Language Flashcards
Definition of DLD
Language disorder with no known differentiating condition (Bishop 2017)
What is language delay?
Normal developmental features but a time lapse has taken place
Crystal and Varley (1998)
Name an environmental factor that has been related to language delay
Low socioeconomic status
2x more likely to have receptive delay
5x more likely to have expressive delay
Name some evidence about the relation between late talkers and language delay
Most late takers with normal receptive skills will preform averagely by school age (Rescorla 2009)
Early language delay is an indicator of language difficulties at 3-4 years (Dale et al 2003)
What percentage of children with speech difficulties have also got a language impairment
40%
What to look for in an observation of a child with language difficulties
Behaviour - compliance, eye contact Attention Play - imaginative? Interaction Social awareness Conversation skills
Describe the DLS
(1982)
Assessment of comprehension and expression of information carrying words
Testing through play
can a child be an active partner
Can be formal (rapid screening test) or informal
What 2 areas are there in semantic development
The lexicon
Sentence meaning
Name some characteristics of children with semantic difficulties
Difficulty understanding meanings
Difficulty learning and using words
Confusion of opposites
Narrow concept boundaries
Name some characteristics of children with word finding difficulties
Struggle with word production (errors naming)
Comprehension is better
Describe some search behaviours
Initial speech sound produced Semantic information provided Fillers Self correcting/restarting Gesturing/ miming Extra verbalisations Frustration gestures
Assessment of expressive vocab
Renfrew word finding vocab test
Assessment of receptive vocab
BPVS-3
Assessment of semantic knowledge
CELF subtests and ACE subtests
Semantic informal Ax
Categorising (eg food vs toys) Semantic links (which go together?) Judgement tasks Defenitions Verbal fluency (how many toys can you name in a minute)
Describe some effects of problems with morphology
Higher MLU before adequate use of morphemes
Omitting morphemes
Poor use of tense markers
Slow acquisition of pronouns
Describe some characteristics of problems with syntax.
Omission of sentence elements
Restricted set of grammatical rules
Informal pragmatic assessment
Barrier games -“what’s wrong in this picture “
Observation - TOPICC observation scale
Formal pragmatic Ax
Renfrew - bus story - narrative (2010)
ACE- inferential/ non literal comprehension
CELF- understanding spoken paragraphs
Story grammar (5+)
Define a learning disability
Reduced ability to understand new or complex information
Reduced ability to cope independently
Started before adulthood
Describe the levels of learning disability
Mild- MA 9-12 yrs- independent, sufficient speech, struggle reading and writing
Moderate -MA 6-9 yrs- slow acquisition of language, some degree of independence
Severe - MA 3-6 yrs- continuous need for support
Profound - MA <3yrs - limited in self care, communication and mobility
How to assess attention in child with LD
Response to smile, sounds, touch
Talk to parents
Consider hearing and vision
How to assess early cognition in child with LD
Object permanence Cause and effect Use of objects Problem solving Observe play
How to assess comprehension in child with a LD
DLS
Informal play
Causes of LD
Inherited
Event before birth- Down syndrome, maternal factors
Events during birth
Events after birth - head injury, meningitis
What accompanying problems could there be with LD
Sensory problems
Medical conditions
Motor difficulties
Dysphagia
What is autism
A profound social learning disability. A neurodevelopmental disorder
What 4 main types of difficulties do people with autism face
Social communication
Social interaction
Social imagination
Sensory processing
What is Asperger’s syndrome
No delay in cognitive development
Average or above average intelligence
No delay in language
What is pathological demand avoidance
Resists and avoids demands of life
Appears sociable but lacks understanding
Excessive mood swings
Obsessive behaviours
What are the main forms of autism assessment
DSM 5
ICD 11
Name some figures for prevalence of autism
1% population
Girls : boys - 1:5
50% have learning disability
Describe problems with social interaction.
Not initiating interaction or seeking comfort
Eye contact/ joint attention limited
Limited shared pleasure in activities
Describe problems with social communication
Form- expressive and receptive, loss of language, echolalia
Content- literal understanding, lack of pretend play
Use- communicate only to request, difficulty repairing
Describe problems with social imagination
Repetitive play
Need for sameness
Obsessions
Describe some sensory features of ASD
Rocking, flapping, spinning - over sensitive Dislike of certain textures (clothes, food) Don’t like bright lights Pain when brushing teeth
- undersensitive Doesn’t respond when hurt Sniff or licks things Seeks pressure Doesn’t notice some sounds eg doorbell
What is executive dysfunction
Attending to minor details.
Problems with planning, working memory
What is weak central coherence
Difficultly integrating information (world a series of parts)
How to introduce new vocab to children with semantic difficulties
Say it again, then more slowly
Talk about what it looks like
How many syllables
What sound does it begin with
What are the 3 word levels and provide examples
1- basic vocab- everyday- throw
2- ‘goldilocks’ - abstract, high utility- eg compare
3- topic specific- abstract/concrete, low utility- precipitation
Evidence around word learning and reading
Storkel et al (2017)
Reading accelerates word learning in kindergarten children
Word meaning is emphasised through reading
How do you develop a semantic network
Function Location appearance Category Time Parts Create mind maps
Evidence of link between phonological awareness and word learning
Zens et al (2009) phonological awareness helps word learning
How do you improve word finding?
