When Words Matter: How Oral Language Affects Learning and Relationships
Shelton’s Evaluation Center Helps Students Who Struggle to Communicate and Connect.
Parents often seek answers when their child struggles in school or seems to learn differently. At the Shelton Evaluation Center, our goal is to understand each child’s unique learning profile and provide clear, compassionate guidance. When we evaluate a client through a psychoeducational, neuropsychological, psychological, autism spectrum disorder or ADHD assessment, we aim to gain a complete picture of the individual’s functioning so we can make appropriate recommendations. We also want clients to leave the Center feeling understood and hopeful.
One area often overlooked in evaluations of children and adolescents is oral language. Oral language differs from speech (articulation, voice or fluency), though articulation difficulty is often part of the history of clients with oral language impairment. Oral language refers to using spoken words for expression and understanding across four categories: the knowledge and use of words and word combinations (lexical/semantic), knowledge and use of grammar (syntactic), comprehension of complex language such as idioms or inferences, and awareness of the pragmatics of language — how to use language appropriately in social situations.
Difficulties in one or more of these categories may indicate a specific language impairment, a disorder that affects about 6 percent of the population. When evaluating children and adolescents, it is important to consider the possibility of oral language difficulty if a client has had an early speech delay, articulation difficulty, frequent ear infections, trouble with reading comprehension or written expression, difficulty following multistep instructions, or challenges with social communication.
At the Evaluation Center, we use tests such as the Clinical Evaluation of Language Functioning (CELF), Test of Language Development (TOLD), Comprehensive Assessment of Spoken Language (CASL), Test of Problem Solving (TOPS) and the Social Language Development Test to evaluate any or all of these areas. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) classifies disorders in this area as a language disorder or social (pragmatic) communication disorder. Identifying an oral language impairment is essential, as these difficulties can influence both academic and interpersonal functioning. If an oral language difficulty is found, speech-language therapy with a qualified speech-language pathologist is recommended.
The Shelton Evaluation Center is unique in the Dallas area because its experienced staff can provide multiple types of evaluations and integrate findings across disciplines. This comprehensive approach allows the team to make targeted recommendations for intervention and accommodations that help students and adults reach their full potential.
Laure Ames, Ph.D., is the director of the Shelton Evaluation Center, where she leads a team of specialists providing comprehensive psychoeducational evaluations and diagnostic services for students and adults. For more information, call 972-774-1772, ext. 2243.
