Expressive Language Disorder

Expressive language disorder is difficulty using words to communicate needs and ideas. Children who have this disorder may leave words out of sentences, mix up word tense, and repeat phrases or parts of sentences. It can lead to problems in social settings and at school.

 

Cluster Number:
Wiki Number: W080
Diagnosis: Expressive Language Disorder
US Patients:
World Patients:
Sex Ratio: B+;G
Age Onset:
Brain Area: Inadequate procedural memories in basal-ganglia circuits in the frontal lobe; Broca’s and Wernicke’s areas, also
Symptoms: lower than normal spoken language expression, but normal language understanding: vocabulary, complex sentences etc.
Progression:
Causes: “acquired expressive language disorder” – brain damage, by stroke, injury or seizures; FOXP2-gene=speech impairments
Medications: None listed. The Wikipedia article includes a section describing areas of the brain which may affect this disorder.
Therapies: speech therapy

Youtube Video: Receptive and Expressive Language

Click the book to link or order from Amazon.

Support Group: asha.org (American Speech and Hearing Association; They may refer therapists, but may or may not offer support groups.)

4 CURRENT ARTICLES
FROM PUBMED

The world-wide medical research
reports chosen for each diagnosis 

Clicking each title opens the
PubMed article’s summary-abstract.

  • Working memory training in children with developmental language disorder: Effects on complex syntax in narratives
    by Hélène Delage on January 23, 2023

    This study assesses the impact of a working memory training program on the syntactic complexity of the spontaneous speech of French-speaking children with Developmental Language Disorder (DLD). Thirty-nine 6- to 12-year-old children with DLD were allocated to a WM training (DLD^(MM), N = 20) or an active control group (DLD^(SQULA), N = 19). The computerized training sessions took place three times a week, yielding 12 training hours per participant. Syntactic complexity was assessed in...

  • Towards a Characterization of Late Talkers: The Developmental Profile of Children with Late Language Emergence through a Web-Based Communicative-Language Assessment
    by Gianmatteo Farabolini on January 21, 2023

    Children acquire language naturally, but there is variation in language acquisition patterns. Indeed, different internal and external variables play a role in acquiring language. However, there are open research questions about the contribution of different variables to language development. Moreover, with societal changes and due to the pandemic situation, there has been a growing interest in testing digitalization related to indirect language acquisition assessment. In this study, a web-based...

  • Periventricular heterotopia in a male child with USP9X missense variant
    by Arianna De Laurentiis on January 21, 2023

    The ubiquitin-specific protease USP9X has been found to play a role in multiple aspects of neural development including processes of neuronal migrations. In males, hemizygous partial loss of function variants in USP9X lead to a clinical phenotype primarily characterized by intellectual disability, hypotonia, speech and language impairment, behavioral disturbances accompanied by additional clinical features with variable expressivity. Structural brain abnormalities are reported in all cases where...

  • Self-Perception of Cognitive-Communication Functions After Mild Traumatic Brain Injury
    by Rocio Norman on January 16, 2023

    CONCLUSIONS: This study highlights a multifactorial basis of cognitive-communication impairment in adults with mTBI. We show that those with mTBI history perceive difficulties with cognitive-communication skills: conversations, writing, and short-term memory/attention. Furthermore, those with mTBI perceive their cognitive-communication problems after injury have impacted their vocational, social, and academic success.