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RANKINGS TEL:

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DISORDERS EXPRESSIVE

Verbal Dyspraxia:
- joint problems.
- Talk courageous and a little fluid. Programming

Phonological Deficit:
- slurred speech, although fluent.
- Significant improvement at school age.

DISORDERS-RECEPTIVE EXPRESSIVE
Auditory Verbal Agnosia
:
- Serious difficulties in understanding language.
- Better understanding of symbolic gestures.
- Problem very rare in childhood.

Phonological Syntactic Deficit:
- Articulation and phonological difficulties.
- morphosyntactic difficulties.
- More severe problems of speech comprehension.

DISORDERS CENTRAL PROCESSOR

Deficit Syntactic Lexicon:
- Difficulties lexical, morphological and word recall.
- Normal morphological and syntactic development. Semantic Pragmatic Deficit

:
- Problems uncharacteristic of the rest of the TEL.
- Speak fluent and intelligible.
- Problems pragmatic and inferential comprehension of language.

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RSL: Simple Language Delay


RSL: SIMPLE DELAY
LANGUAGE.
- specific symptoms:
Child has a delayed onset or development at all levels of language (phonological, morphosyntactic, semantic and pragmatic), which mainly affects the expression and to a lesser extent, the understanding , although this is due to a pervasive developmental disorder, or hearing impairment or neurological disorders. " The emergence of language and expression is later than usual, and develops slowly and out of step with what is expected of a child of that chronological age.
language delay would be a temporary condition, with little or no impact on learning of written language, with its core symptomatic disorder of phonology with a more or less severe involvement of the syntax, and speculated pathophysiological causal factor would be a delay of maturation.
- Another conceptual precision is important to do, is the distinction between language disorder itself, and speech disorder.
- In very general and very simple to understand and DISORDER LANGUAGE SPOKEN:
Disorders "Talk" focuses on the quality of articulation and sound production.
language disorders are related to production and understanding of messages.

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TEL: Conceptual clarification



1. The TEL is a very common disorder, even in mild forms are not always diagnosed properly.
2. The late onset of speech is often an indicator of language ability.
3. Major discrepancies on IQ of children with SLI.
4. Speech difficulties are different from language disorders.
5. Reading and learning can be affected in children with SLI (40 to 70%).
6. The TEL can be diagnosed fairly accurately, especially after 5 years.
7. The condition may be genetic and it is possible also to consider the environmental factor, still under study.
8. The nature of the problem limits the exposure of children with SLI in language.
9. The intervention should begin during the preschool years. A better prognosis younger.

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What is TEL? Some definitions


Compendium Conceptual:

TEL:
"severe disorders of language acquisition and processing" (Elvira Mendoza)
replaces other terms such as:
- Alalia.
- Audiomudez
- verbal congenital deafness.
- developmental aphasia.
- Dysphasia, etc. Gradually

has been restricting the field to define the disorder.

TEL: ASHA: American Speech-Language-Hearing Association (1980) Abnormal

Acquisition or Expression, Understanding of spoken or written language. The problem may involve all, one or more of the components-phonological, morphological, semantic, pragmatic-Language System.
usually present problems of language processing or abstraction of significant information storage and retrieval of memory.

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What is TEL?

There are several explanations of what constitutes an SLI (Specific Language Disorder). There are conceptual disputes between authors. Here we review a summary of the latest definitions, including tell us what the decree with which we work, in this case Exempt Decree 1300/2002. Indeed part explaining what the latter says:


Exempt Decree 1300/2002 Art.10:
"means children with TEL those with late onset or slow development of speech that is not explained by an auditory sensory or motor deficits, mental deficiency, mental diseases and disorders by massive development, social deprivation or emotional injury or brain dysfunction evident. The TEL is classified as expressive and mixed (receptive-expressive). TEL Expressive

The show is based on the following criteria diagnosis:
i. The scores obtained by conducting expressive language development, standardized, individually administered, are substantially below those obtained from standardized measures of receptive language development. The disorder may manifest clinically by some of the following symptoms, which may coexist or occur independently. These include word production errors, inability to use speech sounds appropriate for his age, a limited vocabulary, making errors in tense, or having difficulty recalling words or producing phrases of length or complexity of developmental level of the child.
ii. The difficulties with expressive language interfere with academic achievement or social communication.
iii. Not meet criteria for disorder Mixed receptive-expressive language disorder or generalized. The TEL Mixed

are evidenced by the following diagnostic criteria: i.
The scores obtained by a battery of developmental assessments of receptive-expressive language, standardized, individually administered, are lower than expected for the age of the child. Symptoms include their own expressive language disorder, and problems to understand words, phrases, or specific types of words, such as spatial terms.
ii. The shortcomings of receptive and expressive language significantly interfere with academic achievement or social communication.
iii. Not meet criteria for pervasive developmental disorder. "