Early Language Delay and Specific Language Impairment

Abstract

Early language delay (ELD) is a warning sign that may presage the presence of a later language impairment (LI). In order to allow more targeted identification and earlier intervention for LI, better diagnostic measures for toddlers are needed. Development of accurate predictive/diagnostic models requires consideration of a set of complex interrelated questions around definition, causality, and theories of LIs. A multifactorial model of language development and LI is essential to increase the accuracy of prediction. This article examines what is known about LI in the preschool years and language delay in toddlers, and examines these in relation to the Procedural Deficit Hypothesis (Ullman and Pierpont, [2005] Cortex 41:399-433] and the Statistical Learning Account (Stokes et al., [2012a] J Speech Lang Hear Res; Stokes et al., [2012b] J Child Lang 39:105-129) to suggest a new framework for characterizing ELD to better assist prediction of later LI.

Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions

“…Elements with relatively low semantic and perceptual salience, such as articles, prepositions, auxiliaries and obligatory infinitives, are frequently missing, as in the following examples: THEY SINGING (Binger et al, 2011); I CHANGE SCHOOLS SEPTEMBER (Lund & Light, 2007b); and "Do you want watch" (Lund & Light, 2003). These error patterns are similar to those reported in speaking children with language impairments (Moyle, Stokes, & Klee, 2011). Given the low semantic valence and the potential effort involved in their production, such omissions may at least in part reflect strategic efficiency.…”

The Prevalence of Specific Language Impairment in 6-Year-Old Persian-Speaking Children in Shiraz City, Iran, 2015

“…Bishop and Leonard (2000) reported that children with SLI fall at the bottom end of the normal distribution of language competence (3). Practically, a child who has a language impairment in the absence of a significant sensory, psychiatric, neurological, or intellectual disorder is diagnosed with SLI (4,5); In other words, as Schwartz (2009) explained, "SLI is an impairment of language comprehension, language production, or both in the absence of hearing impairment, the absence of a general developmental delay (i.e., a normal performance IQ), the absence of any neurological impairment (e.g., perinatal bleeds, seizure disorders), and no diagnosis of autism" (6). Tomblin et al (1996) were the first to provide a valid and reliable diagnostic system labeled the EpiSLI system for the conduct of epidemiologic research on specific language impairment.…”

Spectrum of neurodevelopmental disabilities in a cohort of children in Hungary

“…In developmental (specific) language impairment predominantly a single developmental domain is affected, although longitudinal studies provided evidence that the delay may not be solely restricted to the language domain over time. 1,91 This disorder is supposed to be the result of an interplay between genetic, environmental, neurobiological and cognitive (perception, speed of processing, working memory and phonological short-term memory) factors. 91,92 Developmental language impairment is a heterogeneous disorder with various subgroups and a changing profile for each individual across development.…”

“…1,91 This disorder is supposed to be the result of an interplay between genetic, environmental, neurobiological and cognitive (perception, speed of processing, working memory and phonological short-term memory) factors. 91,92 Developmental language impairment is a heterogeneous disorder with various subgroups and a changing profile for each individual across development. 91 The prevalence of specific language impairment was estimated as 7.4% among kindergarten children in the USA.…”

“…91,92 Developmental language impairment is a heterogeneous disorder with various subgroups and a changing profile for each individual across development. 91 The prevalence of specific language impairment was estimated as 7.4% among kindergarten children in the USA. 93 Only 0.5% of the total 1764 patients referred to our Paediatric Neurology Service had developmental language impairment and it occurred only in 3.7% of the children with neurodevelopmental disabilities.…”