Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

School Age Language > APD and ELL > Flashcards

APD and ELL Flashcards

1
Q
  1. (C)APD
  2. ELL
  3. LLD
A
  1. (central) auditory processing disorder
  2. English Language Learners
  3. Language Learning Disability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

(C) APD

A
  • What you do with what you hear
  • around for more than 30 years
  • Still controversial
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

(C)APD definition

A
  • difficulties in the processing of auditory information in the central nervous system” [which are not due to] “higher order language, cognitive or related factors
  • But, referrals usually are a complaint about language or learning ability—more later
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

ELL

A
  • Formerly English as a second language (ESL), or bilingual
  • Individual’s first language is something other than English

— English could be a second, third, fourth language

  • May/may not include cultural differences

— Some kids come with their families

— Some kids are adopted into American families

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Routes to second language acquisition

  1. Simultaneous
  2. Successive
A
  1. Learn both languages at same time, often with different caregivers
  2. Learn one language (L1), then learn another language (L2); proficiency of L1 both before and during L2 acquisition can vary a lot
    - Must determine most proficient language in order to assess language ability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Routes to second language acquisition

  1. Subtractive bilingualism
A
  1. Subtractive bilingualism occurs when L2 becomes the proficient language at the expense of L1
    - Can happen in younger generation of family groups
    - Very common in internationally adopted children
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

2005 Position paper on APD

- 5 skills affected

A
  • CNS difficulties with auditory processing reflected by poor performance in one or more of the following skills:

— Sound localization and lateralization

— Auditory discrimination

— Auditory pattern recognition

  • Auditory performance in competing signals, including dichotic listening (used to include noise as a competing signal, probably now in next descriptor)
  • Auditory performance in degraded signal (such as noise?)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Temporal aspects on (C)APD

4

A
  • Temporal aspects

— Temporal integration

— Temporal discrimination (gap detection)

— Temporal ordering

— Temporal masking

  • Memory is not part of (C)APD

— Higher level process, not central auditory processing disorder

  • Previously, memory was part of the disorder
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Why is SLP involved in (C)APD

A
  • ASHA advocates phonological awareness testing & training as SLP role

— Children with the (C)APD diagnosis often co-morbid with dyslexia, which in turn is associated with poor phonemic and phonological awareness

  • ASHA places reading & writing within the SLP’s scope of practice
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Typical Audiological Description Individuals with (C)APD

A
  • Often has history of otitis media
  • May have known/unknown ear infection on day of testing
  • Says “huh” or “what” a lot
  • Misses parts of directions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Otitis Media Myths and Facts

A
  • Average loss is 20 dB (and M. Downs says 15 dB is significant, while C. Berlin says 10 dB)
  • Average bout of OM is 1-3 months (or more)
  • OM may often affect only one ear, but monaural listening negatively impacts ability to understand in noise and locate sounds
  • “one ear is almost as good as two if you live in a sound proof chamber”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Typical S/L Needs of Individuals with (C)APD

A
  • expressive language & speech difficulties
  • oral and written production tasks affected
  • social discourse difficulties; look off-topic in class discussions
  • comprehension difficulties
  • significant adverse academic impact: reading, spelling, writing tasks, following directions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

(C)APD & “Academic” Difficulties

A
  • Spelling
  • Reading

— Both spelling & reading are “language-based”

  • Attention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

EDUCATIONAL QUESTIONS: IDENTIFYING INDIVIDUALS WITH (C)APD

A
  • Phonics & speech sound discrimination poor
  • Often misunderstand; requires speaker to repeat
  • Says “huh”, “what” often (and then, often, “never mind”)
  • Easily distracted by noises and/or behavior changes in noisy situation
  • Forgets auditory information quickly
  • Short attention span, especially auditory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Models of (C)APD categories

A
  • Models attempt to differentiate different types of (C)APD

—- No one model is accepted

  • All models include a “decoding” type vs. problems with competing signals (dichotic listening) and some include “integration” of auditory information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Decoding

A
  • Slow responders, very possibly the “temporal processing” kids described by Tallal
  • Say “huh” and “what” a lot
  • Look a lot like kids with hearing impairment
  • Very likely to have history of otitis media and phonological processing disorder as preschoolers
  • Reading & spelling problems; poor phonetic ability
  • Often misunderstand directions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Auditory Decoding Deficit (Bellis)

A
  • “purest” APD, classic example
  • “looks” like hearing loss
  • Primary auditory cortex of dominant hemisphere
  • Auditory discrimination errors

— Voiced cognate

— Other sound categories (the infamous “da-ga”)

