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Furthermore, infants and young children attend more to motherese than to adult speech. In other cases, language disorders may be described in terms of the associated disability or clinical conditions including language disorder associated with intellectual disability, hearing impairment, and so forth. In addition, certain children with language disorder also may have associated clinical conditions, such as hearing loss or autism spectrum disorder. Even within a diagnostic category, such as specific language impairment or language disorder associated with intellectual disabilities, individual differences are notable. A school-age child who has limited language skills is likely to be considered as having a language learning disability or simply a learning disability. Language disorder in children who are essentially typical and free from gross organic or neurological impairments is called Specific Language Impairment and it may be also be called developmental language disorder. Language disorder in children who are essentially typical and free from gross organic or neurological impairments is called Specific Language Impairment. Older children may be essentially normal in most, if not all, respects and yet exhibits a language problem. Language disorder in some children may be associated with such physical and sensory disabilities as cerebral palsy and deafness. Limited language skills are described as a language delay, language disorder, language impairment, or language problem. Children with language problem lag behind their peers in mastering the various aspects of language. Unless the child first develops nonlinguistic knowledge of things and events, words to describe them may not learned. Limited language skills are the main features of language disorders. The mother is reinforced when the child imitates her more correct utterances, and the child is reinforced when he or she imitates the mother. Severe social deprivation results in language deprivation as well, suggesting that language is a form of social behavior, as Skinner claimed. They do not think there is empirical evidence to suggest that the child is born with such innate language acquisition devices that Chomsky and other linguists propose. In most instances, mands are promptly and effectively reinforced by caregivers. Reinforcement for acceptable verbal behaviors in children as well as in adults is common and sufficient to sustain and increase those behaviors. In such cases, the speech muscles are not able to execute the complex and rapid movements necessary to produce speech. Research on mother-child interactions has suggested the possibility that mothers, fathers, older children, and adults in general may do much to help the children learn language. It is suggested that when the siblings are too close to each other in age, the slightly older sibling may provide a model of atypical speech production for the younger child. Behavioral researchers and speech-language pathologists have demonstrated that in either experiments or clinical treatment sessions, all forms of verbal behaviors can be increased or decreased experimentally. Two or more people involved in this sequence know when to say something and when to listen to what the partner is saying. All children learn only the language they are exposed to, and thus a child exposed to only English will not acquire a language that he or she never heard. Similarly, the patterns and rules the linguists derive from observing the speech of speakers need not be in the heads of those speakers. Individuals who behave in certain ways need not know the rules that may be deduced from such behaviors. Behavioral researchers assert that just because a child speaks in grammatically correct sentences, it does not follow that the child 'knows' the rules of grammar. There is empirical evidence that the child is born with such language acquisition devices. There is empirical evidence to suggest.
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