LANGUAGE DISORDER According to the DSM-V, language disorder can be diagnosed if there are problems with the attainment of normal language skills or the comprehension of language. This can involve the spoken word, written communication, or things like sign language. It is given the numerical label of 315.39. Unfortunately, it can be difficult to assess a child’s language skills as they can be good at using context to achieve the meaning of the spoken word. Even so, there are diagnostic criteria that need to be met in order to qualify as having a language disorder. These include the following: A. Having a consistent problem using language in its different forms (such as speaking, writing, or sign language) due to a markedly reduced vocabulary, an inability to put words together to form grammatically-correct sentences, and/or impairments in the ability to maintain conversational speech with others (which is referred to as discourse). B. The language capacity is markedly below what is expected at his or her age, which hinders social participation, communication with others, and academic performance. C. The symptoms develop during early development. D. The difficulties are not secondary to a sensory impairment, motor impairment, or another medical condition, and cannot be attributed to an intellectual disorder or global developmental delay. It is necessary to assess both expressive and receptive language skills. Expressive delays involve deficits in the production of speech or verbal signals (like sign language). Receptive delays involve the inability to receive and comprehend speech. Both skill deficits can contribute to the severity of the disorder. These deficits can be difficult to measure prior to the age of four but become easier to measure by that age. It is likely to continue through adulthood although there can be improvements over time. This problem often runs in families.
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