  • Missing information (auditory closure)
  • Problems in noise
  • Noise makes first two harder to achieve in any listener
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

(C)APD: DECODING & ASSOCIATED S/L DIFFICULTIES 1

A
  • word-finding difficulties (poor phonological storage)
  • articulation difficulties

— very likely severe phonological processing as preschooler

— /r/, /l/ substitutions and perceptual confusions as older school age child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

(C)APD: DECODING & ASSOCIATED S/L DIFFICULTIES 2

A
  • prosodic difficulties

— flat intonation (not frequent)

  • misses morphological endings in discourse (e.g., The deer eats apples).
  • delay in following directions; self-corrects
  • oral & written discourse (see w-f above)
  • interaction spelling problems & w-f
20
Q

(C)APD: DECODING & ASSOCIATED S/L DIFFICULTIES 3

A
  • inconsistent articulation errors with coalescence and metathesis
  • omits steps in following directions or is impulsive
  • may demonstrate cluttering of speech
  • prosodic differences

— choppy rate (fast-slow-fast mixtures)

— pauses within words and phrases

21
Q

(C)APD: DECODING & ASSOCIATED S/L DIFFICULTIES 4

A
  • Longer & more elaborate utterances (e.g., “The baby the woman held clapped her hands”) more difficult than short, simple utterances
  • Inconsistency of performance may be related to presence/absence of noise
22
Q

Less common but more issues with APD

A
  • Very long delay in responding
  • Very poor spelling
  • Very poor reading
  • Very poor handwriting
  • responses to speech in noise reveal ear discrepancy; usually both ears work like poorest ear
  • Problems fusing, or integrating auditory info
  • Problems integrating auditory and visual
23
Q

S/L Needs of LLD

A
  • Expressive language & speech difficulties

— oral and written production tasks affected

  • Social discourse difficulties

— look off-topic in class discussions

  • Comprehension difficulties

— Following directions

— Reading comprehension

24
Q

English Language Learners

A
  • Proficiency in two languages

— Minimal to complete fluency in both; balance is rare

— Code switching

— Linked to caregiver or setting

— Vocabulary may differ (e.g. shapes, numbers in “academic” language)

  • Simultaneous
  • Successive
  • Subtractive vs. additive
25
Q
  1. BICS

2. CALP

A
  1. Basic Interpersonal Communication Skills (BICS)
    - – Conversational fluency
  2. Cognitive Academic Language Proficiency (CALP)
    - – Vocabulary

— Expressive, written and reading

26
Q

ELL: Traditional Knowledge

A
  • BICS: 2-3 years to develop
  • CALP: 5-7 (7-9) years to develop
  • Interference: rule from 1 language used in another
  • Fossilization: errors become “stuck”
  • Silent period: some kids silent, thought to be comprehension period, for up to 3-6 months
  • Transfer: reading transfers most readily from L1 to L2
  • Language loss of L1 is typical; amount not specified
27
Q

S/L needs of ELL

A
  • Spelling
  • Reading

— Both spelling & reading are “language-based”

  • Attention
28
Q

Code Switching

A
  • Common in bilingual children
  • – Use of both languages in a single utterance
  • — “I ni hochu school”.

—- “Ya has to go pee-zits”.

29
Q

Effects of institutional care on development

A
  • 1 month delay for every 3-5 months institutionalization

— Age at placement

— Age at adoption

— Amount of time in institutional setting

  • Caregiver ratios
  • Cultural factors

— Swaddling

— Perspective on disabilities

— Poverty

30
Q

Notes on Institutional Care

A
  • Always look at native language, look at phonological engram of 1st language
  • If children are adopted before 18 months by the time they are 3, they are caught up

—WNL on standardized test, so at 3 we can use English standardized tests

  • Kids that have problem after this point are disordered
  • Kids adopted before 3- minor delays, catch up quickly
  • Over 3, kids pick up BICS by 6 months but they struggle with CALP- will have articulation issues
  • Loss of 1st language is very quick
  • We don’t mark gender, we mark tense, and number
31
Q

Additional Risk Factors for kids institutionalized

A
  • Many kids have poor oral motor development

— Hold food in mouth

— Stuff mouth

  • Feeding practices

— propped to feed

— Nipples with large holes

— Kefir and overcooked broths

— tablespoons

32
Q

S/L Needs of ELL

A
  • expressive language & speech difficulties

— oral and written production tasks affected

  • social discourse difficulties

— look off-topic in class discussions

  • comprehension difficulties

— Following directions

— Reading comprehension

  • Look different in school
  • Look off topic because they don’t know the language (slower processing time)
  • Often hypervigilant- look ADD, but not
33
Q

