The goal of this session is to provide an overview of the principles of language intervention for children from ages 3–18 years of age and review the evidence base for selection of treatments for language disorders in preschool-aged and school-aged children, with special attention to interventions aimed at addressing pragmatic and social communication disorders

Paul, Rhea

English

Sacred Heart University: DigitalCommons@SHU

Masthead LogoSacred Heart UniversityDigitalCommons@SHUSpeech-Language Pathology Faculty Publications Speech-Language Pathology10-201785.4 What Works for Treating Language Disordersin ChildrenRhea PaulSacred Heart University, paulr4@sacredheart.eduFollow this and additional works at: https://digitalcommons.sacredheart.edu/speech_facPart of the Communication Sciences and Disorders CommonsThis Peer-Reviewed Abstract is brought to you for free and open access by the Speech-Language Pathology at DigitalCommons@SHU. It has beenaccepted for inclusion in Speech-Language Pathology Faculty Publications by an authorized administrator of DigitalCommons@SHU. For moreinformation, please contact ferribyp@sacredheart.edu, lysobeyb@sacredheart.edu.Recommended CitationPaul, R. (2017). What works for treating language disorders in children. Journal of the American Academy of Child & AdolescentPsychiatry, 56(10), S127. doi:10.1016/j.jaac.2017.07.495Objectives: The goals of this session are to describe language ability’s role inemotional regulation by children ascertained for autism spectrum disorder(ASD) and discuss study results related to gender and higher-order languagefunctioning in the context of earlier studies.Methods: A family genetics study of ASD identified 130 children and ado-lescents ascertained for ASD and determined structural and higher-orderlanguage ability based on standardized assessment scales and on diag-nostic tools for ASD. Structural language ability (syntax, grammar,phonology, vocabulary) was determined by the Clinical Evaluation of Lan-guage Fundamentals-4. Higher-order language abilities, such as inferences,ambiguities, and pragmatic language, were assessed using the supraseg-mental block of the Comprehensive Assessment of Spoken Language(CASL). Overall language status (nonverbal, minimally verbal, or phrasespeech) for those unable to take standardized assessments, either becauseof low language ability or noncompliance, was determined by responses bycaregivers on the Autism Diagnostic Interview-Revised (ADI-R). Of 210children ascertained for an ASD diagnosis, 130 had sufficient language datafor analysis. Aggression was determined by ADI-R questions on aggressiontoward self and others.Results: There was no significant difference for IQ in males (P ¼ 0.07) andfemales (P ¼ 0.018) in both the language-impaired and normal languagedevelopment groups. Children with structural language impairment andthose with minimal language as determined by ADI-R had significantly higherrate of aggressive behaviors to themselves (P ¼ 0.037) but not to others.When controlled for gender, males were significantly more aggressive tothemselves (P ¼ 0.007) and nonfamily members (P ¼ 0.024). Aggression to-ward nonfamily members was significantly correlated with higher-order lan-guage variables in males (r ¼ 0.27; P ¼ 0.05). ASD probands with structurallanguage impairments showed more aggressive behavior toward others. Inaddition, aggression was significantly correlated with some higher-orderlanguage skills in males.Conclusions: This study indicates that greater deficits in structural languagepredict greater associated aggression in ASD. Future research into thera-peutic interventions for youth with ASD must take language ability intoaccount.COMD, NEURODEV, PRESupported by New Jersey Governor’s Council for Medical Research andTreatment of Autism, NIMH Grant U24 MH068457, and National Institute onDeafness and Other Communication Disorders Grant R01 DC009453http://dx.doi.org/10.1016/j.jaac.2017.07.49485.4 WHAT WORKS FOR TREATING LANGUAGEDISORDERS IN CHILDRENRhea Paul, DPhil, CCC-SLP, Sacred Heart University, PaulR4@SacredHeart.eduObjectives: The goal of this session is to provide an overview of the principlesof language intervention for children from ages 3–18 years of age and reviewthe evidence base for selection of treatments for language disorders in pre-school-aged and school-aged children, with special attention to interventionsaimed at addressing pragmatic and social communication disorders.Methods: Systematic literature review is used to identify the level of evidencethat exists for a range of treatments addressed to children with communica-tion and language disorders. Several approaches to remediating languageproblems in children with established and emerging evidence base werefound. Active ingredients of these approaches are detailed. Other treatmentscommonly used, with little or no evidence in the research literature, are alsopresented.Results: Several approaches to remediating language problems in childrenwith an established and emerging evidence base are considered. Theseinclude the clinician-directed approach; child-centered intervention, andhybrid or combinations of the two approaches. Other forms of treatment incommon use, with little or no evidence in the research literature, are critiqued.Conclusions: Speech-language pathologists provide services to children withdisorders of communication with a diagnostic range, including autism spec-trum disorder (ASD), learning disabilities, intellectual disability, and devel-opmental speech and language disorders. The disorders affect the ability topronounce speech sounds; learn words for understanding and expressingconcepts; comprehend and produce novel sentences that express feelings,thoughts, and attitudes; and comply with the social rules that govern con-versation in their cultures. The evidence-based approaches for addressinglanguage problems in children are comprehensively described. Health pro-fessionals will become more familiar with the range of interventions and theirdemonstrated base for efficacy in treating communication deficits. They willbe encouraged to use the gained knowledge through earlier detection ofdeficits in language and communication; referral for assessment and treat-ment; and communication and advocacy with patients, their families, andschool personnel for greater awareness and treatment to address communi-cation and language deficits throughout childhood.COMD, NEURODEV, PREhttp://dx.doi.org/10.1016/j.jaac.2017.07.495JOURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRYVOLUME 56 NUMBER 10S OCTOBER 2017 www.jaacap.org S127CLINICAL PERSPECTIVES85.4 — 85.4

85.4 What Works for Treating Language Disorders in Children

https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1152&amp;context=speech_fac

85.4 What Works for Treating Language Disorders in Children

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