Developmental dysphasia – functional and structural correlations

Czech version

Authors: L. Pospíšilová ^1,2; M. Hrdlička ^3,4; V. Komárek ⁵
Authors‘ workplace: Demosthenes – dětské centrum, komplexní péče, Ústí nad Labem ¹; Psychiatrická klinika 1. LF UK, Praha ²; Dětská psychiatrická klinika, 2. LF UK a FN Motol, Praha ³; Psychologický ústav FF MU, Brno ⁴; Klinika dětské neurologie, 2. LF UK a FN Motol, Praha ⁵
Published in: Cesk Slov Neurol N 2021; 84/117(3): 237-244
Category: Review Article
doi: https://doi.org/10.48095/cccsnn2021237

Overview

The review article presents current knowledge of developmental dysphasia, a lesser-known neurodevelopmental disorder, which prevalence and seriousness can be compared to attention deficit / hyperactivity disorder. It acquaints the consequences of the disorder in academic, social, and emotional development, with changes and misleading errors in the terminology. It refers to a strong genetic background and the other etiological factors that lead to structural changes in the brain. The description of the clinical picture is followed by the enumeration of overlapping co-morbid disorders. Autism spectrum disorder is mentioned both in this connection and in the chapter on differential diagnosis. The contribution brings more complex view of diagnostics and treatment. The part is compiled in accordance with a recent consensus from a significant international forum in English speaking countries.

Keywords:

developmental dysphasia – developmental language disorder – Neurodevelopmental disorders – language connectome – diagnostic criteria

Sources

1. Bishop DV, Snowling MJ, Thompson PA et al. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychol Psychiatry 2017; 58(10): 1068–1080. doi: 10.1111/ jcpp.12721.

2. Bishop DV, Rutter M. Neurodevelopmental disorders: conceptual issues. In: Rutter M, Bishop DV, Pine DS et al (eds). Rutter’s child and adolescent psychiatry. Oxford, UK: Blackwell 2008: 32–41.

3. Friedereci AD, Chomsky N, Berwick R et al. Language, mind and brain. Nat Hum Behav 2017; 1(10): 713–722. doi: 10.1038/ s41562-017-0184-4.

4. Eadie P, Conway L, Hallenstein B et al. Quality of life in children with developmental language disorder. Int J Lang Commun Disord 2018; 53(4): 799–810. doi: 10.1111/ 1460-6984.12385.

5. Norbury CF, Sonuga-Barker E. New frontiers in the scientifi c study of developmental language disorders. J Child Psychol Psychiatry 2017; 58(10): 1065–1067. doi: 10.1111/ jcpp.12821.

6. Van den Bedem NP, Dockrell JE, van Alphen PM et al. Depressive symptoms and emotion regulation strategies in children with and without developmental language disorder: a longitudinal study. Int J Lang Commun Disord 2018; 53(6): 110–1123. doi: 10.1111/ 1460-6984.12423.

7. Bishop DV, Snowling MJ, Thompson PA et al. CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One 2016; 11(12): e0158753. doi: 10.1371/ journal. pone.0158753.

8. Bishop DV. Developmental cognitive genetics: how psychology can inform genetics and vice versa. Q J Exp Psychol 2006; 59(7): 1153–1168. doi: 10.1080/ 174 70210500489372.

9. Dale PS, Rice ML, Rimfeld K et al. Grammar clinical marker yields substantial heritability for language impairments in 16-year-old twins. J Speech Lang Hear Res 2018; 61(1): 66–78. doi: 10.1044/ 2017_JSLHR-L-16-0364.

10. Rice ML, Zubrick SR, Taylor CL et al. Longitudinal study of language and speech of twins at 4 and 6 years: twinning effects decrease, zygosity effects disappear, and heritability increases. J Speech Lang Hear Res 2018; 61(1): 79–93. doi: 10.1044/ 2017_JSLHR-L-16-0366.

