Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur. in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism / Soile LOUKUSA in Journal of Autism and Developmental Disorders, 37-6 (July 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1049-1059 Titre : Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Soile LOUKUSA, Auteur ; Eeva LEINONEN, Auteur ; Sanna KUUSIKKO, Auteur ; Katja JUSSILA, Auteur ; Marja-Leena MATTILA, Auteur ; Nuala RYDER, Auteur ; Hanna EBELING, Auteur ; Irma MOILANEN, Auteur Année de publication : 2007 Article en page(s) : p.1049-1059 Langues : Anglais (eng) Mots-clés : Pervasive-developmental-disorders Asperger-syndrome High-functioning-autism Pragmatic-comprehension Context-and-language Relevance-theory Index. décimale : PER Périodiques Résumé : Utilizing relevance theory, this study investigated the ability of children with Asperger syndrome (AS) and high-functioning autism (HFA) to use context when answering questions and when giving explanations for their correct answers. Three groups participated in this study: younger AS/HFA group (age 7–9, n = 16), older AS/HFA group (age 10–12, n = 23) and a normally functioning control group (age 7–9, n = 23). The results indicated that the younger AS/HFA group did less well when answering contextually demanding questions compared to the control group, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties explaining their correct answers, suggesting that they are not always aware of how they have derived answers from the context. En ligne : http://dx.doi.org/10.1007/s10803-006-0247-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism [Texte imprimé et/ou numérique] / Soile LOUKUSA, Auteur ; Eeva LEINONEN, Auteur ; Sanna KUUSIKKO, Auteur ; Katja JUSSILA, Auteur ; Marja-Leena MATTILA, Auteur ; Nuala RYDER, Auteur ; Hanna EBELING, Auteur ; Irma MOILANEN, Auteur . - 2007 . - p.1049-1059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1049-1059 Mots-clés : Pervasive-developmental-disorders Asperger-syndrome High-functioning-autism Pragmatic-comprehension Context-and-language Relevance-theory Index. décimale : PER Périodiques Résumé : Utilizing relevance theory, this study investigated the ability of children with Asperger syndrome (AS) and high-functioning autism (HFA) to use context when answering questions and when giving explanations for their correct answers. Three groups participated in this study: younger AS/HFA group (age 7–9, n = 16), older AS/HFA group (age 10–12, n = 23) and a normally functioning control group (age 7–9, n = 23). The results indicated that the younger AS/HFA group did less well when answering contextually demanding questions compared to the control group, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties explaining their correct answers, suggesting that they are not always aware of how they have derived answers from the context. En ligne : http://dx.doi.org/10.1007/s10803-006-0247-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

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