Developmental Language Disorder

Definition of Developmental Language Disorder

A developmental language disorder is a type of language disorder that occurs during a child's early development. It is characterized by difficulties with language comprehension, expression, and use which are not attributable to any sensory, neurological, or intellectual impairments.

In children with DLD, language skills may be significantly below what is expected given their age and general cognitive abilities. This can result in issues with vocabulary, grammar, and social communication. Here are some common symptoms of developmental language disorder:

• Difficulty understanding spoken language
• Problems in producing clear and coherent sentences
• Poor vocabulary development
• Challenges with pronunciation and intonation
• Struggling with reading and writing tasks

Causes of Developmental Language Disorder

There is no single known cause for developmental language disorder, as it is believed to be a result of multiple interacting factors. Some potential causes and contributing factors include:

• Genetic factors: There is evidence of a strong genetic influence on language development, and DLD tends to run in families.
• Environmental factors: Factors such as low socioeconomic status, family history of language difficulties, and poor language stimulation in the home may increase the risk of DLD.
• Brain development: Some researchers suggest that DLD could be linked to specific differences in brain structure or function that affect language processing and learning.

It is important to note that the exact causes of DLD may vary widely between individuals and more research is needed to fully understand the underlying factors contributing to the development of this disorder.

Link between Developmental Disorder of Speech and Language

Although developmental language disorder primarily impacts language skills, it may also be associated with difficulties in speech development. When a child presents with both speech and language difficulties, they may be diagnosed with a developmental disorder of speech and language (DDSL).

DLD and DDSL are related, but distinct, conditions. While children with DLD may have difficulties with speech clarity and pronunciation, those with DDSL typically experience a broader range of speech, language, and communication challenges. However, both conditions can significantly impact a child's ability to communicate effectively and engage fully in their daily activities.

Types of Developmental Language Disorders

Developmental language disorders can be broadly categorized into two major types: expressive language disorders and receptive language disorders. These disorders often co-occur, and some children may have difficulties in both areas of language development.

Differentiating Developmental Language Disorders

To understand and differentiate between the various developmental language disorders, it is crucial to consider the specific characteristics and challenges associated with each type. Below is an overview of the main types of language disorders and their primary features:

Identifying the specific type of language disorder in a child is essential for developing an appropriate intervention plan. In some cases, the child may need to undergo a speech-language assessment by a qualified practitioner to determine their specific needs.

Specific Language Impairment vs Developmental Language Disorder

The terms Specific Language Impairment (SLI) and Developmental Language Disorder (DLD) are often used interchangeably but represent distinct concepts in the field of language development. The following sections will explore the key differences between these two disorders:

• Terminology: SLI has been traditionally used to describe language difficulties that occur without any evident cause. In contrast, DLD was introduced as a more inclusive term to encompass similar language difficulties occurring alongside other developmental issues.
• Diagnostic Criteria: Diagnosing SLI requires the exclusion of other factors, such as hearing loss, cognitive impairment, or motor impairments. On the other hand, DLD focuses on the child's language difficulties without the necessity to exclude all potential underlying causes.
• Outcomes: Generally, children with SLI tend to have better overall outcomes compared to children with DLD, as the latter may include a broader range of language difficulties and associated developmental challenges.

Despite these differences, both SLI and DLD require appropriate and targeted intervention strategies to support affected children's language development and overall communication skills.

Developmental Language Disorder Examples

To further illustrate how developmental language disorders can manifest in children, let us consider some real-life examples:

It is crucial to recognize that these examples are only meant to provide a general overview of the possible manifestations of developmental language disorders, and the real-world experiences of affected individuals might differ significantly. Early identification and intervention are essential to help these children overcome their language challenges and develop effective communication skills.

Strategies for Teaching Students with Developmental Language Disorder

Supporting the learning and development of students with developmental language disorder (DLD) requires specialized teaching strategies that address their unique needs and challenges. By understanding the role of language acquisition in teaching and implementing targeted teaching approaches, educators can create an inclusive and supportive learning environment for students with DLD.

Role of Language Acquisition in Teaching

Language acquisition is a crucial aspect of a student's learning experience, as it serves as the foundation for communication, comprehension, and higher-order thinking skills. For students with developmental language disorder, challenges with language acquisition can create significant barriers to accessing the curriculum and participating fully in the classroom. Therefore, understanding the role of language acquisition in teaching is essential for educators working with these students.

Some important factors to consider when teaching students with DLD include:

• Critical period hypothesis: The critical period hypothesis suggests that there is an optimal window for language acquisition in early childhood, during which the brain is most receptive to learning. While students with DLD may struggle with language acquisition during this period, targeted interventions and support can help them make significant progress in their language development.
• Zone of proximal development: According to Lev Vygotsky's theory, the zone of proximal development (ZPD) represents the difference between a child's actual and potential development level. By providing appropriate scaffolding and support within the ZPD, teachers can help students with DLD to develop their language skills and bridge the gap between their current level of performance and their potential.
• Nature vs. nurture: Understanding the interplay between genetics and environment in the development of DLD is critical for educators. By acknowledging the potential influence of both factors, teachers can create a supportive and nurturing learning environment that promotes language development and addresses the specific needs of students with DLD.

Developmental Language Disorder Teaching Strategies

When teaching students with DLD, it is essential to use targeted and evidence-based strategies that address their specific language and communication difficulties. Some effective strategies for teaching students with DLD include:

• Visual supports: Using visual aids and supports can help students with DLD to better understand concepts, follow instructions, and engage with the curriculum. Common visual supports include visual schedules, social stories, and graphic organizers.
• Explicit instruction: Providing clear and direct instruction can help students with DLD to grasp new concepts more effectively. Teachers should use simple language, model the desired behaviour, and check for understanding frequently.
• Scaffolding: Breaking down tasks into smaller steps and providing support at each stage can help students with DLD to develop their language skills and work towards more complex tasks. Some examples of scaffolding include sentence starters, word banks, and guided practice.
• Collaborative learning: Providing opportunities for students with DLD to work in small groups or pairs can enhance their language development and social skills. Collaborative learning activities may include peer tutoring, cooperative learning, and structured conversation tasks.
• Modified curriculum: Adapting the curriculum to suit the needs of students with DLD ensures that they can access the content and participate in learning activities. Modifications may include simplifying language, reducing the number of objectives, and providing additional support materials.

Supporting Developmental Language Disorder Writing Skills

Developing writing skills can be particularly challenging for students with DLD due to their difficulties with language comprehension, vocabulary, and grammar. To support the writing skills of these students, educators can implement targeted interventions and strategies, such as:

• Pre-writing activities: Engaging students with DLD in pre-writing activities can help them develop the foundational skills needed for writing tasks. These activities may include brainstorming, mind mapping, and storyboarding.
• Graphic organizers: Providing graphic organizers can help students with DLD to organize their thoughts, plan their writing, and sequence events or ideas logically.
• Writing scaffolds: Providing writing scaffolds, such as sentence starters, word banks, and writing templates, can assist students with DLD in developing their writing skills. These tools can reduce the cognitive load associated with writing tasks and help students focus on content and structure.
• Phonics instruction: Teaching phonics explicitly can help students with DLD to improve their spelling and decoding abilities. Incorporating multisensory techniques, such as using manipulatives, tracing letters, or incorporating movement, can enhance phonics instruction.
• Writing conferences: Holding regular writing conferences with students with DLD can provide targeted feedback and help them set goals for improvement. During these conferences, teachers can discuss the student's writing strengths and areas for growth.

By implementing these strategies and providing ongoing support, educators can help students with DLD develop the writing skills necessary for success in school and beyond.