Intervention for mixed receptive-expressive language impairment: a review.
Studies indicate that language impairment that cannot be accounted for by factors such as below-average non-verbal ability, hearing impairment, behaviour or emotional problems, or neurological impairments affects some 6% of school-age children. Language impairment with a receptive language component is more resistant to intervention than specific expressive or phonological delays, and carries a greater risk of comorbid behavioural difficulties as well as adverse outcomes for language development and academic progress. This paper considers underlying explanations that may account for receptive-expressive language impairment. It also reviews evidence for the effectiveness of intervention from theory and recent systematic reviews, trials, and speech and language therapy practice.
Boyle
James
J
School of Psychological Sciences and Health, University of Strathclyde, UK. j.boyle@strath.ac.uk
McCartney
Elspeth
E
O'Hare
Anne
A
Law
James
J
D002648:Child; D003072:Cognition Disorders / Q000209:etiology; D002658:Developmental Disabilities; D006801:Humans; D007806:Language Disorders / Q000150:complications / Q000235:genetics / Q000628:therapy*; D007808:Language Therapy / Q000379:methods*; D016032:Randomized Controlled Trials as Topic