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Nature of Disorders of Language and Communication > Developmental Language Disorder > Flashcards

Developmental Language Disorder Flashcards

1
Q

language disorder

A
  • umbrella term
  • likely to endure into middle childhood/beyond with significant impact on social interactions on educational progress
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2
Q

language disorder branches

A
  • Developmental Language Disorder (DLD)
  • Language Disorder associated with X
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3
Q

DLD

A

language disorder with no known associated differentiating condition

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4
Q

Language Disorder associated with X

A
  • language disorder occurring with a particular biomedical conditions
  • ASD, down syndrome, acquired aphasia, intellectual disability, sensorineural hearing loss
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5
Q

children with SLCN branches

A
  • language delay
  • language disorder
  • language difference
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6
Q

SLCN

A

speech, language, and communication needs

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7
Q

language difference branches

A
  • EAL
  • low socio-economic stats
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8
Q

variation in terminology due to…

A

lack of agreement on criteria for language disorder

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9
Q

lack of DLD terminology lead to…

A
  • barrier to identification
  • literature/research
  • contributed to the condition not being well recognized
  • lack of awareness
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10
Q

CATALISE study purpose

A
  • reseach a consensus on criteria for accessing specialist services
  • terminology to describe language disorders
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11
Q

CATALISE study in-text citation

A

(Bishop et al., 2016)

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12
Q

cons of DLD terminology

A
  • “developmental” suggests it emerges on the course of development and can be outgrown
  • “development” not helpful for older adolescents or adults with the disorder
  • difficult for parents to understand
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13
Q

pros of DLD terminology

A
  • “disorder” aligns with other labels (autism spectrum disorder, developmental coordination disorder, etc.)
  • “disorder” is preferable to “delay”
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14
Q

DLD definition

A
  • ongoing/persistent language difficulties learning and generalizing language
  • impacting on everyday social interactions or educational progress
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15
Q

DLD 1-2-3

A
  1. difficulties with talking and/or understanding
  2. hidden but common
  3. support can make a real difference
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16
Q

risk factors from case history

A
  • family history of language disorders or dyslexia
  • male
  • younger sibling in large family
  • poverty
  • fewer years of parental education
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17
Q

possible disorder that co-occur with DLD

A
  • attention (ADHD)
  • motor (dyspraxia, dysarthria)
  • literacy (dyslexia)
  • speech difficulties
  • limitation of adaptive behavioe
  • behavior/emotional difficulties
  • auditory processing (APD)
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18
Q

causes of DLD

A
  • neuro-developmental disorder
  • complex and multi-factorial
  • combined influence of genetic and environmental factors
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19
Q

DLD areas of difficulty

A
  • receptive language
  • expressive language
  • syntax and morphology
  • vocabulary and semantics
  • discourse
  • pragmatics
  • verbal learning/memory
  • phonology
20
Q

(true/false) there needs to be a large discrepancy between verbal and non-verbal ability for a diagnosis of DLD

A

false

21
Q

borderline low IQ diagnosis:
low IQ diagnosis:

A
  • DLD
  • Language Disorder associated with X
22
Q

(true/false) use of cognitive referencing/discrepancy scores to diagnose is no longer recommended

A

true

23
Q

criteria for accessing language class

A

-2 standard deviations in receptive, expressive, or both

24
Q

what standard deviation measures (from formal assessment) may indicate persistent language difficulties with functional impact

A

-1.25 or -1.5 SD

25
Q

> 5 year old language difficulties = ?

A

more likely to have a functional impact

26
Q

possible features of DLD in preschool

A
  • limited sound inventory
  • late emergence of 2-word phrases
  • not understanding simple commands
  • unintelligible to close relatives
27
Q

possible features of DLD in school

A
  • difficulty understanding spoken and written language
  • problems making sentences
  • sequencing ideas
  • issues with narrative
  • word-finding difficulties
  • limited vocabulary and difficulties learning new words
  • literacy difficulties
  • limited friendships and poor peer interaction
28
Q

possible features of DLD in adolescence

A
  • difficulty making inferences
  • difficulty understanding language-rich academic subjects
  • difficulty understanding non-literal language/ambiguity
  • verbose or use circumlocution
29
Q

assessment for DLD includes

A
  • case history (risk factors)
  • clinical markers
  • standardized, age normed, or criterion based assessment
  • observations in a variety of settings
  • multiple sources of information (caregiver, teacher, child)
  • response to intervention/dynamic assessment
30
Q

clinical markers for DLD

A
  • poor non-word repetition
  • poor sentence repetition
  • poor use of verb inflections
31
Q

what response to intervention supports a DLD diagnosis

A

slow progress in therapy

32
Q

why do we need to consider parental involvement in therapy

A

parental involvement can be a factor in facilitating or hindering a child’s progress

33
Q

multilingual consideration

A
  • history of language exposure and experience
  • assessment over time/dynamic assessment
  • response to intervention
34
Q

is there an over or under-diagnosis of multilingual children

A

over

35
Q

socially disadvantaged background considerations

A
  • over or under-identified
  • no distinctive language profile associated with social disadvantage
  • tests may favor world knowledge, language experience, and literacy
36
Q

risk factors at referral

A
  • family history
  • recurrent otitis media
  • no babble
  • limited reciprocal interaction/communication
  • poor joint attention
  • limited use of gesture
  • underdeveloped play skills
  • poor motor control
37
Q

poorer prognostic indicators (IASLT, 2017)

A
  • receptive language difficulties
  • lower nonverbal IQ
  • poor use of gesture, imitation, joint attention
38
Q

<3 years old poorer prognostic indicators

A
  • difficult to predict
  • many late talkers catch up (consider assessment in 6 months if there are no risk factors)
  • failing to combine words at 24 months
  • receptive language difficulties, limited gesture or imitate body movements
39
Q

the more language areas that are impaired the more ?

A

likely that difficulties will persist

40
Q

good prognosis for preschoolers who struggle only with ?

A

expressive phonology

41
Q

language difficulties evident at age ? are likely to persist

A

5

42
Q

Irish DLD prevalence rates?

A
  • no Irish prevalence studies
  • IASLT (2017) suggests 6%
43
Q

DLD long outcomes

A
  • can socially adjust and have good social outcomes and emotional development
  • may have poor self-esteem, mental health difficulties, poor social functioning
44
Q

role of SLT in supporting children with DLD

A
  • support across the lifespan
  • person-centered
  • meaningful impact on social, emotional, behavioral, and vocational functioning
  • coordinated collaborative approach (MDT)
  • measure outcomes and capture change appropriately
45
Q

language class

A
  • specialized educational placement for children with DLD
  • within a mainstream school
  • 1-2 years
  • small class sizes
  • intensive SLT input
  • referral process
  • positive outcomes

Nature of Disorders of Language and Communication (9 decks)

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