Chapter 2 Flashcards
etiology:
-can be
-hearing impairments can
-TBI:
-highest incidence in
cognitive impairments:
other common causes
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
Age: possible it goes undetected in child until
- young children with oral/lang. deficits often encounter
- what is important
language demands increase in academic years
- later problems in reading and writing
- early detection and intervention
Severity:
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)
Systems affected:
processing and production perspective (receptive and expressive)
written and spoken format
find out which are impacted
Linguistic/Metalinguistic features:
metalinguistic often manifest in a child’s ability to
phon., morph., semantic,, pragmatic
recognize and monitor errors and apply strategies to those errors - important to assess because will determine approach to therapy
other characteristics:
consider
-
whole child
cognitive,metacognitive ability, affect (personality/emotion), social skills, behavior (compliance cooperation) and attention
impact: most directly impact on ?
social emotional skills, academic ability, vocational skills/options, and activities of daily living
Anomalies:
Dysphasia: deficiency in
dyspraxia: neurological disorder that impacts
dyslexia:
dysnomia: learning disability that is categorized by
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..
Anomalies cont.: preservation: hyperplexia: presence of advanced ability to circumlocution: mazing:
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
Clinical Frameworks for Language and Related disorders: DSM-5 stands for -used in - -codes used to
Diagnostic and Statistical Manual of Mental Disorder
private sectors
ICD-10
-classify disorders for billin g
DSM-5 categories we are most interested in as SLP’s
…
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?
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
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
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)
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?
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
IDEA disability categories:
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
CORE: reading…? heavily influenced by one’s?
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
decoding is one’s ability to ? it includes knowledge of ? it involves ? the better one is at decoding the more
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
comprehension: is the understanding of ? including
it is influenced by ?
written text, including words, phrases, sentences and discourse
-background knowledge, understanding of text structures and the use of strategies
simple view of reading:
if a child has a deficit in either ? or ? reading comprehension is ?
decoding: ability to apply ? language comprehension
=
decoding or language comprehension or both - negatively impacted
sound symbol relationship to read words
ability to understand spoken language
reading comprehension
matthew effect : the ?
when children start with ? they get ?
attributed to ? avoidance leads to lack of ? and this leads to? this directly impacts
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
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.
- 9% of US residents
- 8%
16%/ 25%
delay,disorder, difference:
language delays suggest that language is
language disorders are characterized by?
language difference are a result of the ?
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
dialectical differences:
a dialect is a variation of a ?
language spoken in a geographic region
these can occur across the domains of language noted below:
phonology
morphology
semantics
pragmatics
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 ?
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)
sequential acquisition: occurs when a child begins to
- early childhood either ? usually in?
- factors affecting L2 dev. include
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
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 ?
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
BICS V. CALP
basic interpersonal comm. skills: involves language that is ?
-it is the use of ?
for example?
these skills can take up to ?
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
Cognitive academic language proficiency - CALP
this is command of language that is ?
it is the use of language required to ? these skills typically take
cognitively demanding and contextually reduced
learn academic info
5-7 years
