Exam 2 Flashcards
Types of Communication
Linguistic: speak, listen, read, write, sign
Metalinguistic: ability to talk about, think, judge, analyze language and see it as an entity separate from its content.
Paralinguistic/Suprasegmental: intonation, stress, rate of speech, pause.
Nonlinguistic: Gestures, posture, facial expressions, eye contact, body movement
Components of Language Formation
1: Form - smallest contrastive unit of the sounds system, smallest grammatical unit in language that carries word meaning, and word order
2: Content - words, categories/word classes
3: Use - purposes, communication partner, context
4: Effort: resources a child brings to language
5: Engagement: child’s social and emotional development
Interconnections of the Language Components
The components may influence one another.
Changing one may modify development of another.
Language is heavily influenced by context.
Communication intention is the precursor for language development.
Intentionality is a cornerstone for ToM.
Semantics
Meaning of the word and word knowledge.
WFD is found in children with DLD: weak connections, slow fast mapping, requires extended slow mapping.
Morphology
Morpheme is the smallest meaningful unit of grammar.
Free morphemes and bound morphemes
Syntax
Structure of the sentence
Each sentence must contain a noun phrase and a verb phrase.
Types of sentences: simple, compound, complex, compound-complex.
Functions: declarative, interrogative, exclamatory, imperative
Clauses
Group of words that expresses a subject.
Subject is the topic of the sentence.
Clauses can be independent or dependent.
Dependent Clauses
1: Adverbial Clauses: describes a verb
2: Relative/Adjective Clauses: describe a noun
3: Nominal Clauses: Names a person place or thing
Specific Language Impairment (SLI) Definition
A developmental language disorder.
A significant deficit in spoken language NOT due to neurological damage, hearing impairment, or intellectual disability.
Inability to master spoken and written language expression and comprehension.
Developmental Language Disorder
A neurodevelopmental disorder emerging in early childhood and often persists into adulthood.
Impairs learning, expression, and comprehension of spoken and written language in people of all ages.
Persistent difficulties in the acquisition and use of language.
Language problems unlikely to resolve by 5 years old.
Weakness in cognitive functions: limited processing capacity, WM, selective attention, executive functioning.
NOT a result of intellectual disability, hearing impairment, autism, or any other diagnosis.
Symptoms of DLD
Form: deficits in grammar and difficulty forming questions
Content: slow in learning new words and need more exposure.
Use: immature rather than quantitatively abnormal in pragmatic skills like ASD.
Co-occuring Symptoms of DLD
Behavior problems
Motor/coordination deficits
Literacy difficulty
Struggle with social communication
Older children: mental health issues.
Etiology of DLD
Biological: genetic factors (highly heritable), neurobiological factors (subtle but significant difference in inferior frontal, temporal.
Environmental: quality and quantity of mother’s interaction
Etiology of DLD - Cognitive Factors
1: limited processing capacity - poor WM, non-word repetition task to assess phonological WM, speech perception phonological assembly and short-term memory.
2: Procedural Deficits
3: Auditory Processing: fast pace, difficulty with phonemic contrasts and categorization
Working Memory
Store limited information (3-5 items) for a restricted period of time (10-20 minutes)
Temporary mental work space
Can become long term through processes of consolidation
Late Talker vs. Language Disorder
Children aged 2 are at an increase risk of long term language concerns if: fewer than 50 words, no 2 word utterances.
Other risk factors: minimal gestures, poor eye contact, minimal smiling, reduced joint attention, lack of symbolic play.
Delay at 2 is a significant risk factor for delay at 4
Screening
Does not result in diagnosis
Identify children at risk for DLD
Mulit-tiered systems of support/Response to intervention
Recommendations for a complete assessment in the suspected area.
Standardized Tests for 5 and Younger
Comprehensive tests cover preschool age range: PLS-5, TOLD-P:5
Domain Specific: SPELT-P2, Vocab tests
Tests for young and low functioning children: REEL-4, TELD-4, MB-CDIs, FCP-R
Communication Challenges in Toddlers with Developmental Delays
Impairment in physical, learning, language, or behavior areas.
Determine when there is a significant different for child’s age and his/her current level of functioning.
Delay found in gesture use, speech, language and other areas.
Persistent and chronic speech and language delay that does not resolve before 5
Intellectual Disability Definition
Characterized by significant limitations in both intellectual functioning and adaptive behaviors.
Originates before the age of 18
Intellectual Functioning: refers to mental capacity such as learning, reasoning, problem solving and so on
Adaptive Behavior: Conceptual skills (language, literacy, money, time, and number concepts), Social skills (interpersonal skills, self-esteem, social problem solving, follow rules), Practical Skills (ADL, occupational skills, safety, self-management)
Pre-Intentional (1-8 Months)
Assessment: feeding and oral motor skills
Management: encourage vocalization, awareness of infant communication patterns, model interactive behaviors
Assessment of parent-child interaction: language stimulation and responsiveness, reciprocity, encourage joint attention
Prelinguistic Assessment (9-18 months)
Intentionality starts to develop around 9 months
Pretend Play starts at 18 months
Communicate through vocal, gestural, verbal.
Prelinguistic Management (9-18 months)
Prelinguistic Milieu Teaching: arrange environment, violate the order of events the child expect, follow child lead, imitate, prompting (delay, verbal, gaze intersection), model vocal and gestural
Communication Temptations
Expand phonetic inventory, production of simple syllables
Connect sounds to meaning through song
Focus on expressive and receptive language.
Gestural and Language Development
Language skills are built on a foundation of prelinguistic skills
Actions are produced with intent to communicate by using hands and fingers, facial features and body movement
Strong relationship between gesture and language continues when child begins to speak
Gestures become part of lexicon approximately 3 months after it’s use.
Deictic Gesture
Early developing
1: Contact (between 7-9 months)
2: Distal (between 10-12 months) - no contact, pointing is most important and is joint attention behavior
Representational Gesture
Later Developing
Have meaning independent of object
Emerge within familiar games and routines
1: Symbolic gestures
2: Conventional gestures (used socially)
Gesture-Function
Communicative functions by 12 months
Social Interaction: initiate or sustain social game or routine
Behavior regulation: regulate behavior of others for different purposes
Joint attention: direct others attention to comment
Gesture and Language Development
Gesture and speech may share symbolic foundations and neurological commonality
Children use gestures because it is less demanding than verbal production
Continue to pair gestures with spoken language
By 16 months, infants use both words and representational gestures interchangeably to name objects
Gesture +Speech
Reinforcing Relation: gesture conveys redundant info
Disambiguating Relation: gesture clarifies referent
Supplementary relation: represent semantic relations
Older Prelinguistic Clients - Assessment
Any diagnosis related to limited verbal output
Address maladaptive behaviors due to not being able to communicate
Assess play
Older Prelinguistic Clients - Intervention
Facilitate early consonant production and early syllable shape
Focus on communication wants and needs
Functional words (noun+verb)
Assessment Communication Intention (18-36 months)
Observe low structure interactions with toys and familiar adults
Three aspects: communicative function, frequency and form of communication
1: Communicative Functions
8-18 months: Proto-imperatives: request, reject, protest
Proto-declarative: point out/show
18-24 months: request info, acknowledge and answer
2: Frequency of Communication
Both verbal production and nonverbal communication increase especially proto-declaratives
Form of Communication
Gestures, gestures + vocalization, vrebalization
Assess Comprehension (18-36 months)
Parent report
Highly contextualized
Test nouns and verbs
Understand semantic relations with unusual 2 term combinations
Assessment - Production (18-36 months)
Phonology: phonetic inventory, syllable shapes, independent analysis
Morphosyntax: from. 50 words to 2 word combos to sentences
Semantics: freuency of word combinations
Relationship between phonology and lexicon, lexicon and morphosyntax
Assessment - Play & Communication
Elicit language through play: play is context
Means of communication: eye gaze, vocalization, gestures, combination of 2 or more different means.
Standardized tests for 18-36 months
MacArthur-Bates
Rossettii infant and toddler language scale
Communication ans symbolic behavior scale (CSBS)
Receptive - Expressive Emergent Language Scale (Reel-3)
TELD-4
PLS-5
and more
Age 3-5 Assessment: Vocabulary
Assess: receptive and expressive, breadth and depth, word finding in discourse, understanding question words and spatial terms
3 Tiers of Vocab
1: basic words, don’t have multiple meanings
2: high frequency words that occur in variety of domains
3:low frequency words and subject-specific
Learning New Words
1: Fast Mapping - pick up a partial understanding of a new word from single exposure, difficulty with storage
2:Slow Mapping or Extended Mapping - strengthen relationship between the words, referent and concepts
What causes word finding problems?
Limitation in storage
Limitation in retrieval
WFD behaviors: circumlocution, substitutions, gesture use, pauses, fillers, unspecific words
Ages 3-5 Assessment - Morphosyntax
Comprehension: act out the sentence, judgement tasks, use of strategies to aid comprehension, % of off topic talking
Production: Language samples, MLU (<3 = semantic relations, 3-4.5 = focus on basic morphology and syntactic markers >4.5 = complex sentence development
Ages 3-5 Assessment - Pragmatics
Observation of natural communication
End of preschool period:assess discourse comprehension and production
Ages 3-5 Assessment: Emergent Literacy
Oral narrative
Parent questionnaire
Older children functioning at preschool level
Ages 3-5 Assessment - Phonology & PA
Assess delays in phonological processing AND oral language
PA should be assessed at proper age
Child Centered Approach
Follow child lead
Wait, child says or does something, model better language
Expansion: make utterance acceptable adult form
Extension: add semantic info to child remarks
Buildups and Breakdowns: childs utterance is first expanded then broken down, the built up again
Recast: expand remarks into different sentence type
Hybrid Approach
Not only respond to child, but model and highlight the forms being targeted
Focused stimulation
Vertical structuring and expansion
milieu teaching
Script therapy
Shared reading
Milieu Teaching
A. Model
B. Mand Model
C. Time Delay
D. Incidental Teaching