ELL vs. (C)APD

A
  • (C)APD & LLD often have difficulty with classroom language
  • ELL typically would be expected to have difficulties with classroom language under following conditions

— Older at time of adoption, submersed in classroom while acquiring BICS, have expectations from previous school experience

  • Hypervigilant IA kids
34
Q

S/L Needs of LLD

A
  • Spelling
  • Reading

— Both spelling & reading are “language-based”

  • Attention
35
Q

APD or ELL or Both: Differential Diagnosis

A
  • Hard to determine what the problem area is
  • Length of time with English is a confounding factor
  • World knowledge gaps except for those adopted as infants & toddlers
  • Auditory perception—re-learn sounds to listen for—doesn’t seem to be much of a factor
  • Kids at birth pay attention to all languages but at 6 months they only pay attention to their language
  • Smell can be an issue (people smell different)
36
Q

Aids in Differential Diagnosis

A
  • Delay in first language

— can occur if a child is institutionalized

  • Difficulty acquiring English post adoption

— Usually happens quickly, if it doesn’t it’s a problem

  • Phonological awareness ability
  • Auditory confusions and mistakes:

— “Bueno” is not “guano”

— Could be APD

  • Analysis of Invented Spelling

— There are typical patterns for invented spelling

37
Q

ELL : BICS vs. CALP

A
  • May have Basic Interpersonal Communication Skills (BICS) but lack Cognitive Academic Language Proficiency (CALP)
  • Bilingual literature suggests it takes up 2-3 years to achieve BICS, and 5-7 (some sources say 7-9) years to achieve CALP
38
Q

Expressive Language

A
  • Problems shown by (C)APD and LLD kids but not ELL kids post BICS
  • Abandoned utterances and words
  • Word-finding substitutions
  • “empty” utterances (cocktail party talkers)
  • excessive or incessant questions
  • tangential utterances
  • Tangled speech: repeated words & phrases, filled pauses (e.g., “uhm”), silent pauses, excessive interjections (e.g., “well”)
39
Q

Speech Milestones 1

A
  • Speech

— By 8 years of age, no articulation errors

— Able to produce phonologically complex words (e.g., aluminum, statistics, Leonardo Di Caprio)

— Socially accepted rate of speech

  • Kids with (C)APD tend to have persistent articulation errors (mostly /r/, /l/), inconsistent articulation (see PCW), excessive rate (some)
  • LLD kids: problems with phonologically complex words
  • PCW- phonologically complex words
40
Q

Speech Milestones 2

A
  • Kids who are ELL

— May have developmentally appropriate articulation errors

—– “r”, “l”, “s”, “sh”. “ch” “j” are later sounds

— May have “interference” type articulation errors

—– w/v- common substitution

41
Q

Language

A
  • Into preschool years, children are learning language
  • School-age begins transition to using language to learn
  • Early reading is learning to read
  • By grade 3, reading to learn
  • School-age ELLs must use language to learn, and read to learn
42
Q

Language Milestones 1

A
  • By 8 years of age, should be able to tell personal narrative or retell movie in logical order, with specific terms & names, in story format, with minimal linguistic disruptors- no more than 8 linguistic disfluencies in 100 words
  • Kids with (C)APD & LLD tend to start stories in the middle, jump around, use vague terms (pronouns, “thing”, “stuff”), have more than 8 disruptors in 100 words
43
Q

Language Milestones 2

A

Kids who are ELL and have achieved BICS should be able to tell personal narratives/retell a movie or story

44
Q

Language Milestones 3

A
  • Figurative language develops throughout school years: metaphors, analogies, slang, humor
  • Inferencing ability improves
  • Kids with (C)APD & LLD

– tend to be literal

– miss slang

– not get humor

– have simple cause-effect and “what you see is what you get” thinking

45
Q

Language Milestones 4

A
  • Figurative language and inferencing require ELL to be proficient in CALP (problems with multiple meaning words)

— “dugout” example: how did Indians get concrete baseball structures to float down rivers?

  • Learn new vocabulary from teacher’s lectures & reading assignments

— Both assume background knowledge that may be different, deficient or absent due to the ELL’s early years

— Gaps for ELLs because they don’t have background knowledge

46
Q

Classroom Language Milestones

A
  • By third grade, children demonstrate knowledge of
  • hidden curriculum

— Recognizing teacher’s cues

— Socially acceptable responses

  • Scripts in classroom

— Transitions between activities

— Announcements regarding exceptions to routine

— Lesson format- IRE- initiation, response, evaluation

School Age Language (20 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions