Developmental Language Disorder and Uninhibited Primitive Reflexes in Young Children

Abstract

Purpose Developmental language disorder (DLD) is a developmental disorder where children fail to acquire language in the absence of a clear cause. Many studies have reported general motor deficits in children with DLD, but no studies have uncovered a cure. The purpose of our study is to better understand the underlying motor deficits in DLD, starting from uninhibited primary reflexes—which are the most basic stage of motor development. Knowledge of this motor–language relationship should lead to earlier and more targeted interventions in young children with DLD. Method Children with DLD ( n = 75, age range: 4–10 years) and 99 age-matched typically developing (TD) children completed a nonword repetition test to assess DLD and six other tests to assess primitive reflexes. Results Children with DLD demonstrated higher levels of persistent primitive reflexes compared to TD children. As the scores for neuromotor immaturity increased, nonword repetition test scores decreased ( r = −.44, p < .01). Results indicated that TD children exhibited lower neuromotor immaturity ( M = 7.63, SD = 3.75) compared to children with DLD ( M = 13.51, SD = 4.47). All primitive reflexes (the Moro reflex, the symmetrical tonic neck reflex in flexion and in extension, the asymmetrical tonic neck reflex, the tonic labyrinthine reflex, and the Galant reflex) turned out to be statistically significantly different for the TD and DLD groups ( p < .001). We also observed some differences between sexes. Conclusions Children with impaired language development underwent slower neuromotor development. However, further research is needed to determine whether motor intervention programs that inhibit primitive reflexes are helpful for children with DLD.

Retained Primitive Reflexes and Potential for Intervention in Autistic Spectrum Disorders

“…With the maturation of the central nervous system, these primitive reflexes become more challenging to evoke after the first year postpartum when the infant becomes capable of voluntary motor activity. RPRs are not infrequently present in children with ASD, ADHD, or cerebral palsy, and may be early indicators of brain-based deficits (3,4,22,148,(292)(293)(294)(295).…”

“…It has been argued that independent of a child's age, RPRs are significantly related to an infant's ability to interact with objects (i.e., agency) ( 4 , 21 , 144 , 156 , 210 ) as well as with others (i.e., copying gestures) ( 22 ), meaning that high scores in the assessment of primitive reflexes, is associated with an increased likelihood of RPRs, which, in turn, are also associated with low scores in motor responsivity, independent of the age of the infant.…”

“…Although not typically part of the current pediatric examination, primitive reflex testing was previously included as part of a routine pediatric neurology examination. They are, however, a well-accepted part of the evaluation of effective child development (3,7,(21)(22)(23), whose normal temporal trajectory is reported in Figures 1, 2. The controversy surrounds the inhibition of these reflexes.…”

Relationships among integration of Primitive reflexes, Motor competence and Crawling in children

“…The most severe consequences of primary reflexes persistence are typically found in children with cerebral palsy, while milder persistence has been observed in children with reading difficulties and motor problems (McPhillips, Hepper & Mulhern, 2000). It has also been shown that the non-integration of primitive reflexes can cause developmental delays, and is associated with a variety of disorders, such as ADHD (Konicarova, Bob & Raboch, 2013), autism, learning difficulties (Bilbilaj, Gjipali & Shkurti, 2017;Hickey & Feldhacker, 2021;Matuszkiewicz & Ga lkowski, 2021), dyspraxia (Pecuch et al, 2020), dyslexia, behavioral disorders (Rashikj-Canevska & Mihajlovska, 2019) or sensory processing disorders (Bilbilaj et al, 2017, Rashikj-Canevska & Mihajlovska, 2019.…”

A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills

“…One factor that is not often considered when thinking about language and reading disability is the common co-occurrence of motor deficits. However, decades of research demonstrate that motor, language, and reading deficits often co-occur (Bishop, 2002;Bishop & Edmundson, 1987;Brookman et al, 2013;Hill, 2001;Matuszkiewicz & Gałkowski, 2021;Owen & McKinlay, 1997;Powell & Bishop, 1992). A cognitive theory that can reconcile this seemingly unlikely relationship is the simulation theory of reading comprehension based on embodied cognition (Barsalou, 1999;Gallese, 2007Gallese, , 2008Gallese & Lakoff, 2005;Glenberg & Robertson, 2000;Zwaan & Taylor, 2006).…”