Guidelines for developmental dysphasia – version 2022

Czech version

Authors: L. Pospíšilová
Authors‘ workplace: Oddělení klinické logopedie, Demosthenes – dětské centrum komplexní péče, Ústí nad Labem
Published in: Cesk Slov Neurol N 2022; 85(6): 515-520
Category:
doi: https://doi.org/10.48095/cccsnn2022515

Overview

Developmental dysphasia is characterized by a disruption in language development. It is systematically classified as a new category of the 11^th revision of the International Classification of Diseases called Neurodevelopmental Disorders. Their concept was developed on the basis of the recognition of a similar etiopathogenesis: a strong genetic background leads to structural changes in the brain. Other common features include a comorbid nature with mutual overlap, a tendency to persist and consequences in the social, emotional and academic domains. The disorders have significantly different publication indices, and developmental dysphasia, although one of the disorders with the highest prevalence, is still less well known. Moreover, for many years, its terminology and symptomatology have not been unified. In 2016 and 2017, there has been a consensus among English-speaking countries in terminology and identification of the disorder, the diagnosis is being refined, and the fewest studies with proven results come from the treatment itself. In the Czech Republic, there has not yet been a standard measure for making a diagnosis and proposing an intervention. For this reason, we present recommendations that are based both on current international knowledge and on the current state of Czech diagnostic material and Czech studies and the Czech environment in general, as the diagnosis of the disorder is linked to the linguistic and cultural environment. The main field in the process of diagnosis and treatment of developmental dysphasia is clinical speech therapy. Pediatric neurology is also an indispensable field. This manuscript introduces the process of diagnosis, differential diagnosis, and additional examinations for suspected comorbid conditions, specifies the multidisciplinary team and recommends a course of therapy.

Keywords:

Neurodevelopmental disorders – Autism spectrum disorder – Speech-language pathology – developmental dysphasia – developmental language disorder – speech sound disorder – attention deficit/hyperactivity disorder

Sources

1. Bishop DVM, Snowling MJ, Thompson PA et al. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychol Psychiatry 2017; 58 (10): 1068–1080. doi: 10.1111/jcpp.12721.

2. Pospíšilová L, Hrdlička M, Komárek V. Vývojová dysfázie – funkční a strukturální korelace. Cesk Slov Neurol N 2021; 84/117 (3): 237–244. doi: 10.48095/cccsnn2021 237.

3. Mezinárodní klasifikace nemocí. Duševní poruchy a poruchy chování. Diagnostická kritéria pro výzkum. 10 revize. Praha: Psychiatrické centrum 1996: 179.

4. World Health Organization. The International Classification of Diseases, 10th Revision (ICD-10). Geneva: WHO 2010.

5. World Health Organization. The International Classification of Diseases, 11th revision (ICD-11). Geneva: WHO 2018.

6. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). Arlington, VA, American Psychiatric Publishing 2013.

7. Raboch J, Hrdlička, M, Mohr P et al. (eds.) DSM-5: Diagnostický a statistický manuál duševních poruch. Praha: Hogrefe-Testcentrum 2015.

8. Tomblin, JB, Records NL, Buckwalter P et al. The prevalence of specific language impairment in kindergarten children. J Speech Lang Hear Res 1997; 40 (6): 1245–1260. doi: 10.1044/jslhr.4006.1245.

9. Norbury CF, Gooch D, Wray C et al. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. J Child Psychol Psychiatr 2016; 57: 1247–1257. doi: 10.1111/jcpp.12573.

10. Diepeveen FFB, Dusseldorp E, Bol G et al. Failure to meet language milestones at two years of age is predictive of specific language impairment. Acta Paediatr 2016; 105 (3): 304–310. doi: 10.1111/apa.13271.

11. Bishop DVM, Rutter M. Neurodevelopmental disorders: conceptual issues. In: Rutter M, Bishop DVM, Pine DS et al. (eds.). Rutter’s Child Adolesc Psychiatry. Oxford, UK: Blackwell 2008: 32–41.

12. Pospíšilová L. Klinický obraz vývojové dysfázie v konceptu neurovývojových poruch. [Disertační práce]. Praha: UK, 1. lékařská fakulta; 2022: 174.

13. Peňa E. Rethinking bilingual development and disorder. [online]. Available from URL: https: //thedldproject.com/international-dld-research-conference/.

