Allied Health Professions

Download Classification of Developmental Language Disorders: by Ludo Verhoeven, Hans van Balkom PDF

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By Ludo Verhoeven, Hans van Balkom

Chapters written via best specialists supply present views at the origins and improvement of language issues. They handle the query: How can the kid's linguistic atmosphere be restructured in order that little ones in danger can boost very important adaptive talents within the domain names of self-care, social interplay, and challenge fixing? This theory-based, yet functional e-book emphasizes the significance of actual definitions of subtypes for review and intervention. will probably be of curiosity to scholars, researchers, and practitioners within the box of developmental language disorders.

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Extra resources for Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications

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Marler, J. A. (1998). Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm. Journal of Speech, Language and Hearing Research, 41, 913–926. Harley, T. A. (1993). Connectionist approaches to language disorders. Aphasiology, 7, 221–249. , & Naidoo, S. (1991). Children with specific speech and language impairment. Oxford: Blackwell Scientific Publications. , & Sanger, D. D. (1993). Language sample practices: A survey of nine states.

CHILDREN WITH LANGUAGE IMPAIRMENT 35 To reiterate, what is interesting about these findings is that changes in children’s linguistic profiles did not produce a whole new set of subgroups. Instead, children’s profiles of difficulties continued to fall into a limited number of patterns already observed at Time 1. , children who appeared to be performing within the normal range and arguably should not be included in the classification of children with SLI). Nonetheless, Cluster 2 children may well be a group of children whose language difficulties have resolved by the time they participated in the study (age 7 at Time 1).

Ten children (17%) did not meet the 40 percentile discrepancy criteria between verbal and nonverbal scores. We followed 9 of those 10 children the year after and found that 5 had fully integrated into regular mainstream education, suggesting that this small group of children recovered after intervention. 9 percentiles. 9 percentiles), thus these 148 children met the traditional discrepancy criteria for SLI. 6 percentiles) making it difficult to apply the discrepancy criteria. Both IQ and language test scores were between one and two standard deviations below the mean for these children.

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