A specific developmental disorder in which a child's use of speech sounds is below age-appropriate levels, but in which language skills are normal.

Development related:

• physiological disorder
• speech articulation disorder

Functional speech articulation disorder

Babbling [children's form of speech]

Excluded: insufficiency of speech articulation:

• aphasia NOS (R47.0)
• apraxia (R48.2)
• due to:
  • hearing loss (H90-H91)
  • mental retardation (F70-F79)
• in combination with a developmental language disorder:
  • expressive type (F80.1)
  • receptive type (F80.2)

A specific developmental disorder in which a child's ability to use spoken language is significantly below age-appropriate levels, but in which language comprehension is within age-appropriate limits; Articulation anomalies may not always be present.

Developmental dysphasia or expressive aphasia

Excluded:

• acquired aphasia with epilepsy [Landau-Klefner] (F80.3)
• dysphasia and aphasia:
  • NOS (R47.0)
  • associated with the development of the receptive type (F80.2)
• selective mutism (F94.0)
• pervasive developmental disorders (F84.-)

A developmental disorder in which a child's understanding of language is below age-appropriate levels. In this case, all aspects of language use noticeably suffer and there are deviations in the pronunciation of sounds.

Congenital hearing loss

Development related:

• dysphasia or receptive aphasia
• Wernicke's aphasia

Excluded:

• acquired aphasia in epilepsy [Landau-Klefner] (F80.3)
• autism (F84.0-F84.1)
• dysphasia and aphasia:
  • NOS (R47.0)
  • associated with the development of the expressive type (F80.1)
• selective mutism (F94.0)
• language delay due to deafness (H90-H91)
• mental retardation (F70-F79)

A disorder in which a child who previously had normal language development loses receptive and expressive language skills but retains general intelligence. The onset of the disorder is accompanied by paroxysmal changes in the EEG and, in most cases, epileptic seizures. The onset of the disorder usually occurs between three and seven years of age, with loss of skills occurring within a few days or weeks. The temporal relationship between the onset of seizures and loss of language skills is variable, with one preceding the other (or cycling) from several months to two years. An inflammatory process in the brain has been suggested as a possible cause of this disorder. Approximately two thirds of cases are characterized by the persistence of more or less severe deficiencies in language perception.

Excluded: aphasia:

• NOS (R47.0)
• for autism (F84.0-F84.1)
• due to disintegrative disorders of childhood (F84.2-F84.3)

Source: mkb-10.com

PSYCHOLOGICAL DEVELOPMENTAL DISORDERS (F80-F89)

Disorders in which the normal acquisition of language skills is impaired already early stages development. These conditions are not directly related to impairments of neurological or speech mechanisms, sensory deficits, mental retardation, or factors environment. Specific speech and language disorders are often accompanied by related problems, such as difficulties with reading, spelling and pronunciation of words, disturbances in interpersonal relationships, emotional and behavioral disorders.

Disorders in which normal learning skill acquisition is disrupted beginning in early developmental stages. This impairment is not simply a consequence of a learning disability or solely the result of mental retardation, nor is it due to a previous injury or disease of the brain.

A disorder in which the main feature is a significant decrease in the development of motor coordination and which cannot be explained solely by ordinary intellectual retardation or by any specific congenital or acquired neurological disorder. However, in most cases, a thorough clinical examination reveals signs of neurological immaturity, such as choreiform movements of the limbs in a free position, reflective movements, other signs associated with motor skills, as well as symptoms of impaired fine and gross motor coordination.

Clumsy child syndrome

Development related:

• lack of coordination
• dyspraxia

Excluded:

• gait and mobility disorders (R26.-)
• lack of coordination (R27.-)
• impaired coordination secondary to mental retardation (F70-F79)

This residual category contains disorders that are a combination of specific disorders of speech and language development, educational skills and motor skills, in which the defects are expressed to an equal degree, which does not allow isolating any of them as the main diagnosis. This rubric should only be used when there is a clear overlap between these specific developmental disorders. These impairments are usually, but not always, associated with some degree of general cognitive impairment. Therefore, this category should be used in cases where there is a combination of dysfunctions that meet the criteria of two or more categories: F80.-; F81.- and F82.

