A recent research study has concluded that the speed of processing in children with specific language impairment (SLI) is generally slower than that of children with normal language. The purpose of this study, which was performed by Miller, Kail, Leonard, and Tomblin (2001), was to test the generalized slowing hypothesis using a broad variety of carefully chosen tasks that were all administered to the same children, and to contrast the slowing of children with SLI with the slowing seen in a group of children with nonspecific language impairment (NLI); to fit the data to three different models of the relationship between the response times of children with and without language impairment; and to examine individual differences and differences between subgroups of children with SLI.
Before the present study was performed, two diagnostic batteries took place, which involved participants whom were a subset of those involved in a large-scale investigation of the prevalence of SLI conducted at the University of Iowa. A large sample of kindergarten children was drawn from urban, suburban, and rural schools in midwestern communities. All of the children received a brief language screening test. All children who failed the screening, and approximately thirty-three percent of those who passed, were recruited to participate in the first diagnostic test battery. Children were excluded from participation if they did not have English as their primary language, or came from a home where English was not the predominant language, had a history of mental retardation, autism, or neurological problems, or were blind or used hearing aids. The selectiveness of this study helped to make it more consistent. The diagnostic battery included mea...
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...en separate analyses were conducted for each of the five subdomains, I’m curious to what the results would look like if a future study is conducted which as suggested, employs a much larger number of conditions per subdomain.
This study failed to mention details regarding the participants’ gender, race, or religion. With this being said, they may not be an accurate representation of the general population. To elaborate,
As a speech-language pathologist, it is important to understand patients with SLI’s since it frequently co-occurs with speech. Speech-language pathologists can assist individuals with SLI’s in maximizing their potential to succeed not only in school, but also in everyday life. It is necessary to be extremely patient with these individuals. Also, it is important to be well educated about the treatments available for people with SLI’s.
I also volunteer, assisting students with various developmental and learning disabilities complete their educational tasks (e.g. homework and test preparations). In the past, I’ve worked as a teacher’s aide in the Buffalo, NY public school system and as an undergraduate assistant in the Buffalo State Speech-language and Hearing Clinic. I plan to become a school-based SLP preferably in the Washington, D.C. area. I have great interest in working in the public-school system because I believe that it will allow me to reach and assist a large array of children with a wide variety of unique needs. I am particularly passionate about assisting children that come from socioeconomically disadvantaged backgrounds because I come from one myself. I also believe that children are often misdiagnosed with language or speech impairments because they use a vernacular that is different from mainstream English or because they fail standardized tests that are not culturally appropriate for them. Correspondingly, a child’s language or speech impairment can be overlooked because they use a vernacular that differs from mainstream English. As a school-based SLP, I will strive to ensure that all children receive the appropriate services they require, warranting that they become proficient communicators and will be able to use their skills to enhance their lives and contribute to society. Nothing will give me more gratification than to help children make greater use of their communicative
A child with dyslexia may not have the problem of translating letters into sound but just struggle with understanding what is being read causing schoolwork to take longer than their classmates. As the child gets older, dyslexia may cause the child to complain about reading, to have trouble remembering dates and require more time for assignments and tests. (Yale Center) When a child suffers with dyscalculia he might find it hard to get the math basics down at a young age. This is because he cannot visualize numbers as meaning something more that just a shape. Often when a new math concept is learned, it is forgotten the next day, causing low grades on tests. These children also commonly have a hard time telling time and direction. Some symptoms of dysgraphia are poor handwriting, the inability to record thoughts on paper, missing letters or using replacement words that don’t always make logical sense. Spelling is a struggle and the child tires from writing
...m the pre- to post- testing across all experimental groups were relatively modest. Results for children in active treatment groups weren’t statistically different than the ones in the control group. The limited literature for PLI school age children suggested that the change was slow by standard scores on norm reference tests. It was noted that they had focused their analyses on the general measures of language and cognitive skills. The study was also affected by the sample size, especially the control group. It would have been productive if they considered each child’s characteristics at the starting point, and examinations of the effects of age, initial severity and language backgrounds. The author also noted, more homogeneous samples of bilingual children with PLI in future exploration and the overall intensity of the experimental treatment was high for children.
