Preschool Children with Inadequate Communication: Developmental Language Disorder, Autism, Mental Deficiency.

Background. Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. Methods. We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. Results. Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. Conclusions. Monitoring risk situations and employing caregivers’ reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.

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Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00040 ◽

2020 ◽

Vol 63 (11) ◽

pp. 3700-3713

Author(s):

Saleh Shaalan

Keyword(s):

Phonological Processing ◽

Language Disorder ◽

Nonword Repetition ◽

School Age Children ◽

Typically Developing ◽

Developmental Language Disorder ◽

Gulf Arabic ◽

Arabic Speaking ◽

Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

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Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00012 ◽

2020 ◽

Vol 63 (9) ◽

pp. 3036-3050

Author(s):

Elma Blom ◽

Tessel Boerma

Keyword(s):

Working Memory ◽

Selective Attention ◽

Language Disorder ◽

Typically Developing ◽

Developmental Language Disorder ◽

Visuospatial Working Memory ◽

Interference Control ◽

Developmental Patterns ◽

Search Tasks ◽

The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

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Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00077 ◽

2020 ◽

Vol 5 (1) ◽

pp. 47-54

Author(s):

Kimberly A. Murza ◽

Barbara J. Ehren

Keyword(s):

Language Impairment ◽

Specific Language Impairment ◽

Language Disorder ◽

Public Awareness ◽

Developmental Language Disorder ◽

Speech Language Pathology ◽

Speech Language Pathologist ◽

School Based ◽

Language Pathology ◽

Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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Narrative Language Markers of Arabic Language Development and Impairment

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00082 ◽

2020 ◽

Vol 63 (10) ◽

pp. 3472-3487

Author(s):

Natalia V. Rakhlin ◽

Nan Li ◽

Abdullah Aljughaiman ◽

Elena L. Grigorenko

Keyword(s):

Language Development ◽

Standardized Test ◽

Language Disorder ◽

Arabic Language ◽

Developmental Language Disorder ◽

Standardized Measures ◽

Verb Agreement ◽

Language Groups ◽

Specificity And Sensitivity ◽

Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

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