Journal articles: 'Developmental langage disorder'

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Dionne, Marylène, Julie McIntyre, Tiziana Bignasca, and Stefano Rezzonico. "Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique." Travaux neuchâtelois de linguistique, no. 74 (January 1, 2021): 111–28. http://dx.doi.org/10.26034/tranel.2021.2921.

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Both clinicians and researchers agree on the importance of supporting a socially relevant language use in children at risk for communication disorders. Although we have some information on best practices for children with autism spectrum disorder (ASD), the evidence for children with developmental language disorder (DLD) is scarce. Even if there is a growing body of literature discussing the efficacy of speech and language interventions in preschool and school settings, these interventions have focused primarily on early literacy skills (including vo cabulary and discourse abilities) to prepare all children to enter school. Despite this lack of evidence in the literatur e, clinicians have developed skillful strategies to support and facilitate the development of other pragmatic skills such as conversation abilities. The purpose of this manuscript is to discuss the theo retical foundations of pragmatic interventions with children having DLD and to present an example of an intervention based on theoretical foundations and clinical experience.

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Velleman, Shelley L., and Carolyn B. Mervis. "Children With 7q11.23 Duplication Syndrome: Speech, Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention." Perspectives on Language Learning and Education 18, no. 3 (October 2011): 108–16. http://dx.doi.org/10.1044/lle18.3.108.

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7q11.23 duplication syndrome is a recently documented genetic disorder associated with severe speech delay, language delay, a characteristic facies, hypotonia, developmental delay, and social anxiety. Children with this syndrome demonstrate developmentally appropriate nonverbal pragmatic abilities in socially comfortable situations. Motor speech disorder (childhood apraxia of speech and/or dysarthria), oral apraxia, and/or phonological disorder, or symptoms of these disorders, are common, as are characteristics consistent with expressive language disorder. Intensive speech/language therapy is critical for maximizing long-term outcomes.

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Lense, Miriam D., Eniko Ladányi, Tal-Chen Rabinowitch, Laurel Trainor, and Reyna Gordon. "Rhythm and timing as vulnerabilities in neurodevelopmental disorders." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1835 (August 23, 2021): 20200327. http://dx.doi.org/10.1098/rstb.2020.0327.

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Millions of children are impacted by neurodevelopmental disorders (NDDs), which unfold early in life, have varying genetic etiologies and can involve a variety of specific or generalized impairments in social, cognitive and motor functioning requiring potentially lifelong specialized supports. While specific disorders vary in their domain of primary deficit (e.g. autism spectrum disorder (social), attention-deficit/hyperactivity disorder (attention), developmental coordination disorder (motor) and developmental language disorder (language)), comorbidities between NDDs are common. Intriguingly, many NDDs are associated with difficulties in skills related to rhythm, timing and synchrony though specific profiles of rhythm/timing impairments vary across disorders. Impairments in rhythm/timing may instantiate vulnerabilities for a variety of NDDs and may contribute to both the primary symptoms of each disorder as well as the high levels of comorbidities across disorders. Drawing upon genetic, neural, behavioural and interpersonal constructs across disorders, we consider how disrupted rhythm and timing skills early in life may contribute to atypical developmental cascades that involve overlapping symptoms within the context of a disorder's primary deficits. Consideration of the developmental context, as well as common and unique aspects of the phenotypes of different NDDs, will inform experimental designs to test this hypothesis including via potential mechanistic intervention approaches. This article is part of the theme issue ‘Synchrony and rhythm interaction: from the brain to behavioural ecology’.

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Ullman, Michael T., F. Sayako Earle, Matthew Walenski, and Karolina Janacsek. "The Neurocognition of Developmental Disorders of Language." Annual Review of Psychology 71, no. 1 (January 4, 2020): 389–417. http://dx.doi.org/10.1146/annurev-psych-122216-011555.

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Developmental disorders of language include developmental language disorder, dyslexia, and motor-speech disorders such as articulation disorder and stuttering. These disorders have generally been explained by accounts that focus on their behavioral rather than neural characteristics; their processing rather than learning impairments; and each disorder separately rather than together, despite their commonalities and comorbidities. Here we update and review a unifying neurocognitive account—the Procedural circuit Deficit Hypothesis (PDH). The PDH posits that abnormalities of brain structures underlying procedural memory (learning and memory that rely on the basal ganglia and associated circuitry) can explain numerous brain and behavioral characteristics across learning and processing, in multiple disorders, including both commonalities and differences. We describe procedural memory, examine its role in various aspects of language, and then present the PDH and relevant evidence across language-related disorders. The PDH has substantial explanatory power, and both basic research and translational implications.

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Li, Mengyao. "Bilingual Children with Developmental Language Disorder: Outcomes and Interventions." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1782–88. http://dx.doi.org/10.54097/ehss.v8i.4584.

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Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.

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Georgiou, Natasa, and George Spanoudis. "Developmental Language Disorder and Autism: Commonalities and Differences on Language." Brain Sciences 11, no. 5 (April 30, 2021): 589. http://dx.doi.org/10.3390/brainsci11050589.

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Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.

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Shandal, Varun, Senthil K. Sundaram, Diane C. Chugani, Ajay Kumar, Michael E. Behen, and Harry T. Chugani. "Abnormal Brain Protein Synthesis in Language Areas of Children With Pervasive Developmental Disorder." Journal of Child Neurology 26, no. 11 (June 2, 2011): 1347–54. http://dx.doi.org/10.1177/0883073811405200.

