Expressive-Receptive Language Disorder Case Study

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In addition to an Expressive/ Receptive Language Disorder, Amanda is also presenting with a Sensory Integration Disorder (SID), now commonly referred to Sensory Processing Disorder (SPD). Her symptoms include hyperarousal to visual and auditory stimuli. A Diagnosis of SID entails problems associated with the interpretation of any form of sensory input. A Difficulty processing normal sensory stimuli can affect the normal development of children and with certain degrees of severity relate to language and literacy disorders. In school-age children, for example, hypersensitivities may result in difficulties concentrating, as well as have an impact on their socialization skills (Nelson, 2010, p. 174). Amanda may have difficulties avoiding distractions, …show more content…
This procedure produced information about the brain’s white matter tracts that form the “wiring” that links different areas of the brain essential for perceiving, thinking and action. The results reflected less connectivity in the tracts of the brain that serve as connections for the auditory, visual and somatosensory systems that are involved in sensory processing. This discovery revealed that there was in fact a biological base for Sensory Processing Disorder in kids, which now sets SPD apart from other neurodevelopmental disorders. (Owen, 2013, p. 844-853). These results explain how the Biological Maturation Theory can exemplify Amanda’s language development by expanding on their position on the nature of language. The Biological Maturation theory explains language as “a product of a brain structures and, which play a primary role in supporting language acquisitions (Nelson, 2010, p. 60). ” Biological maturationists explain the acquisition of language as one that emerges in a spontaneous manner and that can be affected by genetic and environmental factors. Theorists also explain how some microstructures are more critical than others when it comes to learning language and how …show more content…
It was determined that she had a Language Disorder. Due to her parent’s request, Amanda’s skills were reassessed using the Clinician Evaluation of Language Fundamentals-Fourth Edition (CELF-4) on May 16, 2007 at a private facility. The results were also indicative of a Language Disorder. In the area of Receptive Language, Amanda obtained a standard score of 73, which yielded a percentile rank of 4% indicating performance in the low range and Moderate Language Delay. In the area of Expressive Language, Amanda obtained standard score of 77, which yielded a percentile rank of 6%, indicating performance in the low range and Moderate Language Delay. In the area of Language Content, Amanda obtained standard score of 70, which yielded a percentile rank of 2%, indicating performance in the low range, and in the area of Core Language, Amanda obtained a standard score of 76, which yielded a percentile rank of 5%, also indicating performance in the low range. Amanda’s teacher completed an Observational Rating Scale in which she stated that her greatest concerns were Amanda’s expressive language skills and her limited vocabulary. The specific language weaknesses that will be addressed include concepts and following directions, word classes (both receptive and expressive), recalling sentences,

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