A language disorder is marked by language that is slow to develop and the way in which language is developing does not reflect the normal sequential developmental pattern. Language can be defined as a set of symbols which are usually words or signs that are used in an organised way to communicate ideas and thoughts. It is made up of two components including receptive language (i.e. the understanding of gestures, words and language) and expressive language (i.e. the use of gestures, words and written words to communicate).
Language is made up of many building blocks which include: morphology (i.e. the way in which words are made up to indicate elements such past tense – climbed, plurality – cats, possessive – king’s), semantics (i.e. the meaning of words), syntax (i.e. the way in which words are put together to form meaningful and grammatical sentences), prosody (i.e. the duration, rhythm and pitch intensity in which the sounds of speech are made), vocabulary (i.e. the words a child knows and uses) and pragmatics (i.e. the social “road rules” of language which govern how we use language and interact with each other).
Diagnosis alone is NOT the solution. It simply opens the door to getting the help that is needed by arming all involved with the relevant information.
The ‘help’ still needs to be provided. The help that is provided (at least from a therapy perspective) will reflect:
More specific implications of not seeking treatment will be influenced by the common difficulties that are most influencing your individual child.
For more information see the relevant fact sheets under areas of concern or refer to the other relevant resources section below.
Diagnoses are used to label a specific set of symptoms that are being experienced by a child.
This label then helps to narrow down and specifically tailor what:
A diagnosis helps the child and their carers (parents, teachers, health professionals, carers) to:
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