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This study was performed to evaluate the cerebral protein synthesis rate of language brain regions in children with developmental delay with and without pervasive developmental disorder. The authors performed L-[1-11C]-leucine positron emission tomography (PET) on 8 developmental delay children with pervasive developmental disorder (mean age, 76.25 months) and 8 developmental delay children without pervasive developmental disorder (mean age, 77.63 months). They found a higher protein synthesis rate in developmental delay children with pervasive developmental disorder in the left posterior middle temporal region ( P = .014). There was a significant correlation of the Gilliam Autism Rating Scale autism index score with the protein synthesis rate of the left posterior middle temporal region ( r = .496, P = .05). In addition, significant asymmetric protein synthesis (right > left) was observed in developmental delay children without pervasive developmental disorder in the middle frontal and posterior middle temporal regions ( P = .03 and P = .04, respectively). In conclusion, abnormal language area protein synthesis in developmentally delayed children may be related to pervasive symptoms.

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游子儀, 游子儀, and 羊蕙君 Zi-Yi You. "發展性語言障礙兒童的音韻促發效應." 特殊教育學報 56, no. 56 (December 2022): 081–114. http://dx.doi.org/10.53106/207455832022120056003.

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本研究利用跨模式圖字干擾作業探討與比較習華語發展性語言障礙兒童(DLD)和典型發展兒童(TD)在音節、聲調與次音節單位（聲母及韻母）的音韻促發效應，以更深入了解兒童音韻表徵的型態及處理歷程。共有16名4至6歲11個月的DLD兒童和16名與其性別和年齡配對的TD兒童。促發項之音韻類型包括同音節、同聲母、同韻母、同聲調及無關項；促發項相對於目標項所呈現的時間為前150毫秒(SOA -150)、同時(SOA 0)及後150毫秒(SOA +150)。研究結果指出：(1)TD兒童的反應速度和正確率優於DLD兒童；(2)兩組兒童皆呈現同音節促進效應，且均無同聲調促進效應，代表華語兒童詞彙提取歷程中已具有音節框架的存在，而聲調對於詞彙提取的貢獻有限；(3)兩組主要的差異在次音節單位，DLD兒童在SOA -150和SOA +150時均呈現同韻母促進效應，而TD兒童僅在SOA 0呈現同聲母抑制效應。據此推論DLD兒童在次音節單位的處理方式與TD兒童不同，TD兒童可能是採用Cohort model的處理模式，而DLD兒童則未使用或尚未發展成熟到能使用此處理模式，其依賴語音知覺顯著性較高的韻母協助詞彙提取。整體而言，DLD兒童音韻處理歷程較無效率，顯現出詞彙提取困難。綜上推論，建議教學與臨床治療需重視DLD兒童詞彙提取與音韻處理能力之評估與訓練。  Phonological priming with cross-modal picture-word interference task was used to in-vestigate the phonological processing in children with and without developmental language disorder (DLD). Sixteen children with DLD aged 4 to 6 years and 11 months, and 16 gender- and age-matched children with typical development (TD) were recruited. The target words were paired with 6 types of phonological primes (identical, syllable-related, onset-related, rhyme-related, tone-related, unrelated), and primes were presented 150ms before (SOA -150), simultaneously (SOA 0), or 150ms after (SOA +150) the target. Results showed that (1) the TD group performed faster and more accurately than the DLD group; (2) both groups demonstrated syllable priming and lack tone priming at all SOAs, which suggests children selected a syllable frame in the lexical access process and the contribution of tone is limited; (3) the primary differences between these two groups were at sub-syllabic level. The DLD group exhibited rhyme priming at SOA -150 and SOA +150, while the TD group only ex-hibited onset interference at SOA 0. Based on these results, the possible inference was that children with TD may apply Cohort model to perceive incoming phonological information, however, children with DLD may not utilize this manner or they were not mature enough to use it, and their word retrieval process depended on high-saliency rhyme. Overall, the phonological processing in children with DLD was inefficient, and they revealed word re-trieval difficulty. Thus, it is recommended to evaluate and intervene word retrieval and phonological processing in children with DLD.

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Nitin, Rachana, Douglas M. Shaw, Daniel B. Rocha, Courtney E. Walters, Christopher F. Chabris, Stephen M. Camarata, Reyna L. Gordon, and Jennifer E. Below. "Association of Developmental Language Disorder With Comorbid Developmental Conditions Using Algorithmic Phenotyping." JAMA Network Open 5, no. 12 (December 29, 2022): e2248060. http://dx.doi.org/10.1001/jamanetworkopen.2022.48060.

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ImportanceDevelopmental language disorder (DLD) is a common (with up to 7% prevalence) yet underdiagnosed childhood disorder whose underlying biological profile and comorbidities are not fully understood, especially at the population level.ObjectiveTo identify clinically relevant conditions that co-occur with DLD at the population level.Design, Setting, and ParticipantsThis case-control study used an electronic health record (EHR)–based population-level approach to compare the prevalence of comorbid health phenotypes between DLD cases and matched controls. These cases were identified using the Automated Phenotyping Tool for Identifying Developmental Language Disorder algorithm of the Vanderbilt University Medical Center EHR, and a phenome enrichment analysis was used to identify comorbidities. An independent sample was selected from the Geisinger Health System EHR to test the replication of the phenome enrichment using the same phenotyping and analysis pipeline. Data from the Vanderbilt EHR were accessed between March 2019 and October 2020, while data from the Geisinger EHR were accessed between January and March 2022.Main Outcomes and MeasuresCommon and rare comorbidities of DLD at the population level were identified using EHRs and a phecode-based enrichment analysis.ResultsComorbidity analysis was conducted for 5273 DLD cases (mean [SD] age, 16.8 [7.2] years; 3748 males [71.1%]) and 26 353 matched controls (mean [SD] age, 14.6 [5.5] years; 18 729 males [71.1%]). Relevant phenotypes associated with DLD were found, including learning disorder, delayed milestones, disorders of the acoustic nerve, conduct disorders, attention-deficit/hyperactivity disorder, lack of coordination, and other motor deficits. Several other health phenotypes not previously associated with DLD were identified, such as dermatitis, conjunctivitis, and weight and nutrition, representing a new window into the clinical complexity of DLD.Conclusions and RelevanceThis study found both rare and common comorbidities of DLD. Comorbidity profiles may be leveraged to identify risk of additional health challenges, beyond language impairment, among children with DLD.

