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Description Children who do not develop language skills appropriately are language delayed or disordered. There are many potential causes for language delays/disorders in children, including hearing impairment, cognitive impairment, autism, physical handicap that prevents the child from interacting with their environment, and lack of stimulation. Often, there is no identifiable cause for a language disorder.
Children can have receptive language impairments, expressive language impairments or both. Some children do "catch up" to their peers but many continue to have difficulty and the gap between their skill level and that of their peers may increase over time. As there are multiple factors affecting outcome, it is hard to predict who will "recover" or how great the gains will be. Language disorders are changeable; at different stages of development children have different demands on their language systems. Children with language impairment in the preschool years may appear to catch up to peers by age 5 or 6 years, but then in later years when demands change and children begin to learn to read difficulties become apparent.
Receptive language impairments mean that a child has difficulty understanding language. They may have a limited vocabulary. They may not understand the meaning of word endings: that adding "s" makes a noun plural, or "'s" indicates possession, or that an "ed" ending on a verb means that the action is past. They may have difficulty understanding nonverbal signals, like body language. They may not understand sarcasm, or indirect requests (e.g., "it's cold in here" can mean "please close the window").
Expressive language impairments show up in how a child speaks. They may use only a few words in each sentence. They may leave off word endings, or the little words like "is" and "are". They may not know the names of many words. They may not always use language appropriately and appear to be rude by being too direct or blunt. They might not consider their partner's needs, using ambiguous referents (lots of "he", "she" and "it" when the subject has not been clearly identified), or changing topics abruptly.
These are general suggestions for communicating with language impaired children. They also apply to all children.
Be at the same physical level. Get face to face. Follow the child's lead. Let them choose the "topic".
Take turns. The child's turn may be a non-verbal one. Give them a chance to be an equal partner.
Use language that is at or slightly above their level. This provides them with models that they can try to imitate.
Expand what they say to show that you have understood and value what they've said and to provide them with a model of a more mature form. For example, child: "eating", adult "yes, he's eating"; child "dog", adult "big dog".
Internet Links
This is a handy chart showing normal development
as well as what you can do to stimulate language skills at each age.
Information about auditory processing difficulties
in children.
Provides classroom accomodations for children
diagnosed with central auditory processing disorder.
This page provides screening questions parents of
children with suspected CAPD (central auditory processing disorder), a brief
description of the disorder, the five main problem areas for children with
CAPD, plus suggestions for helping your child follow directions at home and at
school.
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