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?)
