Chapter 10 Language disorders in children

Question 1

language disorder

Answer 1

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

Question 2

language difference

Answer 2

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.

Question 3

cultural context

Answer 3

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.

Question 4

late-language emergence

LLE

Answer 4

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.

Question 5

Primary language impairment

Answer 5

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.

Question 6

specific language impairment

Answer 6

See primary language impairment
Abbreviated SLI
1 in 3 kids born before 37 weeks gestation

Question 7

secondary language impairment

Answer 7

a language impairment resulting from, or secondary to, conditions such as mental retardation, autism, and traumatic brain injury.

Question 8

intellectual disability

Answer 8

ID
12 in 1,000 mild to severe
3 to 1 have a mild case

Question 9

Autism Spectrum Disorder

ASD

Answer 9

1 in 68 births

it was 1 in 110 when the textbook was written in 2012

Question 10

PCIT

Answer 10

intervention approach
Parent-Child Interaction Therapy
Teaches parents how to interact with kids during conversational exchanges

Question 11

Professionals who identify and treat children with language disorders.
(7)

Answer 11

1-SLP's
2-Psychologists
3-General Educators
4-Special Educators
5-Early Interventionists
6-Audiologists
7-Otorhinolaryngologists (ENTs)

Question 12

Direct services

Answer 12

diagnosing language disorders and providing treatment to children with disorders through clinical and educational intervention

Question 13

Indirect services

Answer 13

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

Question 14

SLP’s

Answer 14

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)

Question 15

Psychologists

Answer 15

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!!!

Question 16

General Educators

Answer 16

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.

Question 17

child study teams

Answer 17

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.

Question 18

pre-referral intervention

Answer 18

interventions that are taken while or before the child is being evaluated or referred?

Question 19

Least Restrictive Environment (LRE)

Answer 19

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.

Question 20

Special Educators

Answer 20

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.

Question 21

IEP

Answer 21

Individualized Education Plan

3-21 yrs old

Question 22

IFSP’s

Answer 22

Individualized Family Service Plan

0-2 yrs old

Question 23

IDEA

Answer 23

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.

Question 24

itinerant teachers

Answer 24

don’t have their own classrooms, but rather co-teach or collaborate with a number of different teachers.

Question 25

Early Interventionists

Answer 25

developmental specialists work with children during the best "window of opportunity" (0-3yrs old) work directly with families, side-by-side with parents (sometimes in families homes) typically work from a clinic, hospital, or community-based organization that has received a grant from the state work with children who are considered "at-risk" (IFSP)

Question 26

Audiologists

Answer 26

specialists in identifying, assessing, and managing disorders of the auditory, balance, and other neural systems. work closely with SLP's to design interventions IF the student has hearing loss and language disorder refer children with hearing loss for assessment by SLP's work in schools hospitals, rehab facilities, clinics, and private practices. 13,000 currently working in US 30% increase over the next decade. ***Diagnostics****

Question 27

Otorhinolaryngologist (ENTs)

Answer 27

involved in the diagnosis and management of language disorders that result from injury or illness of the ear, nose, or throat. ``` Otitis media (OM)- a group of inflammatory diseases of the middle ear. one of two main types is Acute Otitis Media, an infection of rapid onset that usually presents with ear pain. Treatment with antibiotics and/or insertion of PE tubes ``` work with SLP's and audiologists to promote language and hearing achievements of children with chronic hearing loss.

Question 28

What are the major types of child language disorders? | (5)

