Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder

Abstract

Purpose Accurate identification of developmental language disorder (DLD) remains challenging, particularly for children who speak different dialects, languages, or more than 1 language. Children with DLD, on average, have shown subtle deficits on nonlinguistic cognitive processing tasks, and performance on such tasks may be minimally influenced by language experience. This study explores whether nonlinguistic cognitive processing tasks can contribute to the identification of DLD in children from diverse linguistic backgrounds. Method Study 1 combined data from 4 U.S.-based investigations to yield a sample of 395 children, ages 6–10 years, who spoke only English or both Spanish and English. Study 2 consisted of an international sample of 55 kindergarten children living in Vietnam. Each study included children with DLD and children with typical development. Participants completed nonlinguistic cognitive tasks of processing speed, auditory working memory, and attentional control. Data analysis compared typically developing to DLD groups by age and language background. Then, we empirically derived cut-points to report diagnostic accuracy (sensitivity, specificity, and positive and negative likelihood ratios). Results For all 3 tasks, adequate sensitivity or specificity (but not both in most cases) was achieved in nearly all age groups. Likelihood ratios reached moderately to very informative levels in several instances. Diagnostic results were maintained when monolingual and bilingual samples were combined into a single group. Conclusions Nonlinguistic cognitive processing tasks may contribute to accurate identification of DLD in combination with other measures. Further research is needed to refine tasks, confirm cut-points established here, and extend findings to children from additional language backgrounds.

Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

“…This study shows that non‐linguistic cognitive measures increase the precision of predicting fDLD status, consistent with Ebert and Pham (2019). Tasks assessing sequence learning and motor movement enhanced prediction both in mono‐ and bilingual children, which provides supporting evidence that children with DLD have difficulties with sequence learning (e.g., Tomblin et al., 2007) and fine and gross motor movement (e.g., Sanjeevan and Mainela‐Arnold 2019).…”

“…Second, non-linguistic cognitive measures may enable us to probe children's language abilities regardless of their language experiences. Our approach aligns with recent findings that nonlinguistic tasks, such as processing speed or executive control of attention (hereafter, executive attention), could enhance diagnostic accuracy in both mono-and bilinguals (Ebert and Pham 2019). We considered procedural learning, executive attention and processing speed.…”

Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

“…Moreover, longitudinal research can investigate the developmental trajectories of higher-order cognitive processes and language skills in children with DLD [ 56 ], and help disentangle whether language and cognitive development is underlined by common mechanisms (e.g., WM and attentional processes) in children with DLD [ 12 , 154 ]. Finally, cross-linguistic research can explore universal, as well as possibly, language-specific features, in DLD profiles [ 155 ]. Such investigations can further inform clinical practice for children with DLD, contributing to more accurate mappings of WM, EFs, and verbal fluency capacities to language profiles, thus, enhancing screening procedures and the effectiveness of intervention programmes [ 3 ].…”

Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice

“…As an example of a recent study that used nonlinguistic tests for bilingual diagnostics, Ebert and Pham 101 employed three nonlinguistics tests—tests of processing speed, working memory, and attention/inhibition—in attempt to detect language disorder in 6- to 10-year-old English monolinguals and Spanish-English bilinguals. The processing speed task involved quickly pressing the corresponding button whenever the child saw a red or a blue circle.…”