Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us
Clinical Psychology and Special Education - №3 / 2021 | Перейти к описанию
Web of Science СС

  Previous issue (2021. Vol. 10, no. 2)

Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Published since 2012

Published quarterly

Free of fees
Open Access Journal

 

Developmental Language Disorder: Considerations for Implementing School-Based Screenings 328

|

Komesidou R.
PhD, Postdoctoral Research Fellow, Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, USA
ORCID: https://orcid.org/0000-0003-3113-8937
e-mail: rkomesidou@mghihp.edu

Summy R.
MA, Doctoral Student, School of Communication Science and Disorders, Florida State University, USA
ORCID: https://orcid.org/0000-0003-1809-8213
e-mail: ssummy@fsu.edu

Abstract
Developmental Language Disorder (DLD) is a condition that impacts children’s ability to understand and/or use language. DLD is highly prevalent in the school-age population, but it remains misunderstood and underdiagnosed. Along with raising public awareness, there is a need for improved educational practices for identifying children with DLD. Universal language screening in the early grades is a promising solution for improving under-identification of DLD but it requires systematic approaches that consider the heterogeneity of school contexts and their unique challenges. In this paper, we introduce DLD and discuss how frameworks commonly used in implementation science can help with the adoption and maintenance of early language screening.

Keywords: Developmental Language Disorder, screening, implementation science

Column: Theoretical research

DOI: https://doi.org/10.17759/cpse.2020090303

For Reference

Funding

The research reported here was supported, in part, by the Institute of Education Sciences (Grant No. R305B200020) to the Florida Center for Reading Research at Florida State University. The opinions expressed are those of the authors and do not represent views of the funding agencies or universities.

Acknowledgements

The authors thank Dr. Hugh Catts and Dr. Tiffany P. Hogan for their guidance in preparing this article

