Child Language Disorders Flashcards
ASHA’s definition of a Language Disorder
impaired comprehension and/or use of spoken, written, and/or other symbol systems. The disorder may involve 1) the form of language (phonology, morphology, syntax) 2) the content of language (semantics) and 3) the function of language in communication (pragmatics) in any combination.
Rhea Paul’s definition of a language disorder
have a significant deficit in learning to talk, understand, or use any aspect of language appropriately, relative to both environmental and norm-referenced expectations for children of similar developmental level.
Descriptive-developmental Model
describe child’s language in current level of functioning in total language functioning.
- form, content, use
- normal developmental sequence
Assumptions - don’t often know the cause of language disorders, get as many descriptive details as you can about that child (like a word picture), use normal developmental sequence whether or not need tx and where to start with tx
systems model
what problem’s are with the child and the environment. promotes changing the environment. parts to a car- add on certain parts to a sequence/system.
categorical model
medical model- what is their label? it is how speech path and special ed are set up…labeling or no services. good for placing child with specific needs to succeed.
Auditory- Perceptual Deficit
child with language disorder has problem processing what they hear (brain). You can have a processing trouble without a language disorder.
BAD EVIDENCE= Fast forward program- computer system that proposes will improve children language through faster processing which leads to better reading.
Limited-processing Capacity (working memory)
do those with a disability have a limited processing capacity then others?
During tx and eval- dont be a chatty chad. GIVE SPACE in instructions.
IDEA
Individuals with Disabilities Act. provides free, appropriate public education for all children with disabilites. Services are provided through an IEP.
What rights does IDEA assure?
1) free and appropriate education, 2) parental participation 3) SLP and special education teacher expectations similar to those for their peers 4) regular education teacher participation 5) inclusion in district wide assessments (MEEPS) 6) high standards for professionals 7) educational plan tailored to the student’s needs (IEP)
IEP
Individualized Education Plan, Table 10. 1 (p.398)
No Children Left Behind Act of 2001
schools show student progress annually. schools spend 15% of sp. education funds for general education, consequences for schools that do not meet annual progress
learning disability
disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written.
includes- perceptual diabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia,
not included- visual, hearing, or motor disabilities, of mental retardation, of emotional disturbances, environmental, cultural, or economic disadvantage.
dyslexia
subcategory of learning disability, neurological.
characteristics- difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Result of deficit in phonological component of language. Secondary characteristics- difficulty with reading which impacts vocabulary growth.
Language-learning disability
problems with age-appropriate reading, spelling, and/or writing. This disability is not about how smart a person is. People diagnosed have usually average to superior IQ
Simpler view of reading
problem with reading comprehension means problem iwth language comprehension but not reversed.
Responsibility- get referrals and evaluate, determine curriculum based skills, provide intervention that makes sense (how can they use it the rest of their life?)
culture
set of beliefs and assumptions shared by a group of people that guide how individuals in that group act, and interact on a daily basis (e.g. spiritual) member understand these beliefs, ways language is used can help make those beliefs more apparent (how we communicate, etc)
socialization
process by which one learns one’s own culture,
- learn how to interact with one another (syntactic and pragmatic use- addressing someone older)
- other implicit rules (proxemics, greetings, humor)
elective bilingual
choice, parental or individual
circumstantial bilingual
learn in order to survive. Have to learn another language.
Simultaneous Bilingual
learning same language at same time…from birth
Sequential Bilingual
by learning language from another, generally what we think about with assessment.
RTI
Response to Intervention,
Tier 1 - EB high quality core-curriculum instruction in the classroom
Tier 2 - don’t respond optimally and need more support or different instruction
Tier 3 - more intense instruction, specialized reports, or referral into special ed. evaluation
Student Study Time
usually set up by a leader of school, behaviorally, emotionally, academically having trouble in school, professionals meeting about 1 student; required to document strategies
C-Units
p. 431-432, everything but contractions, main clause will include coordinating conjunctions, rule-governed way to segment utterances, independent clause with its modifiers, So a C-unit will either consist of a main clause or a main clause with its subordinating clause(s).