...sek J. (2009). Language Characteristics in Individuals with Down Syndrome. National Institutes of Health. pp.112-132.
Kapantzoglou, M., Restrepo, M., & Thompson, M. S. (2012). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech & Hearing Services In Schools, 43(1), 81-96. doi:10.1044/0161-1461(2011/10-0095) Wagner, R. K., Francis, D. J., & Morris, R. D. (2005).
Uneven language development is one of the biggest red flags that indicate ASD. For example, a normal child consistently learns new words and continues to learn how to arrange them into cohesive statements, whereas a child with ASD learns a few words and then have long p...
Itano, C. Y. (1997). The challenge of assessing language in children with hearing loss. Language, Speech & Hearing Services in Schools, 28(4), 362. Retrieved from http://search.proquest.com/docview/232585838?accountid=14800
Partin Vinson, B. (2012). Classification of language abnormalities based on etiology and diagnostic labels. In Language Disorders Across the Lifespan (3rd ed., pp. 61-64). Clifton Park, NY: Delmar, Cengage Learning.
The study consisted of a significant number of females compared to males, which makes it invalid to conclude that the findings support the general population. A strength was that participants were selected at random. By doing so, the study remained unbiased, thus making the results more credible.
There are critical gaps regarding SM children in the classroom in research literature and studies. The difference is due to a limited number of observations of how SM children interact in the home environment, kindergarten and upper grades (Omdal, 2014). Indeed, there has been no comparison of how the SM child communicates in various settings nor have observations documented how the family interacts with an SM child (Omdal, 2014). In addition, researchers and health care physicians argue about the classification and treatment methods of SM children (Omdal, 2014). The two groups of professionals appear to be more inclined to create their method of determining an assessment and planning the treatment. Also, SM is considered a low incidence condition. Consequently, due to the labeling of a low-incidence state, agencies that would typically help do not have the expertise to provide needed advice (Omdal, 2014).
Today’s classroom is filled with students from various races, ethnicities, and nationalities. These students come from a variety of social and cultural backgrounds, and some of them are learning English as a second language. It is especially difficult for these English language learners to perform at the same level as their English-speaking peers. There are an increasingly large number of ELL students who are being labeled as learning disabled (Clark, Huang, Milczarski, & Raby, 2011). Is it possible that, in some cases, what appear to be academic or behavioral issues are simply a by-product of the language barrier they are experiencing? Could these students excel properly if given intense instruction and a chance to progress in a regular classroom? Research has shown that labeling English language learners is actually counterproductive, causing them to digress academically (Clark, Huang, Milczarski, & Raby, 2011). For this reason, it is imperative to consider reasons for certain academic struggles or behaviors rather than a learning disability, use effective strategies when giving instruction, and be sure all possible measures have been taken in the classroom before having them referred for special services.
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.
Lubinski R. 2010. Speech Therapy or Speech-Language Pathology. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/333/
Kuder, S.J. (2008). Teaching Students with Language and Communication Disabilities (3rd edition). Boston, Massachusetts: Allyn and Bacon.
Although there is a different reason causing the different types of speech impediment, one of the most common types of speech impediments is stuttering. One article in particular by Marilyn Nippold examines whether children who stutter (CWS) are more likely to have weaker language skills than children who do not stutter, whether stuttering actually causes more stuttering, and if stuttering can eventually lead to restrictions on a child’s language development. It is determined that CWS possess the same language development of children who do not stutter. It is also stated that stuttering has a “comprised motor control system” that makes it harder to make speech more fluid like children who lack a stutter, meaning that it is harder for children who stutter to perform the act of speaking. These children have the knowledge of the words, but lack the ability to do so with