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Coales, Catherine, Natalie Heaney, Jessie Ricketts, Julie E. Dockrell, Geoff Lindsay, Olympia Palikara, and Tony Charman. "Health-related quality of life in children with autism spectrum disorders and children with developmental language disorders." Autism & Developmental Language Impairments 4 (January 2019): 239694151985122. http://dx.doi.org/10.1177/2396941519851225.

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Background and aims There is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related quality of life in these two groups remains poorly understood. Furthermore, studies have typically relied on reports from caregivers and teachers rather than using self-report measures. The aim of the current study is to compare the levels and profiles of self-reported health-related quality of life of children with developmental language disorders and children with autism spectrum disorder. Methods Participants comprised 114 7-to-13-year-old children with developmental language disorders ( n = 63) and children with autism spectrum disorder ( n = 51) attending mainstream school. Self-reported health-related quality of life was measured using the KIDSCREEN-52. We also collected standardised measures of receptive language, autism spectrum disorder symptoms, nonverbal IQ and emotional and behavioural problems. Results Children with developmental language disorders reported health-related quality of life commensurate with normative ranges, except for 2 of the 10 dimensions; the Moods and Emotions domain and the Social acceptance/bullying domain, which were below norms. Children with autism spectrum disorder reported significantly lower health-related quality of life compared to norms and the developmental language disorders group. However, when the effects of non-verbal ability and language – on which the groups were not matched – were covaried most group differences fell to non-significance or disappeared. Child characteristics showed few associations with dimensions of health-related quality of life across groups. Conclusions Children with autism spectrum disorder may be particularly vulnerable to poorer health-related quality of life and the relevant professionals need to be aware of this. Children with developmental language disorders exhibit a profile of health-related quality of life more in-line with average ranges. However, certain domains warrant monitoring and may benefit from intervention. Many of the between-group differences in self-reported health-related quality of life disappeared when non-verbal and language ability were covaried, though neither of the covariates was systematically related to scores. Other within-child factors such as emotional understanding and competence should be explored in future studies. Implications Further research into child and contextual factors may elucidate risk or protective factors for health-related quality of life in children with neurodevelopmental disorders.

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Nation, Kate. "Developmental language disorders." Psychiatry 4, no. 9 (September 2005): 114–17. http://dx.doi.org/10.1383/psyt.2005.4.9.114.

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Hall, Nancy E. "Developmental language disorders." Seminars in Pediatric Neurology 4, no. 2 (June 1997): 77–85. http://dx.doi.org/10.1016/s1071-9091(97)80023-x.

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Nation, Kate. "Developmental language disorders." Psychiatry 7, no. 6 (June 2008): 266–69. http://dx.doi.org/10.1016/j.mppsy.2008.04.003.

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Lindsay, Geoff. "Developmental Disorder of Language." First Language 19, no. 55 (February 1999): 126–28. http://dx.doi.org/10.1177/014272379901905509.

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Kirby, Amanda, David Sugden, and Catherine Purcell. "Diagnosing developmental coordination disorders." Archives of Disease in Childhood 99, no. 3 (November 19, 2013): 292–96. http://dx.doi.org/10.1136/archdischild-2012-303569.

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Developmental coordination disorder (DCD) affects around 5% of children and commonly overlaps with other developmental disorders including: attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASDs) and specific language impairment (SLI). There is evidence to demonstrate the wide-ranging impact on all areas of functioning including psychiatric and learning domains. There is increasing evidence of the continuing impact into adulthood and the long-term negative effects on relationships and employment. There is a need for early identification and intervention to limit the likelihood of these secondary consequences from emerging. This paper addresses the diagnosis of DCD.

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Schwartzman, Jessica M., Kristen Strong, Christina M. Ardel, Rachel K. Schuck, M. Estefania Millan, Jennifer M. Phillips, Antonio Y. Hardan, and Grace W. Gengoux. "Language Improvement Following Pivotal Response Treatment for Children With Developmental Disorders." American Journal on Intellectual and Developmental Disabilities 126, no. 1 (December 28, 2020): 45–57. http://dx.doi.org/10.1352/1944-7558-126.1.45.

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Abstract Given the high prevalence of communication deficits in developmental disorders, there is need for efficient early interventions. The aim of this pilot study is to examine benefits of pivotal response treatment (PRT) for improving language in young children with developmental disorders without autism spectrum disorder. Parents of 15 children with developmental disorders received weekly PRT parent training for 12 weeks. Standardized parent-rated assessments were administered at baseline and post-treatment to measure changes in language. Structured laboratory observation indicated children demonstrated significantly greater frequency of utterances and improvement on standardized questionnaires measuring expressive language and adaptive communication skills following PRT. Findings suggest that PRT may be efficacious in improving language abilities among children with developmental disorders.

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Kesuma, Yudianita, Rismarini Rismarini, Theodorus Theodorus, and Mutiara Budi Azhar. "Association between specific language impairment and behavioral disorders among preschool children." Paediatrica Indonesiana 54, no. 1 (February 28, 2014): 22. http://dx.doi.org/10.14238/pi54.1.2014.22-7.

