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Psychology 465- Language Development > Chapter 11: Language Disorders Part 2 > Flashcards

Chapter 11: Language Disorders Part 2 Flashcards

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1
Q

What are the degrees of hearing loss

A
  • mild
  • moderate
  • moderately severe
  • severe (71-95 dB)
  • profound
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2
Q

What is the hearing threshold level for people called hard of hearing

A
  • 35-69 dB

- mild- moderately severe

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3
Q

What is the hearing threshold for people called deaf

A
  • 70 dB

- severe and profound

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4
Q

What are the three types of hearing loss

A
  1. conductive hearing loss
  2. sensorineural hearing loss
  3. mixed hearing loss
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5
Q

What is Conductive Hearing Loss

A
  • interferences in the transmission of sound from the auditory canal to the inner ear
  • usually medically treatable and reversible
  • associated with middle ear infections
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6
Q

What is Sensorineural Hearing loss

A
  • Can be congenital (present since birth) , result from injury, infection, degenerating effects of aging
  • not treatable or reversible
  • cochlear implant can be used
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7
Q

What is mixed hearing loss

A
  • caused by problems in both conductive and sensorineural mechanisms
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8
Q

What is Otitis Media or Repeated middle ear infections associated wtih

A
  • 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

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9
Q

What does it mean to be pre-lingually deaf

A
  • 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
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10
Q

Statistics on deaf children

A
  • 1 in 1000 children is born with severe hearing loss

- 90% of children are born to hearing parents

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11
Q

Are sign languages real languages

A
  • yes
  • there are many different sign languages around the world although most linguistic research has been done on American Sign Language (ASL)
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12
Q

Why are sign language complete languages

A
  • they have a lexicon made out of discrete morphemes and they have a full grammar
  • marked by hand-shapes and places of articulation
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13
Q

The course of sign language development

A
  • 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
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14
Q

Oral language development in deaf children

A
  • 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
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15
Q

Oral language development in deaf children and communicative development

A
  • 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
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16
Q

Phonological Development in deaf children

A
  • deaf infants cry, coo and might even babble orally
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17
Q

Phonological system in orally trained deaf children

A
  • 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
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18
Q

Literacy development in deaf children and oral language development

A
  • 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
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19
Q

Lexical Development in deaf children

A
  • vocabulary of oral words in orally trained deaf children is delayed and highly variable
20
Q

Syntactic Development in deaf children

A
  • syntactic competence in the oral language is delayed, and in many cases never reaches native proficiency (word order?)
21
Q

What are Cochlear Implants

A
  • 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
22
Q

What are the aspects of language development that are different in the blind

A
  • 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)
23
Q

Language development in children with Intellectual Disabilities

A
  • ID involves an IQ score that is a least 2 standard deviations below the population mean (or around 70)
24
Q

Language development in children with Down Syndrome

A
  • 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
25
Q

Language profile of children with down syndrome

A
  • 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
26
Q

Language Development in Williams Syndrome

A
  • williams syndrome is a rare genetic disorder
  • associated with distinctive cognitive and linguistic profile
  • Cognitive: lower IQ , visuospatial problems
  • Linguistically: similar to peers
27
Q

Language profile of William Syndrome

A
  • 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
28
Q

Why might the entire process of language development be different in williams syndrome

A
  • 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
29
Q

What is Fragile-X Syndrome

A
  • 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
30
Q

What is Echolalia

A
  • seen in ASD children

- simply repeat back or echo what they hear

31
Q

ASD and prosody and intonation

A
  • unusual patterns in speech

- might be cuz it is connected to emotion and social affect

32
Q

Attention and ASD

A
  • asd children pay less attention to the speakers intent during word learning
  • some cases they map labels to the wrong referents as a result
33
Q

ASD and communication

A
  • 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
34
Q

What is an articulation disorder

A
  • difficulty producing the speech sound
35
Q

What is a Phonological processing disorder

A
  • can produce the speech sound but has an incorrect pattern
36
Q

what is Apraxia or Childhood Apraxia of Speech (CAS)

A
  • neurological disorder resulting in a disconnect between the brain and oral muscles
37
Q

What is Dysarthria

A

speech disorder resulting from weakened muscles

38
Q

Reasons you many not be able to understand your child (articulation and phonological disorder)

A
  • 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
39
Q

What are the two different kinds of speech disorders

A
  1. functional - no known cause, articulation and phonology

2. Organic - developmental or acquired

40
Q

What are the different organic speech sound disorders

A
  1. motor/ neurological - execution (dysarthria), planning (apraxia)
  2. Structural - orofacial anomalies (cleft lip)
  3. sensory / perceptual- hearing impairment
41
Q

What is the act of speaking, how is it done

A
  • air from lungs
  • through vocal folds
  • out of mouth
  • shaped by lips, tongue, teeth, jaw and nose
42
Q

Treatment Hierarchy for speech sounds

A
  • 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)
43
Q

what are the impacts of speech and language delays/ what might it look like in children

A
  • 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
44
Q

Impact of Early Intervention

A
  • 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
45
Q

Parents are a childs biggest teacher

- how can parents support their children with language delays

A
  • 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

Psychology 465- Language Development (12 decks)

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