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if he were in a project group

groupmates might get annoyed/impatient

he might appear unconfident/unsure of himself

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Strengths:

Can self correct and repair conversation to express what he means

In social situations, he has strategies to aid him in conversation (e.g., scripts, tweaking questions asked)

Weaknesses:

Syntax struggles — piecing things together can be difficult for him to do on the fly

Word-finding difficulties

Needs time to process what to say

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He seems to have a bit of word finding difficulty, but he would try to get his point across and correct himself when he realized it wasn’t what he wanted to say

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i thought that his syntax seemed intact verbally, but he mentioned that in writing his grammar and morphology had a lot of errors. overall i felt that his language and the way he tried to explain himself was a bit disorganised. he had to go back and forth several times to correct himself. also interesting that he plans his conversations ahead and tries to prepare 'scripts'

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He reported that he often had tip of the tongue, grammatical errors and few morphemes. He had many pauses and used fillers like ummm during his speech and takes a longer time to get his point across.

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strengths:

motivated to overcome his problems, positive about his situation

challenges:

word finding difficulty, circumlocution

needs to go into social situations with a script (but this is his compensatory strategy too) ->might be more challenging in impromptu situations like discussions.

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Strengths:

He was very aware of his difficulties and did well to adopt coping / compensatory strategies to deal with them (e.g., "scripts" for social situations, planning before he orders something) – although, i can also see how it may be so difficult and tiring to have to do this all the time, in order to avoid embarrassment in social situations.

Had quite intact vocabulary

Difficulties:

Producing and piecing together words to communicate what he wanted to say seemed effortful, and visibly so at times (e.g., will look away as if to think about what to say). It also seemed at times that there was a "buffer" going on in his head, where he was effortfully planning what he wanted to say.

Word order was mixed up sometimes

Self-reported tip-of-the-tongue experiences

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He mentioned grammar errors (lack of morphemes in his written production), did he have the same errors when speaking?

Also, while his expressive sklills are affected, his receptive skills seem intact.

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He seemed to struggle with syntax and often did not finish his sentences. He was also very aware of his difficulties.

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extensive lexical revisions - fluency is affected

his lexical retrieval difficulties affected his prosody (pauses between words within an utterance)

appropriate range of vocabulary

had no problems with speech or voice

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strengths:

I personally felt that he was able to communicate and express himself like a TD individual, he was 100% intelligible, he had typical prosody, was fluent, and had accompany facial and nonverbal gestures that were appropriate in his interview

reported weakness:

he did describe language to be difficult for him in the sense where when he write he often experiences this "tip of the tongue" effect where he knows he needs a word but doesn't know what word it is, has missing morpheme and grammatical elements in his writing to the point where it has affected his academic school work

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For content, it seems like he knows what he wants to say and the order he wants to say it in. However, for use, his speech can be a bit dysfluent, trying to find words to convey his thoughts and having to rephrase his entire sentences. He himself reports having to use scripts and mirroring to socialise, indicating difficulties with formulating and conveying his thoughts.

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Although he said he lacked a lot of morphemes in his writing, it was not evident in his spoken language. I analysed his morphemes because I didn't know how DLD presented and found that he has Brown's Stage V morphemes.

His overall syntactic structure was also adequate except in some instances ("I very became aware of it").

Overall, semantics is alright; we can understand him; did not notice circumlocutions. But if you really pay attention, can notice him thinking of the right words to say AND/OR he will stop his sentence and change it entirely.

Struggled to get the word “café”

“I’m doing DLD”

“… ways I tried to solve around it”

Pragmatics was also ok, appropriate "eye contact" with the camera and gestures were ok

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He gets his message across, but sometimes it does sound like he has difficulties finding the "correct" words to say

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Intelligibility was 100% (other than zoom muffling his voice). He did mention a few struggles he had - "tip of the tongue" experiences, getting penalised in school for poor grammar and his lecturers even thought there was academic dishonesty. As he said, it is difficult to tell he has DLD.

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He seemed to have word finding difficulties and grammatical errors that persisted till adulthood (which also means that it never really goes away, individuals just learn compensatory strategies to manage)

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His disorganised narration, but I would’ve thought he was just nervous during the interview

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Seems to know what he wants to say, but seems to have difficulties finding the right words to use sometimes (have some repeated vocabs)

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He has a lot of compensatory strategies in place - some more structured, like having scripts; others more hidden, like constantly thinking of multiple ways of getting his message across

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He had many false starts, pauses, and appeared to have some word retrieval problems at times. He seemed to have some sort of idea what he wanted to say but struggled to get the words out sometimes.

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Grant was very eloquent and was able to explain his disorder really well. Just from the video, as a layman, i wouldn't be able to tell that he has a DLD until he explained how it affected his written work in school/university.

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can appear normal at times