References
  1. Aarons G.A., Hurlburt M., Horwitz S.M. Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 2011. Vol. 38, no. 1, pp. 4–23. DOI: 10.1007/s10488-010-0327-7
  2. Adlof S.M., Hogan T.P. Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 2018. Vol. 49, no. 4, pp. 762–773. DOI: 10.1044/2018_LSHSS-DYSLC-18-0049
  3. Adlof S.M., Hogan T.P. If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences, 2019. Vol. 6, no. 2, pp. 210–217. DOI: 10.1177/2372732219839075
  4. Adlof S.M., Scoggins J., Brazendale A. et al. Identifying children at risk for language impairment or dyslexia with group-administered measures. Journal of Speech, Language, and Hearing Research, 2017. Vol. 60, no. 12, pp. 3507–3522. DOI: 10.1044/2017_JSLHR-L-16-0473
  5. Aguilar-Mediavilla E.M., Sanz-Torrent M., Serra-Raventós M. A comparative study of the phonology of pre-school children with specific language impairment (SLI), language delay (LD) and normal acquisition. Clinical Linguistics & Phonetics, 2002. Vol. 16, no. 8, pp. 573–596. DOI: 10.1080/02699200210148394
  6. Alt M., Arizmendi G.D., Beal C.R. The relationship between mathematics and language: Academic implications for children with specific language impairment and English language learners. Language, Speech, and Hearing Services in Schools, 2014. Vol. 45, no. 3, pp. 220–233. DOI: 10.1044/2014_LSHSS-13-0003
  7. Bao X., Hogan T.P. A review of commercially available screening tests used to identify risk of Developmental Language Disorder (DLD). Manuscript in preparation, 2020. URL: https://docs.google.com/spreadsheets/d/1o5U6QSztiJb0qE_a0wjzPeWg7_816GmquEagQi0XPpo/edit#gid=1925966314 (Accesssed: 17.09.2020).
  8. Bedore L.M., Leonard L.B. Specific language impairment and grammatical morphology: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 1998. Vol. 41, no. 5, pp. 1185–1192. DOI: 10.1044/jslhr.4105.1185
  9. Bedore L.M., Leonard, L.B. Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 2001. Vol. 44, no. 4, pp. 905–924. DOI: 10.1044/1092-4388(2001/072
  10. Bishop D.V.M., Clarkson B. Written language as a window into residual language deficits: A study of children with persistent and residual speech and language impairments. Cortex, 2003. Vol. 29, no. 2, pp. 215–237. DOI: 10.1016/s0010-9452(08)70106-0
  11. Bishop A.G., League M.B. Identifying a multivariate screening model to predict reading difficulties at the onset of kindergarten: A longitudinal analysis. Learning Disability Quarterly, 2006. Vol. 29, pp. 235–252. DOI: 10.2307/30035552
  12. Bishop D.V.M., Snowling M.J., Thompson P.A. et al. CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS one, 2016, vol. 11, no. 7, pp. 1–26. DOI: 10.1371/journal.pone.0158753 
  13. Bishop D.V.M., Snowling M.J., Thompson P.A. et al. Phase 2 of CATALISE:
    A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 2017. Vol. 58, no. 10, pp. 1068–1080. DOI: 10.1111/jcpp.12721
  14. Catts H.W., Adlof S.M., Weismer S.E. Language deficits in poor comprehenders:
    A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 2006. Vol. 49, no. 2, pp. 278–293. DOI: 10.1044/1092-4388(2006/023)
  15. Catts H.W., Hogan T.P., Adlof S.M. Developmental changes in reading and reading disabilities. In H.W. Catts, A.G. Kamhi (Eds.), Connections between language and reading disabilities. Mahwah, NJ: Erlbaum Associates, 2005, pp. 2025–2040. DOI: 10.4324 /9781410612052-9
  16. Conti‐Ramsden G., Botting N. Emotional health in adolescents with and without
    a history of specific language impairment (SLI). Journal of Child Psychology & Psychiatry, 2008. Vol. 49, no. 5, pp. 516–525. DOI: 10.1111/j.1469-7610.2007.01858.x
  17. Conti-Ramsden G., Mok P.L.H., Pickles A. et al. Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 2013. Vol. 34, no. 11, pp. 4161–4169. DOI: 10.1016/j.ridd.2013.08.043
  18. Cook B.G., Odom S.L. Evidence-based practices and implementation science in special education. Exceptional Children, 2013. Vol. 79, no. 3, pp. 135–144. DOI: 10.1177/001440291307900201
  19. Cross A.M., Joanisse M.F., Archibald L.M. Mathematical abilities in children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 2019. Vol. 5, no. 1, pp. 150–163. DOI: 10.1016/j.ridd.2013.08.043
  20. Damschroder L.J., Aron D.C., Keith R.E. et al. Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 2009. Vol. 4, no. 1, pp. 1–15. DOI: 10.1186/1748-5908-4-50
  21. Eccles M.P., Mittman, B.S. Welcome to implementation science. Implementation Science. Vol. 1, no. 1, pp. 1–3. DOI: 10.1186/1748-5908-1-1
  22. Fey M.E., Catts H.W., Proctor-Williams K. et al. Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 2004, vol. 47, no. 6, pp. 1301–1318. DOI: 10.1044/1092-4388(2004/098)
  23. Fixsen D.L., Blase K.A., Van Dyke M.K. Implementation practice and science. Chapel Hill, NC: Active Implementation Research Network, 2019.
  24. Fletcher J.M., Vaughn S. Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 2009. Vol. 3, no. 1, pp. 30–37.
    DOI: 10.1111/j.1750-8606.2008.00072.x
