scholarly journals Verb processing in children with developmental language disorder

Logopedija ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 78-83
Author(s):  
Katarina Pavičić Dokoza
Keyword(s):  
Word Processing ◽  
Language Disorder ◽  
Statistical Significance ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
Verb Processing ◽  
The Difference ◽  
Semantic Errors ◽  
Speed Accuracy ◽  
Speed And Accuracy

Speed, accuracy, and type of errors during word processing in children with developmental language disorder (DLD) have often been in the focus of various lexical studies. Results of these studies are uniform: children with DLD show slow and less accurate processing. Less is known about the speed and accuracy of verb processing. Therefore, the aim of this study is to explore whether there are differences in the speed and accuracy of verb processing between children with DLD and their typical developing chronological peers (TDC) and younger, language age-matched peers (TDC-y), with special attention to the type of errors produced. The participants in this pilot study were 30 children between the ages of 7;11 and 11 years. Average age of children with DLD was 10;2; TDC children 9;9; and TDC-y children were 8,1. Research procedure included stimulus word presented in auditory form, and children’s task was to choose which one of the three presented pictures on computer screen represent the verb they just heard. Results showed no statistically significant differences regarding speed and accuracy between groups of participants. The difference in proportion of errors in picture selection task did not reach statistical significance when it comes to phonological mistakes, nor when it comes to semantic errors. However, the proportion of phonological errors had a tendency of highest scores in group of children with DLD, while proportion of semantic errors was highest in TDC-y. According to findings from this study, it seems important to emphasize the importance of phonological exercises parallel with exercises focused on vocabulary span in work with children with DLD. Number of exposures to the new word in children with DLD can play a significant role in speed of processing but it can also lead to overlearning affecting research outcomes. Children with DLD who participated in this study had been enrolled in speech and language therapy for several years. Future studies should, among other, also control this variable.

Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning

2021 ◽  
pp. 1-16
Author(s):  
Jill K. Fahy ◽  
David K. Browning
Keyword(s):  
Executive Functions ◽  
Language Disorder ◽  
Self Regulation ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
High Stakes ◽  
Clinical Model ◽  
Adolescent Students ◽  
Strategic Plans ◽  
Complex Planning

Purpose Adolescent students face increased expectations to successfully navigate academic, social, and vocational transitions. As demands increase and support systems fade, adolescents with developmental language disorder and concomitant deficits in executive functions are particularly vulnerable to these high-stakes transitional moments. Limited language systems are not well suited for navigating the subtleties of social nuance, the abstraction of academic and vocational language, and the unfamiliarity of complex planning necessary for self-regulation. Conclusions This clinical focus article proposes a clinical model of language therapy for adolescents with developmental language disorder and concomitant deficits in executive functions. Therapy emphasizes eliciting the most complex syntactic and semantic skills available to the student as they work to formulate specific, reasoned, predictive, strategic plans. Therapy takes place in small group contexts where pairs of students collaborate to use their language and reasoning to solve unfamiliar, challenging, scientific-like problems.

scholarly journals Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder

2016 ◽  
Vol 52 (4) ◽  
pp. 528-539 ◽  
Author(s):  
Susan H. Ebbels ◽  
Lisa Wright ◽  
Sally Brockbank ◽  
Caroline Godfrey ◽  
Catherine Harris ◽  
...  
Keyword(s):  
Language Disorder ◽  
Developmental Language Disorder ◽  
Older Children ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy

Using Nonword Repetition to Identify Developmental Language Disorder in Monolingual and Bilingual Children: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 1-16
Author(s):  
Salomé Schwob ◽  
Laurane Eddé ◽  
Laure Jacquin ◽  
Mégane Leboulanger ◽  
Margot Picard ◽  
...  
Keyword(s):  
Systematic Review ◽  
Effect Size ◽  
Language Disorder ◽  
Meta Analysis ◽  
Diagnostic Value ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
Language Background

Purpose A wealth of studies has assessed the diagnostic value of the nonword repetition task (NWRT) for the detection of developmental language disorder (DLD) in the clinical context of speech and language therapy, first in monolingual children and, more recently, in bilingual children. This review article reviews this literature systematically and conducts a meta-analysis on the discriminative power of this type of task in both populations. Method Three databases were used to select articles based on keyword combinations, which were then reviewed for relevance and methodological rigor based on internationally recognized checklists. From an initial pool of 488 studies, 46 studies were selected for inclusion in the systematic review, and 35 of these studies could be included in a meta-analysis. Results Most of the articles report significant discrimination between children with and without DLD in both monolingual and bilingual contexts, and the meta-analysis shows a large mean effect size. Three factors (age of the child, linguistic status, and language specificity of the task) yielded enough quantitative data for further exploration. Subgroups analysis shows variance in effect sizes, but none of the three factors, neither their interactions, were significant in a metaregression. We discuss how other, less explored factors (e.g., nature of the stimuli, scoring methods) could also contribute to differences in results. Sensitivity and specificity analyses reported in 33 studies confirmed that, despite possible effect size differences, the diagnostic accuracy of the NWRT is generally near thresholds considered to be discriminatory. It generally increases when it is combined with other tasks (e.g., parental questionnaire). Conclusions This review indicates that the NWRT is a promising diagnostic tool to identify children with DLD in monolingual and bilingual contexts with a large mean effect size. However, it seems necessary to choose the precise NWRT materials based on the children's language background and to complement the assessment sessions with other tools in order to ensure diagnosis and to obtain complete language profile of the child. Supplemental Material https://doi.org/10.23641/asha.15152370

An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues

2019 ◽  
Vol 35 (3) ◽  
pp. 189-201
Author(s):  
Barbro Bruce ◽  
Kristina Hansson
Keyword(s):  
Language Comprehension ◽  
Language Disorder ◽  
School Age Children ◽  
Classroom Teachers ◽  
Developmental Language Disorder ◽  
Interactive Behavior ◽  
Language Difficulties ◽  
History Of ◽  
The Difference ◽  
Mean Length Of Utterance

Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly production difficulties and stronger language comprehension and two with language comprehension difficulties were studied in two types of context, differing in their degree of structure. Variables for a quantitative analysis were number of words per minute and mean length of utterance (MLU) in words for both teachers and children, and the number of questions asked by the teacher. A qualitative analysis focused on identifying typical characteristics depending on context and the child’s type of difficulties. In both contexts the teachers talked more than the children, but the difference was smaller in the less structured context, mainly because the children talked more. The two children with predominantly production difficulties seemed to take advantage of the opportunities to take initiatives offered in the less structured context. The children with comprehension difficulties function better in the more structured context, where their comprehension difficulties were less obvious. Studies with more rigorous design analysing more aspects of teacher’s interactive behavior in different contexts and with children with different linguistic profiles are needed to provide teachers with information to raise their awareness of how to provide support adapted to the linguistic profiles of children with DLD.

scholarly journals Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

2018 ◽  
Vol 10 (1-2) ◽  
pp. 21-38
Author(s):  
Ana Matić ◽  
◽  
Jelena Kuvač Kraljević ◽  
Lana Kologranić Belić ◽  
Marina Olujić Tomazin ◽  
...  
Keyword(s):  
Experimental Study ◽  
Early Literacy ◽  
Social Life ◽  
Language Disorder ◽  
Communication Disorders ◽  
Evidence Based ◽  
Parental Perception ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
Positive Effects

Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy

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

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

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

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.

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

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.

Narrative Language Markers of Arabic Language Development and Impairment

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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