Strengthen semantic representations
Develop phonological representation
Add gesture
Talk around word if stuck
How do you assess morphology and syntax
STASS (2007) language sample (assess syntactic structure)
Expressive- repetition subtests and word structure
Receptive- TROG and sentence comprehension tasks
ACE- sentence comprehension
What is the implicit approach to language learning
Focusing on the way children naturally acquire language
Describe how you would facilitate grammar acquisition
Target language modelled by adult and imitation
Initially just model
Provide feedback
Recasting
Model structure with variety of content eg modelling ‘ing’ on many verbs
What is Broad Target Recast
A recasting Therapy
Targets syntax, morphology and speech sound
Yoder (2011) suggests BTR supports grammar growth but other grammar programmes better
What is shape coding
Shows structure of sentence and links structure to meaning
What are social stories/ what do they do
Help familiarise with a situation Build social understanding - descriptive - perspective - why things happen - directive- prompts for appropriate behaviour
How does a child alert to lack of understanding
Teach child to request repetition/ repair
Teach difference between knowing/ not knowing and understanding/ not
What often causes breakdown in comprehension
Inadequate acoustics
Inadequate content
Complexity (too long)
Poor attention
What at the two approaches to child therapy
Traditional therapy (TT)- direct, in clinic, SLT delivered, effective for expressive difficulties Home programme (HP)- parent intervention, parent training, resources to buy, parent as therapist
Does evidence suggest TT or HP is best
Baxendale and Hesketh (2003) - TT as effective as HP
Why does working with parents support some theorists
Vygotsky- scaffolding, Zone of proximal development
Piaget- children active learners, environment shapes language
Chomsky - critical period
When does interaction become intentional
6 months- reach for signal
9-10 months - vocalisation, joint attention, reach turns to point
What non verbal behaviours support language
Proximity Eye contact Waiting/ silence Joint attention Mirroring
What verbal behaviours support language
Reduce questions
Name word as child seeks
Repeat/ recast
Extend
What is Sure Start
A government funded programme that targets small communities
Lower economic status
Language development main focus
What do portage workers do?
For pre school children Works to develop QoL Minimise disabling barriers - family focus - structured teaching - child led play
Describe the Hanen parent programme
Provide information to enable parents to help their child communicate
Proven improvement in joint attention, balancing turns, linguistic gains, realistic parental expectations
What is VERVE
(Cummins) Video Endorse (skills to work on) Respect (insight into child’s communication) Vitalise (witness own influence) Eye contact
What is the Early Bird Programme
(2001)
Helps parents who’s children have early diagnosis of autism
Shown to reduce stress levels in parents
What is Cygnet
For ages 7-18 with autism
- increase parental awareness
- guide parents with strategies
What is the universal role of the SLT
Advice and training
Delivery of programmes eg Every Child is a Talker
At a targeted level what do children need
Parents to receive additional support
Early identification
Staff in setting to have training
Interventions for targeted speech Lang and communication.
Targeted level- SLT role
- training and advice
- intervention
- embed approaches into environment
- support school staff
Specialist level- children need
MDT involvement
Specialist support
Settings with appropriate support
Specialist intervention
Specialist level- SLT role
Specific therapy
Embed approaches into everyday life
Work with other disciplines
Specialist training eg AAC
What visual supports can you provide children with
Objects of reference Visual timetables Routine schedules Lanyards First/ then boards
What is TEACCH
Visual structure to organise world Eg- colour coded environments Visual timetables First/then lessons Start finish baskets Sand timers
Evidence for makaton
Positive evidence to show development of receptive and expressive language (Lal 2010)
How many children have English as an additional language
1 in 6
Name the types of bilingualism
Simultaneous- 2 at same time
Sequential- one language 1st then other
Additive- another language learnt without losing other
Subtractive- skills lost in 1st language
Passive- language heard in environment eg TV but not spoken to child
Steps to language learning for EAL children
Charters in Home language
Silent period
Single words/ routine phrases
Making own phrases
How long can the silent period for EAL children last
Up to a year
How many years are required to develop same level in a language as a native speaker
5-7 years
What are signs that EAL children are struggling to learn language
- first language slow progress
- difficulty in areas such as attention/ play/ behaviour
- parents or bilingual staff report concern
Can formal assessments be used with EAL children
Informal better - eg structured observations with checklist
Formal can be used but do not apply to norms
Why must cultural factors be considered when assessing EAL children
In certain cultures things such as eye contact not seen as appropriate - so not useful in assessment
What year was the Warnock report and what did it do
1978
Replaced the term ‘handicap’ with ‘physical’ or ‘learning difficulty’
What year was SEND codes of practice
2015
Stages of SEN support
Assess
Plan
Do
Review
What is an EHCP
Education, health and care plan reviewed every 12 months Agreed by local authorities Includes- Special education needs Health needs Social care needs Views or child and carer
Issues with EHCP/ SENCO working
Insufficient funding Interpretation of disability Different priorities Staff shortages Practicalities of meeting up Terminology used
