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CSDS 109 > 109 SG 3 > Flashcards

109 SG 3 Flashcards

1
Q

A language problem in a child who is apparently typical in most if not all other aspects of development (problem is specific to language)

A

Specific language impairment

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2
Q

Investigate prevalence of language disorders in blood relatives contrasted with prevalence in unrelated individuals

A

Population genetic studies

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3
Q

Attempts to isolate specific genes for specific clinical conditions

A

Molecular genetic studies

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4
Q

Start with a proband; the first person they see with a disorder (child with SLI) to find out how many in the child’s family also have this disorder

A

Family studies

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5
Q

Similar to family studies, but extending back over several generations; the KE family and the FOXP2 gene

A

Pedigree studies

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6
Q

A higher concordance rate in identical (monozygotic) twins than in fraternal (dyzogotic) twins suggests a genetic basis for the condition; environmental influences can’t be ruled out, unless twins who are raised apart from each other are being studied

A

Twin studies

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7
Q

The first person the researchers see with the disorder

A

Proband

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8
Q

Identical twins

A

Monozygotic twins

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9
Q

Fraternal twins

A

Dyzogotic twins

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10
Q

Touch perception

A

Haptic

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11
Q

In the ASHA definition of language disorder, which components of language line up with (1) form

A

Phonology, morphology, syntax

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12
Q

In the ASHA definition of language disorder, which components of language line up with (2) content

A

Semantics

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13
Q

In the ASHA definition of language disorder, which components of language line up with (3) function

A

Pragmatics

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14
Q

DSM-5

A
  • The Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition
  • Published by APA: American Psychiatric Association
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15
Q

what is DSM-5

A

Standard classification system of mental disorders used in clinical and educational settings across the world

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16
Q
  • Using more than one assessment procedure, and the student scores at least 1.5 standard deviations below the mean, or below the 7th percentile for their chronological age or developmental level on tests in two or more of the following areas of language development: morphology, syntax, semantics, or pragmatics
  • The student displays inappropriate or inadequate usage of expressive or receptive language as measured on representative spontaneous language sample of a minimum of 50 utterances
A

The two methods to qualify a student for services due to a language disorder in the California public schools

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17
Q
  • The disorder is not due to the unfamiliarity with English
  • The disorder adversely affects the student’s educational performance, and requires special education to meet the students needs
A

Two further requirements for students to be qualified for services due to a language disorder in the California public schools

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18
Q

Terminology used at Fresno State when diagnosing a language disorder

A
  • Expressive language disorder
  • Receptive language disorder
  • Mixed expressive/receptive language disorder
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19
Q

What age do we diagnose specific language impairment (SLI) and why?

A
  • SLI may be diagnosed after the age of 4

- To avoid diagnosing a child who may be a “late bloomer”

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20
Q

What percentage of children can be described as “late bloomers”

A

10-15%

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21
Q

What do “late bloomers” look like in terms of language development

A

By the age of 2:

  - Decreased vocabulary
  - Failure to combine what few words they have
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22
Q

Prevalence of SLI in kindergarten children

A

7-8%

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23
Q

Percentage of children who will have persistent language difficulties in adolescence

A

Over 60%

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24
Q

Why SLI is called a heterogeneous disorder

A

Each child with SLI is going to present with their own set of unique set of difficulties in a bunch of combinations in the area of language: semantics, syntax, morphology, and pragmatic language behaviors

25
Q

What percentage of children with phonological disorders also have difficulties with language?

A

40-70%

26
Q

Unusual phonological processes children with SLI might produce

A
  • Prevocalic devoicing

- Word-initial weak syllable deletion

27
Q
  • May be slow to acquire their first words
  • May not show the explosive increase in vocabulary typical for 18-24 months
  • May persistent in overextension and underextension
  • Slower to attain 2-word combinations
  • Difficulty with abstract concepts
  • Receptive skills higher than expressive
A

deficits in the semantic component of language exhibited by children with SLI

28
Q

What areas of language are most affected by SLI

A

Syntax and morphology

29
Q
  • Sentences spoken are short and lack complexity
  • Omission of function words (articles, prepositions) resulting in telegraphic speech
  • Older children with SLI may have particular difficulty with production of complex sentences with introductory or embedded dependent clauses
A

deficits in the syntactic component of langauge exibited by children with SLI

30
Q

What is the most promising clinical marker of SLI?