11. Landi N, Perdue MV. Neuroimaging genetics studies of specifi c reading disability and developmental language disorder: a review. Lang Linguist Compass 2019; 13(9): e12349. doi: 10.1111/ lnc3.12349.

12. Chen XS, Reader RH, Hoischen A et al. Next-generation DNA sequencing identifies novel gene variants and pathways involved in specific language impairment. Sci Rep 2017; 7: 46105. doi: 10.1038/ srep46105.

13. Sebela A, Hanka J, Goetz M et al. Impact of psychotropic drugs in pregnancy on infant’s neurobehavioral development II.: antipsychotics, mood stabilizers, anxiolytics. Psychiatrie 2017; 21(4): 196–205.

14. Vassar R, Schadl, K, Cahill-Rowley K et al. Neonatal brain microstructure and machine-learning-based prediction of early language development in children born very preterm. Pediatric Neurology 2020; 108: 86–92. doi: 10.1016/ j.pediatrneurol.2020.02.007.

15. Whitehouse AJ, Shelton WM, Ing C et al. Prenatal, perinatal, and neonatal risk factors for specifi c language impairment: a prospective pregnancy cohort study. J Speech Lang Hear Res 2014; 57(4): 1418–1427. doi: 10.1044/ 2014_JSLHR-L-13-0186.

16. Hugdahl K, Gundersen H, Brekke C et al. MRI brain activation in a Finnish family with specifi c language impairment compared with a normal control group. J Speech Lang Hear Res 2004; 47(1): 162–172. doi: 10.1044/ 1092-4388(2004/ 014).

17. Girbau-Massana D, Garcia-Marti G, Marti-Bonmati L et al. Gray–white matter and cerebrospinal fl uid volume diff erences in children with specifi c language impairment and/ or reading disability. Neuropsychologia 2014; 56: 90–100. doi: 10.1016/ j.neuropsychologia.2014.01. 004.

18. Vydrová R, Komarek V, Sanda J et al. Structural alterations of the language connectome in children with specifi c language impairment. Brain Lang 2015; 151: 35–41. doi. 10.1016/ j.bandl.2015.10.003.

19. Northam CB, Liégeois F, Tournier JD et al. Interhemispheric temporal lobe connectivity predicts language impairment in adolescents born preterm. Brain 2012; 135(12): 3781–3798. doi: 10.1093/ brain/ aws276.

20. Krishnan S, Watkins KE, Bishop DV. Neurobio logical basis of language learning diffi culties. Trends Cogn Sci 2016; 20(9): 701–714. doi: 10.1016/ j.tics.2016.06.012.

21. Lee JC, Dick AS, Tomblin JB. Altered brain structures in the dorsal and ventral language pathways in individuals with and without developmental language disorder (DLD). Brain Imag Behav 2020; 14(6): 2569–2586. doi: 10.1007/ s11682-019-00209-1.

22. Lee MH, O‘Hara NB, Behen ME et al. Altered effi ciency of white matter connections for language function in children with language disorder. Brain Lang 2020; 203: 104743. doi: 10.1016/ j.bandl.2020.104743.

23. Verly M, Gerrits R, Sleurs C et al. The mis-wired language network in children with developmental language disorder: insights from DTI tractography. Brain Imag Behav 2018; 13(4): 973–984. doi: 10.1007/ s11682- 018-9903-3.

24. Krishnan S, Asaridou SS, Cler GJ et al. Functional organisation for verb generation in children with developmental language disorder. Neuroimage 2021; 226(1): 117599. doi: 10.1016/ j.neuroimage.2020.117599.

25. Ullman MT, Pierpont EI. Specific language impairment is not specifi c to language: the procedural deficit hypothesis. Cortex 2005; 41(3): 399–433. doi: 10.1016/ S0010-9452(08)70276-4.

26. Tomblin, JB, Records NL, Buckwalter P et al. The prevalence of specifi c language impairment in kindergarten children. J Speech Lang Hear Res 1997; 40(6): 1245–1260. doi: 10.1044/ JSLHR.4006.1245.