Source: mkb-10.com

General disorders of psychological development (F84)

A group of disorders characterized by qualitative deviations in social interactions and indicators of communication skills, as well as a limited, stereotypical, repetitive set of interests and actions. These qualitative deviations are a common characteristic feature of an individual’s activity in all situations.

If it is necessary to identify diseases or mental retardation associated with these disorders, an additional code is used.

A type of general developmental disorder, which is determined by the presence of: a) anomalies and delays in development, manifested in a child under the age of three; b) psychopathological changes in all three areas: equivalent social interactions, communication functions and behavior that is limited, stereotypical and monotonous. These specific diagnostic features are usually in addition to other nonspecific problems such as phobias, sleep and eating disorders, temper tantrums, and self-directed aggression.

Excludes: autistic psychopathy (F84.5)

A type of pervasive developmental disorder that is distinguished from childhood autism by the age at which the disorder begins or by the absence of the triad of abnormalities required to make a diagnosis of childhood autism. This subcategory should only be used if abnormalities and delays in development have appeared in a child over three years of age and impairments in one or two of the three areas of the psychopathological triad necessary for making a diagnosis of childhood autism (namely social interaction, communication) are not clearly expressed. and behavior characterized by limitedness, stereotypy and monotony), despite the presence of characteristic violations in another (other) of the listed areas. Atypical autism most often develops in individuals with profound developmental delay and in individuals with severe, specific receptive language development disorder.

Atypical childhood psychosis

Mental retardation with autism features

If necessary, an additional code (F70-F79) is used to identify mental retardation.

A condition, hitherto found only in girls, in which apparently normal early development is complicated by partial or complete loss of speech, locomotor and hand use, coupled with slowing of head growth. Disorders occur in the age range from 7 to 24 months of life. Characterized by loss of voluntary arm movements, stereotypic circular movements of the arms, and increased breathing. Social and play development stops, but interest in communication tends to remain intact. By 4 years of age, trunk ataxia and apraxia begin to develop, often accompanied by choreoathetoid movements. Severe mental retardation is almost invariably noted.

A type of pervasive developmental disorder characterized by a period of completely normal development before the onset of signs of the disorder, followed by marked loss of previously acquired skills in various areas of development. Loss occurs within a few months of the disorder developing. This is usually accompanied by a pronounced loss of interest in the environment, stereotypical, monotonous motor behavior and impairments in social interactions and communication functions characteristic of autism. In some cases, a causal relationship between this disorder and encephalopathy can be shown, but the diagnosis must be based on behavioral characteristics.

If it is necessary to identify the neurological diseases associated with the disorder, an additional code is used.

Excludes: Rett syndrome (F84.2)

A poorly defined disorder of uncertain nosology. This category is intended for a group of children with severe mental retardation (IQ below 35) who exhibit hyperactivity, attention problems, and stereotypic behavior. In these children, stimulant medications may not produce a positive response (as in individuals with normal level IQ), but, on the contrary, a severe dysphoric reaction (sometimes with psychomotor retardation). In adolescence, hyperactivity tends to give way to reduced activity (which is not typical for hyperactive children with normal intelligence). This syndrome is often associated with various developmental delays of a general or specific nature. The extent to which low IQ or organic brain damage is etiologically involved in this behavior is unknown.

A disorder of uncertain nosology, characterized by the same qualitative anomalies in social interactions that are characteristic of autism, combined with limitedness, stereotyping, and monotony of interests and activities. The difference from autism is primarily that it lacks the usual arrest or delay in the development of speech and cognition. This disorder is often associated with severe clumsiness. There is a tendency for the above changes to persist in adolescence and adulthood. In early adulthood, psychotic episodes occur periodically.

(Extracts from the Methodological Recommendations for the use of the International Statistical Classification of Diseases and Related Health Problems, tenth revision in the diagnostic activities of correctional and developmental training and rehabilitation centers / Minsk, 2002)

I. (f70-f79) – Mental retardation

Mental retardation – (intellectual disability)

F70 – mild mental retardation

F71 – moderate mental retardation

F72 – severe mental retardation

F73 – profound mental retardation

F78 – other forms of mental retardation

F79 – mental retardation, unspecified

II. (f80-f89) – Disorders of psychological development

F80 – specific developmental disorders of speech and language

F80.0 – specific speech articulation disorders – (dyslalia)

Dyslalia is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus. It manifests itself in incorrect sound design of speech: in distorted pronunciation of sounds, in their replacement, confusion, omissions. The formation of normal sound pronunciation in children occurs up to four to five years. After four to five years, speech therapy assistance is provided if pronunciation is impaired. Depending on the causes of the defect, sound pronunciation is distinguished mechanical (organic) And functional dyslalia.

