Classroom instruction for children with Landau-Kleffner Syndrome

Abstract

Children with Landau-Kleffner Syndrome (LKS), a rare form of acquired childhood aphasia characterized by abnormal epileptiform activity in the speech cortex, present speci c challenges to maximize language recovery and learning in the classroom. Two post surgical and two pharmacologically treated children with LKS were followed. Successful instructional methods were documented, as well as changes in language functioning.

Landau–Kleffner syndrome: A rare Auditory Processing Disorder

“…-Exploration of reading and mathematics programmes that are best suited to the child's functional level and that will by-pass the difficulty with the auditory channel for processing. -Computer programs with colourful visuals and simple verbal information to assist in learning decoding skills [17,26,27].…”

Rehabilitation issues in Landau–Kleffner Syndrome

“…As the syndrome is a dynamic process with a discontinuous course, studying treatment effectiveness can be difficult. Clinical practice guidelines encourage intensive speech therapy with a focus on maintaining residual language [41], although no empirical literature is currently available on the efficacy of speech therapy. Case studies inconsistently demonstrate that children with LKS may rely more on prosodic cues than healthy controls to support comprehension and this may be an appropriate target of speech therapy [42].…”

“…Case studies inconsistently demonstrate that children with LKS may rely more on prosodic cues than healthy controls to support comprehension and this may be an appropriate target of speech therapy [42]. As non-verbal abilities are preserved, visual methods of communication are often encouraged [15,41]. Case reports suggest that sign language allows communication and does not impede reacquisition of spoken language [11,43].…”

“…A qualitative case series describing four students with LKS reports that substantially separate classrooms, individualized attention, pre-teaching and a functional approach to communication are highly recommended [41]. Case reports document success with using highly visual strategies in the classroom, as processing of non-verbal information is unimpaired in LKS [15].…”

“…For example, picture schedules, colour coding to support letter and sound identification while reading, storyboards for instructions and graphic conversation have been reported to be helpful to students [15,41,44]. Computer programs are suggested to support reading comprehension [41].…”