Sensory Profiles in School-Age Children with Developmental Language Disorder

Autor/inn/en	Simpson, Kate; Paynter, Jessica; Ziegenfusz, Shaun; Westerveld, Marleen
Titel	Sensory Profiles in School-Age Children with Developmental Language Disorder
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 3, S.781-790 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Kate) ORCID (Paynter, Jessica) ORCID (Westerveld, Marleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1740186
Schlagwörter	Language Impairments; Developmental Delays; Language Skills; Perceptual Development; Young Children; Correlation; Perception; Foreign Countries; Australia; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Language skill; Sprachkompetenz; Wahrnehmungsentwicklung; Frühe Kindheit; Korrelation; Wahrnehmung; Ausland; Australien
Abstract	There has been limited research on identifying and understanding co-occurring challenges associated with Developmental Language Disorder (DLD). This is an exploratory study to examine the sensory profile of school-age children with DLD, and to investigate possible relationships between sensory profiles and language skills. Chart information was extracted for 28 children (M[subscript age] = 6 years 11 months) who attended a language specialist school in Australia. The children's sensory profile was compared with normed data, and associations between sensory and language skills were investigated. Probable or definite difference to sensory stimuli was reported on 60% of the children. There was no correlation between sensory responses and language skills. Identifying and understanding the relationship of co-occurring features associated with DLD aids in future development of interventions to better support children with DLD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01