Chapter 7 Flashcards
Exhibits significant and persistent difficulties with comprehension and/or expression of spoken/ written language is called ___
Language disorder
Children who use use regional, social, or cultural variations of language- such as a specific regional dialect- do not exhibit a language disorder, but rather what might be conceived of as a ____ _____
Language difference
Phonology, morphology, and syntax`
Form
Semantics
Content
Pragmatics
Function
Norm-referenced test and comprehensive may help see if there is an
Significance
This term carries the connotation that children exhibiting problems with language achievements are getting a late start with language development and can be expected to catch up with peers.
Language delay
Only language affected, no other developmental disability also called specific language impairment, and 7-10% of kids>5 is called ___.
Primary language impairment
Results from a developmental disorders or brain injury, 1 in 1000 dx’d w/DD , 1 in 500 dx’d w/Autism, 2% of kids have sig head injuries is called ___.
Secondary language impairment
Cause defines`
Etiology
Presented from birth; it may be a primary language disorder obvious cause or an impairment that is secondary to another congenital disability, such as Down Syndrome, which results in intellectual disability.
Developmental Language disorder
Experienced sometime after birth, typically as the result of some type of insult or injury.
Acquired language disorder
As the content gets more difficult the child can get behind what tells us this?`
Bell Curve
Child who have problems with expressive language is called
Specific expressive language disorder
Children who show impairments in both comprehension and expression is called
Mixed receptive expressive disorder
Structure of language
form
meaning expressed through language
content
describes how language is used in social contexts
use
This information comes from norm-referenced test, and answers the question of how significant it is.
Severity
Has some impact on child’s ability to perform in social or academic situations but does not preclude participation in normal, age-appropriate activities in school or community
Mild
Involves a significant degree of impairment that necessitates some special accommodations for the child to participate in mainstream community and academic settings
Moderate
Usually makes it very difficult for a child to function in community and educational activities without extensive supports
Severe
Implies that the child has little or no ability to use language to communicate and is unable to function in community and educational activities
Profound
These are necessary to qualify kids for tx/special education programs. While helpful, it tells us little to nothing about the kid.
Labels
Our job is to focus on ______ and language level
Communication ability
Our job is to look at/assess each ____ of language to determine each child’s strengths and weaknesses
Parameters
Our job if necessary is to plan a course of
tx
Our job has basic tx _____ that are similar, but tx is individualized
Principles
Primary developmental language impairment, no known cause, typically dx after 3rd birthday, can have issues in one area or multiples areas of language
Specific Language Impairment
For SLI research indicates short and long term issues with
Morphologyy
In SLI there is a gap between intellectual abilities and
standard
Gesture, vocalizations and non-verbal language
concern: non-verbal v non communicative
Non-verbal communicators
1 word utterances (via speech, sign, AAC)
Concern: No word combinations
Single-word communicators
Using the easiest 2-4 word syntax
Concern: Missing word endings
Early Multi word communicators
Diagnosis whereby a child who does not have a language disorder is diagnosed as having one
False positive
Diagnosis whereby a child who has a language disorder is not accurately identified as having one
False negative
For kids who do not talk these are all examples of :
Anticipate their needs, avoid verbal interaction, let them entertain themselves, give in to their tantrums
How not to respond
For kids who do not talk these are all examples of:
often labeled as behavior and attention problems and doing these things facilitates maintenance of low language abilities
How not to respond
Sometimes they have less obvious deficits in pragmatics and metalinguistics
School age
Pragmatics take into account: the type of listener, physical arrangement of communication environment, conversation rules, and creating a clear, well ordered utterance
School age
Unclear explanations, difficulty sequencing information, difficulty staying on topic, difficulty giving or following directions, revisions, hesitations, filled pauses, word finding problems, inappropriate use of words, and incorrect grammar and syntax are all
Red flags
