Specific language impairment in the long-term perspective – the importance of assessment procedures, reading skills, and communicative competence

Richterová, Eva; Málková, Gabriela Seidlová

doi:10.5114/hpr.2017.69660

Cited by 2 publications

(3 citation statements)

References 49 publications

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“…These are excluded from this discussion as identification, assessment/ diagnosis and intervention are likely to be specific to these conditions. DLD has known impacts on children's learning, including reading and writing (Mlčáková et al 2012;Richterová and Seidlová Málková, 2017;Ricketts, 2011), and may have a long-term impact on their social participation (St Clair et al, 2011) and psychological development (Snowling et al 2006).…”

Section: Terminology and Description Of Developmental Language Disordersmentioning

confidence: 99%

“…Timely identification and diagnosis of DLD is important. In common with many other countries, the Czech Republic relies heavily on parental identification of children with suspected language problems, particularly in the preschool years (Richterová and Seidlová Málková, 2017). This may lead to under-identification, as parents may not recognise signs of DLD in young children due to the subtle nature of language difficulties (Skeat et al, 2014).…”

Section: Identification Of Language Impairmentmentioning

confidence: 99%

“…Assessment may be supported by psychometric (i.e. standardised assessment) and/or clinical (professional observation and questioning) strategies (Richterová and Seidlová Málková, 2017). The two approaches are easily combined, supporting a holistic understanding of children's performance in testing and in natural and functional environments.…”

Section: Assessment and Diagnosismentioning

confidence: 99%

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Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Roddam¹,

Skeat²

2020

LKL

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The purpose of this paper is to provide a synthesis of the current international research evidence base regarding best practice in the diagnosis and treatment of children with language disorders. We begin with a discussion about the terminology used and how this relates to identification and diagnosis, and then describe assessment and treatment practices. The discussion of intervention and case management of these children focuses on the use of high quality evidence that presents an overview of treatment approaches, rather than specific treatment programmes that may not be relevant to all international practice settings. The paper sets the context of the wider international research evidence base: we also include commentary that may be more relevant to some countries across mainland Europe, and specifically to the Czech Republic context. Research studies that reflect local languages and culture are a highly important component of the evidence base for practice, but these should be considered in the context of international consensus evidence. In particular, some strategic recommendations are made to address the inherent challenges of sustaining best practice where open access to evidence sources may be constrained.

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Section: Terminology and Description Of Developmental Language Disordersmentioning

confidence: 99%

Section: Identification Of Language Impairmentmentioning

confidence: 99%

Section: Assessment and Diagnosismentioning

confidence: 99%

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Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Roddam¹,

Skeat²

2020

LKL

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Odnos Rječnika, Problema U Odnosima S Vršnjacima I Agresivnog Ponašanja Kod Dječaka S Poremećajima Ponašanja I Dječaka Iz Opće Populacije

Ručević

2024

DOSD

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The aim of this study was to compare the vocabulary of boys with behavioral disorders (N = 34; age range: 10-13 years) and boys from the general population (N = 34; age range: 10-13 years), as well as examine the relationship between vocabulary and aggressive behavior and problems in their relationships with peers. Parents and caregivers assessed the child’s aggressive behavior and problems in relationships with peers, while data on the child’s vocabulary, cognitive abilities, and executive functions (working memory) were collected using a standardized intelligence test. By comparing the two groups, boys with behavioral disorders had a significantly poorer vocabulary than boys of the same age in the general population, and this difference could not be explained by the child’s cognitive abilities, or executive functions. In addition, poor vocabulary was significantly associated with peer relationship problems, as well as reactive, but not proactive, aggressive behavior. The findings have particular implications in the areas of early intervention for high-risk boys, as well as communication with children in the social welfare and justice systems.

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Specific language impairment in the long-term perspective – the importance of assessment procedures, reading skills, and communicative competence

Cited by 2 publications

References 49 publications

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Best practice in working with children who have developmental language disorder: a focused review of the current research evidence base (article in English)

Odnos Rječnika, Problema U Odnosima S Vršnjacima I Agresivnog Ponašanja Kod Dječaka S Poremećajima Ponašanja I Dječaka Iz Opće Populacije

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