{"id":328,"date":"2011-01-25T14:07:55","date_gmt":"2011-01-25T22:07:55","guid":{"rendered":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/?p=328"},"modified":"2014-11-17T18:09:55","modified_gmt":"2014-11-18T02:09:55","slug":"children-with-expressive-language-difficulties","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/2011\/01\/25\/children-with-expressive-language-difficulties\/","title":{"rendered":"Children with Expressive Language Difficulties"},"content":{"rendered":"<h3>Description<\/h3>\n<p><a href=\"http:\/\/www.betterhealth.vic.gov.au\/bhcv2\/bhcarticles.nsf\/pages\/Expressive_language_disorder\" target=\"_blank\">Expressive language disorder<\/a>\u00a0means a child has difficulty with verbal and written expression. Language can either be delayed or disordered, or a combination of the two. Expressive language disorder can present in two forms, delayed or disordered language.<\/p>\n<ol>\n<li>Delayed \u2013 When a child\u2019s language development is slow but follows the usual sequence or pattern of development it is identified as delayed;<\/li>\n<li>Disordered \u2013 When a child\u2019s language is slow to develop and the sequence of development and pattern of grammatical errors is different from what is normally expected it is identified as disordered;<\/li>\n<\/ol>\n<p>Signs a child may have expressive language difficulties include the following:<\/p>\n<ul>\n<li>Frequently having trouble finding the right word;<\/li>\n<li>Having a limited and basic vocabulary;<\/li>\n<li>Using non-specific vocabulary such as \u2018this\u2019 or \u2018thing\u2019;<\/li>\n<li>Using the wrong words in sentences or confusing meaning in sentences;<\/li>\n<li>Making grammatical mistakes, leaving off words (such as helper verbs) and using poor sentence structure; Relying on short, simple sentence construction;<\/li>\n<li>Using less words and sentences than children of a similar age;<\/li>\n<li>Relying on \u201c<a title=\"These are short phrases with general content, that the child use over and over without paying attention to the content of the conversation; for example, 'Afraid you were going to say that' 'Against my religion' 'Let\u2019s agree to disagree\u2019.\">stock standard phrases <\/a>\u201d (see full <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1\/files\/2012\/02\/ECI_Glossary.pdf\" target=\"_blank\">Glossary<\/a>) and limited content in speech;<\/li>\n<li>Repeating (or \u2018echoing\u2019) a speaker\u2019s utterance;<\/li>\n<li>Having difficulties to \u2018come to the point\u2019 or talking in circles;<\/li>\n<li>Having problems with retelling a story or relaying information;<\/li>\n<li>Finding it is very hard to start or hold a conversation;<\/li>\n<li>Having difficulties with oral and written work and school assignments (for older children).<\/li>\n<li>In order to determine if an expressive language difficulty exists, the following assessments might be made<\/li>\n<li>Speech delays are assessed by <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/2011\/08\/27\/68\/\" target=\"_blank\">speech language pathologists<\/a>\u00a0or SLP\u2019s. Speech pathologists perform specific assessments in order to find out which areas of language appear to be difficult for your child. Early detection is important.<\/li>\n<\/ul>\n<p>Other assessments that may be recommended:<\/p>\n<ul>\n<li>Hearing and auditory processing tests;<\/li>\n<li>Tests for learning difficulties;<\/li>\n<li>Assessments of cognitive function (thinking and intelligence).<\/li>\n<\/ul>\n<h3>Intervention Options<\/h3>\n<ul>\n<li>Group sessions with a <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-s-professionals\/\" target=\"_blank\">speech pathologist<\/a>;<\/li>\n<li>Individual therapy sessions with a <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-s-professionals\/\" target=\"_blank\">speech pathologist or SLP<\/a>;<\/li>\n<li>Work with <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-i-professionals\/\" target=\"_blank\">Infant Development Program<\/a> consultant or <a href=\"http:\/\/www.scdp.bc.ca\/\" target=\"_blank\">Supported Child Development<\/a> Consultant to support the work with the speech and language pathologist or SLP<\/li>\n<li>School-based language intervention programs;<\/li>\n<li>Assistance from <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-s-professionals\/\" target=\"_blank\">special education teachers<\/a>;<\/li>\n<li>Speech pathology sessions combined with home programs that parents can use with their child.<\/li>\n<\/ul>\n<p>To learn about expressive language disorders in the middle childhood years, please visit the <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/category\/3-10-children-with-communication-disorders-language-disorders\/\" target=\"_blank\">six to 12 part of this course<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Description Expressive language disorder\u00a0means a child has difficulty with verbal and written expression. Language can either be delayed or disordered, or a combination of the two. Expressive language disorder can present in two forms, delayed or disordered language. Delayed \u2013 When a child\u2019s language development is slow but follows the usual sequence or pattern of [&hellip;]<\/p>\n","protected":false},"author":430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[239910],"tags":[],"class_list":["post-328","post","type-post","status-publish","format-standard","hentry","category-2-8-children-with-communication-disorders-expressive-language-difficulties"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/users\/430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/comments?post=328"}],"version-history":[{"count":14,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/328\/revisions"}],"predecessor-version":[{"id":1332,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/328\/revisions\/1332"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/media?parent=328"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/categories?post=328"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/tags?post=328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}