Psycholinguistic profiling differentiates specific language impairment from typical development and from
Sean M Redmond1, Heather L Thompson, Sam Goldstein
1Department of Communication Sciences and Disorders, University of Utah, 390 South 1530 East BEHS, Room 1201, Salt Lake City, UT 84112-0252, USA. sean.redmond@health.utah.edu
Journal of Speech, Language, and Hearing Research : JSLHR
|August 20, 2010
Summary
Four language measures effectively distinguish specific language impairment (SLI) from typical development (TD) and attention-deficit/hyperactivity disorder (ADHD) in children. The Test of Early Grammatical Impairment and Sentence Recall task showed high diagnostic accuracy.
Area of Science:
- Linguistics
- Developmental Psychology
- Clinical Psychology
Background:
- Accurate diagnosis of developmental language disorders is crucial for effective intervention.
- Differentiating specific language impairment (SLI) from attention-deficit/hyperactivity disorder (ADHD) and typical development (TD) presents diagnostic challenges.
Purpose of the Study:
- To evaluate the diagnostic accuracy of four psycholinguistic measures in discriminating SLI from TD and ADHD.
- To assess the utility of individual language indices for clinical decision-making.
Main Methods:
- Sixty children aged 7-8 years participated, comprising groups with SLI, ADHD, and TD.
- Administered the Test of Early Grammatical Impairment, a nonword repetition task, a sentence recall task, and the Test of Narrative Language.
- Analyzed diagnostic accuracy using response operating characteristics curves, likelihood ratios, and logistic regression.
Main Results:
- All four psycholinguistic measures demonstrated high diagnostic accuracy.
- Slightly reduced accuracy was noted when discriminating SLI from ADHD.
- The Test of Early Grammatical Impairment and Sentence Recall task achieved classification accuracy comparable to using all four measures.
Conclusions:
- The findings support the use of these language indices for high diagnostic integrity.
- These measures can aid in eligibility decisions, differential diagnosis, and identifying comorbidity.
- Confirms and extends previous research on the diagnostic capabilities of these language assessments.
Related Concept Videos
01:27Language and Cognition
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
01:30Attention-Deficit/Hyperactivity Disorder
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
01:22Language Development
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
01:28Lateralization
Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
01:19Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.