Chapter 11: Language Disorders Part 2 Flashcards
What are the degrees of hearing loss
- mild
- moderate
- moderately severe
- severe (71-95 dB)
- profound
What is the hearing threshold level for people called hard of hearing
- 35-69 dB
- mild- moderately severe
What is the hearing threshold for people called deaf
- 70 dB
- severe and profound
What are the three types of hearing loss
- conductive hearing loss
- sensorineural hearing loss
- mixed hearing loss
What is Conductive Hearing Loss
- interferences in the transmission of sound from the auditory canal to the inner ear
- usually medically treatable and reversible
- associated with middle ear infections
What is Sensorineural Hearing loss
- Can be congenital (present since birth) , result from injury, infection, degenerating effects of aging
- not treatable or reversible
- cochlear implant can be used
What is mixed hearing loss
- caused by problems in both conductive and sensorineural mechanisms
What is Otitis Media or Repeated middle ear infections associated wtih
- can cause temporary hearing impairment
- these children are at risk for language delays but overall are not likely to have long term problems with language
What does it mean to be pre-lingually deaf
- they were either born deaf or became deaf in early infancy
- they have virtually no residual hearing (hearing aids will not help)
- residual hearing is being able to hear some sounds with hearing impairments
Statistics on deaf children
- 1 in 1000 children is born with severe hearing loss
- 90% of children are born to hearing parents
Are sign languages real languages
- yes
- there are many different sign languages around the world although most linguistic research has been done on American Sign Language (ASL)
Why are sign language complete languages
- they have a lexicon made out of discrete morphemes and they have a full grammar
- marked by hand-shapes and places of articulation
The course of sign language development
- begin learning sign language from birth follow the same course of development as speaking children
- roughly the same rate, pass through the same stages, make similar errors
Oral language development in deaf children
- many attempts, disappointing results
- lip reading is very hard to do (lots of sounds have the same place of articulation)
- producing speech is very hard and few deaf people can produce intelligible speech
Oral language development in deaf children and communicative development
- early skills such as joint attention and gesture communication develop similarly to hearing and ASL exposed children up to around 18 months
- at 18 months communication begins to depend primarily on language and orally trained deaf children fall behind
Phonological Development in deaf children
- deaf infants cry, coo and might even babble orally
Phonological system in orally trained deaf children
- they do develop a system
- they show some similar phonological processes similar to hearing children(such as consonant cluster reductions)
- they acquire some phonological awareness such as recognizing rhymes
Literacy development in deaf children and oral language development
- literacy is ongoing problem for deaf community cuz it depends on knowing a spoken language
- the average reading level of deaf high school graduates is 4-6th grade level
- most successful readers are not children who have been orally trained, rather children exposed to sign language from birth
Lexical Development in deaf children
- vocabulary of oral words in orally trained deaf children is delayed and highly variable
Syntactic Development in deaf children
- syntactic competence in the oral language is delayed, and in many cases never reaches native proficiency (word order?)
What are Cochlear Implants
- devices surgically implanted into the inner ear and can allow deaf children to interpret sound waves they cannot hear
- children younger than 12 months have received cochlear implants
- not as good as hearing but helps
What are the aspects of language development that are different in the blind
- show phonological delays in producing sounds that highly visual articulacy motions ( /b/ /m/)
- blind childrens vocab has fewer words for objects that can be seen but not touched, more words for objects associated with audition (piano)
Language development in children with Intellectual Disabilities
- ID involves an IQ score that is a least 2 standard deviations below the population mean (or around 70)
Language development in children with Down Syndrome
- down syndrome is a chromosomal abnormality on trisomy 21 and is found in about 1 in 800 newborns
- accounts for 1/4 of moderately to severely disable population
- they generally have language skills below what one would expect based on cognitive abilities
Language profile of children with down syndrome
- delayed phonological development
- delayed lexical development (by 6 years they often have not achieved vocab of 3 year old
- protracted grammatical development, AD less grammar than 3 year olds
- relatively good social pragmatic skills, not as good as typically developing children
Language Development in Williams Syndrome
- williams syndrome is a rare genetic disorder
- associated with distinctive cognitive and linguistic profile
- Cognitive: lower IQ , visuospatial problems
- Linguistically: similar to peers
Language profile of William Syndrome
- extensive vocabularies containing low frequency words
- fluent speech containing complex grammatical structures (trouble with morpho-syntax)
- appear very competent at first but as conversations progress it becomes clear how shallow their understanding is
Why might the entire process of language development be different in williams syndrome
- spend more time looking at eyes and faces than other children
- learn more by memorizing large chunks of input
- they continue to use different parts of their brain for language processing than peers
What is Fragile-X Syndrome
- genetic disorder and common cause of intellectual disability
- similar to ASD for cognition and social interaction difficulties
- associated with general language delays in both language production and comprehension
What is Echolalia
- seen in ASD children
- simply repeat back or echo what they hear
ASD and prosody and intonation
- unusual patterns in speech
- might be cuz it is connected to emotion and social affect
Attention and ASD
- asd children pay less attention to the speakers intent during word learning
- some cases they map labels to the wrong referents as a result
ASD and communication
- often have difficulties with communicative aspects of language
- delayed in achieving joint attention and continue to have problems with it
- difficulty maintaining appropriate conversational interactions even in adulthood
What is an articulation disorder
- difficulty producing the speech sound
What is a Phonological processing disorder
- can produce the speech sound but has an incorrect pattern
what is Apraxia or Childhood Apraxia of Speech (CAS)
- neurological disorder resulting in a disconnect between the brain and oral muscles
What is Dysarthria
speech disorder resulting from weakened muscles
Reasons you many not be able to understand your child (articulation and phonological disorder)
- may not know how to make the sound
- different sets of rules about where the sound is made
- the brain has difficulty coordinating the speed and movements of the mouth needed to pronounce sounds/ words
- between ages 2-3 it is appropriate to not understand the child
What are the two different kinds of speech disorders
- functional - no known cause, articulation and phonology
2. Organic - developmental or acquired
What are the different organic speech sound disorders
- motor/ neurological - execution (dysarthria), planning (apraxia)
- Structural - orofacial anomalies (cleft lip)
- sensory / perceptual- hearing impairment
What is the act of speaking, how is it done
- air from lungs
- through vocal folds
- out of mouth
- shaped by lips, tongue, teeth, jaw and nose
Treatment Hierarchy for speech sounds
- sound in isolation (sss)
- sound in syllable (saa)
- sound in word (sock)
- sound in two words (my sock)
- words in short sentence (my sock on)
- conversation (I put my socks on)
what are the impacts of speech and language delays/ what might it look like in children
- difficulty following directions (may look like misbehaviour/ not listening)
- frustration from not getting their message across
- interacting with peers is more challenging
- may be challenges in later years with academics
Impact of Early Intervention
- being aware is the first step
- compare to other peers
- compare to developmental norms
- seek help right away (specialized preschool, private speech-language pathologist, health link)
- early intervention is key
Parents are a childs biggest teacher
- how can parents support their children with language delays
- create a language rich environment
- support them rather than test them
- praise them for good talking
- model correct sentences
- use everyday routines as language-building opportunities
- get connected with other parents
- remember, child first, delays secondary
