker (LT) subjects (mean CA: 13 to 25 months) and 9 months of follow-up data (mean CA: 25–34 months) on the 4 subjects who were identified as late talkers at age 2. Three different developmental profiles were identified, and predictors of expressive language outcomes for the LT subjects were evaluated.

scholarly journals Language Outcomes of Late Talking Toddlers at Preschool and Beyond

2008 ◽  
Vol 15 (3) ◽  
pp. 119-126 ◽  
Author(s):  
Elizabeth M. Roos ◽  
Susan Ellis Weismer
Keyword(s):  
Early Identification ◽  
Expressive Language ◽  
Language Outcomes ◽  
Speech Language Pathologists ◽  
Delayed Onset ◽  
Late Talkers ◽  
Significant Interest ◽  
Age Appropriate

Abstract Toddlers who demonstrate delayed onset and progression of expressive language in conjunction with otherwise age-appropriate development are often referred to as “late talkers.” For speech-language pathologists who provide early identification and intervention of children who are late talkers, the ability to ascertain whether children ultimately recover or go on to experience difficulties throughout their school years into adulthood is of significant interest. This article summarizes criteria for the identification of late talkers based on research to date, and considers outcomes of late talking toddlers in preschool, kindergarten, and beyond.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Early Language Delay and Risk for Language Impairment

2008 ◽  
Vol 15 (3) ◽  
pp. 93-100 ◽  
Author(s):  
Erica M. Ellis ◽  
Donna J. Thal
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Language Delay ◽  
Clinical Implications ◽  
Early Language ◽  
Late Talkers ◽  
Late Talker ◽  
Early Language Delay ◽  
Clinically Significant ◽  
Normal Variability

Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds

2021 ◽  
Vol 42 (05) ◽  
pp. 395-418
Author(s):  
Keisey Fumero ◽  
Michelle Torres-Chavarro ◽  
Carla Wood
Keyword(s):  
Service Provision ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Children And Families ◽  
Cultural Impact ◽  
Speech Language Pathologists ◽  
Diverse Backgrounds ◽  
Common Practices

AbstractThe purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

scholarly journals A Viewpoint on Accent Services: Framing and Terminology Matter

2021 ◽  
pp. 1-10
Author(s):  
Vikas Grover ◽  
Aravind Namasivayam ◽  
Nidhi Mahendra
Keyword(s):  
Scoping Review ◽  
Linguistic Diversity ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Critical Attention ◽  
Language Pathology ◽  
Accent Modification ◽  
The Impact ◽  
The Way

Purpose: The purpose of this article is to offer a contemporary viewpoint on accent services and contend that an equity-minded reframing of accent services in speech-language pathology is long overdue. Such reframing should address directly the use of nonpejorative terminology and the need for nurturing global linguistic diversity and practitioner diversity in speech-language pathology. The authors offer their perspective on affirmative and least-biased accent services, an in-depth scoping review of the literature on accent modification, and discuss using terms that communicate unconditional respect for speaker identity and an understanding of the impact of accent services on accented speakers. Conclusions: Given ongoing discussions about the urgent need to diversify the profession of speech-language pathology, critical attention is needed toward existing biases toward accented speakers and how such biases manifest in the way that accent services are provided as well as in how clinicians conceptualize their role in working with accented speakers. The authors conclude with discussing alternate terms and offer recommendations for accent services provided by speech-language pathologists.

scholarly journals Late-talking toddlers: MLU and IPSyn outcomes at 3;0 and 4;0

2000 ◽  
Vol 27 (3) ◽  
pp. 643-664 ◽  
Author(s):  
LESLIE RESCORLA ◽  
KATHERINE DAHLSGAARD ◽  
JULIE ROBERTS
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Group Differences ◽  
Typically Developing ◽  
Regression Analyses ◽  
Language Outcomes ◽  
Late Talkers ◽  
Nonverbal Ability ◽  
Standard Deviations ◽  
Predictive Relationship

Expressive language outcomes measured by MLU and the Index of Productive Syntax (IPSyn) at ages 3;0 and 4;0 were investigated in 34 late talkers with normal receptive language identified between 2;0 to 2;7 and 16 typically developing comparison children matched on age, SES, and nonverbal ability. Late talkers made greater gains than comparison children between 3;0 and 4;0 in both MLU and IPSyn raw score. However, when age-standardized z-scores were analysed, the late talkers were about 2·5 standard deviations below comparison children on both measures at both ages. At 3;0, 41% of the late talkers had MLUs above the 10th percentile based on Scarborough's (1990) benchmark sample; by 4;0, 71% did so. Using the IPSyn, a more stringent measure, 34% scored above the 10th percentile at 3;0 and only 29% did so at 4;0. MLU was significantly correlated with the IPSyn at both ages for the late talkers, but only at 3;0 for the comparison children. A converging set of regression analyses indicated no group differences in the predictive relationship between MLU and IPSyn, suggesting that the late talkers were delayed on both measures but not deviant in their development.

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