There is a wide range of problems when diagnosing SLI , the first strategy is to try to group these types into similar speech therapy problems, to facilitate their evolution as well as their treatment. We can imagine the existing problems regarding the concept of TE L and the way to identify it, and consequently, the numerous classifications to establish subtypes of this disorder.

Of all these classifications, the best known internationally is that of Rapin and Allen (1987, 1988) , who, based on an analysis of many clinical cases, distinguished up to a total of 6 subtypes of SLI , whose characteristics are summarized in the table following:

1. EXPRESSIVE DISORDERS: People with this subtype of specific language disorder have marked limitations in language production without any comprehension problems.

1. Phonological programming disorder: where there is a certain fluidity of production, but with confusing articulation (almost unintelligible statements). Notable improvement in articulatory quality in tasks of repetition of isolated elements (syllables, etc.) with normal or almost normal comprehension.
2. Verbal dyspraxia: we find a massive inability to fluency with severe articulation impairment (up to complete absence of speech). With statements of 1 or 2 words, which do not improve their articulatory performance with repetition. With normal or close to normal understanding.

2. UNDERSTANDING AND EXPRESSION DISORDERS: In general, it is considered that if there are comprehension problems in the language, there will also be severe difficulties in production or expression. In this type of disorder, therefore, difficulties can be observed both when producing speech and when understanding it.

1. Phonological syntactic disorder: this is a mixed receptive-expressive deficit with disturbed verbal fluency. We find altered speech articulation and poor syntax: short sentences, omission of links and morphological markers, laborious sequential formation of statements. Comprehension better than expression, although there are variables of difficulty in understanding: length of the statement, structural complexity of the statement, semantic ambiguity, contextualization of the statement, speed of emission.
2. Auditory-verbal agnosia: this is what is known as verbal deafness with disturbed verbal fluency. Oral language comprehension severely impaired or absent. Expression absent or limited to single words with severely impaired articulation but normal understanding of gestures.

3. DISORDERS OF THE CENTRAL TREATMENT AND FORMULATION PROCESS: This is a subtype of SLI in which different problems can be observed that do not correspond entirely to the fact of understanding or expressing language, but rather to aspects such as the presence of altered syntax and a slight stuttering or comprehension difficulties due to the literality with which the language is not understood or does not adapt to situations.

1. Pragmatic semantic disorder: We find a more or less normal initial language development with normal articulation or with slight difficulties. Speech is fluent, often logorheic, incessant and unstoppable, and may utter phrases learned by heart. His statements are well structured grammatically but he has great comprehension difficulties; There may be a literal understanding and/or not responding to more than one or two words of the interlocutor's statement. There is a lack of language adaptation to the interactive environment: poor pragmatic adjustments to the situation and/or the interlocutor, unstable thematic coherence, probable echolalia or perseveration.
2. Lexical-syntactic disorder: This disorder has fluent speech with occasional pseudostuttering due to recall problems. The normal joint or with minor difficulties. Fluent jargon occurs especially in young children. We found a disturbed syntax: difficult complex formulation, interruptions, periphrases and reformulations, difficult sequential order, incorrect use of morphological markers, frequency of “fillers”. There is a normal understanding of single words with a poor understanding of sentences.

We hope that this classification has been clear, but remember that in the end it is nothing more than that, a classification that will help to acquire an observational skill and that each child is unique and is colored by what surrounds him, so stimulate but do it with your heart and also with a little intuition!

Cristina Oroz Bajo