Chapter 2

Question 1

etiology:
-can be
-hearing impairments can
-TBI:
-highest incidence in
cognitive impairments:
other common causes

Answer 1

cause or set of causes leading to any condition
-genetic, acquired or both
lead to DLD, if not identified early
permanent damage in neurological system
-1-4 year old
aka intellectual disabilities impact perception and processing of children, also impacting language
-ASD, cleft palate, disability, emotional/behavioral disorders

Question 2

Age: possible it goes undetected in child until

• young children with oral/lang. deficits often encounter
• what is important

Answer 2

language demands increase in academic years

• later problems in reading and writing
• early detection and intervention

Question 3

Severity:

Answer 3

non-communicative (oral,manual,augmentative), non-verbal (no oral comm.), or verbal (oral comm. in some form)

persistence and consistency of symptoms (duration and frequency)

Question 4

Systems affected:

Answer 4

processing and production perspective (receptive and expressive)
written and spoken format
find out which are impacted

Question 5

Linguistic/Metalinguistic features:

metalinguistic often manifest in a child’s ability to

Answer 5

phon., morph., semantic,, pragmatic

recognize and monitor errors and apply strategies to those errors - important to assess because will determine approach to therapy

Question 6

other characteristics:
consider
-

Answer 6

whole child

cognitive,metacognitive ability, affect (personality/emotion), social skills, behavior (compliance cooperation) and attention

Question 7

impact: most directly impact on ?

Answer 7

social emotional skills, academic ability, vocational skills/options, and activities of daily living

Question 8

Anomalies:
Dysphasia: deficiency in
dyspraxia: neurological disorder that impacts
dyslexia:
dysnomia: learning disability that is categorized by

Answer 8

generation of speech and sometimes also comprehension due to brain disease or damage

indiv. ability to plan and process motor tasks (speech)

a diff. in remembering names/ recalling words from memory needed for oral or written expressive lang..

Question 9

Anomalies cont.:
preservation: 
hyperplexia: presence of advanced ability to 
circumlocution:
mazing:

Answer 9

repetition for part. response regardless of absence or cessation of stimulus

read compared to ability to understand spoken lang.

use of unnecessarily large # of words to express and idea

filled pauses, rep., revisions, and abandoned utterances

Question 10

Clinical Frameworks for Language and Related disorders: 
DSM-5 stands for 
-used in 
-
-codes used to

Answer 10

Diagnostic and Statistical Manual of Mental Disorder

private sectors
ICD-10
-classify disorders for billin g

Question 11

DSM-5 categories we are most interested in as SLP’s

Answer 11

…

Question 12

Neurodevelopmental Disorders:
are a group of conditions with onset in the ?
The disorders typically manifest ? often before ? and are characterized by ? the range of developmental deficits varies from ? to?

Answer 12

developmental period

-early in development/the child enters grade school/developmental deficits that produce impairments of personal,social,academic or occupational functioning.

very specific limitations of learning or control of executive functions/ global impairments of social skills or intelligence

Question 13

Individuals with disabilities education improvement Act of 2004 (IDEA)
used in
birth to ?
Part C: allows for provision of services from?
-if they have medical diagnosis they are ? despite? this is because they are considered at risk for?
if they meet eligibility criteria for Developmental delay in one of

Answer 13

public sector
22 years

Birth to 3 years

-automatically eligible/results on standardized assessment/developmental delay

developmental delay in one of five main areas of development (comm.,cognition,adaptive,social-emotional,motor)

Question 14

Part B: allows for provision of services from?

• eligibility through the ?
• one of the biggest parts o criteria is ? must demonstrate deficits in ?
• no more automatic eligibility based on?

Answer 14

3-21
14 IDEA categories
-educational impact: academic performance to receive services, regardless of standardized assessment results
-medical diagnosis as there is in part c

Question 15

IDEA disability categories:

Answer 15

Autism
deaf blindness 
deafness 
developmental delay 
emotional disturbance 
hearing impairment 
intellectual disability 
multiple disabilities 
orthopedic impairment 
other health impairment 
specific learning disability 
speech or lang. impairment 
TBI 
Visual impairment, including blindness

Question 16

CORE: reading…? heavily influenced by one’s?

