Exam 2 Flashcards
Language disorders vs. delays
Language Disorders: impaired comprehension and/or use of spoken, written, or other symbol systems. Children with language disorders often fall behind/don’t always try to catch up with other children their ages.
Language Delays: a child with a language delay may experience a slow start at developing language however eventually the child will be able to catch up with other children.
Signs of ASD
- Challenges with communication
and social differences - Difference in social interactions
and relationships - Impaired communication skills
- Stimming: repetitive,
stereotyped movements
Treatment models of ASD
- Autism Assessment
- Early Intervention
- ABA Therapy
- Naturalistic Intervention
Approaches/models for ASD
- Medical model
*Focuses on the impairment
and the barriers it causes the
individual - Social model
*Goal is to provide equality
for all disabled people
Starting with educating
society - Neurodiversity model
* Listen to autistic voices
* Focuses on providing
supports to fulfill an
individual’s life - Education model
*How the diagnosis impacts
their education
*What skills and supports will
help them?
Language samples and why they are used
They are used to better/accurately analyze the clients language skills in a more natural environment as it helps the client feel more comfortable
What is the purpose of dynamic assessments?
To analyze the individual’s skill along with their learning potential
How to assess receptive and expressive language
- Receptive Language
Assessment - Expressive Language
Assessment - Language Assessment
- Standardized Assessment’s
- Language Sampling
Standardized Assessment - PROS and CONS
PROS
- Can compare child’s performance to a
normative sample
- Formulates a standard score
- Rates child’s language abilities on a scale
CONS
- Lacks cultural sensitivity which can affect
scores of clients who have a different
cultural background
Bilingualism and language disorders vs differences
Every language has different rules and dialects which is why it’s important to have some knowledge on the client’s language/culture. Both languages the client speaks must be evaluated and if one of the languages the child speaks in within normal limits then a language disorder probably does not exist
Considerations for ESL and bilingual students during assessment
- Have some knowledge of the culture
- Adjust assessments to better met the
client’s culture’s expectations, stereotypes
and biases
Developmental language disorders
-Different types and common
characteristics of each
Receptive Language Disorder
*Common characteristics:
-weak vocabulary knowledge
- difficulty expressing wants,
needs, thoughts, and feelings
- articulation and phonological
problems
Expressive Language Disorder
*Common characteristics:
- Difficulty expressing wants,
needs, thoughts, and feelings
- Vocabulary development and
semantic problems
Learning Disabilities
*Common characteristics
- Difficulty understanding
complex verbal information
and directions
- Limitations in both adaptive
behavior and intellectual
functioning
How are sounds made?
Vocal folds vibrate creating sounds
Distinctive features of speech sounds: Place, manner, voicing
Place - where the airstream is modified
*Distinctive features
- Bilabial
- Labiodental
- Linguodental
- Alveolar
- Velar
- Glottal
Manner - how airflow moves
*Distinctive features
- Stop/plosive - quick puff
- Fricative - continuous air
flow
- Sibilant - hiss
- Affricate - stop + slow
- Nasal - nose
- Glide (semivowel) - tongue
glide
Voicing - when vocal folds vibrate
Phonological processes
A phonological disorder occurs when phonological processes persist beyond the typical age of development
3.0
- prevocalic voicing
- affrication
- final consonant
- devoicing
- reduplication
- final consonant deletion
- stopping of /f/, /s/
3.5
- fronting (velar, palatal)
3.6
- stopping of /v/, /z/
3.9
- consonant harmony
4.0
- weak syllable deletion
- cluster reduction
4.6
- stopping of “j,” “ch,” “sh”
5.0
- gliding of liquids
- stopping of voiced/voiceless “th”
6.0
- labialization
Defining characteristics of apraxia
- Inconsistent errors
- Transitions between sounds and syllables l
longer - Increasing errors with increasing length of
word or utterance - Errors include substitutions, omissions,
additions, and repetitions
