Efficiency of Speech and Language Intervention on Achievement of Children With Developmental Language Disorder

Efficiency of Speech and Language Intervention on Achievement of Children With Developmental Language Disorder

Children with Developmental Language Disorder (DLD) have many linguistic difficulties in syntax, lexicon, morphology and phonology. Frequently, they also present co-occurrent (or comorbidities) impairments which further impaired school learning. Thus, they have poor academic outcomes and many of these children have been maintained at least one time in a classroom, sometime more.

The purpose of this project is to determine which modalities of speech and language therapy are the more efficient on academic outcomes of children with DLD. The main modalities that will be studied are the duration of speech and language intervention, the age at which begins the intervention and the intensity (number of intervention sessions per week).

Inclusion Criteria:

• patients Have been diagnosed in the University Hospital of Amiens-Picardie with a Developmental Language Disorder
• patients must be aged 12 or older,
• patients must be agreed answering the questionnaire

Exclusion Criteria:

• Children with a neurological pathology or handicap as epilepsy, cerebral palsy, sequelae of severe brain injury (traumatic or ischemic or inflammatory...)
• patients with a severe mental retardation
• patients with autism
• patients with bipolar illness
• patients with psychosis