27. Rapin I, Allen DA. Syndromes in developmental dysphasia and adult aphasia. Res Publ Assoc Res Nerv Ment Dis 1988; 66: 57–75.

28. Bishop DV. Biological bases of specifi c language impairment (developmental aphasia). Neurodevelop Aging Cognit 1992: 253–271.

29. Bishop DV. Ten questions about terminology for children with unexplained language problems. Int J Lang Commun Disord 2014; 49(4): 381–415. doi: 10.1111/ 1460-6984.12101.

30. World Health Organization. The International Classifi cation of Diseases, 11th Revision (ICD-11). Geneva: WHO 2018.

31. American Psychiatric Association. Diagnostic and statistical manual of mental disorders, 4th ed. (DSM-4). Washington, DC: American Psychiatric Press Inc 1994.

32. American Psychiatric Association. Dia gnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5). Arlington, VA: American Psychiatric Publishing 2013.

33. Raboch J, Hrdlička M, Mohr P et al (eds). DSM-5: Diagnostický a statistický manuál duševních poruch. Praha: Hogrefe-Tescentrum 2015.

34. World Health Organization. The International Classification of Diseases, 10th Revision (ICD-10). Geneva: WHO 2010.

35. Mezinárodní klasifikace nemocí. Duševní poruchy a poruchy chování. Diagnostická kritéria pro výzkum. 10 revize. Praha: Psychiatrické centrum 1996.

36. Baird G, Norbury CF. Social (pragmatic) communication disorders and autism spectrum disorder. Arch Dis Child 2016; 101(8): 745–751. doi: 10.1136/ archdischild- 2014-306944.

37. Rvachew S, Brosseau-Lapré F. An input-focused intervention for children with developmental phonological disorders. Perspect Lang Learn Educ 2012; 19(1): 31–35. doi: 10.1044/ lle19.1.31.

38. Caravolas M, Volín J, Hulme C. Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies. Evidence from Czech and English children. J Exp Child Psychol 2005; 92(2): 107–139. doi: 10.1016/ j.jecp.2005.04.003.

39. Dockrell JE, Messer D, George R et al. Notes and discussion children with word-finding difficultiesprevalence, presentation and naming problems. Int J Lang Commun Disord 1998; 33(4): 445–454. doi: 10.1080/ 136828298247721.

40. Adams C, Lockton E, Freed J et al. The Social Communication Intervention Project: a randomized controlled trial of the eff ectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. Int J Lang Commun Disord 2012; 47(3): 233–244. doi: 10.1111/ j.1460-6984.2011.00146.x.

41. Happé F, Ronald A, Plomin R. Time to give up on a single explanation for autism. Nat Neurosci 2006; 9(10): 1218–1220. doi: 10.1038/ nn1770.

42. Hrdlička M, Dudová I. Controversies in autism: is a broader model of social disorders needed? Child Adolesc Psychiatry Ment Health 2013; 7(1): 9. doi: 10.1186/ 1753-2000-7-9.

43. Mandy W, Wang A, Lee I et al. Evaluating social (pragmatic) communication disorder. J Child Psychol Psychiatry 2017; 58(10): 1166–1175. doi. 10.1111/ jcpp.12785.

44. Karasinski C, Weismer SE. Comprehension of inferences in discourse processing by adolescents with and without Language Impairment. J Speech Lang Hear Res 2010; 53(5): 1268–1279. doi: 10.1044/ 1092-4388(2009/ 09- 0006).

45. Ošlejšková H. Neurovývojové poruchy a jejich důsledky v dospělém věku. Neurol praxi 2010; 11(6): 368–368.

46. Pospíšilová L. Neurovývojové poruchy a klinická logopedie. In: Neubauer K (ed). Kompendium klinické logopedie. Praha: Portál 2018: 183–222.

47. Lewis BA, Freebairn L, Tag J et al. Adolescent outcomes of children with early speech sound disorders with and without language impairment. Am J Speech Lang Pathol 2015; 24 (2): 150-163. doi: 10.1044/ 2014_AJSLP-14-0075.

