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Children with a language disorder have unusual difficulties understanding and/or using vocabulary or grammar in age-appropriate ways. Their difficulties with language development cannot be attributed to underlying conditions such as intellectual disability, sensory disorders, medical conditions, neurological disorders, or motor dysfunctions. Language disorder affects approximately 7% of preschool and school-age children. Researchers have hypothesized neurophysiological, biological (genetic), and psychological (cognitive/linguistic) causes of language disorder, but the precise etiology of language disorder has yet to be determined. Preschoolers with a language disorder often have difficulties using grammatical morphemes to mark tense and agreement. These grammatical difficulties may continue into the school-age years, when children with language disorder exhibit difficulties understanding and producing narratives and expository texts and often present reading and writing delays. A complete assessment of language disorder should include a detailed case history, interviews with the individual’s family and teachers, administration of ecologically valid standardized and non-standardized measures of communication, and consideration of related areas (e.g., behavioral, medical, educational status). Language intervention for children with a language disorder involves techniques designed to remediate or modify the factors that contribute to language disorder or teaching children the compensatory strategies to reduce the impact of a language disorder on academic, social, and/or vocational functioning. In the DSM-5, communication disorders (including language disorder) are categorized as neurodevelopmental disorders along with intellectual disability, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, and motor disorders. |
