AcquiredĪn acquired language disorder occurs in people who initially develop typically but then experience an illness or brain injury that affects the language areas in their brain. There are two categories of the causes of expressive language disorder: acquired and developmental. I made my bed.” By comparison, an age peer with no language disorder might use more complex sentences, such as “I put away my toys and then I made my bed.” A preschooler with an expressive language disorder might say “mommy shoe” instead of “that’s mommy’s shoe.”Īn older child might use simpler language than that of other children.
Language development differences can vary according to age. This is sometimes to cover embarrassment or hide their condition.įor example, a child might tell their teacher that a book was boring because they’re not able to describe their favorite chapter. People with an expressive language disorder may say things or act out in ways that don’t represent their feelings. behavioral issues (due to embarrassment).repetition of questions people have asked them.difficulty with describing, paraphrasing, or explaining something.
The length and complexity of the spoken message may also alter the meaning the child gleans from the message heard. Sentence structure may be impaired, resulting in short utterances, or longer utterances that are lacking in accurate grammatical forms or message meaning.Īuditory Processing or Comprehension Skills: A child with auditory processing or comprehension skills may demonstrate difficulties with listening and interpreting spoken language. Morphology includes understanding what creates appropriate verb and pronoun usage, the use of conjunctions and the creation of plurals. Morphology is the language component necessary for understanding and using parts of speech. Understanding/Use of Grammar and Syntax: A common feature of language disorders includes difficulty with understanding grammar. We do this in reading, in answering questions, in understanding humor and sarcasm, and through visuals. The ability to inference impacts all areas of daily life we use inferencing skills to take what we already know, combine that knowledge with the clues provided to us, and put them together to determine a logical conclusion. Inferencing: Inferencing refers to a higher level of thinking and reasoning, similar to critical thinking skills. Trouble with the meaning of these linguistic concepts and the impact of not understanding on the ability to follow single or multistep directions negatively impacts the child’s participation in school, at home and in social activities. They may not understand basic concepts, such as what “under” means when a parent tells them their shoe is “under” the bed. Understanding of Linguistic concepts and directions: Children with a receptive language disorder might demonstrate difficulties with following directions. whiskers and a cat go together because a cat has whiskers”). Receptive/Expressive Vocabulary: Children who struggle with understanding vocabulary may have difficulty with identifying categories (fruit, animals, transportation, etc.), with labeling members of a given category (fruits: apples, bananas, oranges, etc.), and with understanding word relationships (i.e. Children who have difficulty with phonological and phonemic awareness may have trouble with rhyming, learning to read or spell, and auditory comprehension of oral language. Phonological and Phonemic Awareness: Children who have difficulty with phonological or phonemic awareness struggle to understand the meaning of individual sounds (phonemes) and how those sounds blend together or separate into segments to form words (phonology). Common areas of of communication that may be impacted by a receptive/expressive language disorder include: A receptive/expressive language disorder impairs a child's ability to receive, send, or process verbal and/or non-verbal communication. Receptive/expressive language involves the comprehension and/or use of various facets of language.
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