48. Kjelgaard MM, Tager-Flusberg H. An investigation of language impairment in autism: implications for genetic subgroups. Lang Cogn Process 2001; 16(2–3): 287–308. doi: 10.1080/ 01690960042000058.

49. Leyfer OT, Tager-Flusberg H, Dowd M et al. Overlap between autism and specific language impairment: comparison of Autism Diagnostic Interview and Autism Diagnostic Observation Schedule scores. Autism Res 2008; 1(5): 284–296. doi: 10.1002/ aur.43.

50. Semel EM, Wiig EH, Secord W. Clinical evaluation of language fundamentals (CELF-4). San Antonio, TX: The Psychological Corporation 2003.

51. Newcomer PL, Hammill DD. Test of Language Development- Primary (TOLD-P:4). Austin, TX: Pro-Ed 2008.

52. Dunn DM, Dunn LM. Peabody Picture Vocabulary (PPVT-4). Test. 4th ed. Minneapolis, MN: NCS Pearson 2007.

53. Seidlová Málková G, Smolík F. Diagnostika jazykového vývoje. Diagnostická baterie pro posouzení vývoje jazykových znalostí a dovedností dětí předškolního věku. Praha: Grada Publishing 2014.

54. Seidlová Málková G. Vzniká nová diagnostická baterie pro posuzování jazykových znalostí a dovedností dětí předškolního a raného školního věku. Listy klinické logopedie 2019; 3(1): 43–44.

55. Smolík F, Bláhová V, Bartoš F. Receptivní slovník & Opakování vět. Praha: Národní ústav pro vzdělávání 2018.

56. Bolceková E, Preiss M, Krejčová L. Token test. Otrokovice: Propsycho 2015.

57. Novák J. Diagnostika specifi ckých poruch učení (T- 239). Brno: Psychodiagnostika 2002.

58. Seidlová Málková G, Caravolas M. Baterie testů fonologických schopností pro děti předškolního a raného školního věku. Praha: NÚV 2017.

59. Caravolas M, Volín J. Baterie diagnostických testů gramotnostních dovedností pro žáky 6. až 9. ročníků ZŠ. Praha: NÚV 2018.

60. Žlab Z. Zkouška jazykového citu. Ostrava: Microdata 1992.

61. Vitásková K, Kytnarová L. Pragmatická jazyková rovina u osob s poruchami autistického spektra. Hodnocení pragmatické jazykové roviny u osob s poruchami autistického spektra z pohledu logopeda. Olomouc: Univerzita Palackého v Olomouci 2017.

62. Fenson L, Marchman VA, Thal D et al. MacArthur- Bates Communicative Development Inventories: user’s guide and technical manual. 2nd ed. Baltimore: Brookes Publishing 2007.

63. Smolík F, Turková J, Marušincová K et al. Dovyko II: dotazník pro diagnostiku jazykového vývoje ve věkovém rozmezí 16 až 30 měsíců: příručka a normy. Praha: Filozofická fakulta UK 2017.

64. Kapalková S. Laheyovej metóda ako efektívny nástroj hodnotenia komunikácie rizikových detí v ranom veku. Listy klinické logopedie 2019; 3(1): 8–12.

65. Sobotková D. BSID-II: Využití BSID-II v práci dětského psychologa. Praha: Testcentrum 2007.

66. Grob A, Reiman G, Gut J et al. IDS-P, Inteligenční a vývojová škála pro předškolní děti. Praha: Hogrefe-Tescentrum 2018.

67. Krejčířová D, Boschek P, Dan J. WISC-III. Wechslerova inteligenční škála pro děti. Praha: Tescentrum 2002.

68. Paradis J. The development of English as a second language with and without specific language impairment: clinical implications. J Speech Lang Hear Res 2016; 59(1): 171–182. doi: 10.1044/ 2015_JSLHR-L-15-0008.

69. McGregor KK. How we fail children with developmental language disorder. Lang Speech Hear Serv Sch 2020; 51(4): 981–992. doi: 10.1044/ 2020_LSHSS-20-00003.

