Specyficzne zaburzenie językowe – psychologiczna diagnoza sześciorga dzieci w wieku szkolnym

Abstract

Background: Specific Language Impairment (SLI) is a developmental disorder characterized by quantitative and qualitative language impairments that relate to the production and/or comprehension of the native language. This paper presents results of the assessment of six children with language developmental disorders aged 9–12 years. A diagnosis of the children’s functioning in terms of specific language abilities and broader cognitive and socio-emotional functioning was conducted. Case report: The study used clinical samples on narrative speech, verbal fluency, comprehension, grammar, and auditory memory of phonemes. The Matrix Reasoning Test from the WAIS-IV battery was used to assess non-verbal intellectual abilities. The range of symptoms of emotional and behavioral disorders in the examined children was assessed using the CBCL questionnaire. The diagnosis revealed difficulties in language comprehension as well as in active speech. The examined children have difficulties with naming, verbal fluency, they commit grammatical errors. As far as comprehension is concerned, the children have difficulties with syntax and with correct understanding of a complex instructions. Comprehension problems may be related to the limited short term auditory memory that was also revealed in the diagnosis. Symptoms of emotional and behavioral disorders were also found, which are most likely a consequence of the experienced communication difficulties. Conclusions: The results of the clinical study indicate the need for multilevel diagnostic and therapeutic management that includes support for language development, as well as psychological interventions to support the emotional functioning of children with SLI.