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BackgroundSpecific language impairment (SU) is the mostcommon developmental disorder in preschool children, causingserious impairmentE on behavioral development. To date, there havebeen few studies on SU and behavioral disorders in Palembang.ObjectiveTo assess for an association between SU and behavioraldisorders in preschool children in Palembang.MethodsSubjects in this cross-sectional study were childrenwho attended kindergarten. Their general characteristics,developmental history and physical examination results (includingweight and height) were recorded. We administered the SpecificLanguage Impairment checklist for language impairment and thePediatric Symptom Checklist 17 (PSC 17) for behavioral disorders.Data was analyzed by Chi-square test.ResultsWe studied 1,340 children from21 kinderg:irtens in Palembang.Prevalence of SU was 12.9%, consisting of expressive languageimpairment (10.2%), receptive impairment (0.5%) and mixed languageimpairment (2 .2%). The prevalence of behavioral disorders was15.1 %, consisting of internalization disorder (6.0%), externalizationdisorder (5.0%), attentive disorder (0.4%), and various combinationsof three disorders (3. 7%). A highly significant association was foundbetween SU and behavioral disorders (P=0.000; OR=2.082; 95%CI 1. 419-3 .053. Expressive language impairment was associated withexternalization and mixed behavioral disorders. Mixed languageimpairment was associated with internalization, attentive, and mixedbehavioral disorders. Howevei; receptive language disorder was notassociated with any behavioral disorders.ConclusionSU is significantly as sociated with behavioraldisorders. With regards to the individual SU types, expressivelanguage impairment is associated with externalization and mixedbehavioral disorders; mixed language impairment is associatedwith internalization, attentive and mixed behavioral disorders;but receptive language disorder is not associated with behavioraldisorders.

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RICE, MABEL L., STEVEN F. WARREN, and STACY K. BETZ. "Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome." Applied Psycholinguistics 26, no. 1 (January 2005): 7–27. http://dx.doi.org/10.1017/s0142716405050034.

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Language deficits occur in a variety of developmental disorders including autism spectrum disorders, Down syndrome, fragile X syndrome, specific language impairment, and Williams syndrome. This paper describes the specific pattern of linguistic deficits in each of these disorders in terms of speech production, semantic, and syntactic abilities as well as the relationship between cognitive and linguistic skills and the presence of a deviant or delayed pattern of development. In the spirit of synthesis across diverse literatures, preliminary comparisons among the language profiles of these disorders are made. The full picture, however, is incomplete given the current state of the literature, which tends to focus on the analysis of a narrow range of linguistic phenomena within a single disorder. The field is in need of research that systematically compares these disorders and leads to detailed descriptions of linguistic phenotypes of each disorder.

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Thomas, Sheila, Joerg Schulz, and Nuala Ryder. "Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists." Autism & Developmental Language Impairments 4 (January 2019): 239694151984281. http://dx.doi.org/10.1177/2396941519842812.

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Background For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder. Aims This study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder. Methods and procedures The qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach. Outcomes and results The analysis of the data showed three main themes relating to the speech and language therapists’ experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants’ experiences of the barriers to early referral (subthemes – parents’ misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes – individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes – disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances). Conclusions and implications This study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures.

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Parke, Elyse M., Nicholas S. Thaler, Lewis M. Etcoff, and Daniel N. Allen. "Intellectual Profiles in Children With ADHD and Comorbid Learning and Motor Disorders." Journal of Attention Disorders 24, no. 9 (March 25, 2015): 1227–36. http://dx.doi.org/10.1177/1087054715576343.

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Objective: Neurodevelopmental disorders, including Reading Disorder, Disorder of Written Expression, and Developmental Coordination Disorder, often co-occur with ADHD. Although research has identified increased functional impairment in the presence of these comorbid diagnoses, few direct comparisons of intellectual profiles have been conducted. Thus, the present study examined Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) profiles of children with ADHD alone and with comorbid neurodevelopmental disorders. Method: Participants included 296 children with ADHD, ADHD with Developmental Coordination Disorder, and ADHD with Reading Disorder and/or Disorder of Written Expression. Results: Comparisons of these groups suggests children with ADHD and language-based Learning Disorders have poorer working memory than children with only ADHD. Furthermore, children with ADHD and Developmental Coordination Disorder perform relatively better on verbal compared with perceptual reasoning indexes. Conclusion: These intellectual profiles may have utility in identifying cognitive weaknesses inherent to these disorders and may be used to guide treatment intervention.

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Ječmenica, Nevena, and Slavica Golubović. "SINTAKSIČKA SVESNOST KOD DECE SA RAZVOJNIM JEZIČKIM POREMEĆAJEM: IMPLIKACIJE ZA ŠKOLSKU PRAKSU." Узданица XIX, no. 2 (2022): 121–44. http://dx.doi.org/10.46793/uzdanica19.2.121j.

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Research on the comprehension and production of syntactic units in children with developmental language disorders indicates the presence of various deficits. Given the insufficient research on syntactic abilities in this group of children in the Serbian- speaking area, the aim of the research is to determine the characteristics of syntactic aware- ness in children with developmental language disorder and consider the implications that are significant for school practice. The sample consisted of 240 children aged five to seven and a half, divided into two groups, i.e. children with developmental language disorders and children with typical development. The syntactic awareness test was carried out using the CELF-4 battery of language assessment tests. The obtained results showed that children with a developmental language disorder show significantly more deficits in comprehension and expression of syntactic units com- pared to children with typical development. In addition to mandatory treatment of language disorders, children with developmental language disorders need additional encouragement in styding at a younger school age. Specific characteristics of teacher’s speech in the school environment have been identified as stimulating for the development of language abilities in this group of children. Emphasis is placed on the need for teachers to use strategies that support the development and use of syntactic abilities in this group of children. These strategies can be used in more or less structured ways, according to children’s level of de- velopment, abilities and needs.