Mechanical dyslalia– violation of sound pronunciation caused by anatomical defects of the peripheral speech apparatus (organs of articulation): malocclusion, incorrect structure of teeth, incorrect structure of the hard palate, shortened hyoid ligament, etc. Can occur at any age.

Functional dyslalia– violation of sound pronunciation in the absence of organic disorders (peripherally and centrally caused), occurs in childhood in the process of mastering the system of sound pronunciation. Functional dyslalia can take different forms:

acoustic-phonemic associated with insufficient development of phonemic hearing;

articulatory-phonemic due to the immaturity of the operations of selecting phonemes based on their articulatory characteristics;

articulatory-phonetic is associated with incorrectly formed articulatory positions.

F80.1 – expressive speech disorder – (motor alalia)

Motor (expressive) alalia– absence or underdevelopment of expressive (active) speech with sufficiently preserved understanding of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of speech development. Motor alalia is a language disorder. The core of the disorder is the lack of formation of linguistic operations for the production of utterances (lexical, grammatical, phonetic) with the relative preservation of semantic and motor operations for the production of speech utterances. With motor alalia, children do not develop the operations of programming, selection, and synthesis of linguistic material in the process of generating a linguistic utterance. Motor alalia is caused by a complex of various causes of an endogenous and exogenous nature. The main place in it belongs to hazards that act during pregnancy and childbirth and cause organic development of the brain (toxicosis, various somatic diseases of the mother, pathological childbirth, birth trauma, asphyxia). Modern speech therapy has established that with motor alalia there is not a pronounced, but multiple lesion of the cerebral cortex of both hemispheres.

The main manifestations of motor alalia are:

delay in the rate of normal language acquisition (the first words appear at two to three years, phrases at three to four years, some experience a complete absence of speech up to four to five years or more);

pathological language acquisition;

the presence, to varying degrees of severity, of violations of all subsystems of the language (lexical, syntactic, morphological, phonemic, phonetic);

satisfactory understanding of spoken speech (in the case of severe underdevelopment of speech, difficulties in understanding complex structures and various grammatical forms may be observed, but the understanding of everyday speech is always intact).

In this regard, three levels of speech development with motor alalia are distinguished (R.E. Levina, 1969):

the first level (ONR I level of r.r.) is characterized by the absence of oral speech or its babbling state;

the second level (OHR II level of r.r.) is characterized by the implementation of communication through the use of a constant, although distorted and limited stock of commonly used words;

the third level (OHR III level of r.r.) is characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

F80.2 – receptive speech disorder – (sensory alalia)

Sensory alalia– impairment of speech understanding (impressive speech) due to organic brain damage, which occurs when the temporal lobe of the dominant hemisphere is predominantly damaged. Sensory alalia is characterized by a violation of speech understanding with preserved elementary hearing and primarily preserved intelligence. With sensory alalia, there is a lack of analysis and synthesis of sound stimuli entering the cerebral cortex; as a result, a connection is not formed between the sound complex and the object it denotes. The child hears, but does not understand the addressed speech, because he does not develop auditory-speech differentiation in the perceptive mechanism of speech. With sensory alalia, there is a deficiency of a higher level of auditory perception - a violation of auditory gnosis. In severe cases, the child does not understand the speech of others at all and does not differentiate non-speech noises. In other cases, the child understands individual everyday words, but loses their meaning against the background of a detailed statement; in easier cases, the child performs simple tasks relatively easily, but does not understand words or instructions outside of a specific situation.

With sensory alalia, the expressive side of speech is always grossly distorted. There is a phenomenon of alienation of the meaning of words, echolalia, i.e. repetition of heard words or short phrases without comprehension, sometimes incoherent reproduction of all words known to the child (logorrhea). Characterized by increased speech activity against the background of decreased attention to the speech of others and lack of control over one’s speech. As a rule, children with sensory alalia perceive speech spoken in a quiet voice better.

