Understanding Developmental Language Disorder

A condition where a child struggles to learn language skills (like talking, understanding words, and forming sentences) despite having normal intelligence, hearing, and social opportunities.

DLD was previously known as Specific Language Impairment (SLI). This means it's a language disorder that doesn't impact other areas of development like intelligence.

Both DLD and Autism can involve language delays. However, children with Autism also have social communication and behavioral challenges that are not typical of DLD.

Children with Intellectual Disability have delays in many areas of development (like thinking, movement, and language). DLD only affects language skills, and children with DLD have normal intelligence.

Hearing loss leads to language difficulties because of insufficient auditory input. DLD is not caused by hearing problems and children with DLD have normal hearing.

Language delay occurs when children develop language skills slower than expected but eventually catch up to their peers, without long-term issues.

Language difference refers to variations in language skills due to cultural, linguistic, or dialectal differences. This is not a disorder.

Language Disorder is a persistent and significant language difficulty that lasts over time and is not explained by environmental factors or other medical conditions.

This theory proposes that language disorders arise from underlying cognitive impairments, such as difficulties with working memory, attention, or processing speed.

This perspective focuses on the brain's structure and function, suggesting that language disorders are caused by differences in brain regions involved in language processing.

The two main perspectives are the Cognitive Theory, which emphasizes underlying cognitive impairments as the root cause of language disorders, and the Neurobiological Perspective, which focuses on brain structure and function as the primary factor.

DLD results from the combined effects of various factors, including genetics, environment, and possibly neurobiological influences.

Twin studies have shown identical twins are more likely to share DLD than non-identical twins, indicating a genetic influence. Specific gene variations, like in the FOXP2 gene, have been linked to language disorders, further supporting the genetic basis of DLD.

Aims to stop a disorder before it starts by targeting at-risk populations, such as promoting early language development in children at risk for DLD.

Focuses on early identification and intervention after a disorder has manifested but before it leads to more severe outcomes. Screening and targeted therapy are key components.

Primary prevention aims to prevent a disorder before it starts, while secondary prevention focuses on early identification and intervention after a disorder has begun.

Children with DLD show persistent language delays over time, even after adjusting for age, unlike children with LLE who may experience temporary delays but catch up.

DLD often involves significant struggles with social communication, such as using language for social purposes, which may not be as prominent in LLE.

Children with DLD frequently encounter difficulties with word forms, such as using plurals, verb tenses, or possessive forms.

DLD often involves issues with sentence structure, including word order and the use of complex sentences.

Children with DLD may have limited vocabulary or difficulties understanding and using words in the right context.

Social language (pragmatics) can be challenging. Children with DLD might struggle with turn-taking, using appropriate greetings, or adapting language to the social context.

Children with DLD may struggle with phonological awareness, which can hinder their ability to sound out words.

DLD can also impact understanding written text, especially complex language with high vocabulary or syntax.