  25. Gallagher T.M. Interrelationships among children's language, behavior, and emotional problems. Topics in Language Disorders, 1999. Vol. 19, no. 2, pp. 1–15. DOI: 10.1097/00011363-199902000-00003
  26. Georgiou G., Parrila R., Kirby J. Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 2006. Vol. 10, pp. 199–220. DOI: 10.1207/ s1532799xssr1002_4
  27. Gersten R., Beckmann S., Clarke B. et al. Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. Institute of Education Sciences Practice Guide, U.S. Department of Education, 2009. 98 p.
    URL: https://docplayer.net/7119437-Assisting-students-struggling-with-mathematics-response-to-intervention-rti-for-elementary-and-middle-schools.html (Assessed: 12.09.2020).
  28. Gough P.B., Tunmer W.E. Decoding, reading, and reading disability. Remedial and Special Education, 1986. Vol. 7, no. 1, pp. 6–10. DOI: 10.1177/074193258600700104
  29. Gray S. Word-learning by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 2003. Vol. 46, no. 1, pp. 56–67. DOI: 10.1044/1092-4388(2003/005)
  30. Halle T., Metz A., Martinez-Beck I. Applying implementation science in early childhood programs and systems. Baltimore, MD: Paul H. Brookes Publishing Company, 2013. 360 p.
  31. Hendricks A.E., Adlof S.M., Alonzo C.N. et al. Identifying children at risk for developmental language disorder using a brief, whole-classroom screen. Journal of Speech, Language, and Hearing Research, 2019. Vol. 62, pp. 896–908. DOI: 10.1044/2018_JSLHR-L-18-0093
  32. Hogan T.P., Adlof S.M., Alonzo C.N. On the importance of listening comprehension. International Journal of Speech-Language Pathology, 2014. Vol. 16, no. 3, pp. 199–207.
    DOI: 10.3109/17549507.2014.904441
  33. Hogan T.P. Bridges M.S., Justice L. et al. Increasing higher level language skills to improve reading comprehension. Focus on Exceptional Children, 2011. Vol. 44, no. 3,
    pp. 1–20. DOI: 10.17161/fec.v44i3.6688
  34. Hoover W.A., Gough P.B. The simple view of reading. Reading and Writing, 1990. Vol. 2, no. 2, pp. 127–160. DOI: 10.1007/BF00401799
  35. Joye N., Brocb L., Olive T. et al. Spelling performance in children with developmental language disorder: A meta-analysis across European languages. Scientific Studies of Reading, 2019. Vol. 23, no. 2, pp. 129–160. DOI: 10.1080/10888438. 2018.1491584
  36. Leonard L.B. Children with specific language impairment. 2nd ed. Cambridge, MA: MIT Press, 2014.
  37. Mackie C, Dockrell J.E. The nature of written language deficits in children with SLI: Research note. Journal of Speech, Language & Hearing Research, 2004. Vol. 47, no. 6,
    pp. 1469–1483. DOI: 10.1044/1092-4388(2004/109)
  38. Marinellie S.A. Complex syntax used by school-age children with specific language impairment (SLI) in child–adult conversation. Journal of Communication Disorders, 2004. Vol. 37, no. 6, pp. 517–533. DOI: 10.1016/j.jcomdis.2004.03.005
  39. McArthur G.M., Hogben J.H., Edwards V.T. et al. On the “specifics” of specific reading disability and specific language impairment. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 2000. Vol. 41, no. 7, pp. 869–874. DOI: 10.1111/1469-7610.00674
  40. McCarthy J.H., Hogan T.P., Catts H.W. Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Clinical Linguistics & Phonetics, 2012. Vol. 26, no. 9, pp. 791–805. DOI: 10.3109/02699206. 2012.702185
  41. McGregor K.K., Goffman L., Van Horne A. et al. Developmental Language Disorder: Applications for advocacy, research, and clinical service. Perspectives of the ASHA Special Interest Groups, 2020. Vol. 5, no. 1, pp. 38–46.
  42. McGregor K.K., Oleson J., Bahnsen A. et al. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 2013. Vol. 48, no. 3, pp. 307–319. DOI: 10.1111/1460-6984.12008
  43. Metz A., Halle T., Bartley L. The key components of successful implementation. In
    T. Halle, A. Metz, I. Martinez-Beck (Eds.), Applying Implementation Science in Early Childhood Programs and Systems. Baltimore, MD: Paul H. Brookes Publishing Company, 2013. Pp. 21–42.
  44. Montgomery J.W., Evan, J.L. Complex sentence comprehension and working memory in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 2009. Vol. 52, no. 2, pp. 269–288. DOI: 10.1044/1092-4388(2008/07-0116)
  45. Moullin J.C., Sabater-Hernández D., Fernandez-Llimos F. et al. A systematic review of implementation frameworks of innovations in healthcare and resulting generic implementation framework. Health Research Policy and Systems, 2015. Vol. 13, no. 1,
    pp. 1–11. DOI: 10.1186/s12961-015-0005-z
  46. Nation K., Clarke P., Marshall C.M. et al. Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language, and Hearing Research, 2004. Vol. 47, no. 1, pp. 199–211.
    DOI: 10.1044/1092-4388(2004/017)
  47. Nippold M.A., Mansfield T.C., Billow J.L. et al. Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 2008. Vol. 17, no. 4, pp. 356–366. DOI: 10.1044/1058-0360(2008/07-0049)
  48. Norbury C.F. Gooch D., Baird G. et al. Younger children experience lower levels of language competence and academic progress in the first year of school: Evidence from
