Intellectual Disability and Language Disorder

Marrus, Natasha; Hall, Lacey

doi:10.1016/j.chc.2017.03.001

Cited by 112 publications

(78 citation statements)

References 64 publications

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“…In the speech and language domain, therefore, the ability to spontaneously acquire a language relies on the child’s neuropsychological skills, and thus the absence of speech needs to be considered as a symptom of their underdeveloped neuropsychological functions rather than an isolated deficit. This is supported by empirical evidence showing that language learning deficits are often observed across different clinical populations, including children with hearing loss (Briscoe et al, 2001; Moeller et al, 2010), children with ADHD (Geurts and Embrechts, 2008; Green et al, 2014), Autism Spectrum Disorder (Koolen et al, 2012) as well as those with mental retardation (Marrus and Hall, 2017) or cerebral palsy (Hustad et al, 2014). In these groups of children the absence of speech is clearly secondary to another pathology, such as impaired auditory perception in children with hearing loss, or impaired executive control and social-emotional deficits in the ADHD and Autism Spectrum Disorder.…”

Section: Introductionmentioning

confidence: 75%

Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage

Tomas

Vissers

2019

Front. Hum. Neurosci.

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Although the Developmental Language Disorder (DLD), also known as Specific Language Impairment in children has been the focus of unceasing scientific attention for decades, the nature and mechanisms of this disorder remain unclear. Most importantly, we still cannot reliably identify children requiring urgent intervention among other ‘late talkers’ at an early age and understand the high prevalence of comorbidity with psychiatric phenomena such as Autism Spectrum Disorder. One of the main reasons for this is the traditional ‘diagnosis-by-exclusion,’ resulting in heterogeneity of the DLD population. This paper proposes an alternative approach to the diagnosis, treatment and research of DLD, claiming that it is these children’s multiple deficits in neuropsychological development, which impede the spontaneous acquisition of their first language. Specifically, this review of the state-of-the-art in DLD research demonstrates deep and systematic interconnections between the speech and other higher cognitive functions developing in early childhood, including perception, attention and executive functions. In the proposed framework, speech is, therefore, considered as one of neuropsychological abilities, and the delay in its development is explained by other neuropsychological deficits, resulting in highly individual clinical profiles. By considering DLD as a complex neuropsychological syndrome, whose successful treatment depends on a holistic approach to diagnosis and intervention, we may significantly increase the efficacy of speech therapy, and also better understand the flexibility of the developing brain, its compensatory mechanisms and hence the comorbidity of DLD with psychiatric symptoms. Implications for using this paradigm in future scientific research are discussed.

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Section: Introductionmentioning

confidence: 75%

Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage

Tomas

Vissers

2019

Front. Hum. Neurosci.

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“…Given the relationship between elevated levels of autistic behaviour and SIB in people with ID (Richards et al 2012 ), possible explanations might draw upon functional differences between self-harm and SIB, with communication difficulties commonly implicated in the ID literature (Chiang 2008 ; McClintock et al 2003 ). Both heightened ability and reduced autism symptom severity are associated with superior language acquisition and skills (Marrus and Hall 2017 Wodka et al 2013 ; Ray-Subramanian and Ellis Weismer 2012 ), and thus it is possible that ability may mediate the relationship between autism severity and self-harm. Indeed, this might also explain why Moseley et al ( 2019 ) did not find any relationship between autism severity and self-harm, as this study used a measure of autistic traits which is primarily suitable for individuals with good verbal ability.…”

Section: Discussionmentioning

confidence: 99%

Prevalence and Risk-Markers of Self-Harm in Autistic Children and Adults

Licence

Oliver

Moss

et al. 2019

J Autism Dev Disord

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Self-harm is purportedly common in autistic individuals, but under-researched, particularly in younger samples and those without intellectual disability. This study aimed to describe prevalence, profile and correlates of self-harm in autistic individuals without impairments in adaptive functioning. Parents of autistic participants (n = 83) completed questionnaires regarding the presence/topography of self-harm, demographic characteristics, autism severity, age of diagnosis, affect, activity levels and repetitive behaviour. 24.10% of participants engaged in self-harm. Self‐harm was associated with significantly higher levels of impulsivity, over-activity, negative affect, compulsive behaviour and insistence on sameness. Low mood and overactivity/impulsivity predicted the presence of self-harm, with the model correctly classifying 82.9% of cases. Findings highlight a role for impaired behavioural inhibition and low mood in the aetiological mechanisms underpinning self-harm in autism.

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“…The difficulties with communication that people with ID may experience are diverse, ranging from the intelligibility or fluency of speech [ 5 ], through to the understanding and comprehension of spoken, written or sign language [ 6 ], to the transmission of messages or the pragmatic use of language [ 7 ]. These three aspects, i.e., receptive, expressive and pragmatic language functioning, form an important part in a person’s communicative competence that can be assessed and measured across different situations [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life

Garcı́a¹,

Villoria

Wojcik

et al. 2020

IJERPH

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Research suggests that individuals with intellectual disabilities (ID) experience difficulties in communication, ranging from intelligibility issues to more severe problems in the use and comprehension of spoken, written or sign language. Despite the negative effects that the inability to communicate have on quality of life (QoL), not much research has explored the relationship between communicative competence and QoL in the adult population with ID. The aim of this study was to describe the global communication profile of a sample of 281 adults with ID recruited from Grupo AMÁS Social Foundation, who differed in their level of communication support needs (CSN). The relationships between communicative competence and CSN with QoL were further examined. The results showed lower QoL indices for those participants characterized by their limited use of discourse and inability to exhibit certain communicative purposes, with the largest differences in the dimensions of self-determination, social inclusion, interpersonal relationships, emotional wellbeing and personal development. Overall, low levels of QoL were found for all participants, with even lower scores for the group identified as having CSN. A multiple regression model revealed that having speech/discourse competence is a powerful predictor of QoL, along with the level of disability and having the communicative competences to express likes and preferences or to establish new relationships. This clear relationship between communication and QoL is an important argument for disability support services when it comes to setting communication supports as a priority and as an important preventive step towards the protection of those at risk of exclusion.

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Intellectual Disability and Language Disorder

Cited by 112 publications

References 64 publications

Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage

Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage

Prevalence and Risk-Markers of Self-Harm in Autistic Children and Adults

Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life

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