Difference or Disorder?
Researchers develop tool to identify bilingual children with true language disorders
According to the 2000 census, nearly one-third of Texans ages 5 years and older speak Spanish at home. Add the under-5 population and the percentage is even higher. Due to continued immigration and globalism, the bilingual population will continue to grow in Texas.
Five to 8 percent of preschoolers experience a speech-language disorder, one of the most common childhood disabilities, but also one of the most treatable when identified early. Speech disorders include difficulty pronouncing sounds, articulation problems and stuttering, while language disorders involve difficulty expressing ideas and understanding what is heard. Because language is the foundation of communication, untreated speech-language disorders can lead to struggles with reading, school absenteeism, behavioral issues and academic failure.
School-based speech pathologists work with children to identify speech-language disorders and provide the treatment they need. Bilingual children, with emerging language skills in two languages, add another layer to the complexity.
With one of the few bilingual speech-language disorder programs in the country, The University of Texas at Austin is in many ways setting the standard for how bilingual children are evaluated and treated.
Elizabeth Peña, professor of communication sciences and disorders, and Lisa Bedore, associate professor of communication sciences and disorders, in the College of Communication, have spent the past decade developing an assessment test that school-based speech-language pathologists can use to identify children with a true speech-language disorder so that those children may get them the treatment they need.
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