70. Diepeveen FF, Dusseldorp E, Bol G et al. Failure to meet language milestones at two years of age is predictive of specific language impairment. Acta Paediatr 2016; 105(3): 304–310. doi: 10.1111/ apa.13271.

71. Rudolph JM, Leonard LB. Early langu age milestones and specific language impairment. J Early Interv 2016; 38(1): 41–58. doi: 10.1177/ 1053815116633861.

72. Bishop DV, Holt G, Line E et al. Parental phonological memory contributes to prediction of outcome of late talkers from 20 months to 4 years: a longitudinal study of precursors of specific language impairment. J Neurodev Disord 2012; 4(1): 3. doi: 10.1186/ 1866-1955- 4-3.

73. Everitt A, Hannaford P, Conti-Ramsden G. Markers for persistent specific expressive language delay in 3–4-year-olds. Int J Lang Commun Disord 2013; 48(5): 534–553. doi: 10.1111/ 1460-6984.12028.

74. Tomblin, JB, Harrison M, Ambrose SE et al. Language outcomes in young children with mild to severe hearing loss. Ear Hear 2015; 36(1): 76–91. doi. 10.1097/ AUD.00 00000000000219.

75. Laws G, Bishop DV. Verbal defi cits in Down‘s syndrome and specific language impairment: a comparison. Int J Lang Commun Disord 2004; 39(4): 423–451. doi: 10.1080/ 13682820410001681207.

76. Bishop DV, Scerif G. Klinefelter syndrome as a window on the etiology of language and communication impairments in children. Acta Paediatr 2011; 100(6): 903– 907. doi. 10.1111/ j.1651-2227.2011.02150.x.

77. Howell P, Tang K, Tuomainen O et al. Identifi cation of fl uency and word-fi nding diffi culty in samples of children with diverse language backgrounds. Int J Lang Commun Disord 2017; 52(5): 595–611. doi: 10.1111/ 1460-6984.12305.

78. Taylor LJ, Whitehouse, AJ. Autism spectrum disorder, language disorder, and social pragmatic) communication disorder: Overlaps, distinguishing features, and clinical implications. Australian Psychologist 2016; 51(4): 287– 295. doi: 10.1111/ ap.12222.

79. Bishop D. Which neurodevelopmental disorders get researched and why? PLoS ONE 2010; 5(11): e15112. doi: 10.1371/ journal.pone.0015112.

80. Příhodová I. Porucha pozornosti s hyperaktivitou. Cesk Slov Neurol N 2011; 74/ 107(4): 408–418.

81. Tomas E, Vissers C. Behind the scenes of developmental language disorder: time to call neuropsychology back on stage. Front Hum Neurosci 2019; 12: 517. doi: 10.3389/ fnhum.2018.00517.

82. Calder SD, Claessen M, Ebbels S et al. Explicit Grammar intervention in young school-aged children with developmental language disorder: An efficacy study using single-case experimental design. Lang Speech Hear Serv Sch 2020; 51(2): 298–316. doi: 10.1044/ 2019_ LSHSS-19-00060.

83. Mikulajová M (ed). Utváranie ranej gramotnosti v norme a patológii. Brno: Institut vzdělávání Sokrates 2018.

84. Campbell L, Nicoll H, Ebbels SH. The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent language disorder. Autism Develop Lang Impair 2019; 4: 1–17, doi: 10.1177/ 2396941519870784.

85. Wright L, Pring T, Ebbels S. Effectiveness of vocabulary intervention for older children with (developmental) language disorder. Int J Lang Commun Disord. 2018; 53(3): 480–494. doi: 10.1111/ 1460-6984.12361.

86. Henry LA, Botting N. Working memory and developmental language impairments. Child Lang Teach Ther 2017; 33(1): 19–32. doi: 10.1177/ 0265659016655378.

87. Bishop DV. Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). Int J Lang Commun Disord 2017; 52(6): 671– 680. doi: 10.1111/ 1460-6984.12335.