Answer 28

``` 1-Specific Laguage Impairment SLI 2-Autism Spectrum Disorder ASD 3-Intellectual Disability ID 4-Traumatic Brain Injury TBI 5-Hearing Loss ```

Question 29

Specific Language Impairment | Primary Language Impairment

Answer 29

impariment in exptessive and/or resptive language that can't be attributed to any other causal condition. Typically diagnosed after 3rd birthday. must rule out being a "late talker" Have typical hearing skills, normal intelligence, and no obvious neurological, motor, or sencory disturbance, such as seizures or brain injury.

Question 30

SLI | 5 common traits

Answer 30

1-may have strengths in some areas of language and weaknesses in others 2-history of slow vocab development 3-considerable difficulties with grammatical production and comprehension. 4-difficulty adjusting academically social skills, behavior , peer relations, academic skills 5-long-term difficulties with language 60% of SLI in kindergarten, had language problems in adolescence and adulthood (if impairment only in receptive OR expressive, more likely to find resolution

Question 31

SLI | causes and risk factors

Answer 31

No known cause for SLI strong biological and genetic component children who have immediate family member with SLI are more likely to develop SLI 20-40% of kids with SLI have a sibling or parent with a language disorder. risk factors neglect, abuse, permatuity, malnutrition

Question 32

prospective longitudinal study

Answer 32

research design in which researchers follow children forward in time as the develop. test children intermittently (e.g. every 6 months) to track their development

Question 33

retrospective longitudinal study

Answer 33

researchers follow children across time to identify those who exhibit a reading disability in the elementary grades, then look backward to determine whether language difficulties were present earlier

Question 34

ASD

Answer 34

higher prevalence in boys and among children with affected family members. 1 in 68 (2015) 7 in 1000 boys 1 in 1000 girls 2009 Florida study present at birth, but signs and symptoms may not be apparent until several years later Persistent and often significant difficulties in using and understanding language in social context

Question 35

ASD | areas of difficulty (3)

Answer 35

1-difficulties with social-emotional reciprocity facial expressions/ turn taking 2-difficulties with nonverbal communicative behaviors gestures/ eye contact 3- difficulties developing and maintaining relationships with others not interested in relationships lack of initiation with others sever cases- no engagement with others mild cases- unusual patterns in social communication may have restricted interests and repetitive behaviors. (fixsate on one interest)

Question 36

ASD | "Asperger's synddrome"

Answer 36

the category of asperger's syndrome was removed in the fifth edition of the DSM (diagnosis and statistical manual of mental disorders) in 2013

Question 37

ASD | causes and risk factors

Answer 37

ASDs are neurobiological and are believed to result from on organic brain abnormality prenatal and perinatal complications, including maternal rubella and anoxia are associated with an increased risk for autism encephalitis- inflammation of the brain genetic disorders such as Fragial X syndrome seizures are present in 25% of children suggest a comonality in the brain structure extreme sensory deprivation can result in patterns of development consistent with ASD children born to two older parents show an elevated risk factor for ASD Mother 35 Dad 40

Question 38

Intellectual Disability | ID

Answer 38

condition of arrested or imcomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period diagnosed in children younger than 18 months who meet two criteria 1 significant limitation in intellectual functioning 2- significant limitations in adaptive behavior ranges from mild to profound **Table 10.2 pg 305 in book Most children with ID have at least mild language impairment show delays in early communication. slow to use first word and produce multiword combinations some never express themselves orally produce few words, sounds, gestures augmentative and Alternative Communication Device (AAC) function words are omitted (copulas and auxiliary verbs) **Comprehension tends to be better than expression

Question 39

ID | Down syndrome

Answer 39

children and adolescents with down syndrome produce short sentences, use a fairly small expressive vocabulary, and exhibit a slow rate of speech

Question 40

ID | Causes and risk factors

Answer 40

ID can occur due to injury, brain abnormality, or disease 30-40% cause can't be identified Majority of cases 30% caused by prenatal damage to fetus do to chromosomal abnormalities or maternal ingestion of toxins Pregnancy and perinatal problems such as fetal malnutrition prematurity, anoxia, and viral infections account for 10% Environmental influences and other mental conditions, such as neglect or the presence of autism account for about 15-20% of cases medical conditions such as trauma, infections, and poisoning cause about 5% of cases Heredity accounts for 5% of cases.

Question 41

Tramatic Brain Injury

Answer 41

TBI damage or injury to an individual's brain tissue sometime after birth. ranges from mild (concussion with loss of consciousness for 30 min or less) to sever (accompanied by a coma that lasts for 6 hrs or more). caused by infection, disease, and physical trauma. young children, adolescent males, and older persons have the highest risk males are affected twice as often as females mild injuries (concussion) are the most common and usually have few lasting repercussions.

Question 42

TBI common causes (5)

Answer 42

``` 1-Abuse 2-Intentional harm 3-Accidental poisoning 4-Car accidents 5-Falls ```

Question 43

TBI | Closed head injury

Answer 43

CHI Most common type of TBI brain matter is not exposed or penetrated usually results in a more diffuse brain inury car accedent/shaken baby

Question 44

TBI | Open head injury

Answer 44

OHI brain matter is exposed through penetration like gunshot wound usually result in more focal brain injury

Question 45

TBI | Anoxia

Answer 45

blood on the brain causing further damage edema- swelling of brain tissue in both CHI and OHI, the immediate injury to the brain- whether diffuse or focal-is often accompanied by secondary brain injuries that result from the primary trauma.

