Expressive and Mixed Receptive-Expressive Language Disorders Essay

Expressive and Mixed Receptive-Expressive Language Disorders Essay

Expressive and Mixed Receptive-Expressive Language Disorders Essay

1. What are Expressive and Mixed Receptive-Expressive Language Disorders?

• Expressive language disorder (ELD) is characterized by a child having a lower than normal ability to say complex sentences, vocabulary, and remember words.
• ELD- The child cannot communicate thoughts, needs, or wants to the same degree or with the same complexity as their peers (Gillam et al., 2021).
• Mixed receptive –expressive language disorder manifests with difficulties in spoken communication (Assous et al., 2018).
• Two types of ELD and Mixed receptive –expressive language disorder:

1. Acquired- Stroke/concussion in ELD
2. Developmental
3. What are the signs and symptoms of ELD and Mixed Receptive-Expressive Language Disorders according to the DSM-5?

• A child with the disorder can pronounce words but has difficulties with coherent syntax, use of proper grammar, and word recollection.
• Difficulties comprehending words, sentences, or specific types of words- Receptive language development.
• A child has difficulties communicating needs, thoughts, and what they want at the same level of complexity as other children their age.
• The child has a limited vocabulary.
• Severe cases:
• Inability to understand basic vocabulary and simple sentences.
• Deficiency in the discrimination of sounds, association of sounds, and symbols.
• Difficulties in recollection, storage, and sequencing.

3. What are the differential diagnoses?

Other disorders associated with ELD and Mixed Receptive-Expressive Language Disorder include Learning Disorders, Phonological disorders, deficits in the perception of speech, and memory impairment. Additionally, Attention-Deficit/Hyperactivity Disorder, Developmental Coordination Disorder, and Enuresis are differential diagnoses (Liu et al., 2018).

4. What is the incidence of ELD and Mixed Receptive-Expressive Language Disorders?

• The developmental ELD and mixed type are more prevalent in males than females.
• Prevalence estimates vary with age.
• Developmental Mixed Receptive-Expressive Language Disorder occurs in about 5% of preschool children and 3% of school-age children (Assous et al., 2018).

5. How is the development and course of ELD and Mixed Receptive-Expressive Language Disorders?

• Acquired Mixed Receptive-Expressive Language Disorder- seen at any age.
• Developmental Mixed Receptive-Expressive Language Disorder- is seen in children with a normal onset at or around four years (Lisa et al., 2021).
• Severe forms can be detected within two years.
• Milder forms are often detected when a child reaches school.
• Developmental Mixed Receptive-Expressive Language Disorder is more prevalent with 1^st-degree biological relatives with the disorder compared to the general population (Lisa et al., 2021).

6. How is the prognosis of ELD and Mixed Receptive-Expressive Language Disorders?

• The prognosis of Acquired Mixed Receptive-Expressive Language Disorder is based on the extent of brain damage and the location of the damage.
• It is also based on the severity of the language development when the disorder is acquired (Assous et al., 2018).
• A child with Mixed Receptive-Expressive Language Disorder will ultimately acquire normal language skills.
• The prognosis for children with ELD is worse (Gillam et al., 2021).
  

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7. What are the considerations related to culture, gender, or age?

• When assessing Expressive and Mixed Receptive-Expressive Language Disorders, the clinician should consider a child’s cultural and language context.
• It is especially crucial in bilingual environments.
• Standardized measurements of language development and non-verbal intellectual capacity should be relevant for cultural and linguistic groups (Gillam et al., 2021).

8. Which are the pharmacological treatments for ELD and Mixed Receptive-Expressive Language Disorders?

No pharmacological treatments are available for treating ELD or mixed receptive –expressive language disorder.

9. Which non-pharmacological treatments are used in ELD and Mixed Receptive-Expressive Language Disorders?

Non-pharmacological treatments for ELD include:

• Speech therapy: A speech therapist works one-on-one with the child. The child practices communication and speech skills.
• The child’s parents and teachers work collaboratively to incorporate the needed language skills in the child’s everyday activities (Rinaldi et al., 2021).
• The two approaches are often used together for a more effective outcome.

Non-pharmacological treatments for mixed receptive –expressive language disorder include:

• One-on-one therapy with a speech therapist is regularly scheduled and focuses on specific language abilities (Rinaldi et al., 2021).
• Teaching the child-specific communication skills for interaction with peers.

10. Which diagnostics and lab studies are used in diagnosing ELD and Mixed Receptive-Expressive Language Disorders?

• Standardized testing: Individually administered and measures both receptive and expressive language development.
• The scores are usually significantly below the standardized measures of nonverbal intellectual capacity (Liu et al., 2018).
• Methodical practical assessment of a child’s language ability.

11. Which comorbidities are associated with ELD and Mixed Receptive-Expressive Language Disorders?

Mixed Receptive-Expressive Language disorder may be accompanied by EEG abnormalities, seizures, and Landau-Kleffner syndrome (Liu et al., 2018).

12. What are the legal and ethical considerations when treating a patient with ELD and Mixed Receptive-Expressive Language Disorders?

Legal and ethical factors that should be considered when assessing and treating children with ELD and mixed types include Autonomy, Confidentiality, Beneficence, and Nonmaleficence (Rinaldi et al., 2021).

13. What are the pertinent patient education considerations in ELD and Mixed Receptive-Expressive Language Disorders?

Parents and caregivers should be educated to:

• Teaching the children communication skills that will help them interact with their peers to avoid challenges later in life like depression, social isolation, and behavioral problems (Rinaldi et al., 2021).
• Teach the child reading skills to benefit the child by avoiding serious long-term academic problems.

References

Assous, A., Borghini, A., Levi-Rueff, M., Rittori, G., Rousselot-Pailley, B., Gosme, C., Zigante, F., Golse, B., Falissard, B., & Robel, L. (2018). Children with mixed developmental language disorder have more insecure patterns of attachment. BMC psychology, 6(1), 54. https://doi.org/10.1186/s40359-018-0268-6

Gillam, S. L., Holbrook, S., & Kamhi, A. G. (2021). Developmental language disorder. The handbook of language and speech disorders, 171-191.

Lisa, R., Pola, R., Franz, P., & Jessica, M. (2019). Developmental language disorder: Maternal stress level and behavioral difficulties of children with expressive and mixed receptive-expressive DLD. Journal of communication disorders, 80, 1–10. https://doi.org/10.1016/j.jcomdis.2019.03.006

Liu, X. L., Zahrt, D. M., & Simms, M. D. (2018). An Interprofessional Team Approach to the Differential Diagnosis of Children with Language Disorders. Pediatric clinics of North America, 65(1), 73–90. https://doi.org/10.1016/j.pcl.2017.08.022

Rinaldi, S., Caselli, M. C., Cofelice, V., D’Amico, S., De Cagno, A. G., Della Corte, G., Di Martino, M. V., Di Costanzo, B., Levorato, M. C., Penge, R., Rossetto, T., Sansavini, A., Vecchi, S., & Zoccolotti, P. (2021). Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review. Brain sciences, 11(3), 407. https://doi.org/10.3390/brainsci11030407

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Assignment: Study Guide Forum: Expressive and mixed receptive-expressive language disorders
Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.
To Prepare
Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.
The Assignment
Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

Signs and symptoms according to the DSM-5
Differential diagnoses
Incidence
Development and course
Prognosis
Considerations related to culture, gender, age
Pharmacological treatments, including any side effects
Nonpharmacological treatments
Diagnostics and labs
Comorbidities
Legal and ethical considerations
Pertinent patient education considerations
Helpful media
https://www.usu.edu/academic-support/test/creating_study_guides