Unsuspected language impairments
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Unsuspected language impairments
Dorothy V. M. Bishop
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Studies of child psychiatry outpatients
288 child psychiatry outpatients, 4-12 yr Given routine screening with language tests 111 had previously identified language
impairment 99 had unsuspected language impairment –
nearly always involving receptive language Many with ADHD, externalising problems
Cohen NJ et al. 1993. Unsuspected language impairment in psychiatrically disturbed children: prevalence and language and behavioral characteristics. Journal of the American Academy of Child and Adolescent Psychiatry 32:595-
603.
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Language problems are not always obvious
• Language difficulties may underlie problem behaviour such as:• Bad behaviour in class/failure to obey instructions• Inattention• Anxiety in social situations• Problems with peer group• Academic problems (esp. poor reading/writing)
• Failure to use inner speech to self-regulate behaviour
Cohen, N. J. (1996). Unsuspected language impairments in psychiatrically disturbed children: developmental issues and associated conditions. In J. H. Beitchman, et al (Eds.), Language, Learning, and Behavior Disorders (pp. 105-127). Cambridge: Cambridge University Press.
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Things that get missed
Poor receptive language Weak vocabulary Over-literal interpretation Difficulties with talking about the future
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“Don’t you think you owe it to your mum to take responsibility for your behaviour?”
Professionals often use language that is too complex!
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• Abstract words: “responsibility”
• Complex syntax – multiple levels of embedding! “Don’t you think [you owe it to your mum [to take responsibility for your behaviour?]]”
• Figurative language: “owe”
• Talk about future/hypothetical situations
Sources of comprehension difficulty
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Better…..
“How did your mum feel when you broke your toys?”
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• Concrete vocabulary• Stay in the here and now• Simple sentences• Questions should be open-ended, not yes/no• Don’t rush! Speak slowly and give time for reply• May need visual support• Comprehension check – can child tell you (or a toy) what you’ve
agreed?
General rules for communication
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• Language and reading problems often run in families• Some parents may have problems in comprehending
complex language• Some may have literacy problems
• General message– Key skill for professionals is to communicate
effectively without being patronising
Professionals may also talk over the heads of parents!
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Blog post by Pamela Snow
Also need to consider verbal skills of offenders in youth justice system
http://bit.ly/1kSF88H
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For further readingsee reference list on:
http://www.slideshare.net/RALLICampaign/unsuspectedLIrefs