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Related Concept Videos

Learning Disabilities01:25

Learning 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.
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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Updated: May 31, 2026

Assessment and Communication for People with Disorders of Consciousness
07:37

Assessment and Communication for People with Disorders of Consciousness

Published on: August 1, 2017

Assessing conversational disability.

A Willcox1, K Mogford-Bevan

  • 1North Durham Community Health Care, UK.

Clinical Linguistics & Phonetics
|July 14, 2011
PubMed
Summary
This summary is machine-generated.

Assessing conversational difficulties in children is challenging. This study suggests severe conversational delay, not a disorder, in children with communication issues.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Conversational disability diagnosis lacks standardized assessment tools.
  • Growing number of children diagnosed with conversational difficulties.
  • Need for objective methods to evaluate conversational skills.

Purpose of the Study:

  • To present an objective assessment of conversational skills in two children with communication difficulties.
  • To identify specific conversational behaviors and potential areas for therapeutic intervention.
  • To differentiate between severe developmental delay and a disorder in conversational ability.

Main Methods:

  • Analysis of naturally occurring conversations of two children with identified conversational difficulties.
  • Systematic scanning for specific conversational skills (e.g., attention-getting, topic initiation, cohesion, repair).
  • Application of conversational analysis principles for objective appraisal.

Main Results:

  • Children exhibited difficulties in securing attention, initiating topics, and maintaining discourse cohesion.
  • Observed behaviors largely mirrored those of typically developing young children.
  • Assessment highlighted specific deficits and potential intervention targets.

Conclusions:

  • The two subjects presented with severe delays in conversational development rather than a distinct disorder.
  • Conversational analysis provides an objective framework for assessing and intervening in childhood communication difficulties.
  • Findings suggest a need to re-evaluate diagnostic criteria for conversational impairments.