How to Address Specific Language Impairments in Children

1. Introduction

In this chapter, we will discuss a case example taken from Dr. Redmond's research. This case study will introduce specific language impairments and how to address them.

2. Epidemiology and Primary Clinical Features of SLI

This chapter begins with a brief presentation of how idiopathic language impairments have been treated within different clinical taxonomies (DSM, ICD, and IDEA) and concludes that consistent nomenclature continues to elude us. This represents a problem unique to the study and treatment of pediatric language disorders that does not exist for other neurodevelopmental disorders (e.g. ADHD, autism). Fortunately, under the SLI designation, the research literature has successfully arrived at a constellation of linguistic symptoms commonly associated with this neurodevelopmental profile. Practitioners can use these symptoms to identify cases of SLI.

3. Academic and Socioemotional Consequences of SLI

This chapter surveys the available evidence regarding the extent to which children with SLI are at increased risk for academic and socioemotional difficulties over their educational careers. In order to optimize educational outcomes, it is important to differentiate difficulties which represent the secondary consequences of children’s primary language impairments from difficulties which arise due to comorbidity.

4. Theories of SLI

Various explanations have been offered to account for the phenomenon of SLI. This chapter summarizes the evidence regarding environmental and genetic contributions to children’s linguistic symptoms. Most theories of SLI can be broadly categorized into either information processing based explanations or linguistic/representational based explanations. These theories present practitioners with different implications for assessment and intervention.

5. Conclusions: The Future of SLI as a Clinical Designation

Despite an evidence base that stretches back more than 40 years, the term SLI has yet to catch on with practitioners in the field. In this chapter, possibilities for moving forward from this stalemate are considered. A pressing concern among some stakeholders is whether the term SLI should be retained to refer to cases of idiopathic language impairments or if it needs to be replaced with a more successful term. For others, research into the nature of pediatric language impairments needs to abandon the distinction between idiopathic and other types of language impairment and extend inquiry to include cases of concomitant deficits. In any event, whatever we choose to call them, the children who struggle with language development for no good reason will continue to need timely clinical services in order to optimize their academic and socioemotional outcomes.

6. Q&A Discussion

The course will conclude with a question and answer session with Kate Krings, a clinical instructor at the University of Washington.