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Normal Language Development > Chapter 10 > Flashcards

Chapter 10 Flashcards

1
Q

What are language differences?

A

Normal variabilities in language development

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2
Q

What are language disorders?

A

Variabilites in language that reflect an underlying neurological impairment that is affecting language development

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3
Q

What are the most common type of communication impairments affecting children?

A

Language disorders

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4
Q

What is LLE?

A

Late language emergence:
- having a slow start in language
- occurs in an estimated 1 in 5 children
- usually identified at about 2 years old

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5
Q

What is a primary language impairment?

A
  • A significant language impairment in the absence of any other developmental difficulty
  • Affects about 7-10% of children over 4 years old
  • Commonly known as specific language impairment (SLI)
    • Certain conditions appear to contribute to a child’s risk for
    • SLI: preterm birth, low birth weight
      The risk for SLI runs in families
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6
Q

What is a secondary language impairment?

A
  • Language disorders resulting from or secondary to other conditions
  • Common types: intellectual or cognitive impairments, and autism spectrum disorders
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7
Q

How many children exhibit mild to severe intellectual disability?

A

12 in 1,000 children

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8
Q

Children with mild disability outnumber those with severe disability by:

A

About 3 to 1

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9
Q

What are direct services?

A

Diagnosing language disorders and providing treatment to children with disorders through clinical and educational interventions

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10
Q

What are indirect services?

A

Screening children for the possibility of language disorders and referring them for direct services, as well as counseling parents on approaches to supporting language development in the home environment

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11
Q

Who is frequently the lead direct service provider for children with language disorders?

A

Speech-language pathologists

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12
Q

How do psychologists contribute to the treatment of child language disorders?

A

Hold important responsibilities in the identification and treatment of child language disorders, and also conduct research important to our understanding of how to identify and treat these disorders

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13
Q

What branches of psychology conduct research relevant to child language disorders?

A

Cognitive psychology, perceptual psychology, and developmental psychology

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14
Q

What kind of psychologists often work more directly with children with language disorders?

A

Clinical psychologists, clinical neuropsychologists, rehabilitation psychologists, and school psychologists

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15
Q

What do general educators do?

A

Identify children in their classrooms who may show signs of difficulty with language within the educational context (one of the most important referral sources for children with suspected language disorders)

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16
Q

What do special educators do?

A
  • Support the educational progress of children with identified language disorders
  • Special educators work with students to deliver general and specialized interventions geared toward helping children with disabilities succeed academically
  • Lead responsibility is to design, deliver, and monitor individualized education programs (IEPs) and individualized family service plans (IFSPs)
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17
Q

Who are early interventionists?

A
  • Professionals with specialization in intervention for infants and toddlers
  • Work with children with language disorders during the best “window of opportunity”
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18
Q

What is a specific language impairment?

A

Developmental disability in which an individual shows a significant impairment of expressive or receptive language that cannot be attributed to any other causal condition

19
Q

What are the defining characteristics of an SLI?

A
  • Have typical hearing, intelligence, and no obvious disturbances
  • Typically diagnosed after the third birthday (to make sure they’re not just a late talker)

Five common traits
- Strengths in some areas of language and weaknesses in others
- Have a history of slow vocabulary development (produce their first word at 2 vs. 1, learn words slower)
- Show considerable difficulties with grammatical production and comprehension (omitting key grammatical morphemes, problems with pronoun usage, verb development)
- Difficulty adjusting academically (may have problems with social skills, behavior, and peer relations, as well as literacy and mathematics)
- Most children have long-term difficulties with language achievement (as many as 60% of children who exhibit SLI in kindergarten will continue to show language weakness in adolescence and adulthood)

20
Q

Children who have immediate family members with language impairment are:

A

More likely than other children to develop SLI (20-40% of children with SLI have a sibling or parent with a language disorder)

21
Q

What is ASD?

A

Autism Spectrum Disorder
- Developmental disability that affects an estimated 1 in 68 children, with a higher prevalence among boys and among children with affected family members

Defining characteristics
- Present at birth (though characteristics may not be apparent until later)
- Major areas of difficulty required for an ASD diagnosis:
- Difficulties with social-emotional reciprocity
- Difficulties with nonverbal communicative behaviors
- Difficulties developing and maintaining relationships with others
- Can be mild to severe

22
Q

What is an intellectual disability?

A

Condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period

23
Q

What are the defining characteristics of an intellectual disability?

