What are Language Disorders?

Definition of Expressive Language Disorder:

Expressive Language Disorder is a learning disability affecting communication of thoughts using spoken and sometimes basic written language and expressive written language. This disorder involves difficulty with language processing centers of the brain. Expressive language disorders can result from inherited conditions or may be caused by brain injuries or stroke. People with expressive language disorders may understand what is said to them or written in passages, but they have substantial difficulty communicating. They have difficulty with language processing and the connection between words and ideas they represent. Some people may also have problems with pronunciation of words. Some students with expressive language disorders may also have difficulty with receptive language.

Definition of Receptive Language Disorder:

Receptive language is the ability understand and comprehend what is being said or read. Students with basic language comprehension (receptive) needs can exhibit a variety of observable behaviors. The following checklist will help you to determine if your student has comprehension difficulties:

 

  • Difficulty understanding and following directions or instructions.
  • Becomes overwhelmed when given 2 or multi-step directions.
  • Often doesn’t understand longer more complex sentences, thus becomes confused easily.
  • Struggles with figurative versus literal language and will usually need explanations.
  • Regularly requires clarification and to have the instructions/directions repeated.
  • Often uses the term ‘I don’t know’ or ‘I forget’.
  • The child may be able to read but when questioned about the passage just read, he/she has limited understanding.

 

Why is a comprehensive multimodal method necessary for diagnosis and for guiding treatment?

People with Expressive Language Disorder may appear less capable than they really are because they cannot effectively express themselves. Except in rare cases, their understanding of language and subjects in school is often as well-developed as that of other learners their age. Evaluation can provide information to help educators develop effective strategies. Typical strategies focus on language therapy to develop the important concepts necessary to communicate. Vocabulary development, rehearsal, and practice of using language in social situations are often helpful therapeutic methods. Students with substantial communication disorders may require extensive specially designed instruction on their IEPs. Language processing disorders may play a role in dyslexia and autism. For students in college and vocational programs, their school’s advising office can assist with finding resources to help ensure their success. Students with expressive language deficits will need to develop self-advocacy skills.

With Receptive Language Disorders there are a variety of strategies and approaches you can use to support the language deficits mentioned above. Once again, a consistent approach is vital in order for this type of student to achieve success. Communication between home and school is important. It is important that there is consistency between approaches used and home and at school; after all, both parents and teachers share the goals for students. The following list of strategies will help with the programming needs of the language deficit student:

 

  • Provide ample opportunities for the child to practice effective listening behaviors. You can do this by making sure the child understands the goals. For instance, before you give the instructions, let the student know that he will be responsible for repeating them.
  • Each time the student is reading, provide opportunities for him/her to predict outcomes or why the character acted in that way.
  • Chunk information into small pieces at a time, use headings when possible.
  • Make frequent eye contact and focus the student by using close proximity or a touch on the shoulder, this often helps to engage the student.
  • Clarify and demonstrate organizational strategies that will assist the student.
  • Teach the student how to use effective organizers like agendas and to do lists.
  • Whenever possible, ask the student to re-tell stories and re-state directions and instructions.
  • Provide reading materials that are matched to the child’s interest and ability level.
  • ALWAYS present information in short, simple sentences and repeat them often or present information both orally and in writing.
  • Encourage this type of student to seek clarification when uncertain.
  • Be sure to provide a variety of listening opportunities for students that have follow up activities.

 

Remember, language is complex for a large number of students, be patient and consistent. Success is usually seen in small steps when the above strategies are implemented consistently.

What is involved in a comprehensive assessment?

Diagnostic writing and speech/language tests can be used to determine what specific types of language difficulty are affecting the learner’s communication skills. Through observations, analyzing student work, cognitive assessment, individual therapy, and occupational therapy evaluations, speech pathologists and teachers can develop individualized therapy and education programs that will help the student learn. A thorough assessment should include gathering information from individuals familiar with the child, adolescent, or adult in more than one setting, i.e., school, home, place of employment or in the community, both in structured (rating scales) and semi-structured (interviews and narratives) ways. It should include consideration of other diagnostic possibilities and may include intelligence testing, achievement testing, and/or consideration of the child’s, adolescent’s, or adult’s emotional functioning.

How do I go about arranging for such an evaluation?

If you believe you or your child has a Receptive or Expressive Language Disorder that may require special education, contact our office to arrange an assessment.