Processing refers to our ability to make meaning from what we hear and then formulate a response. Language processing is connecting meaning to what we hear based on something linguistic, like our vocabulary knowledge. Having difficulty with language processing can affect a child’s ability to receive important information and use it in a functional way, negatively affecting their speech and language development.
A language processing disorder can affect a child’s ability to learn and make it appear that the child is misbehaving. A child with LPD may hear a direction but not follow through because they do not understand it, and then they may be reprimanded for not following the directions. This is a common example of what can happen when language processing disorders go undiagnosed and untreated.
The Source for Processing Disorders is a book written by Gail J. Richard that outlines processing disorders and provides detailed information about what they look like and how to treat them. In her book, she shares characteristics that appear in someone who has these types of difficulties. She also shares the precursors that can be seen as early as preschool age. It is important to recognize these characteristics so that you know when it might be time to seek help.
- Characteristics of Language Processing Disorders
- Preschool Precursors That May Indicate a Processing Disorder
- How to Diagnose a Language Processing Disorder in My Child
Characteristics of Language Processing Disorders
Difficulty Coming up with the Right Word
One of the most common symptoms of a language processing disorder is difficulty coming up with the right word to say. A child may use general language such as “the thing” or “a squishy thing” to try to identify an object. They may also use descriptive verbiage or words associated with the item they are trying to identify but have difficulty naming.
Using Less Specific Language
A child may use generic language instead of specific, more appropriate language. For example, instead of saying, “I want to go to the park and go down the slide,” when asked what they want to do at the park, they may say something less specific such as, “I want to play outside.”
Incorrect Use of Words with Similar Meanings
Children may use words that are similar in meaning to the target but not correct, like “I need socks in my feet,” instead of saying, “I need socks on my feet.”
Using Creative or Original Language
When a child is unable to express his desired thought, he may make up new words to try to get his message across, or he may “talk around” and go on and on about a subject instead of being succinct.
Using Fillers
A child with a language processing disorder may use words like “um” or “you know” excessively to fill in space while they try to come up with the words they want to say.
Using Verbiage Such as “I forgot” or “I don’t know” Often
It takes a child 2-4 seconds to answer normal questions. This is called response latency time: the amount of time it takes to hear, process, and respond. However, 2-4 seconds isn’t enough for someone with language processing difficulties, and using fillers can be a way to stall or buy time while they come up with a response.
Talking to Self, Rehearsing
This is an example of a compensatory strategy that children with processing difficulties may develop. They repeat information received over and over (sometimes audibly) to help compensate for poor short-term memory.
Inconsistencies in Learning
Learning new things can be very exhausting for children with processing difficulties. They might need several different kinds of input to receive information and understand it. They may learn something one week and forget it the next week. A lot of repetition is almost always necessary to learn something new.
Can Identify Errors But is Not Able to Fix Them
If corrected, a child with processing difficulties may easily understand that they have made an error, but fixing that error is a whole different skill, and this may be difficult for the child.
Does Not Finish Sentences or Thoughts
Conversational behavior may seem disjointed and incomplete, making it difficult to understand their message if the context isn’t established.
Social Skills Difficulties and Problematic Behavior
The characteristics mentioned above can make communication frustrating for both the child and the person they are speaking to. Unintentional social skill problems can arise when others don’t understand that the child is having a hard time understanding and expressing themselves.
Age-Appropriate IQ with Academic Difficulties (Learning Disorder, Specific Learning Disorder labels)
Typically, children with language processing disorders have average IQs but may still present with learning difficulties. Many school-age students with language processing difficulties receive the label Learning Disorder or Specific Learning Disorder because as academic demands increase, the lack of language processing can affect how much they learn and at what pace.
Preschool Precursors That May Indicate a Processing Disorder
Poor Sequencing in Receptive and Expressive Language
Children may have trouble retelling events or stories cohesively. Their stories might sound disorganized or miss important information.
Slow Vocabulary Development
Acquiring new words/concepts and building vocabulary is often delayed.
Poor Short-Term Memory
Does your child forget a direction immediately after you have given it to them? Maybe they can’t remember multi-step directions, or they can only remember small pieces but not the whole direction. This is common in children with processing problems.
Slow Acquisition with Answering WH Questions (and asking them)
Children may struggle to understand the difference between who, what, when, and where questions. Therefore, they have a hard time answering them correctly (or asking questions appropriately).
Delayed Speech (articulation and phonology)
Their speech may not be developing as it should. It could be very difficult to understand what they are saying, or they may not be able to make certain sounds.
Severe Difficulty Coming up with the Right Word
Word retrieval problems are a red flag for language processing difficulties. Children may use very general language to describe something instead of using specific words that give more meaning to a message.
Delayed Sentence and Grammatical Structures
Their sentences may sound mixed up and jumbled, or their word order is odd. Maybe they speak in two- or three-word phrases instead of longer sentences.
Delayed Social Skills
As mentioned in the school-age characteristics, all of these symptoms can make it very hard to communicate effectively, which, in turn, makes it difficult to make friends and develop social relationships.
How to Diagnose a Language Processing Disorder in My Child
Paying attention to the signs of pre-school age and younger children can be integral in getting them a proper diagnosis and the early intervention they need.
Options include:
- For children not enrolled in school, get a Source for Processing Disorders If an LPD is identified, the EI staff will help you and your family develop a plan until school-age protocols and appropriate treatment can be applied.
- For school-age children, public schools often have free speech evaluations and other forms of special education support for children. These services are offered to all children but may not be sufficient to fit into your child’s autism treatment framework.
- Individualized Treatment Through Private Providers: If your child is autistic, you may already be working with private clinicians, therapists, and specialists. These medical professionals can refer you to a speech-language pathologist (SLP) who can create an individualized plan for your child both at home and in school environments.
Early intervention is the most important element in diagnosing and treating language processing disorders. If you see repeated symptoms and warning signs, we highly recommend having your child evaluated by an SLP as quickly as possible.
