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For example, children with cerebral palsy may have delayed language. Like all skills, language skills vary in population, and some people have higher skills than do others. Therefore, it is better to describe intellectual disabilities and similar problems as associated conditions and not as causes of the language disorder. More important, a child who has limited intellectual skills, hearing impairment, or autism has it in addition to a language disorder. It is tempting to conclude that intellectual disabilities, hearing loss, autism, and similar conditions are causes of language disorders. Some research has raised the possibility that children who are abused and neglected, especially the latter, may be prone to language delay. Such children may be described as socially deprived. Children who are not totally isolated but experience reduced social contacts also may show a slower than normal rate of language acquisition. A completely socially isolated child who does not hear human language is unlikely to acquire it. Physical or social isolation reduces the human contacts that are needed to acquire language. As potential causes of language disorders in children, social isolation, abuse, or neglect have received attention in recent years. Although the environment of many children with language disorders is normal, certain environmental factors may be associated with language problems. If the brain injury occurs during the early childhood years, some of the language skills learned may be lost, and further mastery of language skills may be retarded. Children who are born with brain injury are slow in acquiring language skills. These children may sustain brain injury during the pre-natal, natal, or post-natal periods. These and other movements continuously change the shape of the oral cavity. Neurological impairments in children are another clinical condition associated with language disorders. Many children with language disorders do not show severe emotional or behavioral problems of the kind seen in children with autism spectrum disorder. Children who are deaf especially experience great difficulty in acquiring oral language and they more naturally acquire a sign language. Normal hearing will not prevent a language disorder, but children with severe hearing loss tend to have language problems. Although limited language skills may be observed in children with normal intellectual levels, children with intellectual disabilities usually have language disorders. In several syndromes, the language disorders may be of extreme severity, partly because of intellectual disabilities that are part of those syndromes. Many genetic syndromes are associated with language disorders of varying severity. Limited language skills may be diagnostic of some of these conditions. Although children with specific language impairment may be free from other clinical conditions, many clinical conditions, when present, also are associated with language disorders. Consequently, the mother and the child are interlocked in a mutually reinforcing set of events. Severe social deprivation results in language deprivation as well, suggesting that language is a form of social behavior, as Skinner claimed. This research has shown that language learning is a lifelong process and that it is not complete by age 6 years as once thought. It is easy to see the changes from year to year and even from month to month. Although fewer, verbs or action words are part of the first 50 words.
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