Expressive Language

Question 1

What expressive language

Answer 1

To give a response verbally

Question 2

Ask a child what is a pencil - what modality is this?

Answer 2

This is a expression - Emitting a response.

Question 3

Why should we carry out expressive language assessment?

Answer 3

To help the child:

To communication their thoughts and feelings through spoken language

To express themselves through their writing

To support with their academic achievement

Question 4

Why are you going to carry out an expressive language assessment?

What will you look at?

Answer 4

The three areas which are specifically for spoken Language

Semantics
Morphology
Syntax

We want to know what the expressive skills the child current has and what expressive skills they are struggling with

Question 5

What areas would a SLT want to look into when assessing EXPRESSIVE LANGUAGE

Answer 5

The child’s vocabulary

Grammar (morphology & syntax)
— knowledge about the word structure ( morphology) able time differentiate between singular and plural. ( dog vs dogs) or past and present (we run vs we ran)

—- knowledge about the sentence structure (syntax) to understand and build sentences - word order defines meaning! I.e girl chases boy & not vice versa

Sentence skills

Use the information from your assessment to create a therapy plan!

Question 6

List the assessment needs for expressive language.

Answer 6

STAP? Speech. This is expression right?

Question 7

What areas of expressive language should you identify and give examples for each

Answer 7

Semantics:

Number of single words.
Relationships between words.
Diversity in vocabulary.
Inappropriate use of the word.

Morphology:

Use of grammatical markers.
Use of plurals.
Use of tense.
Using the correct word form.
Use of negatives.

Syntax:

Mean utterance length.
Range of utterances.
Types of sentences used.
Use of correct word order.

Question 8

What would an expressive language assessment help to establish?

Answer 8

An expressive language assessment will help establish if the child has:

Expressive language delay.
Expressive language disorder.
Specific language impairment (SLI/DLD)
Communication difficulties

Question 9

Tips

Look at areas of your knowledge which needs enhancing

Answer 9

Identify the gaps of your knowledge

Question 10

Why carry out an assessment in expressive language?

Answer 10

assessment will help the speech and language therapist to create an individualised therapy programme

Question 11

Why is an expressive language assessment required?

Answer 11

Spoken language allows a child to express their thoughts, feelings and opinions.

Children who do not have the correct skills or struggle with expressing themselves in a way that can be understood by others are often left unheard, or their opinions and thoughts are not considered, and can often be assumed and spoken for by others.

Children with expressive language difficulties may not have a range of vocabulary to express what they are thinking, or they have difficulty using the correct word order in sentences, or they may only speak in single words.

Children may speak in long complex sentences but they may carry no meaning or give any information to the listener. These difficulties can impact a child’s communication ability and social interaction. It can also impact their academic learning and development.

Question 12

What conditions require an expressive language assessment

Answer 12

Below are some of the common conditions the expressive language assessment is used for:

Aphasia
Autism spectrum disorder
Acquired head / brain injury
High-functioning autism
Developmental delay
Developmental verbal dyspraxia
DEVELOPMENTAL LANGUAGE DISORDER 
Down's syndrome
Learning disabilities
Specific language impairment
Stroke

The expressive language assessment will help identify the specific difficulties your child is experiencing and the impact of these difficulties on their day to day activities.

Question 13

What are the 5 components of expression

Answer 13

Articulation - sounds which make up the word

Vocabulary - words

Syntax - word order - words to be in the right order

Grammar - morphology ( word endings)

Pragmatics - is it appropriate to the situation

Question 14

Name one form of expressive language you would look at and why?

Can you link theory?
What assessment would you use to find out more?
What intervention?

Answer 14

Narrative

— ability to tell a story by sequencing and structuring a story. Recounting personal events.