F80.3 – acquired aphasia with epilepsy – (childhood aphasia)

Childhood aphasia– complete or partial loss of speech caused by local damage to the brain (injuries, inflammatory processes or infectious diseases of the brain that occur after three to five years). The nature of the speech disorder largely depends on the age of the child and on the degree of speech development before the moment of damage. At preschool age, the variety of forms of aphasia is not observed as in adults. Aphasia in children most often has a sensorimotor nature, in which all types of speech activity are systematically impaired. When local lesions occur in adolescence, the clinical picture is in many ways similar to aphasia in adults; here the symptoms are more varied.

F80.8 – other speech and language disorders

F80.9 – speech and language development disorders, unspecified – (uncomplicated variant of general speech underdevelopment (GSD of unknown pathogenesis)

General speech underdevelopment is a speech disorder in which the formation of all components of the speech system (phonetic, phonemic, lexico-grammatical) related to its sound and semantic side is impaired, with normal hearing and intelligence.

Symptoms of OHP include late onset of speech development, poor vocabulary, agrammatism, pronunciation and phoneme formation defects. This underdevelopment can be expressed to varying degrees. Three levels of speech development have been identified (R.E. Levina, 1969):

the first level (ONR level I) is characterized by the absence of verbal means of communication or its babbling state;

the second level (OHR II level) is characterized by the implementation of communication through the use of a constant, although distorted and limited stock of commonly used words, the understanding of everyday speech is quite developed;

the third level (OHP level III) is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment;

the conditional upper limit of level III is defined as a mildly expressed general underdevelopment of speech (GONSD).

The methodology of correctional pedagogical work is also based on determining the clinical type of general speech underdevelopment. Taking into account the level of speech development is of fundamental importance for constructing a correctional educational route for a child with special needs development (including for choosing the type of correctional institution, the form and duration of classes, etc.). In the theory and practice of speech therapy, OHP is considered in two meanings:

ODD as an independent form of speech disorder. This option is codified as F80.9.

ONR as concomitant speech disorders observed in forms of speech disorders of different mechanisms: motor alalia (F80.1), sensory alalia (F80.2), childhood aphasia (F80.3), dysarthria (R47.1), rhinolalia (R49. 2), which are excluded when codifying according to ICD-10 from F80.9.

The speech therapy report in this case includes a determination of the symptoms of speech disorders and the form of speech disorders: for example, motor alalia (III level of speech disorder); OHP (III level) in a child with pseudobulbar dysarthria.

Dyslexia is a partial specific disorder of the reading process, manifested in repeated persistent errors. The symptoms of dyslexia are varied and, in addition to the omissions, substitutions, rearrangements, distortions of letters, words, and difficulties in reading comprehension described in ICD-10, include agrammatism when reading; difficulties in mastering and mixing graphically similar letters, etc.

To build an effective correctional intervention, a speech therapist diagnoses the type of reading disorder. In domestic speech therapy, the classification of dyslexia by R.I. Lalaeva is used. Taking into account the impaired operations of the reading process, 6 forms of dyslexia are distinguished.

Phonemic– associated with underdevelopment of the phonemic system and sound-letter analysis.

Semantic– manifests itself in a violation of reading comprehension during technically correct reading.

Ungrammatical– is due to the immaturity of the grammatical side of oral speech, which manifests itself in grammatical errors when reading.

Mnestic– manifests itself in difficulties in matching letters with sounds, memorizing letters, as well as in their undifferentiated substitutions when reading.

Optical– is associated with difficulties in mastering graphically similar letters, with their mixtures and mutual substitutions, as well as with “mirror reading”.

Tactile– manifested in difficulties in differentiating tactilely perceived Braille letters in blind children.

There may be a combination of different forms of dyslexia (for example, phonemic and agrammatic).

The speech therapy report includes an indication of the form of dyslexia and its correlation with the type of oral speech disorder, for example, (F81.0, F80.0) phonemic dyslexia in a child with acoustic-phonemic dyslalia.

Note. ICD-10 F81.0 also includes spelling disorders combined with reading disorder.

Thus F81.0 codifies:

dyslexia – F81.0;

dysgraphia combined with dyslexia – F81.0.

In the latter case, the speech therapy report indicates the type of reading and writing disorders and their correlation with the state of oral speech, for example, phonemic dyslexia, dysgraphia due to a violation of language analysis and synthesis in a student with OHP (III level).