Answer 16

constructing meaning from print - heavily influenced by one’s oral language skills and cognitive processes,, motivation, prior knowledge, and skill/strategies used to approach the task

Question 17

decoding is one’s ability to ? it includes knowledge of ? it involves ? the better one is at decoding the more

Answer 17

rapidly apply knowledge of letters (graphemes) to their sound (phonemes)

• letter patterns to correctly pronounce (read) syllables and written words
• phonological awareness , alphabet knowledge, print awareness
• fluent in reading

Question 18

comprehension: is the understanding of ? including

it is influenced by ?

Answer 18

written text, including words, phrases, sentences and discourse

-background knowledge, understanding of text structures and the use of strategies

Question 19

simple view of reading:
if a child has a deficit in either ? or ? reading comprehension is ?

decoding: ability to apply ? language comprehension

=

Answer 19

decoding or language comprehension or both - negatively impacted

sound symbol relationship to read words

ability to understand spoken language

reading comprehension

Question 20

matthew effect : the ?
when children start with ? they get ?
attributed to ? avoidance leads to lack of ? and this leads to? this directly impacts

Answer 20

rich get richer and poor get poorer

inadequate foundational skills for reading/ further behind peers who came with solid foundation

motivation and interest/practice and lack of practice leads to lack of skill dev. - background knowledge

Question 21

Importance of recognizing language differences:
according to 2010 census: … were either foreign born or first generation

.. of people reported speaking a language other than english at home

people of hispanic/latino origin accounted for? and it is predicted that by 2050 will constitute ? of US pop.

Answer 21

12. 9% of US residents
13. 8%

16%/ 25%

Question 22

delay,disorder, difference:
language delays suggest that language is

language disorders are characterized by?

language difference are a result of the ?

Answer 22

developing in a sequential manner, however at a slower pace

deficits in the comprehension and or production of both L1 and L2. the language disorder must be present in both languages child uses

normal process of second language development and its impact on L2 development. L1 is developing normally

Question 23

dialectical differences:

a dialect is a variation of a ?

Answer 23

language spoken in a geographic region

Question 24

these can occur across the domains of language noted below:

Answer 24

phonology
morphology
semantics
pragmatics

Question 25

review of bilingual development:
simultaneous occurs when a child initiates the ?
-bilingual child has one ?
the child will use ? the child has two lexical systems but continues ?
the child has two languages with ? the make-up will be based on ?

Answer 25

development of 2 language before the age of 3 years

• lexical system with words from both languages
• mixed utterances but a single language system for forming the basis of acquisition and storage/retrieval of L1 and L2 / mixing utterances thus two linguistic codes with differentiated lexicon and syntax

separate grammars/ the influence of the language environment (additive vs. subtractive)

Question 26

sequential acquisition: occurs when a child begins to

• early childhood either ? usually in?
• factors affecting L2 dev. include

Answer 26

develop a second language after 3 years of age

-informal or formal school age (after 5) usually in school

cognition, personality, social/environmental factors and first language proficiency

Question 27

sequence of development:
… period: the child is? period may last from

…. loss: as a child acquires second language and he she begins to use ? the child will

language. ..?: a process in which ? from L1 is compared to L2
interlanguage: during L2 development as the child begins to ? … may continue ? the errors are part of
codeswitching: it is the ? the child may substitute ?

Answer 27

silent period: comprehending (listening) to language with limited output (expressive)/ three to 6 months

language loss: L1 less freq./ begin to loose language skills

language transfer: syntax, morph., phon., prag. or semantics from L1 carried over to L2

-comm. more, inconsistent errors/ L2 learning process

alteration of two language within a single constituent, sentence, or discourse/structures, forms, or lexical items from L1 for forms in L2 that have not been learned

Question 28

BICS V. CALP

basic interpersonal comm. skills: involves language that is ?
-it is the use of ?
for example?
these skills can take up to ?

Answer 28

cognitively undemanding, and context embedded
-language to carry on basic convos

basic vocab, following simple directions, and understanding common phrases

-2 years to develop for non-native speaker

Question 29

Cognitive academic language proficiency - CALP

this is command of language that is ?
it is the use of language required to ? these skills typically take

Answer 29

cognitively demanding and contextually reduced

learn academic info

5-7 years