EduPort #2025, #9(#2) | DOI: 10.21062/edp.2025.004

DEVELOPMENTAL DYSPHASIA AND SENSORINEURAL HEARING LOSS: A CASE STUDY OF MULTIDISCIPLINARY INTERVENTION IN SCHOOL-AGED CHILD

Ilona Pešatová1, Michal Vostrý1,2, Kateřina Hádková1, Vlastimil Chytrý 3, Kamila Bitalová3, Anna-Marie Wagnerová4
1 J. E. Purkyně University in Ústí nad Labem, Faculty of Education, Department of special and social education, České mládeže 8, 400 01, Ústí nad Labem
2 J. E. Purkyně University in Ústí nad Labem, Faculty of Health Studies, Department of Occupational Therapy, Sociální péče 13, 400 11 Ústí nad Labem
3 J. E. Purkyně University in Ústí nad Labem, Faculty of Education, Department of preprimary and primary education, České mládeže 8, 400 01, Ústí nad Labem
4 Department of Gynecology and Obstetrics, Faculty of Health Studies, J. E. Purkyně University in Ústí nad Labem and Krajské zdravotní, a. s. – Masaryk Hospital in Ústí nad Labem, o.z, Sociální péče 12A, 401 13, Ústí nad Labem

Developmental dysphasia, also known as developmental language disorder, is a prevalent neurodevelopmental condition that significantly impacts language acquisition, academic achievement, and social functioning. This article presents a case study of an 8.7-year-old pupil with mixed developmental dysphasia and mild bilateral sensorineural hearing loss. Comprehensive psychological, special-educational, and otorhinolaryngological assessments revealed marked deficits in verbal comprehension, phonological processing, and executive functions, contrasting with preserved nonverbal intelligence. The findings demonstrate how even mild perceptual hearing loss may intensify language impairment, compromise literacy acquisition, and hinder classroom adaptation. The case highlights the necessity of a multidisciplinary intervention strategy integrating speech-language therapy, special-educational support, pedagogical adaptation, and family involvement. Targeted activities focused on phonological awareness, auditory and visual discrimination, and working memory, combined with structured teaching and multimodal cues, proved essential. The study emphasizes that early and intensive intervention can significantly improve developmental outcomes, while prognosis remains dependent on impairment severity, comorbidities, and sustained professional collaboration.

Keywords: developmental dysphasia, developmental language disorder, sensorineural hearing loss, executive functions, phonological awareness, case study, multidisciplinary intervention

Zveřejněno: 1. září 2025  Zobrazit citaci

ACS AIP APA ASA Harvard Chicago IEEE ISO690 MLA NLM Turabian Vancouver
Pešatová I, Vostrý M, Hádková K, Chytrý V, Bitalová K, Wagnerová A. DEVELOPMENTAL DYSPHASIA AND SENSORINEURAL HEARING LOSS: A CASE STUDY OF MULTIDISCIPLINARY INTERVENTION IN SCHOOL-AGED CHILD. EduPort. 2025;9(2):. doi: 10.21062/edp.2025.004.
Sdílet...
Stáhnout citaci
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Zobrazit celý článek

