Specific language development disorder

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A specific language impairment (SLI), also SLI (abbreviation for engl. S pecific L anguage I mpairment ) Developmental dysphasia or delay Language is a specific, localized language impairment in the form of a delayed or different language acquisition of a child without sensory, organic mental, or serious socio-emotional deficits.

Etiology (cause of disease)

How often SSES is genetic has not yet been definitively proven, but studies show that children with SSES often have a member of the family who also has a speech development disorder. Tests were done on twins to see if there was a genetic link. Studies by Vernes (2006), among others, found evidence of a genetic cause in the FOXP2 gene. Children with SSES have normally developed hearing and at least average intelligence . Their motor skills, their social and emotional development and their developmental neurological profile do not differ from healthy children. The deviation only affects language development.

Symptoms

Children with SSES have impaired speech development from the start, with symptoms that may or may not go away during childhood. They typically have an impairment on the following linguistic levels:

However, children with SSES symptoms can be described as normal in terms of their physical, mental and socio-emotional development. So you have too

frequency

Around 6-8% of all children suffer from some type of language development disorder. SSES is three times as common in boys as it is in girls. 40–75% of SSES children have difficulty learning to read. In 73% of children diagnosed with language development disorder in preschool, the symptoms persist into adulthood.

Differences between SSES children and normally developed children

Linguistic errors are a common phenomenon during language development.

  • However, SSES children show a significantly higher proportion of errors in their speech than normally developed children.

For specialists such as phoniatrists , speech therapists / speech therapists and clinical linguists , developmental psychologists, children with SSES symptoms can be clearly distinguished from so-called "normally" developed children.

  • SSES children show significant differences in language tests compared to normally developed children.
  • Hearing is not restricted.
  • In the non-linguistic area, the development is normal for age.

But even for laypeople, the linguistic developmental delay is relatively easy to recognize on the basis of “milestones”, in contrast to other developmental abnormalities: The production of the first words has a wide range of variations. Preforms of naming (situation-specific proto-words ) are to be distinguished from the targeted use of words. Normally developed children produce their first word around 13–20 months of age. Children who speak fewer than 50 words by the end of their second year of life or who are unable to combine two-word utterances (with otherwise completely inconspicuous development) are referred to as late talkers . Normally developed children start to form two-word sentences (eg: "want chocolate") at around 17 months, SSES children at around 37 months.

Milestones in linguistic development:

Development step time Boundary stone (90th percentile)
Canonical babbling (e.g. "ba") 6th month 8-10 month
Doubling of syllables (e.g. "baba") 8-10 month 11-15 month
targeted use of "mom" and "dad" 10-15 month 18.-20. month
Production of first words (one-word utterances) 13-20 month 18.-20. month
Production of at least 50 words 18.-24. month 24th month

Error types

Children with such a language development disorder make different mistakes in language production. These types of errors are divided into the following categories.

Omission errors (errors Omission)

Deviation error (Commission errors)

  • Over-generalizations
  • Case error
  • Word order errors

Diagnosis, therapy and prognosis

Since the mid-1990s, SSES has been increasingly studied scientifically, which is why the developmental disorder can now be precisely diagnosed.

A selection of subtests of standardized language development tests allow the assessment of syntactic-morphological performance:

  • Psycholinguistic development test (PET) (Angermaier 1974) grammar test
  • Heidelberg Language Development Test (HSET) (Grimm / Schöler 1978)
  • SETK 2 (Grimm 2000)
  • SETK 3-5 (Grimm 2001)

The "Active Vocabulary Test for 3 to 5 Year Old Children" revision (AWST-R) can be used to assess the expressive range of vocabulary.

Signs of SSES can also be noticed by parents / educators as early as kindergarten age. So-called. Late talkers are assessed using parenting questionnaires and vocabulary lists (e.g. ELAN-R).