F81.1 – specific spelling disorder – (dysgraphia)

Dysgraphia is a partial specific (i.e., not related to the application of spelling rules) violation of the writing process, in which persistent and repeated errors are observed: distortions and substitutions of letters, distortions of the sound-syllable structure of a word, violations of the unity of spelling of individual words in a sentence, agrammatism in letter. The occurrence of these errors is not associated with disorders of the child’s intellectual or sensory development or with the irregularity of his schooling.

Taking into account the immaturity of certain writing operations, 5 forms of dysgraphia are distinguished.

Articulatory-acoustic– is based on the reflection of incorrect pronunciation in the letter.

Acoustic (dysgraphia based on phoneme recognition impairments)– manifests itself in the replacement of letters corresponding to phonetically similar sounds, with the correct pronunciation of sounds in oral speech.

Dysgraphia due to impairment of language analysis and synthesis– manifests itself in distortions of the structure of words and sentences.

Ungrammatical– associated with underdevelopment of the grammatical structure of speech.

Optical– manifests itself in distortions and substitutions of letters in writing due to underdevelopment of visual gnosis, analysis and synthesis, spatial representations; Optical dysgraphia also includes mirror writing.

A combination of various forms of dysgraphia is possible (for example, dysgraphia due to impaired language analysis and synthesis and acoustic dysgraphia or acoustic and articulatory-acoustic dysgraphia).

Dysgraphia can be combined with another writing disorder - dysorthography (Kornev A.N., 1997; Prishchepova I.V., 1993, etc.). Dysorphography– a specific complex and persistent writing disorder, manifested in the inability to master spelling knowledge, skills and abilities. The symptoms of dysorthography include a variety of errors based on the inability to master the morphological and traditional principles of writing, as well as the rules of graphics and punctuation.

A speech therapist diagnoses the type of writing disorder, which allows you to choose the direction of corrective action. The speech therapy report also includes an indication of the correlation between writing disorders and oral speech disorders. For example, agrammatic dysgraphia in a child with lexico-grammatical speech underdevelopment; mixed dysgraphia with leading dysgraphia due to a violation of language analysis and synthesis with elements of agrammatic and optical and dysorthography in a student with motor alalia (III level of birthright).

Note. F81.1 includes a “pure” spelling disorder, that is, dysgraphia that is not accompanied by serious reading difficulties. When dyslexia and dysgraphia are combined, the code F81.0 is used.

F81.2 – specific disorder of arithmetic skills – (dyscalculia)

Dyscalculia is a partial disorder of the ability to perform arithmetic operations.

The disorder involves a specific deficit in numeracy skills that cannot be explained by mental retardation or inadequate schooling. The deficiency concerns, first of all, the ability to perform basic arithmetic operations of addition, subtraction, multiplication, division, and not only such more abstract mathematical operations as are necessary in algebra, trigonometry, geometry or in calculations.

F81.3 – mixed disorder of learning skills – (mental retardation of psychogenic origin)

Delayed mental development of psychogenic origin is associated with unfavorable upbringing conditions that prevent the correct formation of the child’s personality. Adverse environmental conditions that arise early, have a long-term effect and have a traumatic effect on the child’s psyche can lead to disorders of the autonomic nervous system and mental processes, as well as emotional development.

There are significant deficits in both arithmetic and reading and spelling skills that cannot be explained by mental retardation or inadequate schooling.

F81.9 – developmental disorder of learning skills, unspecified – (mental retardation due to psychophysical infantilism (constitutional origin)

F82 – specific developmental disorders of motor function

A disorder in which the main feature is a significant decrease in motor coordination and which cannot be explained solely by ordinary intellectual retardation or by any specific congenital or acquired neurological disorder.