A
  • Diagnosed in children younger than 18 years old who have both significant limitations in intellectual functioning and significant limitations in adaptive behavior
  • Ranges from mild to profound (more commonly mild)
  • Most children with ID also have at least mild language impairment
  • Typically the result of an injury, brain abnormality, or disease
  • Young children, adolescent males, and older people have the highest risk, and males are affected twice as often as females
  • The most common type is a closed-head injury (CHI): brain matter is not exposed or penetrated
  • Open-head injuries (OHI): brain matter is exposed through penetration
  • In both CHI and OHI, the immediate brain injury is often accompanied by secondary brain injuries that result from the primary trauma
  • Typically damages the frontal and temporal lobes
    Influenced by the severity, site, and characteristics of the child
  • About 75% of children with severe CHI have problems with discourse
24
Q

What are the causes of intellectual disability?

A
  • Falls (28%)
  • Motor vehicle crashes (20%)
  • Being struck (19%)
  • Assaults (11%)
25
Q

What is prelingual hearing loss?

A

Hearing loss before language developed

26
Q

What is postlingual hearing loss?

A

Hearing loss after language developed

27
Q

What are the causes of hearing loss?

A
  • As many as 50% of young children experience fluctuations in hearing as a result of otitis media
  • 1-2% of children have severe to profound permanent hearing loss
  • 8% exhibit hearing loss serious enough to affect language and educational development

Prevalent causes
- Family history of congenital hearing loss
- Congenital infection linked to hearing loss
- Craniofacial anomaly affecting the ear
- Low birth weight
- Ototoxic medications
- Bacterial meningitis and other infectious diseases associated with hearing loss
- Low Apgar scores at birth
- Mechanical ventilation for 10 days or longer
- Presence of a syndrome associated with hearing loss
- Head trauma during or soon after birth

28
Q

Identification and treatment of language disorders requires?

A

Requires administration of a comprehensive language evaluation, most often conducted by a certified SLP

29
Q

What does a comprehensive language assessment entail?

A
  • For younger children who are not yet talking, analysis covers the development of critical language precursors such as babbling, gesturing, affect and expression, participation in early communicative routines, and periods of joint attention
  • For older children, analysis covers not only oral and written language skills, including reading, writing, and spelling, but also children’s performance on classroom and curriculum-based tasks
  • Focuses on the functional aspects of language
30
Q

What do criterion-referenced tasks do?

A

They examine a child’s performance level for a particular type of language task

31
Q

What do norm-referenced tasks do?

A

They compare children’s level of language performance to that of a national sample of same-age peers

32
Q

What do observational measures do?

A

They examine children’s language form, content, and use in naturalistic activities with peers or parents

33
Q

What does conversational analysis involve?

A

The professional observes a child during interactions with other people to study their ability to initiate conversation, use different communicative intentions, take turns, maintain topics, identify breakdowns in conversation, and attend to listener needs

34
Q

What is an LSA?

A

Language sample analysis (LSA): the professional collects a sample of spontaneous language from the child, typically comprising at least 50 utterances, then analyzes the sample for all aspects of language

35
Q

What does diagnosis of a language disorder involve?

A

It involves designating the type of impairment (primary, secondary), affected domains (form, content, use), and severity (mild, moderate, severe, profound)

36
Q

What are treatment targets?

A

The aspects of language addressed during treatment (set long-term and short-term goals)

37
Q

What are treatment strategies?

A
  • The ways in which treatment targets are addressed
  • Comprehension monitoring: a strategy in which the child pauses periodically to check whether the listener is following their instructions
  • Strategy training (strategy: the way an individual approaches a task)
38
Q

What are treatment contexts?

A

The settings in which treatment targets and strategies are used

39
Q

Failure to differentiate between a language difference and a language disorder can lead to:

A

Over-identification of children from minority backgrounds (as well as the opposite)

40
Q

What does the child study team do?

A

It identifies strategies and approaches a general educator may use to support a child’s language and communication skills in the classroom

41
Q

Children and adolescents with Down Syndrome:

A

Produce short sentences, use a fairly small expressive vocabulary, and exhibit a slower rate of speech

42
Q

What is commonly impaired in TBI?

A

Pragmatics

43
Q

What is least restrictive environment?

A

A federal mandate of the Individuals with Disabilities Education Act, which stipulates that children with disabilities should receive their education to the maximum extent possible in the same contexts as their peers without disabilities

Normal Language Development (10 decks)

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