Chapters 4-5 Flashcards
SLI
Specific Language Impairment
Pragmatics
Adjusting language form and content to match social settings and conditions
Phonology
Speech sound system
Syntax
Grammatical structures
Morphology
Rule system governing the smallest grammatical units
Semantics
Vocabulary, word meaning
Pragmatic disorder
Adolescents who struggle with language use, forms of discourse, figurative language, and metapragmatics (humor, slang)
Phonological disorder
Impaired use of speech sounds
Morphological disorders
Difficulty understanding use of words (pronouns, plurals)
Semantic disorders
Difficulty understanding and coming up with meanings to words, difficulty with word retrieval, so they use a filler-word (thing, stuff, thing-a-ma-jig)
- Synonyms, antonyms
Etiologies of language disorders
- Specific language impairment
- Genetic factors resulting in cognitive and sensory impairment
- Physical/social/environmental factors (neglect, abuse, drug exposure in uterus, malnourishment, disease)
Word-finding problems
Word retrieval problems
Autism Spectrum Disorder (including Asperger’s)
- Neurodevelopment disorder
- Deficits in social communication and social interactions
- Restrictive, repetitive behaviors (repetitive speech, motor movements, use of objects)
Social Communication Disorder
- Difficulty with social-interactive behaviors (making eye contact, understanding/using facial expressions/body language, using vocal tone and inflection
Attention-Deficit/Hyperactivity Disorder
- Chronic neurodevelopment disorder
- Inattention, hyperactivity, impulsivity
Prelingual deafness
Hearing loss before a child begins acquiring language
Postlingual deafness
Hearing loss after a child begins acquiring language
Traumatic brain injury
Individual sustains any injury to the head
- Penetrating injuries: affects areas of the head along the pathway of the penetrative object
- Closed head injuries (concussions)
Two types of brain damage
- Primary brain damage: occurs at time of impact )skull fracture, nerve damage, tearing of lobes/blood vessels, blood clots, bruising)
- Secondary brain damage: occurs after trauma and over time (pressure inside skull, seizures, infection, fever, changes in bodily functions)
Standard English
National norm of English in the USA
Types of Assessments
- Standardized assessment
- Developmental scales
- Criterion-referenced procedures
- Observations or interviews
- Dynamic assessment
Standardized assesment
Used to determine how individuals compare with their same aged peers on some aspect of language
Developmental scales
Offer clinicians a more thorough look at a specific area of an individual’s language abilities
Criterion referenced procedures
Used to determine whether the child can attain a certain level of performance on a specific language target (prepositions and performance)
Observations and Interviews
Used to learn about first time clients/ a client’s case history
Dynamic assessment
Test-teach-retest approach
- Clinician using an informal method (checklist) to obtain a baseline measure of a particular language structure, content, or usage
- Clinician teaches lessons pertaining to that particular aspect
- Clinician tests client again to see if there is a change in that aspect of language
Types of Intervention
- Family based Intervention Programs
- Individual and Group Therapy
- Classroom based Intervention
- Intervention with Adolescents
- Augmentative and Alternative Communication
Family based Intervention Programs
SLPs work directly with family members of a person with a severe language disorder
Individual and Group Therapy
Receiving intervention is a group or alone setting
- Need to decide which would be best for child
- Can occur at home or school
Classroom based Intervention
SLP providing language intervention in a classroom setting working with teachers to design and deliver intervention
- SLP and teacher work together or SLP teaches teacher how to implement intervention in class
Intervention with Adolescents
Different than intervention with children due to developmental differences
GOALS WITH ADOLESCENTS AT DIFFERENT AGES
- Preteens/early: developing the language to succeed academically and be accepted by peers
- Middle: developing language for academic growth, interacting successfully with peers, beginning to think about future jobs
- Late: developing language needed for success in the workplace, establishing and maintaining one-to-one relationships
Augmentative and Alternative Communication
Any form of communication other than speech used by people with little to no spoken language ability
- Picture and symbol communication boards, electronic devices, paper and pencil, communication books, speech generating devices, written output systems
Syntactic disorders
Difficulty combining words and using them in sentences
Think Yoda
Corpus callosum
Mass of fibers connecting the two hemispheres of the brain, allowing for communication
Localization of function
The specialization of the nerve cells in the cerebral cortex
Cerebellum
Regulates and coordinates motor function, assists in language processing
Cerebral cortex
The outer layer of the brain
Aphasia
A language disorder that affects the person’s ability to communicate
Causes of aphasia
Damage to the areas of the brain responsible for language processing
- tumors
- TBI
- brain surgery
- brain infection
- dementia
Three conditions that can stop the flow of blood to the brain
- Thrombotic stroke
- Thromboembolic stroke
- Hemorrhagic stroke
Thrombotic stroke
A blood clot forms in a cerebral artery and blocks blood flow
Thromboembolic stroke
A clot forms in an artery outside the brain, a piece of the clot (embolus) breaks off and travels to a cerebral artery, blocking in
Embolus
A broken off piece of a blood clot
Hemorrhagic stroke
A cerebral artery bursts and hemorrhages, causing the blood to flow
Wernicke’s aphasia
A disturbance in the ability to comprehend speech
Caused by a lesion on the temporal lobe (hearing)
Broca’s aphasia
Impairment of the ability to produce voluntary speech
Experience trouble moving their articulators in the required manner to produce speech sounds
Anomic aphasia
A disturbance in word finding
Caused by a lesion in the temporal/parietal region
Parietal lobe
Controls language and sensations (pressure and touch)
Conductive aphasia
Impairment in comprehending speech and repeating speech
Damage to a group of fibers connecting Broca’s area to Wernicke’s area
Broca’s area
Located in the frontal lobe, speech production
Wernicke’s area
Located in the temporal lobe, comprehension of speech
Transcortical aphasia
Caused by damage to the cerebral cortex surrounding Broca’s area or Wernicke’s area
Global aphasia
Caused by extensive damage to the left hemisphere and its language functioning
Characteristics of left hemisphere damage
- extreme fatigue
- seizures
- visual field disturbances
- perseveration (repeating the same word over and over)
- abstract concrete imbalance (categorizing impairment)
- depression
Right hemisphere deficits
- anosognosia (person isn’t aware of their condition)
- left neglect (fail to notice the left side of things)
- recognition impairments
- auditory impairments
Causes of right hemisphere deficits
- dementia
- TBI
