Understanding developmental language disorder-The Helsinki longitudinal SLI study (HelSLI): A study protocol

Laasonen, M., Smolander, S, Lahti-Nuuttila, P, Leminen, M, Lajunen, HR, Heinonen, K, Pesonen, A. K., Bailey, T. M., Pothos, E. M., Kujala, T., Leppänen, P. H. T., Bartlett, C. W., Geneid, A., Lauronen, L., Service, E., Kunnari, S. & Arkkila, E. (2018). Understanding developmental language disorder-The Helsinki longitudinal SLI study (HelSLI): A study protocol. BMC Psychology, 6(1), doi: 10.1186/s40359-018-0222-7

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Abstract

Background: Developmental language disorder (DLD, also called specific language impairment, SLI) is a common developmental disorder comprising the largest disability group in pre-school-aged children. Approximately 7% of the population is expected to have developmental language difficulties. However, the specific etiological factors leading to DLD are not yet known and even the typical linguistic features appear to vary by language. We present here a project that investigates DLD at multiple levels of analysis and aims to make the reliable prediction and early identification of the difficulties possible. Following the multiple deficit model of developmental disorders, we investigate the DLD phenomenon at the etiological, neural, cognitive, behavioral, and psychosocial levels, in a longitudinal study of preschool children. Methods: In January 2013, we launched the Helsinki Longitudinal SLI study (HelSLI) at the Helsinki University Hospital ( http://tiny.cc/HelSLI ). We will study 227 children aged 3-6 years with suspected DLD and their 160 typically developing peers. Five subprojects will determine how the child's psychological characteristics and environment correlate with DLD and how the child's well-being relates to DLD, the characteristics of DLD in monolingual versus bilingual children, nonlinguistic cognitive correlates of DLD, electrophysiological underpinnings of DLD, and the role of genetic risk factors. Methods include saliva samples, EEG, computerized cognitive tasks, neuropsychological and speech and language assessments, video-observations, and questionnaires. Discussion: The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD.

Publication Type: Article
Additional Information: © The Author(s). 2018 Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated.
Publisher Keywords: Language acquisition, Specific language impairment, Developmental language disorder, Sequential bilingualism, Event-related potentials, Clinical EEG, (Nonverbal) short-term memory, Artificial grammar learning, Child temperament, Child behavior, Genetics
Subjects: P Language and Literature > P Philology. Linguistics
R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
Departments: School of Arts & Social Sciences > Psychology
URI: http://openaccess.city.ac.uk/id/eprint/19989

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