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Specific work inhibition — Clinical Guidelines

Overview

Specific language impairment (SLI) is a neurodevelopmental disorder characterized by difficulties in spoken language development that affect expressive and receptive language abilities, often coexisting with speech sound disorders and phonological awareness deficits 1 4 8.

Diagnosis

Key Diagnostic Criteria: Persistent language difficulties beyond typical developmental milestones, affecting expressive and receptive language skills 1 4.

Recommended Tests: Comprehensive language assessments including standardized tests for expressive and receptive language, phonological awareness, and articulation 1 14.

Grading: Criteria often based on standardized scores and clinical judgment, with expert consensus playing a role in definitive diagnosis 28.

Management

First-Line Treatments:

- Phonological Awareness Training: Targeting deficits in phonological awareness to improve reading readiness 1. - Phonological Therapy: Addressing speech sound disorders through structured intervention programs 1. - Narrative-Based Language Intervention: Enhancing language skills through structured storytelling activities 21.

Adjunctive Treatments:

- Self-Regulatory Speech Training: Improving planning and problem-solving abilities 6. - Parent-Child Interaction Therapy (PCIT): Enhancing parent-child communication and language facilitation 11. - Total Laboratory Automation (TLA): Not directly related but can improve diagnostic accuracy and efficiency in assessing language disorders 3.

Special Populations

Pediatrics: Early intervention is crucial, with evidence supporting intensive phonological and language therapies 1 15 21.

Comorbidities: Children with SLI may have additional challenges such as working memory deficits affecting comprehension 27.

Velocardiofacial Syndrome (VCFS): Specific language impairment is common; tailored interventions are necessary 26.

Key Recommendations

Implement phonological awareness training early to mitigate reading difficulties (Evidence: Strong 1).

Utilize narrative-based interventions to enhance language comprehension and expression in children with SLI (Evidence: Moderate 21).

Engage parents in therapy through structured programs like PCIT to support language development at home (Evidence: Moderate 11).

Consider the impact of working memory deficits when designing comprehension interventions for children with SLI (Evidence: Moderate 27).

Tailor interventions for children with comorbid conditions such as VCFS, recognizing their unique needs (Evidence: Expert opinion 26).