What’s required from narratives?
1- Child to know characters and events to pick out the most relevant aspect of the story.
2- Put events in a logical order and to understand cause and effect relationships

Question 15

Name a narrative intervention and explain it

Answer 15

Becky Shanks Narrative intervention
(Shanks 2011)

For expressive language
- Manual for teachers, therapists and assistants to teach children main components of a story

• stories have beginning middle and end
• important for child to know who is part of the story, where is the story taking place and when?
• Key stage 1 children & material used in small groups or whole classroom setting
• children encouraged to answer q about the story and encouraged to tell their own story

Picture cards provided to support learning

Evidence? Narrative intervention is successful & children with language difficulties improve their narrative skills.

Question 16

PRAGMATIC LANGUAGE DISORDER

Answer 16

Trouble navigating social situations?

Does he hang back, or stand too close, or say too much, or the wrong things?

Pragmatic language involves the way we use language socially and practically to navigate our world.

We all go through a complex process of figuring out what to say in various social, school, or work situations

Question 17

Pragmatic Lang involves three major communication skills

What are they?

Answer 17

Pragmatic language involves three major communication skills:

• Using language for different purposes, such as greeting, informing, demanding, promising, and requesting
• Changing language according to the needs of a listener or situation, such as speaking differently in a classroom than on a playground
• Following rules for conversations and storytelling, such as taking turns in a conversation, introducing topics, staying on topic, using verbal and nonverbal signals, standing a certain distance from someone else during a conversation, and using facial expressions and eye contact

Question 18

Speech disorder vs expressive

Answer 18

Speech disorder differs from expressive language - it is not the same.

Question 19

What is the difference between speech and expressive language

Answer 19

Speech is how we say sounds and words

• Articulation
• Voice
• Fluency

Expressive language is having problems sharing your thoughts ideas and feelings

Question 20

When asking a child to complete a picture naming activity :

The child names the pictures to assess their vocabulary- CELF.

Answer 20

Tapping into their expressive language
We are finding out

Does the child have WFD?
Can the child name the picture?

What if they can’t name ?
We may assume expressive Language delay ?

Question 21

Does picture naming test identify WFD?

Answer 21

Picture naming test will only identify WFD if we know the child is able to recognise the picture and know what the picture means!!

For example

In simple terms the expressions “word retrieval problem” or “word finding difficulty” imply that the person knows and understands the word, and has used it correctly before. However, they have difficulty retrieving such known words at times

Question 22

If we want to assess speech is picture naming test a relative test to do?

Answer 22

Picture naming test is relevant ONLY if the child knows the name of the picture.

If the child does not know the name - we are assessing their vocabulary moreso than their speech.

If the child failed to name = not within vocabulary = vocabulary limitation!

To test speech it is important for these objects and actions to be within the child’s vocabulary

Question 23

If a child has some comprehension of passive sentences why may they still struggle

Answer 23

Passive sentences such as the ball was throw by John is comprehensible and can be understood by pointing to the pictures

We are tapping into their auditory comprehensive- receptive?

By had I said the dog was bitten by the rabbit -that’s not plausible and therefore the child may guess and not understand

Question 24

What is morphosyntactic

Answer 24

Both morphology and syntax!

Question 25

What’s a preposition

Answer 25

A preposition is a word or group of words used before a noun, pronoun, or noun phrase to show direction, time, place, location, spatial relationships, or to introduce an object. Some examples of prepositions are words like “in,” “at,” “on,” “of,” and “to.”

Question 26

If a child is unable to depict what is going on when you present them a picture

(Unable to capture general theme of depicted situations but able to express semantic relation of two elements such as ‘prepare’ ‘dinner’

Answer 26

Coherence skills

High level discourse comprehension skills

Question 27

What are the 5 components of language

Answer 27

• phonology
• morphology
• semantics
• syntax
• pragmatics

PMSSP

-

Question 28

Why is phonology a component of language

Answer 28

• related to the way we express ourselves so it’s important
• has 2 components: 1. Phoneme SMALLEST UNIT OF SOUND. b/a/t

We don’t say B we say b

and phonetic is the speech sound aba

Phonology is the speech system! How we develop the speech system. (sound patterns)

Question 29

Define syntax in more detail

Answer 29

Syntax is word order

It is how we arrange words in a sentence

For example SVO

• subject verb object

We look at noun phrase preposition phrase etc

Question 30

What is DLD

Answer 30

Developmental language disorder (DLD) is diagnosed when a child’s language skills are persistently below the level expected for the child’s age.

