SpeechPathology.com Phone: 800-242-5183


ATX Learning - Difference

Differential Diagnosis of Language Disorders and Learning Disabilities

Elena Zaretsky, Ph.D

April 18, 2005

Share:

Question

I am looking for information about differential diagnosis between language disorders and learning disabilities. I have been receiving questions regarding diagnosis and services and how to distinguish between S/L and LD. I would appreciate information on t

Answer

I can address some generalities on this topic, but each child requires individual assessment and management, and many of the categories "overlap" based on the particular child involved and the training and background of the professional assessing and managing the child!

I believe we have to distinguish whether we mean Specific Language Impairment (SLI) or Speech-Language deficits (SL) or Learning Disability (LD).

Traditionally, SLI children were diagnosed when there was decreased performance on standardized measures of language development (morphology, syntax, semantics, comprehension, etc.) of at least 1.5 SD below the mean (M=100, SD=15 for most tests). SLI children were supposed to have normal intelligence, and not supposed to have behavior or psychological deficits.

As experience shows, the SLI label does not really account for the deficits witnessed in these children as it is almost impossible to find a "pure specific language impairment" or what is called by linguists a "grammatical SLI." In general, these children have slightly depressed IQs (with no sufficient differences between verbal and performance IQs), they have difficulties with math (not quite failing it, but requiring a lot of time to process) and are poor readers.

SL children, with speech-language problems only, can have a variety of deficits in specific areas of language production or comprehension and these areas will be addressed according to the findings on the standardized tests.

LD children show a different profile. One core difference is the spread between verbal IQ and performance IQ, even when the full IQ is within normal range. Therefore, you have to identify very specific areas of deficits in order to help these children learn.

For example: there might be a specific language-based learning disability, in which a child will do well in all areas of performance and even in math, as long as it doesn't involve "word based math problems" - then we will see a break down in performance and treatment of these children will focus on helping them process language.

Dr. Zaretsky has been in the field of Communication Disorders for 10 years. She holds MS in Communication Disorders and Ph.D. in Developmental Psychology. She is a faculty member at the Department of Communication Disorders at Umass, Amherst, and can be reached at ezaretsky@comdis.umass.edu


elena zaretsky

Elena Zaretsky, Ph.D


Related Courses

Textbook: Conversations Framework: A Program for Adolescents and Young Adults
Presented by Barbara Hoskins, PhD, CCC-SLP, Kristine Noel, PhD, CCC-SLP
Text

Presenters

Barbara Hoskins, PhD, CCC-SLPKristine Noel, PhD, CCC-SLP
Course: #10455Level: Intermediate9 Hours
  'It was direct and too the point'   Read Reviews
The end goal of communication intervention is to have individuals be able to participate effectively in conversational interactions. The conversational moves and their underlying foundational skills that are critical to social communication are addressed in this textbook course. Techniques and activities for targeting conversational skills in adolescents and young adults are also discussed.

Facilitating First Verbs through Shared Book Reading
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Video

Presenter

Susan Hendler Lederer, PhD, CCC-SLP
Course: #9735Level: Introductory1 Hour
  'The theories about learning verbs and the examples of books'   Read Reviews
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.

Language Outcomes of Children with Trauma Histories: Understanding the Impact
Presented by Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow
Video

Presenter

Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow
Course: #9737Level: Advanced1.5 Hours
  'Good information'   Read Reviews
This is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.

Children with Trauma Histories: Assessment, Intervention, and Advocacy
Presented by Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow
Video

Presenter

Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow
Course: #9738Level: Advanced1.5 Hours
  'This course was very informative'   Read Reviews
This is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.

Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Audio

Presenter

Angie Neal, MS, CCC-SLP
Course: #10763Level: Intermediate1 Hour
  'Angie is such a great presenter! Thank you so much for speaking about topics that I can use in my everyday setting'   Read Reviews
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.