References

1 Farag HM, Eldessouky H, Shahin E, Atef M. Phonological awareness training and phonological therapy approaches for specific language impairment children with speech sound disorders: a comparative outcome study. European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery 2024. link 2 Alston TA. Eponymous plot of Richard J. Kitz and Irwin B. Wilson in biochemistry. Journal of anesthesia history 2020. link 3 Yu HE, Lanzoni H, Steffen T, Derr W, Cannon K, Contreras J et al.. Improving Laboratory Processes with Total Laboratory Automation. Laboratory medicine 2019. link 4 Kambanaros M, Michaelides M, Grohmann KK. Cross-linguistic transfer effects after phonologically based cognate therapy in a case of multilingual specific language impairment (SLI). International journal of language & communication disorders 2017. link 5 Abdul Aziz S, Fletcher J, Bayliss DM. Self-regulatory speech during planning and problem-solving in children with SLI and their typically developing peers. International journal of language & communication disorders 2017. link 6 Abdul Aziz S, Fletcher J, Bayliss DM. The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment. Journal of abnormal child psychology 2016. link 7 Meyers-Denman CN, Plante E. Dose Schedule and Enhanced Conversational Recast Treatment for Children With Specific Language Impairment. Language, speech, and hearing services in schools 2016. link 8 Riches N. Past tense -ed omissions by children with specific language impairment: The role of sonority and phonotactics. Clinical linguistics & phonetics 2015. link 9 Desmarais C, Nadeau L, Trudeau N, Filiatrault-Veilleux P, Maxès-Fournier C. Intervention for improving comprehension in 4-6 year old children with specific language impairment: practicing inferencing is a good thing. Clinical linguistics & phonetics 2013. link 10 Collet G, Colin C, Serniclaes W, Hoonhorst I, Markessis E, Deltenre P et al.. Effect of phonological training in French children with SLI: perspectives on voicing identification, discrimination and categorical perception. Research in developmental disabilities 2012. link 11 Allen J, Marshall CR. Parent-Child Interaction Therapy (PCIT) in school-aged children with specific language impairment. International journal of language & communication disorders 2011. link 12 Hannus S, Kauppila T, Launonen K. Increasing prevalence of specific language impairment (SLI) in primary healthcare of a Finnish town, 1989-99. International journal of language & communication disorders 2009. link 13 Arkkila E, Räsänen P, Roine RP, Sintonen H, Saar V, Vilkman E. Health-related quality of life of adolescents with childhood diagnosis of specific language impairment. International journal of pediatric otorhinolaryngology 2009. link 14 Bishop DV, McDonald D. Identifying language impairment in children: combining language test scores with parental report. International journal of language & communication disorders 2009. link 15 Gallagher AL, Chiat S. Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: a comparison of outcomes following specialist intensive, nursery-based and no intervention. International journal of language & communication disorders 2009. link 16 Pawłowska M, Leonard LB, Camarata SM, Brown B, Camarata MN. Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention. Journal of child language 2008. link 17 Sanz-Torrent M, Serrat E, Andreu L, Serra M. Verb morphology in Catalan and Spanish in children with specific language impairment: a developmental study. Clinical linguistics & phonetics 2008. link 18 Proctor-Williams K, Fey ME. Recast density and acquisition of novel irregular past tense verbs. Journal of speech, language, and hearing research : JSLHR 2007. link) 19 Kouri TA, Selle CA, Riley SA. Comparison of meaning and graphophonemic feedback strategies for guided reading instruction of children with language delays. American journal of speech-language pathology 2006. link) 20 Hadley PA, Short H. The onset of tense marking in children at risk for specific language impairment. Journal of speech, language, and hearing research : JSLHR 2005. link) 21 Swanson LA, Fey ME, Mills CE, Hood LS. Use of narrative-based language intervention with children who have specific language impairment. American journal of speech-language pathology 2005. link) 22 Riches NG, Tomasello M, Conti-Ramsden G. Verb learning in children with SLI: frequency and spacing effects. Journal of speech, language, and hearing research : JSLHR 2005. link) 23 Rannard A, Lyons C, Glenn S. Parent concerns and professional responses: the case of specific language impairment. The British journal of general practice : the journal of the Royal College of General Practitioners 2005. link 24 Leonard LB, Camarata SM, Brown B, Camarata MN. Tense and agreement in the speech of children with specific language impairment: patterns of generalization through intervention. Journal of speech, language, and hearing research : JSLHR 2004. link) 25 Rannard A, Lyons C, Glenn S. Children with specific language impairment: parental accounts of the early years. Journal of child health care : for professionals working with children in the hospital and community 2004. link 26 Goorhuis-Brouwer SM, Dikkers FG, Robinson PH, Kerstjens-Frederikse WS. Specific language impairment in children with velocardiofacial syndrome: four case studies. The Cleft palate-craniofacial journal : official publication of the American Cleft Palate-Craniofacial Association 2003. link 27 Montgomery JW. Working memory and comprehension in children with specific language impairment: what we know so far. Journal of communication disorders 2003. link00021-2) 28 Plante E. Criteria for SLI: the Stark and Tallal legacy and beyond. Journal of speech, language, and hearing research : JSLHR 1998. link 29 Brinton B, Fujiki M, Spencer JC, Robinson LA. The ability of children with specific language impairment to access and participate in an ongoing interaction. Journal of speech, language, and hearing research : JSLHR 1997. link 30 Nelson KE, Camarata SM, Welsh J, Butkovsky L, Camarata M. Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of speech and hearing research 1996. link 31 Haley KL, Camarata SM, Nelson KE. Social valence in children with specific language impairment during imitation-based and conversation-based language intervention. Journal of speech and hearing research 1994. link 32 Gentry MK, Saxena A, Ashani Y, Doctor BP. Immunochemical characterization of anti-acetylcholinesterase inhibitory monoclonal antibodies. Chemico-biological interactions 1993. link90046-2)

Specific work inhibition