Question 46

TBI | Language Disorders

Answer 46

language disorders resulting from brain injury are influenced by 1-severity of injury 2-site of damage 3- characteristics of child BEFORE in injury occurred Pragmatics is commonly impaired about 75% of children with severe CHI have problems with discourse. -language may be fragmented, difficult to follow and show word retrieval difficulty.

Question 47

TBI causes (4)

Answer 47

1-fall (28%) 2-car accidents (20%) 3-sports injuries (19%) 4-assults (11%)

Question 48

TBI risk factors (2)

Answer 48

1-participating in contact sports or other recreational activities that may result in a fall or collision 2-using drugs or alcohol during these activities or when driving or riding in vehicles.

Question 49

Hearing Loss

Answer 49

a physical condition in which an individual cannot detect or distinguish the full range of sounds normally available to the human ear.

Question 50

Hearing loss causes (10+)

Answer 50

can result from prenatal, perinatal, or postnatal damage to structures that carry auditory information ``` causes are numerous 10.2 in textbook Prevalent causes 1- genetic transmission 2-in utero infections (herpes/rubella) 3-prematurity 4-pregnancy complications 5-trauma during birth ``` ``` 6-craniofacial anomaly affecting the ear 7-low birth rate 8-ototoxic medications 9-bacterial meningitis and other infections 10-low Apgar scores at birth 11-mechanical ventilation for 10+ days 12-presence of syndrome associated with hearing loss (Down syndrome) 13-head trauma during or soon after birth ``` 50% of cases occur for unknow reasons up to 50% of young children experience fluctuating hearing loss from chronic otitis media as many as 8% of children exhibit hearing loss serious enough to affect their language and educational achievement only 1-2% of children exhibit sever or profound PERMANENT hearing loss

Question 51

Hearing loss | conductive loss

Answer 51

due to damage to the outer or middle ear

Question 52

Hearing loss | sensorineural loss

Answer 52

due to damage to the inner ear (cochlea) or auditory nerve. May occur bilaterally or unilaterally

Question 53

Hearing loss | auditory processing disorder

Answer 53

APD | resulting from damage to the centers of the brain that process auditory information

Question 54

Hearing loss | congenital hearing loss

Answer 54

present at birth 50% occure for no known reason

Question 55

Hearing loss | Acuired hearing loss

Answer 55

occurs after birth | noise exposure, infection, use of ototoxic medications

Question 56

hearing loss | prelingual hearing loss

Answer 56

acquired after birth but before language is developed

Question 57

hearing loss | postlingual hearing loss

Answer 57

acquired sometime after a child has developed language

Question 58

Hearing loss | hearing threshold

Answer 58

range of human hearing :0-140 dB ``` 16-25 dB loss is minimal 26-40 dB loss is mild 41-55 dB loss is moderate 56-70 dB loss is moderately severe 71-90 dB loss is severe 91 + dB loss is profound ```

Question 59

Hearing loss | sound levels?

Answer 59

``` leaves drusteling/calm breathing 10dB normal conversation 40-60 dB electric mixer 65 dB traffic on busy road 80-90 dB 100 meters from jet enbin 100-140 dB ```

Question 60

Hearing loss impact of child's language factors (4)

Answer 60

1-timing of the loss 2-severity of the loss 3-age of identification 4-exposure to language input last two are strongly related to whether or not the child with hearing loss proceeds along a path of typical or atypical language acquisition. ****earlier hearing loss identified and more exposure to language the child has, the more likely they are to have typical language acquisition.

Question 61

Hearing Loss | cochlear implants

Answer 61

they serve as an intervention ofor children ages 12 months and older with sever to profound hearing loss require surgical implantation of a receiver-stimulator and an electrode array that accompany expernal hardware *receiver-stimulator is implanted in a hollowed out portion of the mastoid bone *electrode array is implanted in the cochlea *external hardware- microphone, speech processor, transmitter and power supply cochlear implants can accelerate language growth outcomes are best for children implanted earlier (more exposure to language)