PERSISTENTLY BELOW! Disorder.

Does DEVELOPMENTAL language delay differ from developmental language disorder

Is there such a thing of DEVELOPMENTAL LANGUAGE DELAY?

Question 31

Discuss three point that can identify DLD

Answer 31

There is no obvious reason for these difficulties and they are not associated with other conditions, such as cerebral palsy, hearing impairment or autistic spectrum disorders. Children with DLD are often as clever as any other child of their age but they still have difficulties with speech and language.

A child can be diagnosed with DLD if their language difficulties:

· are likely to carry on into adulthood

· have a significant impact on progress at school, or on everyday life

· are unlikely to catch up without help

Children are not usually diagnosed until after the age of 5 and until some therapy has been carried out to see if the difficulties resolve.

Question 32

With DLD which one aspect have you not understood?

Answer 32

• that children with DLD:
• can have difficulties in any of the 5 language areas

Phonology is one of them understanding of how the brain perceives the speech system.

Example is child finds it difficult to (Not produce sound as that is articulation) but has trouble making the /d/ FCD, then this will in line affect morphology (past tense)

Language is complex and made up of a number of overlapping systems:

Phonology – the speech sounds and rules for combining that make up words
Morphology – the rules for forming words or parts of words
Syntax – the rules for combining words into sentences
Semantics – the meaning of words and sentences
Pragmatics – the rules for using language in social situations such as conversation
​Some people with DLD may have particular difficulty learning phonology, while others may have greater problems in the area of syntax or pragmatics. The systems are highly integrated, so a problem in one is likely to have an impact on another system. For example, if a child with a phonological (speech sound) problem has trouble making the /d/ sound at the end of ‘pulled’, the child may go on to have difficulty learning the morphological rules for making past tense verbs or understanding the semantics (or meaning) of the marker. So, even though some struggles might be similar, people with DLD have different strengths and weaknesses across the areas of language. There’s no one language pattern that is typical for DLD. As a result, it can be difficult to recognize DLD because DLD looks different across people who have it.

Question 33

How does phonology affect DLD?

Answer 33

?

Question 34

How does phonology affect DLD

Answer 34

Children with DLD are found to have syllabic and non syllabic final cluster deletions

And initial and final consonant deletions

For example: syllable glasses gl is removed
And non syllable - final consonant deletions glass - gla

As glasses - the glasiz the /iz/ is a syllable and thus removed

Question 35

What is the difference between possessive pronoun and subject pronoun

Answer 35

Possessive that’s his dog it’s their etc

Subject pronoun I me you she he

Object pronoun - her him us

Question 36

What is an auxiliary verb

Answer 36

An auxiliary verb helps the verb is a helping word

To denote past present future

For example: he’s marrying my mom

He - a personal pronouns can be subject object or possessive = he’s - child using subject pronoun
He is - is - an auxiliary - meaning helper auxiliary nurses - support assistants -
He is = present

Question 37

And her painting now - child 1
He’s painting - child 2

Same age - what’s the difference

Answer 37

Child 1 - unclear - misuse of words
Rather saying what she is doing - say what’s she’s not doing

For example: child is not using subject pronoun I.w. And she is painting now

Child uses objective pronoun!!

Child 2 - clear able to use subject pronoun he
And uses auxiliary verb to - is - to help the verb

Question 38

What are the types of Q you know of

Answer 38

Wh question - what when who why
Yes no questions - do you think?
Tag questions - …is it?
Prosodic questions - goes up in melody

Question 39

Types of repairs to do when correcting children

Answer 39

• Conversational repairs - to repeat the correct utterance
• expansion - expand on what the child has said
• why expansion to support their syntax development

Affirmation - you affirm “yeah..”
Why do you affirm? Expand their narrative

Expansion / to help child develop their expressive syntax