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Millichap, J. Gordon. "Developmental Language Disorder and Polymicrogyria." Pediatric Neurology Briefs 16, no. 8 (August 1, 2002): 58. http://dx.doi.org/10.15844/pedneurbriefs-16-8-2.

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Simpson, S. "Dyslexia: a developmental language disorder." Child: Care, Health and Development 26, no. 5 (September 2000): 355–80. http://dx.doi.org/10.1046/j.1365-2214.2000.00151.x.

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Rajaprakash, Meghna, and Mary L. Leppert. "Attention-Deficit/Hyperactivity Disorder." Pediatrics In Review 43, no. 3 (March 1, 2022): 135–47. http://dx.doi.org/10.1542/pir.2020-000612.

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Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent neurobehavioral disorder in childhood. The major components of this disorder are developmentally inappropriate levels of inattention and hyperactivity/impulsivity, which result in functional impairment in 1 or more areas of academic, social, and emotional function. In addition to the propensity for children to have some compromise of academic and emotional function, children with ADHD also have a higher frequency of co-occurring learning, cognitive, language, motor, and mental health disorders. Similarly, children with developmental disorders have a higher risk of co-occurring ADHD. The diagnosis of ADHD can be ascertained by a review of the risks for the condition, consideration of masquerading conditions, a careful history and physical examination, and the recognition of co-occurring disorders. The signs and symptoms of co-occurring disorders and the management of ADHD differ across early childhood, middle childhood, and adolescence. Management is largely limited to behavioral and pharmacologic interventions, and it favors behavioral strategies in early childhood, pharmacologic and behavioral strategies in middle childhood, and pharmacologic interventions in adolescence. This article offers an approach to the evaluation, presentation, and management of ADHD with a focus on guiding primary care pediatricians.

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Najmaddin Mustafa, Bnar, and Jamal Anwar Taha. "Investigating Developmental Language Disorder among Young Kurdish Students and its Impact on Learning English as a Foreign Language." Arab World English Journal 14, no. 4 (December 15, 2023): 131–49. http://dx.doi.org/10.24093/awej/vol14no4.8.

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This study aims to understand the difficulties young Kurdish language learners face with developmental language disorder in bilingual settings and to evaluate their impact on English as a foreign language acquisition. Underscoring the significance of this research, the study’s primary objective is to determine the characteristics of developmental language disorder in this context and their implications for academic assimilation. The Clinical Evaluation of Language Fundamentals assessment was selected to achieve this primary objective due to its suitability for assessing the British population’s linguistic characteristics and age group. Seven subtests were chosen to comprehensively evaluate various aspects of language proficiency, allowing for a thorough evaluation of the participants’ language skills. This research expands its significance. These initiatives include more extensive investigations, innovative participant recruitment methods, exploration of cultural influences, longitudinal studies to discover long-term effects, critical analysis of intervention strategies, examination of the complex relationship between emotional regulation and language development, investigation of genetic and environmental factors contributing to developmental language disorder, and evaluation of the far-reaching consequences. Upon analysis of the collected data, several significant findings shed light on the efficacy of individualised approaches in mitigating communication and academic difficulties in individuals with developmental language disorders.

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Arbel, Yael, Isabel Fitzpatrick, and Xinyi He. "Learning With and Without Feedback in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1696–711. http://dx.doi.org/10.1044/2021_jslhr-20-00499.

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Purpose Intervention provided to school-age children with developmental language disorder often relies on the provision of performance feedback, yet it is unclear whether children with this disorder benefit from feedback-based learning. The study evaluates the effect of performance feedback on learning in children with developmental language disorder. Method Thirteen 8- to 12-year-old children with developmental language disorder and 14 age- and gender-matched children with typical language development completed two learning tasks whose objective was to pair nonword novel names with novel objects. The two tasks differed in the presence of performance feedback to guide learning. Learning outcomes on immediate and follow-up tests were compared between the feedback-based and feedback-free tasks. Additionally, an electrophysiological marker of feedback processing was compared between children with and without developmental language disorder. Results Children with developmental language disorder demonstrated poorer learning outcomes on both tasks when compared with their peers, but both groups achieved better accuracy on the feedback-free task when compared with the feedback-based task. Within the feedback-based task, children were more likely to repeat a correct response than to change it after positive feedback but were as likely to repeat an error as they were to correct it after receiving negative feedback. While children with typical language elicited a feedback-related negativity with greater amplitude to negative feedback, this event-related potential had no amplitude differences between positive and negative feedback in children with developmental language disorder. Conclusions Findings indicate that 8- to 12-year-old children benefit more from a feedback-free learning environment and that negative feedback is not as effective as positive feedback in facilitating learning in children. The behavioral and electrophysiological data provide evidence that feedback processing is impaired in children with developmental language disorders. Future research should evaluate feedback-based learning in children with this disorder using other learning paradigms.

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Zavadenko, N. N., I. O. Shchederkina, A. N. Zavadenko, and E. V. Kozlova. "ASSESSMENT OF THE DEVELOPMENTAL FEATURES IN CHILDREN WITH DYSPHASIA (ALALIA)." National Journal of Neurology 2, no. 08 (November 30, 2015): 50–56. http://dx.doi.org/10.61788/njn.v2i15.07.

