Chapter 10 Language disorders in children Flashcards
language disorder
a significant difficulty with development of language. children with language disorder typically achieve language milestones more slowly than other children do and exhibit long standing difficulties with various aspects of language form, content, and use.
individuals who exhibit significant impairments in the comprehension and/or production of language in form, content, and/or use
impairment must be significant enough to have an adverse impact on the individuals social, psychological, and educational functioning and can’t reflect a language difference.
OTHER TERMS
language delay
language impairment
language disability
language-learning disability
language difference
the variability among language users.
ex- girls tend to speak earlier than boys
normal variability in language development. Could also
be related to children who English is not their primary
language.
cultural context
the cultural setting in which a child learns and applies language. Practitioners must take it into account when differentiating between a language difference and a language disorder.
late-language emergence
LLE
children who have a slow start in language use are generally said to have this condition; it occurs in an estimated one in five children. (Late Talkers)
Not saying 2-word utterances at 2yrs old.
Primary language impairment
Also known as heritable language impairment of specific language impairment (SLI). A significant language impairment in the absence of any other developmental difficulty (e.g., mental retardation, brain injury). Affects approximately 7-10% of children older than age 5 years. The most common reason for administering early intervention and special education services to toddlers through fourth grade.
specific language impairment
See primary language impairment
Abbreviated SLI
1 in 3 kids born before 37 weeks gestation
secondary language impairment
a language impairment resulting from, or secondary to, conditions such as mental retardation, autism, and traumatic brain injury.
intellectual disability
ID
12 in 1,000 mild to severe
3 to 1 have a mild case
Autism Spectrum Disorder
ASD
1 in 68 births
it was 1 in 110 when the textbook was written in 2012
PCIT
intervention approach
Parent-Child Interaction Therapy
Teaches parents how to interact with kids during conversational exchanges
Professionals who identify and treat children with language disorders.
(7)
1-SLP's 2-Psychologists 3-General Educators 4-Special Educators 5-Early Interventionists 6-Audiologists 7-Otorhinolaryngologists (ENTs)
Direct services
diagnosing language disorders and providing treatment to children with disorders through clinical and educational intervention
Indirect services
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
SLP’s
Speech-Language Pathologists
Frequently the lead direct-service provider
-prevention, screening, consultation, assessment and diagnosis, treatment delivery, and counseling
work in schools, hospitals, rehab facilities home health, clinics, private practice, group homes, state agencies, and universities.
more than 130,000 SLP’s in the US
still a shortage
20% increase in this job (growing faster than average)
Psychologists
Identify language disorders
Test non-verbal skills
work directly with children
clinical, neural, rehabilitation, and school psychologists
part of a larger psychoeducational assessment
provide specialized treatment in addition to what is provided by SLP
**Cognitive and perceptual psychology and developmental psychology are two branches of psychology that conduct REASERCH relevant to child language disorders. ****
(human perception, thinking, and memory.
Clinical psychologists, clinical neuropsychologists, rehabilitation psychologists, and school psychologists often WORK MORE DIRRECTLY with children with language disorders*
Clinical psychologists screen for and diagnose impairments of language, often as part of a larger psychoeducational assessment that examines a child’s strengths and needs in many areas of development (nonverbal intelligence, perceptual skills, leaning aptitude) Offer specialized treatment for ASD or difficulty processing auditory information.
Pg 296 in textbook!!!
General Educators
Pre K-12
Identify children who show signs of language difficulties.
Must be knowledgeable about typical language development
Request a child study team–conduct pre-referral interventions
Least restrictive environment (LRE)
***teachers must be skilled at providing differentiated instruction to support those children with language disorders while they are in the classroom.
child study teams
also called an evaluation team.
engage in a systematic process that typically involves pre-referral intervention or identification of approaches to support the child’s language and communication skills in the classroom environment.
pre-referral intervention
interventions that are taken while or before the child is being evaluated or referred?
Least Restrictive Environment (LRE)
educated with typically developing peers as much as it is possible that the child can do so while still learning what they need to learn.
Special Educators
work directly with students from pre k-12
deliver general and specialized interventions
may have an area of expertise (ASD)
Students will spend 2-3 hours a day or all day with these teachers.
IEP
Individualized Education Plan
3-21 yrs old
IFSP’s
Individualized Family Service Plan
0-2 yrs old
IDEA
Individuals with Disabilities Education Act
provides federal funds to the 50 states to provide intervention services to children from infancy through the age of 21.
itinerant teachers
don’t have their own classrooms, but rather co-teach or collaborate with a number of different teachers.