A

Morphological deficits

31
Q 
Regular plural–s 
Possessive –s 
Present progressive –ing
Third person singular present tense –s 
Auxillary verb 
Copula verbs 
Past tense –ed 
Irregular plurals 
Irregular past tense verbs
A

inflectional morphemes children with SLI may have difficulties with

32
Q

ducks, chairs

A

Regular plural–s

33
Q

Daddy’s hat

A

Possessive –s

34
Q

“The dog is running.”

A

Present progressive –ing

35
Q

“She plays the piano.”

A

Third person singular present tense –s

36
Q

“He is running.”

A

Auxillary verb is/was

37
Q

“I am a teacher.”

A

Copula verbs am/you

38
Q

“He talked to me yesterday.”

A

Past tense –ed

39
Q

feet, mice, children

A

Irregular plurals

40
Q

ate, went, swam

A

Irregular past tense verbs

41
Q

Proposed explanations for morphologic deficiencies in children with SLI

A
  • Explanations involving perception
  • Explanations involving syntactic complexity
  • Explanations involving syntactic redundancy
42
Q
  • Reduced appropriate social skills
  • Fewer peer relationships than age-matched peers
  • A limited amount of comments relating to events/people
  • Limited interactions
  • Limited use of gestures
  • Inappropriate turn-taking
  • Expression of inappropriate comments
  • Absence of conversational repair
  • Difficulties in: describing, initiating, maintaining topics, narrative abilities, peer interactions
A

deficits in pragmatic language skills might be seen in children with SLI

43
Q

How strong a diagnostic marker is the area of pragmatics for SI?

A

No a strong diagnostic marker compared to syntax and morphology

44
Q
  • Students may be perceived in a more negative light by students or peers
  • Young children may exhibit behavioral problems
  • Children are less participatory in early elementary school
  • May have negative self-view
  • Low self esteem
A

Emotional consequences of SLI

45
Q

The limitations of correlation data

A

Must be viewed with caution

Correlation is not causation

46
Q

The two major types of genetic studies

A

Population genetic studies

Molecular genetics

47
Q

The three types of population genetic studies

A

Family studies
Pedigree studies
Twin studies

48
Q

The basic findings regarding the KE family and the FOXP2 gene

A

Found that the FOXP2 gene was the “talking gene” due to the KE family pedigree study; but later finding suggested that the gene is not involved in language disorders

49
Q

Findings of Plante et al. (1991)

A

Conducted an autopsy study on 4 males with “developmental dyslexia” and found that the two sides were symmetrical due to typically sized left but an oversized right

50
Q

Less interaction
More directive statements
Less questions
More shouting and threatening

A

Description of the quality of interactions between mothers and their children with SLI

51
Q

Effects of socioeconomic status (SES) on language and literacy

A

Low SES is correlated with poor language and literacy skills in children

52
Q

The manner in which Hart and Risley conducted their study

A

A longitudinal study; observed 13 families (13 high SES, 23 mid SES, 6 low SES); monthly hour-long observations in home for 2 and ½ years; trial started hen target child was 8-9 months; data written down and recorded; 1,318 transcripts took an additional 3 years to develop a computer program

53
Q

Quantitative and qualitative differences in the manner in which children were exposed to language, as discovered by Hart and Risley (1995):
Quantitative-

A
  • Number of words addressed to the child in accordance with their SES (high mid low)
  • The higher the amount of language expressed to the child the better the language and vice versa
54
Q

Quantitative and qualitative differences in the manner in which children were exposed to language, as discovered by Hart and Risley (1995):
Qualitative-

A
  • Encouragements and discouragements towards children in accordance with their SES (high mid low)
  • There more encouragements toward a child with high SES
  • There were more discouragements towards children in accordance with low SES
55
Q 
Complex reasoning asks
Information processing skills
Memory skills
Haptic (touch) perception
Attentional deficits and hyperactivity
Symbolic play activity
A

Underlying deficits researchers have suggested exist in children with SLI

56
Q
  • Results in improved expressive language skills
  • Is necessary before one can train expressive language skills
  • Makes direct language training more efficient
A

What treatment research evidence suggests about underlying deficit training when treating children with SLI

57
Q

Reed’s conclusion about SLI

A

It’s prevalence rate makes it the most frequently occurring of all communication disorders, and it is one of the “most commonly occurring neurodevelopmental disorders”

58
Q

Operates in which case those children who are better at language are better able to take advantage of language-learning opportunities to learn more language, but those who are not good fall further behind and the gap between the language able and language limited children widens with time

A

Matthew effect

59
Q

There is increasing evidence that children with delayed expressive language development who also have more notable comprehension deficits are likely to demonstrate porter outcomes, even into adolescence

A

Why comprehension skills deserve some special mention:

CSDS 109 (8 decks)

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