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The developmental dysphasia (alalia) represents a severe speech and language disorder in children due to the brain cortex language areas underdevelopment or damage in the preverbal period. 120 patients with developmental dysphasia were studied aged from 3 to 4,5 years (89 males and 31 females). The assessment with DP–3 tool (Developmental Profile 3, Alpern G.D., 2009) revealed the developmental delay not only in communication skills, but also in physical/motor, adaptive behavior, social-emotional and cognitive areas. Thus, early diagnosis and treatment of the disorders in speech and language development are very important.

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Mouridsen, Svend Erik, and Karen-Marie Hauschild. "Autism spectrum disorders in siblings of children with a developmental language disorder." Logopedics Phoniatrics Vocology 36, no. 4 (March 29, 2011): 145–49. http://dx.doi.org/10.3109/14015439.2011.566575.

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Mayes, Linda, Fred Volkmar, Marla Hooks, and Domenic Cicchetti. "Differentiating pervasive developmental disorder not otherwise specified from autism and language disorders." Journal of Autism and Developmental Disorders 23, no. 1 (March 1993): 79–90. http://dx.doi.org/10.1007/bf01066420.

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Gerwin, Katelyn L., Bridget Walsh, and Seth E. Tichenor. "Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders." Journal of Speech, Language, and Hearing Research 65, no. 1 (January 12, 2022): 96–108. http://dx.doi.org/10.1044/2021_jslhr-21-00334.

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Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. Results: CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. Conclusions: We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.

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Tomblin, J. Bruce. "Familial Concentration of Developmental Language Impairment." Journal of Speech and Hearing Disorders 54, no. 2 (May 1989): 287–95. http://dx.doi.org/10.1044/jshd.5402.287.

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A questionnaire concerning the history of treatment of developmental language disorder was used to evaluate the prevalence of these problems within the immediate family members of second-grade children with and without language impairment. The data obtained from these families revealed strong evidence that such language problems are not randomly distributed across families but rather tend to concentrate within families. Although all family members of the language-impaired second graders demonstrated substantially increased odds for language impairment over those who came from families with normal second graders, a considerable range of increased odds for language impairment existed among the family members. Specifically, brothers and to a lesser degree sisters had a higher familial association with language impairment than did the parents. These results suggest that the factors that contribute to developmental language disorders are at least in part associated with the family unit.

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MÜLLER, RALPH-AXEL. "Neurocognitive studies of language impairments: The bottom-up approach." Applied Psycholinguistics 26, no. 1 (January 2005): 65–78. http://dx.doi.org/10.1017/s014271640505006x.

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Neurocognitive studies can approach gene-based developmental language impairments from two angles, which are complementary and ideally combined in a research program. One approach aims at an optimal phenotypic description of a disorder and from there proceeds to a biological and developmental understanding. Complementary to such a top-down approach, a bottom-up perspective will primarily focus on potential etiological pathways and attempt to explain complex outcome phenotypes in terms of elementary developmental disturbances. My paper is dedicated to this latter approach. I argue that in behaviorally defined disorders (such as specific language impairment or autism) shared genetic risk and common etiology can at best be expected for specific aspects of language deficit and that such shared etiology will only apply to subtypes of these disorders. One reason for this skepticism is that the emerging language system in children can be affected in many different ways via more elementary sensory, perceptual, cognitive, and motor impairments. Neurocognitive research on developmental language disorders relies on an understanding of such potential elementary disturbances before it can confidently proceed to the study of complex linguistic impairments.

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Dlouha, Olga, Iva Prihodova, Jelena Skibova, and Sona Nevsimalova. "Developmental Language Disorder: Wake and Sleep Epileptiform Discharges and Co-morbid Neurodevelopmental Disorders." Brain Sciences 10, no. 12 (November 26, 2020): 910. http://dx.doi.org/10.3390/brainsci10120910.

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Developmental language disorder (DLD) is frequently associated with other developmental diseases and may lead to a handicap through adolescence or adulthood. The aim of our retrospective study was to characterize DLD subgroups, their etiological factors and clinical comorbidities, and the role of epileptiform discharges in wake and sleep recordings. Fifty-five children (42 male, mean age 6.2 ± 1.4 years, range 4–9 years) were included in the present study and underwent phoniatric, psychologic, neurologic, as well as wake and nocturnal electroencephalography (EEG) or polysomnography (PSG) examinations. A receptive form of DLD was determined in 34 children (63.0%), and an expressive form was found in 20 children (37.0%). Poor cooperation in one child did not permit exact classification. DLD children with the receptive form had significantly lower mean phonemic hearing (79.1% ± 10.9) in comparison with those with the expressive form (89.7% ± 6.2, p < 0.001). A high amount of perinatal risk factors was found in both groups (50.9%) as well as comorbid developmental diseases. Developmental motor coordination disorder was diagnosed in 33 children (61.1%), and attention deficit or hyperactivity disorder was diagnosed in 39 children (70.9%). Almost one half of DLD children (49.1%) showed abnormalities on the wake EEG; epileptiform discharges were found in 20 children (36.4%). Nocturnal EEG and PSG recordings showed enhanced epileptiform discharges, and they were found in 30 children (55.6%, p = 0.01). The wake EEG showed focal discharges predominantly in the temporal or temporo-parieto-occipital regions bilaterally, while in the sleep recordings, focal activity was shifted to the fronto-temporo-central areas (p < 0.001). Almost all epileptiform discharges appeared in non-rapid eye movement (NREM) sleep. A close connection was found between DLD and perinatal risk factors, as well as neurodevelopmental disorders. Epileptiform discharges showed an enhancement in nocturnal sleep, and the distribution of focal discharges changed.