14. Bishop DVM, Snowling MJ, Thompson PA et al. CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One 2016; 11 (12): e0158753. doi: 10.1371/journal.pone.0158753.

15. Smolík F, Turková J, Marušincová K et al. Dovyko II: dotazník pro diagnostiku jazykového vývoje ve věkovém rozmezí 16 až 30 měsíců: příručka a normy. Praha: UK, Filozofická fakulta 2017.

16. Smolík F, Seidlová Málková G. Diagnostika jazykového vývoje. Praha: Grada Publishing 2015.

17. Solná G, Červenková B. TEPO – test porozumění větám. Brno: Code Creator, s. r. o. 2022.

18. Solná G. TEPRO – test produkce slovní zásoby. Brno: Code Creator, s. r. o. 2022.

19. Bolceková E, Preiss M, Krejčová L. Token test. Otrokovice: Propsyco 2015.

20. Žlab Z. Zkouška jazykového citu. Ostrava: Microdata 1992.

21. Seidlová Málková G, Caravolas M. Baterie testů fonologických schopností (BTFS). Praha: NÚV 2017.

22. Caravolas M, Volín J. BDTGD: Baterie diagnostických testů gramotnostních dovedností pro žáky 2. až 5. ročníků ZŠ. Praha: IPPP 2005.

23. Caravolas M, Volín J. BDTG2: Baterie diagnostických testů gramotnostních dovedností pro žáky 6. až 9. ročníků ZŠ. Praha: Národní ústav pro vzdělávání 2018.

24. Novák J. Diagnostika specifických poruch učení (T-239). Brno, Psychodiagnostika 2018.

25. Cígler H, Durmeková S. Verbální fluence u dětí ve věku 5–12 let: české normy a vybrané psychometrické ukazatele. E-psychologie 2018; 12 (4): 16–30.

26. Škodová E, Michek F, Moravcová M. Hodnocení fonematického sluchu u předškolních dětí. Ostrava: Realia 1995.

27. Gagarina N, Klop D, Kunnari S et al. MAIN: Multilingual Assessment Instrument for Narratives – Revised version. ZAS Papers in Linguistics, 64. Czech version. Translated and adapted by Nováková Schöffelová M, Mikulajová M 2019.

28. Nováková Schöffelová M. Diagnostika narativních schopností a česká adaptace nástroje MAIN. Listy klinické logopedie 2020; 4 (2): 124–135.

29. Cimlerová P, Pokorná, D, Chalupová E. Diagnostika specifických poruch učení u adolescentů a dospělých osob. Praha: NÚV 2007.

30. Theiner P, Urbánek T, Goetz M et al. T-336 – Posuzovací škála ADHD IV. Brno: Psychodiagnostika, s. r. o. 2013.

31. Dudová I, Beranová Š, Hrdlička M et al. CAST – screeningový test poruch autistického spektra. Praha: NÚV 2013.

32. Schopler E, Van Bourgondien ME, Wellman GJ et al., česká verze Krejčířová D. Posuzovací Škála dětského autismu CARS2 (Childhood Autism Rating Scale (2nd Ed.) (CARS2). Praha: Hogrefe-Testcentrum 2015.

33. Henderson SE, Sugden DA, Barnett AL et al., česká verze Psotta R. MABC-2 Test motoriky pro děti. Praha: Hogrefe–Testcentrum 2014.

34. Dlouhá O, Příhodova I, Skibova J et al. Developmental language disorder: wake and sleep epileptiform discharges and co-morbid neurodevelopmental disorders. Brain Sci 2020; 10 (12): 910. doi: 10.3390/brainsci10120910.

35. Pospíšilová L. Neurovývojové poruchy a klinická logopedie. In: Neubauer K et al. Kompendium klinické logopedie. Praha: Portál 2018: 183–222.

36. Rinaldi S, Caselli MC, Cofelice V et al. Efficacy of the treatment of developmental language disorder: a systematic review. Brain Sci 2021; 11 (3): 407. doi: 10.3390/brainsci11030407.

37. Campbell L, Nicoll H, Ebbels SH. The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder. Autism Dev Lang Impair 2019; 4: 1–17. doi: 10.1177/ 239694151987078.

38. Segura-Pujol H, Briones-Rojas C. Treatment intensity for developmental language disorder: a systematic review. Int J Speech Lang Pathol 2021; 23 (5) : 465–474. doi: 10.1080/ 17549507.2020.1856412.