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| Receptive-Expressive Language Disorder |
Receptive-Expressive Language Disorder
Speech and language disorders refer to problems in communication and related areas such as
oral motor function. These delays and disorders range from simple sound substitutions to the
inability to understand or use language or implement oral-motor for functional speech and
feeding.
Speech disorders may be problems with the way sounds are formed, called articulation or
phonological disorders, or they may be difficulties with the pitch, volume or quality of the
voice. There may be a combination of several problems. People with speech disorders have
trouble using some speech sounds, which can also be a symptom of a delay. All
communication disorders may adversely affect a child's educational performance.
Developmental expressive language disorder is a disorder in which a child has a poor
Speech and language disorders refer to problems in communication and related areas such as
oral motor function. These delays and disorders range from simple sound substitutions to the
inability to understand or use language or implement oral-motor for functional speech and
feeding.
Speech disorders may be problems with the way sounds are formed, called articulation or
phonological disorders, or they may be difficulties with the pitch, volume or quality of the
voice. There may be a combination of several problems. People with speech disorders have
trouble using some speech sounds, which can also be a symptom of a delay. All
communication disorders may adversely affect a child's educational performance.
Developmental expressive language disorder is a disorder in which a child has a poor
understanding of vocabulary, the production of complex sentences, and recall of words. Receptive – expressive disorder
is one in which both the receptive and expressive areas of communication may be affected in any degree, from mild to
severe.
There are several different types of communication disorders, including the following:
• Expressive language disorder
Expressive language disorder identifies developmental delays and difficulties in the ability to produce speech.
• Mixed receptive-expressive language disorder
Mixed receptive-expressive language disorder identifies developmental delays and difficulties in the ability to understand
spoken language and produce speech.
is one in which both the receptive and expressive areas of communication may be affected in any degree, from mild to
severe.
There are several different types of communication disorders, including the following:
• Expressive language disorder
Expressive language disorder identifies developmental delays and difficulties in the ability to produce speech.
• Mixed receptive-expressive language disorder
Mixed receptive-expressive language disorder identifies developmental delays and difficulties in the ability to understand
spoken language and produce speech.
In a language disorder a child has the inability to understand and/or use words in context,
both verbally and nonverbally. Some characteristics of language disorders include improper
use of words and their meanings, inability to express ideas, inappropriate grammatical
patterns, reduced vocabulary and inability to follow directions. One or a combination of
these characteristics may occur in children who are affected by language learning
disabilities or developmental language delay. Children may hear or see a word but not be
able to understand its meaning. They may have trouble getting others to understand what
they are trying to communicate.
A child's communication is considered delayed when the child is noticeably behind his or
her peers in the acquisition of speech and/or language skills. Sometimes a child will have
greater receptive (understanding) than expressive (speaking) language skills, but this is not
always the case.
Signs of receptive-expressive language disorder
The following are the most common symptoms of communication disorders. However, each child may experience
symptoms differently.
• May not speak at all, or may have a limited vocabulary for their age
• Has difficulty understanding simple directions or are unable to name objects
• Shows problems with socialization
• Inability to follow directions but show comprehension with routine, repetitive directions
• Echolalia (repeating back words or phrases either immediately or at a later time.)
• Inappropriate responses to "wh" questions
• Difficulty responding appropriately to: yes/no questions, either/or questions, who/what/where questions,
when/why/how questions
• Repeats back a question first and then responds to them
• High activity level and not attending to spoken language
• Jargon (e.g. unintelligible speech)
• Uses "memorized" phrases and sentences
• They may have a problem with words or sentences, both understanding and speaking them
• Learning problems and academic difficulties
While many speech and language patterns can be called "baby talk" and are part of a young child's normal development,
they can become problems if they are not outgrown as expected. In this way an initial delay in speech and language or an
initial speech pattern can become a disorder which can cause difficulties in learning. Because of the way the brain
develops, it is easier to learn language and communication skills before the age of 5. The symptoms of communication
disorders may resemble other problems or medical conditions. Always consult your child's physician for a diagnosis.
Possible causes
Communication disorders may be developmental or acquired. The cause is believed to be based on biological problems
such as abnormalities of brain development, or possibly by exposure to toxins during pregnancy, such as abused
substances or environmental toxins such as lead. A genetic factor is sometimes considered a contributing cause in some
cases. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental
retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently,
however, the cause is unknown.
For unknown reasons, boys are diagnosed with communication disorders more often than girls. Children with
communication disorders frequently have other developmental disorders as well. Most children with communication
disorders are able to speak by the time they enter school, however, they continue to have problems with communication.
School-aged children often have problems understanding and formulating words. Teens may have more difficulty with
understanding or expressing abstract ideas.
Diagnosis for receptive-expressive language disorder
Most children with communication disorders are first referred for speech and language evaluations when their delays in
communicating are noted. A child psychiatrist is usually consulted, especially when emotional or behavioral problems are
also present. A comprehensive evaluation also involves psychometric testing (testing designed to assess logical reasoning
abilities, reactions to different situations, and thinking performance; not tests of general knowledge) and psychological
testing of cognitive abilities.
There’s variety of language disorders for example receptive language may be mildly delayed and expressive language may
be severely delayed. Knowing the type of mixed receptive-expressive language delay is important because the split may
impact academics. For one the child may exhibit severely delayed receptive language skills and only mildly delayed
expressive language. The receptive language difficulties will most likely have a significant impact on being able to follow
directions and understand classroom instruction. This child will need extra help (written directions, one-on-one time) in
order to be successful.
Many speech problems are developmental rather than physiological, and as such they respond to remedial instruction.
