the assessment of language in children with learning disabilities, hearing disabilities and in...
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The assessment of language in children with learning disabilities, hearing disabilities and
in children with a mental retardation
A. Desoete, M. Dhondt, M. Schittekatte, W. Kort, & E. Compaan
Introduction
A lot of variance between and within individuals on languageWithin language: ≠ receptive vs. expressive
≠ form vs. content vs processing (working memory)
Spec. lang. impair. (SLI) : prevalence 6-9% (Tombin et al.,1997).
Comorbidity: 39% LD children has problems with language (Bilthoven et al. (2005), Rejno-Habte Selassie et al.,2005).
Research questions
1. Do children with LD have problems with language related skills? Is LD a language deficit?
2. Is there a homogeneous deficit in LD in all facets: receptive/ expressive, content/form and working memory? → compare with mental retardation→ compare with hearing deficit
Method
Subjects42 (18 boys) LD = learning disabilities (23 DL, 15 DC, 4 DL+DC)
24 HD = hearing disabilities (transition & perception deficit)
33 MD = mental retardation: TIQ 50-70
InstrumentsCELF-4NL : 5-18 years/ 16 subtests
‧receptive & expressive language ‧The core profiles and 5 index scores (receptive language,
expressive language, content index, form index and working memory index)
CELF-4NL Receptive language index
Following instructions
Word category : receptive
Semantic relationshipsAnswering questions
CELF-4NL Productive language index Repetition of sentences Production of sentences Word category 2: expressive Vocabulary
Naming objects
CELF-4NL Language content index Following instructions Definition of words Word category : Total
Active vocabulary Text comprehension
Answering questions on an orally presented text
CELF-4NL Language form index Repetition of sentences Production of sentences Combining words to a sentence
CELF-4NL Working memory index Repetition of numbers
Repetition of series Days, months, counting backwards
CELF-4NL Speed of Naming
CELF-4NL
Core index: General language
Receptive Language Index
Expressive Language Index
Language content index
Language form index
Working memory/ Executive funtioning
LD core deficit?
Definition of wordsLD < HD
Receptive language
Expressive language
Definition of wordsLD < HD
Below average on word categories: what words go together
Content index
Definition of wordsLD < HD
Form index
Grammar, making sentencesLD > HD
STM/ Working memory
Digitspan forwardLD < HD
No ≠ digitspan backward
No ≠ verbal fluency
Conclusion: LD ≠ language deficit on all aspects
Definition of wordsSTM : numbers
Rapid naming
Comprehension of textsMake sentenses
1.Mental retardation: deficit on all aspects of language
2.LD < Hearing disabilities • Definition of words
• STM/Working memory (numbers)
• Rapid naming
3.Hearing disabilities < LD • Comprehension of texts
• Building sentenses (grammar)
EF?
Limitations
Small sample size
LD = combination of dyslexia and dyscalculia
Language dependentPrevalence dyslexia :1 % (China, Japan
phonologically shallow orthographies) – 5% (Germandy) – 20% (Eng.speaking countries: phonologically deep
orthographie)
Dutch between phonologically deep and shallow orthographies
Implications
What you test is what you get:
Selection of test is important (bias!)
Test receptive/ expressive, form/
content facets
LD = ‘some’ language related prob lems – Important to assess language!