    Reference

    1. Aleksić, S., et al. (2002). Diagnostika vývojové dysfázie v srbské populaci. Institut za mentalno zdravlje.
    2. Ben-Sasson, A., Cermak, S. A., Orsmond, G. I., Tager-Flusberg, H., Carter, A. S., Kadlec, M. B., & Dunn, W. (2009). Sensory clusters of toddlers with autism spectrum disorders: Differences in affective symptoms. Journal of Child Psychology and Psychiatry, 50(8), 940-949. Přejít k původnímu zdroji...
    3. Bishop, D. V. M., & Hayiou-Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, Brain and Behavior, 7(3), 365-372. https://doi.org/10.1111/j.1601-183X.2007.00360.x Přejít k původnímu zdroji...
    4. Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. https://doi.org/10.1111/jcpp.12721 Přejít k původnímu zdroji...
    5. Bojanin, S. (1985). Razvojna disfazija u okviru specifičnih govorno-jezičkih poremećaja. Specijalna edukacija i rehabilitacija, 3, 31-41.
    6. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2005). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142-1157. https://doi.org/10.1044/1092-4388(2002/093) Přejít k původnímu zdroji...
    7. Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., ... & Adams, J. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. https://doi.org/10.1044/0161-1461(2009/08-0128) Přejít k původnímu zdroji...
    8. Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. O., & Fey, M. E. (2010). Morphosyntactic development in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53(3), 868-887. https://doi.org/10.1044/1092-4388(2009/08-0135) Přejít k původnímu zdroji...
    9. Conti-Ramsden, G., Durkin, K., Simkin, Z., & Knox, E. (2012). Specific language impairment and school outcomes I: Identifying and explaining variability at the end of compulsory education. International Journal of Language & Communication Disorders, 47(1), 15-26. https://doi.org/10.1111/j.1460-6984.2011.00068.x Přejít k původnímu zdroji...
    10. Dockrell, J. E., & Lindsay, G. (2008). The ways in which speech and language difficulties impact on children's access to the curriculum. Child Language Teaching and Therapy, 24(2), 117-135. https://doi.org/10.1177/0265659008095365 Přejít k původnímu zdroji...
    11. Dunn, W. (2007). Sensory Profile 2. Pearson.
    12. Ebert, K. D., & Kohnert, K. (2011). Language learning impairment in sequential bilingual children: Current perspectives. International Journal of Bilingual Education and Bilingualism, 14(2), 136-155. https://doi.org/10.1080/13670050.2010.486850 Přejít k původnímu zdroji...
    13. Enderby, P., & Emerson, J. (1996). Speech and language therapy: The decision-making process when working with adults. Wiley.
    14. Gillberg, C. (2010). The ESSENCE in child psychiatry: Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations. Research in Developmental Disabilities, 31(6), 1543-1551. Přejít k původnímu zdroji...
    15. Grataloup, C., Dussauchoy, A., & Ferré, P. (2022). Word frequency, age of acquisition and orthographic neighborhood in developmental dyslexia. Journal of Research in Reading, 45(1), 3-19. https://doi.org/10.1111/1467-9817.12384 Přejít k původnímu zdroji...
    16. Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1), 37-45. https://doi.org/10.1111/j.1469-7610.2011.02430.x Přejít k původnímu zdroji...
    17. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29. https://doi.org/10.1044/1058-0360(2002/003) Přejít k původnímu zdroji...
    18. Kačić, V., Zovko, E., & Ćorluka, N. (2011). Razlike u razvoju jezika kod djece s autizmom i djece s razvojnim govornim poremećajima. Specijalna edukacija i rehabilitacija, 10(2), 55-70.
    19. Kašić, M. (2002). Učestalost jezičnih smetnji kod djece tipičnog razvoja. Logopedija, 32(1), 21-28.
    20. Krstić, T. (2002). Specifične jezičke smetnje u detinjstvu. Medicinski pregled, 55(9-10), 421-426.
    21. Krupa-Ćaćić, M., & Glumbić, N. (2023). Specifične neurokognitivne karakteristike kod dece sa razvojnim poremećajem jezika. Specijalna edukacija i rehabilitacija, 22(1), 53-71.
    22. Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing Research, 47(4), 924-943. https://doi.org/10.1044/1092-4388(2004/069) Přejít k původnímu zdroji...
    23. Lazarević, D. (2010). Razvojni jezički poremećaji i teškoće učenja. Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
    24. Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). MIT Press. Přejít k původnímu zdroji...
    25. Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247-1257. https://doi.org/10.1111/jcpp.12573 Přejít k původnímu zdroji...
    26. Petrović, J. R., Zorić, J. M., & Petrović Lazić, M. D. (2023). Povezanost senzornog procesiranja dece sa razvojnom disfazijom sa sagorevanjem i samopoštovanjem roditelja. Specijalna edukacija i rehabilitacija, 22(3), 221-242. Přejít k původnímu zdroji...
    27. Ramarao, D., Singh, C., Shahnawazuddin, S., Adiga, N., & Pradhan, G. (2018). Detecting developmental dysphasia in children using speech data. Proceedings of the 2018 International Conference on Signal Processing and Communications (SPCOM), 100-104. https://doi.org/10.1109/SPCOM.2018.8724490 Přejít k původnímu zdroji...
    28. Rapin, I., Allen, D. A., & Dunn, M. (1992). Developmental language disorders: Nosology and subtypes. Pediatric Clinics of North America, 39(6), 1133-1146.
    29. Rinaldi, P., Caselli, M. C., & Stefanini, S. (2021). Parental involvement in early language intervention: A review of evidence and recommendations. Child Language Teaching and Therapy, 37(3), 239-255. https://doi.org/10.1177/02656590211020424 Přejít k původnímu zdroji...
    30. Shahnawazuddin, S., Singh, C., Pradhan, G., & Adiga, N. (2016). MFCC-based feature analysis for classification of children with and without language impairment. International Journal of Speech Technology, 19, 723-731. https://doi.org/10.1007/s10772-016-9345-3 Přejít k původnímu zdroji...
    31. Sim, F., & Lum, J. (2018). Language impairment and developmental disorders. In M. Rutter, D. Bishop, D. Pine, & S. Scott (Eds.), Rutter's Child and Adolescent Psychiatry (6th ed., pp. 546-563). Wiley-Blackwell.
    32. Šćepanović, I., & Vujačić, M. (2016). Efekti rane intervencije kod dece sa razvojnim govornim poremećajima. Vaspitanje i obrazovanje, 4(2), 49-58.
    33. Tadić, M., Đorđević, M., & Vučetić, M. (2015). Kognitivni profil dece sa specifičnim jezičkim smetnjama. Defektologija, 21(1), 33-42.
    34. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245-1260. Přejít k původnímu zdroji...
    35. Vladisavljević, S. (1987). Kompleksnost govorno-jezičkih poremećaja. Beograd: Zavod za udžbenike i nastavna sredstva.
    36. Vujović, R. (2021). Terapeutski modeli za podršku deci sa jezičkim poremećajima. Beograd: Fakultet za specijalnu edukaciju.
    37. Vuković, M. (2015). Razvojne karakteristike i obrazovne potrebe dece sa razvojnim disfazijama. Specijalna edukacija i rehabilitacija, 17(3), 141-157.
    38. Zorić, J., Petrović, J., & Lazić, M. (2021). Podrška roditeljima dece sa jezičkim teškoćama. Specijalna edukacija i rehabilitacija, 19(2), 101-118.

    Tento článek je publikován v režimu tzv. otevřeného přístupu k vědeckým informacím (Open Access), který je distribuován pod licencí Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), která umožňuje nekomerční distribuci, reprodukci a změny, pokud je původní dílo řádně ocitováno. Není povolena distribuce, reprodukce nebo změna, která není v souladu s podmínkami této licence.


    Zpět na obsah