Abilities and Disabilities among Children with Developmental Language Disorder

Autor/inn/en	McGregor, Karla K.; Ohlmann, Nancy; Eden, Nichole; Arbisi-Kelm, Tim; Young, Alys
Titel	Abilities and Disabilities among Children with Developmental Language Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 3, S.927-951 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGregor, Karla K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Language Impairments; Developmental Delays; Intervention; Individual Characteristics; Services; Severity (of Disability); Educational Attainment; Child Health; Risk; Resilience (Psychology); Elementary School Students; Young Children; Grade 1; Caregivers; Parents; Grandparents; Background; Adjustment (to Environment); Iowa; Nebraska; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Dienstleistung; Schweregrad; Bildungsabschluss; Bildungsgut; Risiko; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Caregiver; Carer; Betreuungsperson; Pfleger; Eltern; Großeltern; Hintergrundinformation
Abstract	Purpose: The aim of this study was to situate developmental language disorder (DLD) within the impairment and disability framework of the International Classification of Functioning, Disability, and Health (ICF); describe the functional strengths and weaknesses of a cohort of first-grade children with DLD and their peers; and explore the ways that language-related disabilities relate to language impairment, developmental risk, and receipt of language services. Method: We queried the caregivers of 35 children with DLD and 44 peers with typical language development about their children's language-related functions, developmental risks, and language services using mixed quantitative and qualitative methods. Results: The children with DLD presented with weaknesses in domains that are highly dependent upon language skill, including communication, community function, interpersonal relationships, and academics. They presented with strengths in domestic and personal aspects of daily living, play and coping aspects of socialization, and gross motor function. Caregivers of children with DLD expressed pride in their children's agentive and prosocial qualities. Consistent with the ICF, what distinguished children with DLD who had functional weaknesses and disabilities from those who had healthy function was not the severity of language impairment as measured by decontextualized tests of language skill, but the presence of cumulative developmental risks. Compared to those with healthy function, a larger portion of children with weaknesses and disabilities were receiving language services; however, two girls who had disabilities despite mild levels of impairment were without services. Conclusions: Children with DLD present with predictable strengths and weaknesses in everyday language-related functioning. For some children, the weaknesses are mild, but for others, they limit function to a greater extent and should be considered disabilities. The severity of language impairment is not a strong indicator of language-related function and, therefore, is not a good metric for determining service qualification. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01