Mixed receptive-expressive language disorder is a communication disorder in which both the receptive and expressive areas of communication may be affected in any degree, from mild to severe. Children with this disorder have difficulty understanding words and sentences. This impairment is classified by deficiencies in expressive and receptive language development that is not attributed to sensory deficits, nonverbal intellectual deficits, a neurological condition, environmental deprivation or psychiatric impairments. Research illustrates that 2% to 4% of five year olds have mixed receptive-expressive language disorder. This distinction is made when children have issues in expressive language skills, the production of language, and when children also have issues in receptive language skills, the understanding of language. Those with mixed receptive-language disorder have a normal left-right anatomical asymmetry of the planum temporale and parietale. This is attributed to a reduced left hemisphere functional specialization for language. Taken from a measure of cerebral blood flow (SPECT) in phonemic discrimination tasks, children with mixed receptive-expressive language disorder do not exhibit the expected predominant left hemisphere activation. Mixed receptive-expressive language disorder is also known as receptive-expressive language impairment (RELI) or receptive language disorder.
Specific language impairment (SLI) is diagnosed when a child's language does not develop normally and the difficulties cannot be accounted for by generally slow development, physical abnormality of the speech apparatus, autism spectrum disorder, apraxia, acquired brain damage or hearing loss. Twin studies have shown that it is under genetic influence. Although language impairment can result from a single-gene mutation, this is unusual. More commonly SLI results from the combined influence of multiple genetic variants, each of which is found in the general population, as well as environmental influences.
Speech delay, also known as alalia, refers to a delay in the development or use of the mechanisms that produce speech. Speech – as distinct from language – is the actual process of making sounds, using such organs and structures as the lungs, vocal cords, mouth, tongue, teeth, etc. Language delay refers to a delay in the development or use of the knowledge of language.
Language development in humans is a process starting early in life. Infants start without knowing a language, yet by 10 months, babies can distinguish speech sounds and engage in babbling. Some research has shown that the earliest learning begins in utero when the fetus starts to recognize the sounds and speech patterns of its mother's voice and differentiate them from other sounds after birth.
Social communication disorder (SCD)—previously called semantic-pragmatic disorder (SPD) or pragmatic language impairment (PLI)—is a disorder in understanding pragmatic aspects of language. People with SCD have special challenges with the semantic aspect of language and the pragmatics of language. Social communication disorder has been formally recognized as a diagnosis since the DSM-5 was released in 2013.
Language disorders or language impairments are disorders that involve the processing of linguistic information. Problems that may be experienced can involve grammar, semantics (meaning), or other aspects of language. These problems may be receptive, expressive, or a combination of both. Examples include specific language impairment, better defined as developmental language disorder, or DLD, and aphasia, among others. Language disorders can affect both spoken and written language, and can also affect sign language; typically, all forms of language will be impaired.
The All India Institute of Speech and Hearing, commonly known as AIISH (AYE-SH), is located in Manasagangotri, Mysore, India. It is an autonomous institute under the Ministry of Health and Family Welfare. The institute was established in 1966 with a focus on training professionals for speech and hearing sciences.
Speech-language pathology is a field of expertise practiced by a clinician known as a speech-language pathologist (SLP) or a speech and language therapist, both of whom may be known by the shortened description, speech therapist. Speech-language pathology is considered a "related health profession" or "allied health profession" along with audiology, optometry, occupational therapy, rehabilitation psychology, physical therapy, behavior analysis and others.
The BYU College of Family, Home and Social Sciences is a college located on the Provo, Utah campus of Brigham Young University and is housed in the Spencer W. Kimball Tower and Joseph F. Smith Building. The BYU College of Family Living was organized on June 28, 1951 while the BYU College of Social Sciences was organized in 1970. These two colleges merged to form the current college in 1980. The first dean of the college was Martin B. Hickman. The college includes ten major departments: Anthropology, Economics, Geography, History, Neuroscience, Political Science, Psychology, The School of Family Life, Social Work, and Sociology. There are 21 different majors and 21 different minors that students can choose from, including 9 majors that have a correlating minor.
Speech and language impairment are basic categories that might be drawn in issues of communication involve hearing, speech, language, and fluency.
Martin B. Hickman was the first dean of Brigham Young University's (BYU) College of Family, Home and Social Sciences.
The National Institute of Speech and Hearing (NISH) is an institute devoted to the education and rehabilitation of individuals with speech-language and hearing impairments located in Thiruvananthapuram, the capital city in the Indian state of Kerala. It was established in 1997 on the initiative of the state of Kerala and is a self-financing affiliate college of the University of Kerala. NISH also runs early intervention programmes for speech, language, and neurodevelopmental disorders.
Ruth V. Watkins is an American scholar of child language and speech pathology. She is the 16th and current president of the University of Utah. She will step down from the role in April 2021, to enter the private sector.
Developmental language disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress, and occur in the absence of autism spectrum disorder, intellectual disability or a known biomedical condition. The most obvious problems are difficulties in using words and sentences to express meanings, but for many children, understanding of language is also a challenge, although this may not be evident unless the child is given a formal assessment.
Gail Therese Gillon is a New Zealand child development academic. She is currently a full professor at the University of Canterbury and is a Fellow of the Royal Society Te Apārangi.
Susan Ellis Weismer is a language and communication scientist known for her work on language development in children with specific language impairment and autism spectrum disorder (ASD). She is the Oros Family Chair and Professor of Communication Sciences and Disorders at the University of Wisconsin–Madison, where she is a Principal Investigator and Director of the Language Processes Lab. She has also served as the Associate Dean for Research, College of Letters and Sciences at the University of Wisconsin–Madison.
Marilyn Nippold is language and communications scientist with expertise in adolescent language development and disorders. She is Professor in Communication Disorders and Sciences at the University of Oregon. Nippold is author of several books on adolescent language development, including Later Language Development: The School-age and Adolescent Years and Language Sampling with Adolescents: Implications for Intervention.
Laura M. Justice is a language scientist and expert on interventions to promote children's literacy. She is the EHE Distinguished Professor of Educational Psychology at Ohio State University, where she also serves as the Executive Director of the A. Sophie Rogers School for Early Learning.
Nicola Botting is a language and communication scientist whose work focuses on language and psychological outcomes of children with low birth weight, autism spectrum disorder, developmental language disorder, and other developmental disabilities. She is Professor of Developmental Disorders, Language & Communication Science at the City University of London. Botting is Editor in Chief of the journal Autism & Developmental Language Impairments.
Janna Beth Oetting is a researcher and speech-language pathologist specializing in the cross-dialectal study of childhood language development and developmental language disorders.
