Receptive-Expressive Language Disorder is based
on standardized test scores (e.g. IQ test scores), as well as
on behavior. It is characterized by delays and impairment in receptive
language skills where the child has difficulty “translating”
language into usable information and expressive language skills
where the child has a limited vocabulary, difficulty producing
words and using sentences, and not using tenses correctly. Onset
is generally before the age of 4. However, this disorder can occur
if there is some type of physical trauma later in childhood, e.g.
a head injury. With intervention, some children can develop normal
language. This may not occur in children with significant brain
damage. If the disorder is severe enough, it may lead to a learning
disorder.
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