F83 – mixed specific disorders of psychological development – ​​(mental retardation of cerebral-organic origin)

To correctly understand what signs indicate a delay in speech development, it is necessary to know the main stages and conventional norms of speech development in young children.
  The birth of a child is marked by a cry, which is the baby’s first speech reaction. A child’s cry is realized through the participation of the vocal, articulatory and respiratory sections of the speech apparatus. The time at which the cry appears (normally in the first minute), its volume and sound can tell a neonatologist a lot about the condition of the newborn. The first year of life is a preparatory (pre-speech) period, during which the child goes through the stages of babbling (from 1.5-2 months), babbling (from 4-5 months), babbling words (from 7-8.5 months). ), first words (at 9-10 months for girls, 11-12 months for boys).
  Normally, at 1 year of age, a child’s active vocabulary contains approximately 10 words consisting of repeated open syllables (ma-ma, pa-pa, ba-ba, dy-dya); in the passive dictionary - about 200 words (usually the names of everyday objects and actions). Until a certain time, the passive vocabulary (the number of words whose meaning the child understands) greatly exceeds the active vocabulary (the number of spoken words). At approximately 1.6 - 1.8 months. The so-called “lexical explosion” begins, when words from the child’s passive vocabulary suddenly flow into the active vocabulary. For some children, the period of passive speech can last up to 2 years, but in general their speech and mental development proceeds normally. The transition to active speech in such children often occurs suddenly and soon they not only catch up with their peers who spoke early, but also surpass them in speech development.
  Researchers believe that the transition to phrasal speech is possible when a child’s active vocabulary contains at least 40–60 words. Therefore, by the age of 2, simple two-word sentences appear in the child’s speech, and the active vocabulary grows to 50-100 words. By the age of 2.5 years, the child begins to construct detailed sentences of 3-4 words. In the period from 3 to 4 years, the child learns some grammatical forms speaks in sentences united by meaning (coherent speech is formed); actively uses pronouns, adjectives, adverbs; masters grammatical categories (changing words according to numbers and genders). Lexicon increases from 500-800 words at 3 years to 1000-1500 words at 4 years.
  Experts allow deviations from the normative framework in terms of speech development by 2-3 months in girls, and by 4-5 months in boys. Correctly assess whether the delay in the appearance of active speech is a delay in speech development or individual feature, can only be done by a specialist (pediatrician, pediatric neurologist, speech therapist) who has the opportunity to observe the child over time.
  Thus, signs of delayed speech development at different stages of speech ontogenesis may be:
  abnormal course of the pre-speech period (low activity of humming and babbling, soundlessness, similar vocalizations).
  lack of reaction to sound and speech in a child aged 1 year.
  inactive attempts to repeat other people's words (echolalia) in a child aged 1.5 years.
  inability to perform a simple task (action, demonstration) by ear at 1.5-2 years of age.
  absence of independent words at the age of 2 years.
  inability to combine words into simple phrases at the age of 2.5-3 years.
  complete absence of his own speech at 3 years old (the child uses in speech only memorized phrases from books, cartoons, etc.).
  the child’s predominant use of non-verbal means of communication (facial expressions, gestures), etc.

Disorders in which normal language acquisition is impaired early in development. These conditions are not directly related to neurological or language impairments, sensory deficits, mental retardation, or environmental factors. Specific speech and language disorders are often accompanied by related problems, such as difficulties with reading, spelling and pronunciation of words, disturbances in interpersonal relationships, emotional and behavioral disorders.

Specific speech articulation disorder

A specific developmental disorder in which a child's use of speech sounds is below age-appropriate levels, but in which language skills are normal.

Development related:

• physiological disorder
• speech articulation disorder

Dyslalia [tongue-tied]

Functional speech articulation disorder

Babbling [children's form of speech]

Excluded: insufficiency of speech articulation:

• aphasia NOS (R47.0)
• apraxia (R48.2)
• due to:
  • hearing loss (H90-H91)
  • mental retardation (F70-F79)
• in combination with a developmental language disorder:
  • expressive type (F80.1)
  • receptive type (F80.2)

Expressive language disorder

A specific developmental disorder in which a child's ability to use spoken language is significantly below age-appropriate levels, but in which language comprehension is within age-appropriate limits; Articulation anomalies may not always be present.

Developmental dysphasia or expressive aphasia

Excluded:

• acquired aphasia with epilepsy [Landau-Klefner] (F80.3)
• dysphasia and aphasia:
  • associated with the development of the receptive type (F80.2)
• selective mutism (F94.0)
• mental retardation (F70-F79)
• pervasive developmental disorders (F84.-)

Receptive language disorder

A developmental disorder in which a child's understanding of language is below age-appropriate levels. In this case, all aspects of language use noticeably suffer and there are deviations in the pronunciation of sounds.