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Vender, Maria, Mirta Vernice, and Antonella Sorace. "Supporting Bilingualism in Vulnerable Populations." Sustainability 13, no. 24 (December 14, 2021): 13830. http://dx.doi.org/10.3390/su132413830.

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Although bilingualism is generally appraised and supported by society, many more doubts arise when it comes to children suffering from neurodevelopmental disorders. The concern that the exposure to two languages might deteriorate the linguistic development of children, together with the advice to simplify the linguistic environment and to adopt a monolingual approach, leads many families to abandon their home language and sacrifice bilingualism. Scientific research, however, has shown that this fear is ungrounded and that children with developmental disorders can become successful bilingual speakers, if they are provided with appropriate linguistic exposure. The aim of this paper is that of providing a state-of-the-art of the literature on this topic, by reviewing studies conducted on the interaction between bilingualism and neurodevelopmental disorders, focusing in particular on the interaction between bilingualism and developmental language disorder (DLD), developmental dyslexia and autism spectrum disorder. We discuss issues related to the early identification of DLD and dyslexia among bilinguals and we report the results of studies showing that bilingualism does not exacerbate the difficulties of children with developmental disorders, but on the contrary it can be beneficial for them, at the cognitive, linguistic and socio-cultural level. Finally, we provide some recommendations for parents, educators and practitioners, focusing on the importance of supporting the family language in all of its components, including literacy, for a complete and harmonic bilingual growth.

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Redmond, Sean M. "Clinical Intersections Among Idiopathic Language Disorder, Social (Pragmatic) Communication Disorder, and Attention-Deficit/Hyperactivity Disorder." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3263–76. http://dx.doi.org/10.1044/2020_jslhr-20-00050.

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Purpose Estimates of the expected co-occurrence rates of idiopathic language disorder and attention-deficit/hyperactivity disorder (ADHD) provide a confusing and inconsistent picture. Potential sources for discrepancies considered so far include measurement and ascertainment biases ( Redmond, 2016a , 2016b ). In this research symposium forum article, the potential impact of applying different criteria to the observed co-occurrence rate is examined through an appraisal of the literature and an empirical demonstration. Method Eighty-five cases were selected from the Redmond, Ash, et al. (2019) study sample. Standard scores from clinical measures collected on K–3rd grade students were used to assign language impairment status, nonverbal impairment status, social (pragmatic) communication disorder status, and ADHD status. Criteria extrapolated from the specific language impairment ( Stark & Tallal, 1981 ), developmental language disorder ( Bishop et al., 2017 ), and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition language disorder ( American Psychiatric Association, 2013 ) designations were applied. Results The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition language disorder designation and its separation of language disorder from the social (pragmatic) communication disorder designation provided the clearest segregation of idiopathic language deficits from elevated ADHD symptoms, showing only a 2% co-occurrence rate. In contrast, applying the broader developmental language disorder designation raised the observed co-occurrence rate to 22.3%. The specific language impairment designation yielded an intermediate value of 16.9%. Conclusions Co-occurrence rates varied as a function of designation adopted. The presence of pragmatic symptoms exerted a stronger influence on observed co-occurrence rates than low nonverbal abilities. Impacts on clinical management and research priorities are discussed. Presentation Video https://doi.org/10.23641/asha.13063751

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Drljan, Bojana. "Speech and language deficits in children with selective mutism: Cause, comorbidity, or consequences?" Specijalna edukacija i rehabilitacija 21, no. 2 (2022): 133–46. http://dx.doi.org/10.5937/specedreh21-36611.

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Selective mutism (SM) is a disorder described from two aspects, psychological and language disorders. Researchers mainly focused on the psychological dimension of SM. However, there is an increasing number of studies indicating a significant speech and language (SL) impairment in children with SM and the possible connection between difficulties in language development and the occurrence of SM at school age. Objective. The aim of this paper was to review available research on SL deficits in children with SM, in order to clarify the cause-and-effect relationships between language and anxiety disorders in these children. Methods. Databases of the Library Consortium of Serbia and relevant Internet search engines were used for the literature search. Results. Nine research studies on SL abilities in children with SM are available in the literature. Mixed and expressive types of developmental language disorder, developmental phonological disorder, and language processing deficits are the most common SL impairments in children with SM. They occur significantly more frequently in children with SM than in children with anxiety disorders without SM and typically developing children. These deficits are often associated with learning disorders, social skills difficulties, and the risk of behavioral problems at school age. Conclusion. Existing studies have provided valuable insights into some aspects of the SL development in children with SM. However, the relationship between language deficits and anxiety symptoms is still not clear. Research on the early SL development in these children, which could shed light on the complex cause-and-effect dynamics of language and anxiety disorders seen in children with SM, is particularly scarce.

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陳毓豪, 陳毓豪, 王道偉王道偉, 李美嬅李美嬅, and 楊熾康楊熾康. "發展性語言障礙學童閱讀理解介入歷程之行動研究." 教育與多元文化研究 25, no. 25 (May 2022): 089–134. http://dx.doi.org/10.53106/207802222022050025003.

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陳毓豪, 陳毓豪, 王道偉王道偉, 李美嬅李美嬅, and 楊熾康楊熾康. "發展性語言障礙學童閱讀理解介入歷程之行動研究." 教育與多元文化研究 25, no. 25 (May 2022): 089–134. http://dx.doi.org/10.53106/207802222022050025003.

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Matić, Ana, Jelena Kuvač Kraljević, Damjana Kogovšek, Jerneja Novšak Brce, and Maja Roch. "Developmental language disorder and associated misconceptions." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 145–57. http://dx.doi.org/10.31299/hrri.57.1.8.