Even at preschool age, signs of SSES can be noticed by parents. SSES can affect children's academic success, especially if no therapeutic measures are taken. Adults with a history of SSES are more likely to have problems in the area of ​​socio-emotional levels than those without SSES. As a result, an early diagnosis (preferably by a doctor for phoniatrics and pediatric audiology ) is useful in order to be able to initiate therapeutic measures in good time.

literature

  • Michael Schecker among others: Specific language development disorders. In: Hermann Schöler, Alfons Welling (Hrsg.): Handbuch Sonderpädagogik: Sonderpädagogik der Sprache . Hogrefe, 2007, ISBN 978-3-8017-1708-7 .
  • Andrew Radford: Grammatical Aspects of Specific Language Impairment. A Linguistic Perspective . Essex 2006.
  • Jürgen Wendler, Wolfgang Seidner, Ulrich Eysholdt: Textbook of Phoniatry and Pedaudiology . 4th edition. Thieme-Verlag, Stuttgart 2005, ISBN 3-13-102294-9 .
  • A. Keilmann, C. Büttner, G. Böhme: Speech development disorders - interdisciplinary diagnostics and therapy . Huber, Bern 2009, ISBN 978-3-456-84676-7 .

Guidelines

Individual evidence

  1. ↑ Dietlinde Schrey-Dern: Speech development disorders: "i mei bille anglasse" (I leave my glasses on). In: Kindergartenpädagogik.de. Martin R. Textor, accessed May 5, 2009 .
  2. ↑ SC Vernes, J. Nicod, FM Elahi, JA Coventry, N. Kenny, AM Coupe, LE Bird, KE Davies, SE Fisher: Functional genetic analysis of mutations implicated in a human speech and language disorder . In: Hum Mol Genet . tape 1 , no. 15 , 2006, p. 3154-3167 , PMID 16984964 ( full text online [accessed October 2, 2013]).
  3. ↑ SC Vernes, DF Newbury, BS Abrahams, L. Winchester, J. Nicod, M. Groszer, M. Alarcón, PL Oliver, KE Davies, DH Geschwind, AP Monaco, SE Fisher: A functional genetic link between distinct developmental language disorders . In: New England Journal of Medicine . tape 359 , no. 22 , 2008, p. 2337-2345 , doi : 10.1056 / NEJMoa0802828 , PMID 18987363 , PMC 2756409 (free full text).
  4. ↑ KD Oller, RE Eilers, AR Neal, HK Schwartz: Precursors to speech in infancy: The prediction of peech and language disorders . In: Journal of Communication Disorders . tape 32 , 1999, p. 223-247 .
  5. ^ A b c R. H. Largo, L. Molinari, PL Comenale, M. Weber, G. Duc: Language development of term and preterm children during the first five years of life . In: Developmental Medicine of Child Neurology . tape 28 , 1986, pp. 333-350 .
  6. ↑ a b c d H. Mania: Individual courses of language development in infants and toddlers . In: Inaugural dissertation of the medical faculty of the Eberhard-Karls-Universität Tübingen . 2000.
  7. ^ Z. Penner: Phonological Development. An overview . In: H. Grimm (Ed.): Sprachentwicklung. Encyclopedia of Psychology . tape 3 . Hogrefe, Göttingen 2000, p. 105-139 .
  8. ↑ G. Szagun: disturbed Slowly same? Variability and Normality in Early Language Acquisition . In: Forum Speech Therapy . tape 21 , 2007, p. 20-25 .
  9. ↑ G. Szagun, C. Steinbrink: Typicality and variability in early childhood language development: A study with a parent questionnaire . In: Speech-Voice-Hearing . tape 28 , 2004, pp. 137-145 .
  10. ↑ M. Angermaier: Psycholinguistic Developmental Test (PET). Beltz Test, Weinheim 1974.
  11. ↑ Grimm, Schöler: Heidelberg Language Development Test (HSET). Hogrefe, Göttingen 1978.
  12. ^ H. Grimm: Speech development test for two-year-old children SETK 2. Göttingen: Hogrefe 2000.
  13. ↑ H. Grimm: Speech development test for three to five year old children SETK 3-5. Hogrefe, Göttingen 2001.
  14. ↑ C. Kiese-Himmel: Active vocabulary test for 3 to 5 year old children - revision . Beltz, Göttingen 2005.
  15. ↑ A.-K. Bockmann, C. Kiese-Himmel: ELAN - Parents Answers, Revision (ELAN-R) . Beltz, Göttingen 2012.
  16. ↑ G. Conti-Ramsden, PL Mok, A. Pickles, K. Durkin: Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning . In: Research in Developmental Disabilities . tape 34 , no. 11 , 2013, p. 4161-4169 , doi : 10.1016 / j.ridd.2013.08.043 , PMID 24077068 ( full text online [accessed October 2, 2013]).