Congenital hearing loss

Development related:

• dysphasia or receptive aphasia
• Wernicke's aphasia

Non-perception of words

Excluded:

• acquired aphasia in epilepsy [Landau-Klefner] (F80.3)
• autism (F84.0 -F84.1)
• dysphasia and aphasia:
  • associated with the development of the expressive type (F80.1)
• selective mutism (F94.0)
• language delay due to deafness (H90-H91)
• mental retardation (F70-F79)

last modified: January 2008

Acquired aphasia with epilepsy [Landau-Klefner]

A disorder in which a child who previously had normal language development loses receptive and expressive language skills but retains general intelligence. The onset of the disorder is accompanied by paroxysmal changes in the EEG and, in most cases, epileptic seizures. The onset of the disorder usually occurs between three and seven years of age, with loss of skills occurring within a few days or weeks. The temporal relationship between the onset of seizures and loss of language skills is variable, with one preceding the other (or cycling) from several months to two years. An inflammatory process in the brain has been suggested as a possible cause of this disorder. Approximately two thirds of cases are characterized by the persistence of more or less severe deficiencies in language perception.

dysphonia

R49.1–aphonia

aphonia

R49.2 – open and closed nasality

open and closed rhinolalia

Classification of speech underdevelopment in children (according to A.N. Kornev):

Principles for constructing the classification:

1. Clinical and pathogenetic principle

Multidimensional approach to diagnosis

Multidisciplinary approach

System-functional approach

A. Clinical-pathogenetic axis

Primary speech underdevelopment (PSD)

1.1.Partial commissioning

a) functional dyslalia

b) articulatory dyspraxia

Dysphonetic form

Dysphonological form

Dynamic form

c) developmental dysarthria

d) rhinolalia

2. e) dysgrammatism

1.2. Total PNR

Alalic variant of the disorder (“mixed”)

a) motor alalia

3. b) sensory alalia

Secondary speech underdevelopment (SSD)

2.1. Due to mental retardation

2.2. Due to hearing loss

1. 2.3. Due to mental deprivation

Speech underdevelopment of mixed origin

2. 3.1. Paraalalic variant of total speech underdevelopment (TSD)

3.2. Clinical forms with a complex type of disorder (“mixed”)

B. Neuropsychological axis (syndromes and mechanisms of impairment)

Dysphonetic articulatory dyspraxia syndrome

Dysphonological articulatory dyspraxia syndrome

Dynamic articulatory dyspraxia syndrome

Syndrome of delayed lexical-grammatical development

3. Language level syndromes

3.1. Expressive phonological underdevelopment syndrome (as part of motor alalia)

3.2. Impressive phonological underdevelopment syndrome (as part of sensory alalia)

3.3. Syndromes of lexico-grammatical underdevelopment

a) with a predominance of violations of paradigmatic operations (morphological dysgrammatism)

b) with a predominance of violation of syntagmatic operations (syntactic dysgrammatism)

4. Disorders with a mixed mechanism (gnostic-praxic and linguistic levels)

4.1. Verbal dyspraxia syndrome

4.2. Impressive dysgrammatism syndrome

4.3. Polymorphic expressive dysgrammatism syndrome

4.4. Syndrome of immature phonemic representations and metalinguistic skills

B. Psychopathological axis (leading psychopathological syndrome)

1. Syndromes of mental infantilism

2. Neurosis-like syndromes

3. Psychoorganic syndrome

D. Etiological axis

1. Constitutional (hereditary) form of HP

2. Somatogenic form of HP

3. Cerebral-organic form of HP

4. Form of NR of mixed origin

5. Deprivation-psychogenic form of HP

D. Functional axis (degree of maladjustment)

1. Severity of speech disorders

I degree – mild violations

III degree – violations of moderate severity

III degree – severe violations

2. Degrees of severity of socio-psychological maladjustment

a) mild b) moderate c) severe

Methodological recommendations for the use of the International Statistical Classification of Diseases and Related Health Problems, tenth revision in the diagnostic activities of centers of correctional and developmental training and rehabilitation / Ministry of Education Rep. Belarus. – Minsk, 2002.

Lopatina L.V. Methodological recommendations for diagnosing speech disorders in children of preschool and school age // Logopedic diagnostics and correction of speech disorders in children: collection. method. rec. – SPb., M.: SAGA: FORUM, 2006. – P. 4 – 36.

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