Specific language impairment

A specific language impairment (SLI ) SLI ( short for. Specific Language Impairment ), Developmental dysphasia or language delay, a specific, circumscribed language impairment in a delayed or deviant language acquisition of a child without sensory, organic, mental, or serious is socially -emotional deficits.

  • 4.1 guidelines

Etiology

How often the SSES is genetic, was still not definitively proven, but studies show that children often have with SSES a member of the family, which also suffers to a language disorder. There have been made investigations on twins to see whether a genetic relationship exists. Among other studies of Verne (2006) found evidence for a genetic cause in the FOXP2 gene. Children with SLI have a normally developed sense of hearing and an average intelligence. Your motor skills, their social and emotional development as well as their neurological development profile does not differ from healthy children. The difference concerns only the linguistic development.

Symptoms

Children with SLI show from the beginning of impaired language development with symptoms either during childhood disappear, but can also remain composed. They typically have an impairment in the following linguistic levels:

  • Phonology
  • Morphology and Syntax
  • Vocabulary
  • And at the level of voice communication.

Children with SLI symptoms are but to describe in terms of their physical, mental and social-emotional development than normal. They have therefore also

  • An inconspicuous result in general development and intelligence tests (excluding voice services )
  • A normal listening behavior and no recent ear disorders
  • No oral abnormalities or malfunctions (eg dyspraxia, Myofunctional disorder ( orofacial ) )
  • No neurological dysfunctions (eg: no brain injury )

Frequency

Approximately 6-8% of children suffer from some type of language disorder. SSES comes in boys three times as often as in girls before. 40-75 % of the SLI children have trouble learning to read. In 73% of children in whom in preschool language impairment is detected, the symptoms to persist into adulthood.

Differences between SLI children and typically developing children

Linguistic errors are a common phenomenon during the development of language.

  • But SLI children have a significantly higher proportion of errors in their speech to developed than normal children.

For professionals such as Phoniater, speech / language therapists and clinical linguists, developmental psychologists children with SLI symptoms of so-called "normal" to distinguish developing children well.

  • SLI children exhibit in language tests for significant differences compared to typically developing children.
  • The hearing is not restricted
  • In non- linguistic development is age- normal

But even for laymen 's language development delay based on " milestones " in contrast to other developmental abnormalities relatively easily recognizable: the production of first words has a wide range of variation. Preforming the name ( situational Proto words) are distinguished from the targeted word usage. Typically developing children produce their first word at the age of about 13-20 months. Children who speak until the end of the second year is less than 50 words or combine any two-word utterances can ( in an otherwise completely inconspicuous Development) ( " Late spokesman " ) are considered Late Talker called. Typically developing children begin approximately 17 months with two- word phrases (eg want chocolate) to form SLI - children about 37 months.

Milestones of language development:

Types of errors

Children with such language impairment make different errors in language production. These types of errors are divided into the following categories.

Omission errors ( omission errors)

  • Affixes
  • Particles
  • Article
  • Auxiliaries ( auxiliary verbs)
  • Pronoun

Deviation error ( commission errors)

  • Overgeneralizations
  • Kasusfehler
  • Word order errors

Diagnosis, therapy and prognosis

Since the SSES about the mid- 1990s is examined scientifically enhanced, therefore the developmental disorder can now be accurately diagnosed.

A selection of the subtests of standardized language development tests allow for evaluation of syntactic- morphological Services:

  • Psycholinguistic development test (PET ) ( Angermaier 1974) grammar test
  • Heidelberg Language Development Test ( HSET ) ( Grimm / Scholer 1978)
  • SETK 2 (Grimm 2000)
  • SETK 3-5 (Grimm 2001)

To assess the expressive vocabulary scale, the offers " Active Vocabulary Test for 3 - to 5 - year-old children " revision ( AWST - R).

As early as kindergarten age signs of SSES by parents / educators can be noticed. Suction. Late Talkers be assessed with the help of parents questionnaires and vocabulary lists (eg ELAN -R ).

As early as preschool signs of SSES can be noticed by parents. SSES may affect the academic success of children, especially when no therapeutic measures are taken. Adults with a SSES in prehistory have more frequent problems in the area of social-emotional levels than those without SLI. Thus, an early diagnosis ( preferably with a doctor of Phoniatrics and Pediatric Audiology ) is useful in order to take prompt therapeutic measures.

Intelligence quotient Developmental coordination disorder Clinical linguistics Chiral auxiliary Medical guideline Digital Object Identifier
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