What is Developmental Language Disorder (DLD)?

Developmental Language Disorder (DLD) refers to primary language difficulties without an apparent underlying cause, such as developmental delay, autism, neurological damage, or hearing loss (Leonard, 1998; Bishop & Norbury, 2008). The term SLI means that the language deficit does not coincide with corresponding deficits in other aspects of development, particularly in nonverbal intelligence. However, this does not imply that the child does not face other difficulties. Thus, very often children with SLI also experience difficulties with motor skills, cognitive functions, attention, and reading (Hill, 2001).

In the relevant references, Developmental Language Disorder (DLD) is also referred to by other terms, such as “specific language disorder,” “specific language deficits,” “specific speech and language difficulties,” “primary language deficits,” or “developmental dysphasia.”.

Frequency of occurrence

According to a study conducted in the United States (TombLin et al., 1997), the prevalence of Developmental Language Disorder (DLD) among preschool-aged children is 7%. Studies have also shown that one-third of children with SLI exhibit difficulties in more than one area of language.

Furthermore, according to the data from the aforementioned study, SLI occurs more frequently in boys than in girls, at rates of 8% and 6%, respectively. In Greece, the prevalence of SLI cannot be determined with precision, as there is a lack of research data. However, existing clinical evidence suggests that the prevalence of SLI in preschool-aged children ranges from 7% to 10%.

Possible signs of language difficulties

Some possible signs of problems with a child’s language development include the following:

1. A lack of language play in a 3- to 4-month-old infant—whether with themselves or with others
2. A lack of response to nearby sounds during infancy
3. A 21-month-old infant not using single meaningful words (average: 12–16 months)
4. Failure to use 2-3 word sentences by a 24-month-old infant
5. Use of unintelligible speech by a 4-year-old child (average: 3 years)
6. When a child has difficulty mastering grammatical rules by age 5 (average: age 4)
7. Use of a limited vocabulary after age 5 (average: ages 3–4)
8. Persistence of immature speech after age 6
9. Any suspicion of a hearing problem.

Challenges Faced by Children with DLD

The difficulties faced by children with DLD vary widely, both in terms of the specific language domain in which they struggle and the severity of their difficulties. These primary difficulties faced by children with DLD fall into two main categories:

A. Problems affecting the structural aspects of language (phonology, syntax, vocabulary). These may manifest as deficits in auditory processing, word retrieval, and word production. The above can affect both comprehension and expression.

B. Problems that primarily affect pragmatics and abstract comprehension. Such problems may manifest as difficulties in social communication and as problems with language comprehension and production.

Emotional difficulties and behavioral problems in children with DLD

According to the relevant references, children with SLI are at high risk for the concurrent occurrence of other psychological problems, with comorbidity rates ranging from 50% to 80%. The primary psychological disorders found in children with SLD are as follows:

Emotional difficulties
                       - Anxiety disorders - social phobia

                       - Depression

Behavioral problems
                       - Attention-deficit/hyperactivity disorder

                       - Conduct disorder

                       - Juvenile delinquency.