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Dysphasia is a specific oral language development disorder, characterized by difficulties in the acquisition and use of language. It is part of the Dys (Neurodevelopmental Disorders) family of disorders. This disorder affects a child’s ability to speak and/or understand, and therefore sometimes to adjust to situations. About 7% of preschool and school-age children are affected by this neurodevelopmental pathology, according to studies conducted in Belgium and Quebec.
There is frequently a secondary impact on the acquisition of written language, i.e. reading (fluency, intonation and comprehension) and spelling. It manifests itself as a persistent delay in language learning on the expressive or comprehension side, or both.
Since 2017, dysphasia has been referred to by the broader term Developmental Language Disorder (DLD). This terminology aims to better represent the diversity of difficulties related to language development, focusing on persistent and specific difficulties in children’s language development.
While both dysphasia and aphasia refer to language disorders, they have distinct differences. Dysphasia is a partial impairment of language ability, where children may struggle with speaking, understanding, reading, or writing, but retain some degree of language function.
Aphasia, on the other hand, is a condition in which the ability to use or comprehend language is almost entirely lost. In clinical practice, aphasia is often used as a blanket term to describe all language impairments, while dysphasia is considered a milder form.
Dysphasia is a complex disorder that manifests itself in many different ways: structuring sentences, producing sounds correctly, making oneself understood effectively or interacting with others can all prove to be real challenges.
Dysphasic children have difficulty learning language on the expressive side. They start speaking later than other children, and experience a prolonged period of silence or stammering before saying their first words. This language delay is one of the first signs to alert parents. Communication (eye contact, facial expressions, social interaction), on the other hand, is preserved and often of good quality, or even highly developed.
✏️ Note: only a complete evaluation by a healthcare professional allows the diagnosis of dysphasia. 🩺
Dysphasic children may distort the same word in different ways, or be difficult to understand. Beware, however: having trouble pronouncing certain words – for example, saying “papin” instead of “lapin ‘or ’tamion” instead of “camion” – can be part of the classic trajectory of language development. 🐰 🚚 If you have any concerns, don’t hesitate to seek professional advice and talk to your doctor.
Dysphasic children often know words, but have trouble finding them when they need them. It’s as if the words are hidden somewhere in their minds. 😶🌫️ For example, a child might want to say “chair” but say “sitting thing” because he can’t find the word “chair”.
He may also propose a word that is phonologically close to the target word (“raclette” for “raquette” or “pédalier” for “pédalo”), or need trial and error before finding the word. Access to the lexicon is slowed and disrupted.
Dysphasia affects the child’s ability to convey the message he or she is trying to convey in correct sentences. For example, instead of saying “I’m eating an apple”, a dysphasic child might say “Apple I’m eating”. 🍏 Sentences lack structure and therefore sometimes cohesion.
The spoken chain is processed in real time. This speed of information processing can be complex in children with DLD who are impaired on the comprehension side.
Some dysphasic children have difficulty understanding what others are saying. For example, if someone asks a child “How old are you?” and the child replies “Yes”, this indicates that the child has not fully understood the question. These comprehension difficulties make exchanges more complicated for them.
Working Memory is an Executive Function that enables us to retain and use information while listening or speaking. 🧠
Dysphasic children may forget and fail to process all or part of what they’re told, what they wanted to say, lose the thread of their ideas or structure their words very awkwardly, thus lacking coherence and cohesion in their speech. For example, they may start to tell a story, then forget what happens in the middle and stop abruptly.
If your child doesn’t speak yet, it doesn’t necessarily mean he’s dysphasic. He or she may simply have a language delay, which is often temporary. In this case, children start talking later but eventually reach the developmental milestones naturally, without specific intervention.
It’s important to distinguish between :
Dysphasia is distinguished from other language disorders, such as :
✏ Note : To support the child in learning to speak, try board games such as “Where’s the kitty?” or “The sentence train”. They allow the child to have fun while developing oral language skills.
Before making an appointment with a specialist, consult your pediatrician or general practitioner, who can direct you to the right health professional. He or she will be able to recommend a series of specific assessments to establish a precise diagnosis.
Diagnosing dysphasia requires a multidisciplinary assessment to rule out other possible causes and confirm the disorder. Here are the main steps:
Dysphasia is not a disease, but a persistent language disorder. As it is not an illness, it cannot strictly be said to be “curable”.
However, early and appropriate intervention can improve the child’s language skills, and offer means of compensation. It’s crucial to diagnose the disorder as early as possible, and to choose appropriate care to enable children to progress and live better with it. 💙
Regular sessions help the child develop oral and written language skills. This re-education is often lengthy and must be adapted to the child’s specific needs.
Other professionals may be involved, such as a psychomotrician, an occupational therapist or a psychologist. A global approach better addresses the various aspects of the disorder.
A language-rich environment, with frequent conversation, reading and educational games, is a great help to the child.
Dysphasic children may find it difficult to communicate, sometimes leading to frustration and oppositional behavior. With the right support from school and parents, they will gradually make progress. Celebrate small victories and stay positive!
✏ Note: a Personalized Program for Educational Success and then a Personalized Accompaniment Plan can be set up to meet the specific needs of dysphasic children.