Language experiences are vital to a young child's development. In the past, children with communication disorders were
routinely removed from the regular class for individual speech and language therapy. This is still the case in severe
instances, but the trend is toward keeping the child in the mainstream as much as possible. In order to accomplish this
goal, teamwork among the teacher, speech and language therapist, audiologist, and parents is essential. Speech
improvement and correction are blended into the regular classroom curriculum and the child's natural environment.
Treatment for communication disorders
A coordinated effort between parents, teachers, and speech/language and mental health professionals provides the basis
for individualized treatment strategies that may include individual or group remediation, special classes, or special
resources. Special education techniques are used to increase communication skills in the areas of the deficit. A second
approach helps the child build on his/her strengths to overcome his/her communication deficit.
Specific treatment for communication disorders will be determined by your child's physician, special education teachers,
and speech/language and mental health professionals based on:
• your child's age, overall health, and medical history
• extent of the disorder
• type of disorder
• your child's tolerance for specific medications or therapies
• expectations for the course of the disorder
• your opinion or preference
Speech-language pathologists assist children who have communication disorders in various ways. They provide
individual therapy for the child; consult with the child’s teacher about the most effective ways to facilitate the child’s
communication in the class setting; and work closely with the family to develop goals and techniques for effective
therapy in class and at home.
Early detection and intervention can address the developmental needs and academic difficulties to improve the quality of
life experienced by children with communication disorders. The speech-language pathologist may assist vocational
teachers and counselors in establishing communication goals related to the work experiences of students and suggest
strategies that are effective for the important transition from school to employment and adult life.
The following are the most common symptoms of communication disorders. However, each child may experience
symptoms differently.
• May not speak at all, or may have a limited vocabulary for their age
• Has difficulty understanding simple directions or are unable to name objects
• Shows problems with socialization
• Inability to follow directions but show comprehension with routine, repetitive directions
• Echolalia (repeating back words or phrases either immediately or at a later time.)
• Inappropriate responses to "wh" questions
• Difficulty responding appropriately to: yes/no questions, either/or questions, who/what/where questions,
when/why/how questions
• Repeats back a question first and then responds to them
• High activity level and not attending to spoken language
• Jargon (e.g. unintelligible speech)
• Uses "memorized" phrases and sentences
• They may have a problem with words or sentences, both understanding and speaking them
• Learning problems and academic difficulties
While many speech and language patterns can be called "baby talk" and are part of a young child's normal development,
they can become problems if they are not outgrown as expected. In this way an initial delay in speech and language or an
initial speech pattern can become a disorder which can cause difficulties in learning. Because of the way the brain
develops, it is easier to learn language and communication skills before the age of 5. The symptoms of communication
disorders may resemble other problems or medical conditions. Always consult your child's physician for a diagnosis.
Possible causes
Communication disorders may be developmental or acquired. The cause is believed to be based on biological problems
such as abnormalities of brain development, or possibly by exposure to toxins during pregnancy, such as abused
substances or environmental toxins such as lead. A genetic factor is sometimes considered a contributing cause in some
cases. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental
retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently,
however, the cause is unknown.
For unknown reasons, boys are diagnosed with communication disorders more often than girls. Children with
communication disorders frequently have other developmental disorders as well. Most children with communication
disorders are able to speak by the time they enter school, however, they continue to have problems with communication.
School-aged children often have problems understanding and formulating words. Teens may have more difficulty with
understanding or expressing abstract ideas.
Diagnosis for receptive-expressive language disorder
Most children with communication disorders are first referred for speech and language evaluations when their delays in
communicating are noted. A child psychiatrist is usually consulted, especially when emotional or behavioral problems are
also present. A comprehensive evaluation also involves psychometric testing (testing designed to assess logical reasoning
abilities, reactions to different situations, and thinking performance; not tests of general knowledge) and psychological
testing of cognitive abilities.
There’s variety of language disorders for example receptive language may be mildly delayed and expressive language may
be severely delayed. Knowing the type of mixed receptive-expressive language delay is important because the split may
impact academics. For one the child may exhibit severely delayed receptive language skills and only mildly delayed
expressive language. The receptive language difficulties will most likely have a significant impact on being able to follow
directions and understand classroom instruction. This child will need extra help (written directions, one-on-one time) in
order to be successful.
Many speech problems are developmental rather than physiological, and as such they respond to remedial instruction.
Language experiences are vital to a young child's development. In the past, children with communication disorders were
routinely removed from the regular class for individual speech and language therapy. This is still the case in severe
instances, but the trend is toward keeping the child in the mainstream as much as possible. In order to accomplish this
goal, teamwork among the teacher, speech and language therapist, audiologist, and parents is essential. Speech
improvement and correction are blended into the regular classroom curriculum and the child's natural environment.
Treatment for communication disorders
A coordinated effort between parents, teachers, and speech/language and mental health professionals provides the basis
for individualized treatment strategies that may include individual or group remediation, special classes, or special
resources. Special education techniques are used to increase communication skills in the areas of the deficit. A second
approach helps the child build on his/her strengths to overcome his/her communication deficit.
Specific treatment for communication disorders will be determined by your child's physician, special education teachers,
and speech/language and mental health professionals based on:
• your child's age, overall health, and medical history
• extent of the disorder
• type of disorder
• your child's tolerance for specific medications or therapies
• expectations for the course of the disorder
• your opinion or preference
Speech-language pathologists assist children who have communication disorders in various ways. They provide
individual therapy for the child; consult with the child’s teacher about the most effective ways to facilitate the child’s
communication in the class setting; and work closely with the family to develop goals and techniques for effective
therapy in class and at home.
Early detection and intervention can address the developmental needs and academic difficulties to improve the quality of
life experienced by children with communication disorders. The speech-language pathologist may assist vocational
teachers and counselors in establishing communication goals related to the work experiences of students and suggest
strategies that are effective for the important transition from school to employment and adult life.
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