    a population study. Journal of Child Psychology and Psychiatry, 2016. Vol. 57, pp. 65–73. DOI: 10.1111/jcpp.12431
  49. Orsolini M., Sechi E., Maronato C. et al. Nature of phonological delay in children with specific language impairment. International Journal of Language & Communication Disorders, 2001. Vol. 36, no. 1, pp. 63–90. DOI: 10.1080/13682820150217572
  50. Petersen D.B., Spencer T.D. The narrative language measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 2012. Vol. 19, no. 4, pp. 119–129. DOI: 10.1044/lle19.4.119
  51. Petersen D.B., Spencer T.D. CUBED. Language Dynamics Group, 2016. URL:
    www.languagedynamicsgroup.com (Accessed: 20.09.2020)
  52. Petscher Y., Justice L.M., Hogan T.P. Modeling the early language trajectory of language development when the measures change and its relation to poor reading comprehension. Child Development, 2018. Vol. 89, pp. 2136–2156. DOI: 10.1111/ cdev.12880
  53. Powell B.J., Waltz T.J., Chinman M.J. et al. A refined compilation of implementation strategies: Results from the Expert Recommendations for Implementing Change (ERIC) project. Implementation Science, 2015. Vol. 10, no. 1, pp. 21–35. DOI: 10.1186/s13012-015-0209-1
  54. Redmond S.M. Language impairment in the attention-deficit/hyperactivity disorder context. Journal of Speech, Language, and Hearing Research, 2016. Vol. 59, no. 1, pp. 133–142. DOI: 10.1044/2015_JSLHR-L-15-0038
  55. Redmond S.M., Ash A.C., Hogan T.P. Consequences of co-occurring attention-deficit/hyperactivity disorder on children's language impairments. Language, Speech, and Hearing Services in Schools, 2015.Vol. 46, no. 2, pp. 68–80. DOI: 10.1044/2014_LSHSS-14-0045
  56. Rice M.L. Specific language impairment, nonverbal IQ, attention-deficit/hyperactivity disorder, autism spectrum disorder, cochlear implants, bilingualism, and dialectal variants: Defining the boundaries, clarifying clinical conditions, and sorting out causes. Journal of Speech, Language, and Hearing Research, 2016. Vol. 59, no. 1,
    pp. 122–132. DOI: 10.1044/2015_JSLHR-L-15-0255
  57. Rice M.L., Oetting J.B., Marquis J. et al. Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 1994. Vol. 37, no. 1, pp. 106–122. DOI: 10.1044/jshr.3701.106
  58. Scott C.M., Windsor J. General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 2000. Vol. 43, no. 2,
    pp. 324–339. DOI: 10.1044/jslhr.4302.324
  59. Shriberg L.D., Tomblin J.B., McSweeny J.L. Prevalence of speech delay in 6-year-old children and comorbidity with language impairment. Journal of Speech, Language, and Hearing Research, 1999. Vol. 42, no. 6, pp. 1461–1481. DOI: 10.1044/jslhr.4206.1461
  60. Snyder P.A., Hemmeter M.L., Fox L. Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 2015. Vol. 35, no. 3, pp. 133–143. DOI: 10.1177/0271121415594925
  61. Stavrakaki S. Comprehension of reversible relative clauses in specifically language impaired and normally developing Greek children. Brain and Language, 2001. Vol. 77, no. 3, pp. 419–431.
  62. St Clair M.C., Forrest C., Goh Kok Yew S. et al. Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 2019. Vol. 62, no. 8,
    pp. 2750–2771. DOI: 10.1044/2018_JSLHR-L-18-0061
  63. Stoeckel R.E., Colligan R.C., Barbaresi W.J. et al. Early speech-language impairment and risk for written language disorder: A population-based study. Journal of Developmental and Behavioral Pediatrics, 2013. Vol. 34, no. 1, pp. 38–44. DOI: 10.1097/DBP.0b013e 31827ba22a
  64. Tomblin J.B., Records N.L., Buckwalter P. et al. Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 1997. Vol. 40, no. 6, pp. 1245–1260. DOI: 10.1044/jslhr.4006.1245
  65. Vellutino F.R., Scanlon D.M., Small S. et al. Response to intervention as a vehicle for distinguishing between reading disable and non-reading disabled children: Evidence for the role of kindergarten and first grade intervention. Journal of Learning Disabilities, 2006. Vol. 38, no. 6, pp. 157–169.
  66. Villaboros Dintrans P., Bossert T., Sherry J. et al. A synthesis of implementation science frameworks and application to global health gaps. Global Health Research and Policy, 2019. Vol. 4, no. 1, pp. 25–36. DOI: 10.1186/s41256-019-0115-1
  67. Ward-Lonergan J., Duthie J. The state of dyslexia: Recent legislation and guidelines for serving school-age children and adolescents with dyslexia. Language, Speech, and Hearing Services in Schools, 2018. Vol. 49, no. 4, pp. 810–816. DOI: 10.1044/2018_LSHSS-DYSLC-18-0002
  68. Youman M., Mather N. Dyslexia laws in the USA: An update. Perspectives on Language and Literacy, 2015. Vol. 41, no. 4, pp. 10–18.
  69. Zhang X., Tomblin J.B. The association of intervention receipt with speech-language profiles and social-demographic variables. American Journal of Speech-Language Pathology, 2000. Vol. 9, no. 4, pp. 345–357. DOI: 10.1044/1058-0360.0904.345
 
About PsyJournals.ru

© 2007–2021 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????