HCS2023 WEEK 6 LECTURE Flashcards
what can DLD difficulties be in?
phonology
syntax
semantics
pragmatics, social language use
discourse
verbal learning and memory
reading, writing
processing
what can DLD difficulties in phonology include
speech sound system
what can DLD difficulties in syntax include
grammar, tenses, marking for plurals
what was Bishop’s CATALISE
multinational and multidisciplinary Delphi consensus study
what was aim of CATALISE
seek consensus on identifying children who needs language support
what was findings for CATALISE
2 diagnostic terms of = DLD, language disorder associated with X
what 4 key points should we consider if referring a child for evaluation (catalise)
concern with SLC
behavioural, psychiatric issue
extreme departure from normal development (in under 5 year old)
persistent problem with comprehension or using communication language in child 5+
what should assessments do? (catalise)
combine multiple source, no sharp cutoff, stage approach on different language aspect sensitive to social/language background, acknowledge standardised test often has issues, assess pragmatics, and determine if production issue as linguistic, strucutral or motor origins
name red flags of DLD age 1-2
no babbling, or responding to speech
minimal communication attempt
name red flags of DLD age 2-3
minimal interaction, or reaction to spoken language
no intention to communicate
no words
regression of language dev
name red flags of DLD age 3-4
max 2-word utterance
doesn’t understand simple instruction
close relative able understand much speech
name red flags of DLD age 4-5
inconsistent interactions
at most 3-word utterance
poor understanding of spoken language
strangers can’t understand most of speech
close relatives can’t understand more than 1/2 speech
name red flags of DLD age 5+
difficulty telling coherent story - producing narrative
difficulty understanding whats read or listened to
difficulties following, remembering instruction
talking lots but struggle engage in reciproc convo
lots of over-literal interpretat
what does pravelence of diagnoses depend on
cut off used
what is cut off in ICD-10?
requirement for score on individually-administered standardised language test to be 2 SD below mean
regarding how long assessment has to be, what does Tomblin find
children with 2+ composite-score below 10th centile (1.25 SD) considered to have LD
many children identified by criteria not identified by caregiver/profession, but actually had LD
what are lexical representations
how words are stored
what do lexical representations consist of in young children
semantic, phonolog info
apple is round, green with first letter a with 2 syllables
in DLD, outline word finding difficulties
lots of umm and ahh
“protecting mask” instead of “helmets”
in DLD, outline difficulties with grammar
struggle verb ending and syntax
leave out “is”, “are”
in later development stages, whole word are left out
may later avoid complex sentences
outline DLD difficulties with syntax
understanding subtle word meanings or pronoun, timings, complicated sentence clauses
what can SLT help a child with DLD with
inclusion in school,
specialist interventions,
educate teacher/family,
identification,
diagnosis,
monitors progress,
support transition point (primary to high),
using facilitative strategies and augmentative communication systems
what can interventions example for DLD include
work on understanding time concept, levels of questioning, word finding proficiency, teaching tier 2 words, verb
narrative intervention for targets ie, bus home
what are school level examples for DLD intervention
share info with staff and advocate for pre-teaching curriculum relevant language
visual support, more time for question processing, forming responses
alert student to content of likely question
joint planning
outline the 7 principles of word learning
aspects of new words
mapping word onto action
transferrable word learning strategies
generalisation to real-life contexts
deep understanding
repeated exposure across contexts
explicit discussions and opportunities to derive meaning
regarding aspects of new words, what can children with DLD struggle with and what can help them
semantic, phon, morph, grammar, orthographic
need to hear new words more, and be taught how to derive meanings from morphology (know word beauty so figure out word beautician)
what are some visual supports in DLD classroom strategies
software to generate symbol, permanent visual so extra time for processing, preparation for transitions (now, next), consistency across lessons
when teaching DLD children, what pace should be used
slow- plenty of time to respond and take turns
when teaching DLD children, why should pauses be used
expectantly, frequently to encourage turn taking
when teaching DLD children, how can confirmation be used
respond to utterances
when teaching DLD children, how can comment, extent and label be used
talk about what they’re currently doing and repeat what says whilst adding small amounts of info, with lots of opportunities to label action, object or concept