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Although developmental language disorder (DLD) is one of the most common neurodevelopmental disorders, it is often burdened by misconceptions since the general public are unaware of the features of this disorder. Insufficient levels of public awareness and knowledge about DLD highlight the need to adopt appropriate public awareness activities. The aim of this study was to investigate the potential misconceptions associated with the aetiology and recovery of people with DLD in three neighbouring countries - Croatia, Italy, and Slovenia. Additionally, we explored effective ways to promote the spread of accurate information among the public in order to minimise or eliminate false ideas about DLD. To address these specific aims, a public survey was conducted. It was completed by 287 respondents (ages 18 to 60+) with different educational backgrounds (primary and secondary or higher). The results show that the general public in all three countries are misinformed about DLD and hold strong opinions that it is a temporary condition that occurs in childhood, probably as a result of other developmental conditions, and that it will pass either spontaneously or with hard work and proper education. Moreover, the optimal way to increase awareness about DLD was dependent on the age and level of education of the person. Therefore, promoters (ideally researchers and clinicians) must apply specific activities when they target specific groups of people, or use different forms of dissemination activities to reach the broader public, regardless of age and education. The findings reveal a significant lack of knowledge about DLD among the general public and highlight the need for continued awareness campaigns that can target specific groups of people.

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PARRY-FIELDER, B., TM NOLAN, KJ COLLINS, and Z. STOJCEVSKI. "Developmental language disorders and epilepsy." Journal of Paediatrics and Child Health 33, no. 4 (August 1997): 277–80. http://dx.doi.org/10.1111/j.1440-1754.1997.tb01600.x.

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Forman, Marc A. "Developmental Speech and Language Disorders." Journal of the American Academy of Child & Adolescent Psychiatry 27, no. 1 (January 1988): 145–46. http://dx.doi.org/10.1097/00004583-198801000-00034.

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Maza, Carmen. "Psychodynamics of developmental language disorders." First Language 14, no. 42-43 (October 1994): 350–51. http://dx.doi.org/10.1177/014272379401404257.

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Bishop, D. V. M. "Comprehension in Developmental Language Disorders." Developmental Medicine & Child Neurology 21, no. 2 (November 12, 2008): 225–38. http://dx.doi.org/10.1111/j.1469-8749.1979.tb01605.x.

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Guerreiro, M. M., S. R. V. Hage, C. A. Guimarães, D. V. Abramides, W. Fernandes, P. S. Pacheco, A. M. S. G. Piovesana, M. A. Montenegro, and F. Cendes. "Developmental language disorder associated with polymicrogyria." Neurology 59, no. 2 (July 23, 2002): 245–50. http://dx.doi.org/10.1212/wnl.59.2.245.

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Crisp, Loren. "Supporting children with Developmental Language Disorder." Early Years Educator 24, no. 4 (November 2, 2023): 20–21. http://dx.doi.org/10.12968/eyed.2023.24.4.20.

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What is Developmental Language Disorder (DLD), how does it present and how can you support children and families before and after diagnosis? Loren Crisp, education consultant and mum to a child with DLD, shares her experiences as well as tips for early years practitioners to build their knowledge and help support children with DLD and their families.

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MERVIS, CAROLYN B., and BYRON F. ROBINSON. "Designing measures for profiling and genotype/phenotype studies of individuals with genetic syndromes or developmental language disorders." Applied Psycholinguistics 26, no. 1 (January 2005): 41–64. http://dx.doi.org/10.1017/s0142716405050058.

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Accurate phenotypic description is critical for the success of studies of the genetic basis for developmental language disorders. An important purpose of such a phenotypic description is to differentiate the language and associated cognitive profiles of syndromes or other developmental language disorders with diverse genotypes. In this paper we consider six measurement issues relevant to genotype/phenotype research and profiling: (a) Who is the target population? (b) What is the “ideal” measure of a single component of language? (c) What is the “ideal” measure(s) for quantifying the language (or language and cognitive) profile for a particular syndrome or disorder? (d) What are the special measurement issues for infants and young children? (e) How do we develop a profile? (f) What are the unresolved issues?

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Bishop, D. V. M. "THE CAUSES OF SPECIFIC DEVELOPMENTAL LANGUAGE DISORDER ("DEVELOPMENTAL DYSPHASIA")." Journal of Child Psychology and Psychiatry 28, no. 1 (January 1987): 1–8. http://dx.doi.org/10.1111/j.1469-7610.1987.tb00646.x.

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Pospíšilová, Lenka. "Comorbid psychiatric illnesses in developmental dysphasia (developmental language disorder)." Listy klinické logopedie 7, no. 2 (December 14, 2023): 4–12. http://dx.doi.org/10.36833/lkl.2023.018.

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Magová, Martina. "Rozvíjanie expresívnej a receptívnej zložky jazykových zručností u detí s poruchou autistického spektra." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 1 (2024): 80–85. http://dx.doi.org/10.54937/ssf.2024.23.1.80-85.

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This paper deals with the expressive and receptive component of language skills in children with autism spectrum disorder. The communication is one of the triad of autism spectrum disorders, its level depends significantly on the developmental level at which a child with an autism spectrum disorder is. In the article, we focus on some of the areas that need to be developed in children with autism spectrum disorder within the receptive and expressive component of language skills.

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Nevill, Rose, Darren Hedley, Mirko Uljarević, Ensu Sahin, Johanna Zadek, Eric Butter, and James A. Mulick. "Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments." Autism 23, no. 1 (November 10, 2017): 141–53. http://dx.doi.org/10.1177/1362361317726245.

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This study investigated language profiles in a community-based sample of 104 children aged 1–3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder.

Journal articles on the topic 'Developmental langage disorder'

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