Language Flashcards
What is language?
A symbolisation of thought
A learned code
- wants
- needs
- requests
- share information
- express narratives?
- Understand and share info and experiences ?
- feelings
- thoughts
- emotions
Partly innate and partly learned
What is the three elements for receptive
- can the child understand spoken language
- can the child understand writing
- can the child understand gestures?
What are the three elements for expressive?
- can the child express themselves via speaking ? Using spoken language
- can the child express themselves through writing
- can the child express themselves through gestures?
Wen discussing gestures what will you think of?
- nodding
- facial expressions
- eye rolling ? Disappointed disapproving
- frowning
- shaking head
- body language
At what age is DLD diagnosed?
Age 4/5
Children with DLD can have significant impact with literacy: name the areas
- phonological awareness
- phonics knowledge (sound to letter knowledge)
- reading fluency
- reading comprehension
- spelling accuracy
- written expression
Late talkers : what can you tell me about this?
Late talkers that have persist difficulties beyond the age of 5 tend to go on to having speech and language communication problems.
Late talkers CAN catch up and by age 5 have the same language abilities that is parallel to those aged 5 that have produced more words at age 2.
What do we do as SLT
We assess, diagnose and treat.
We do case history interviews, information gathering, expert observation, standardised test and informal tests.
How might we carry out assessments in younger children?
Younger children:
The ax and intervention might be quick as we need to compare our observations and comparisons with typical language development (the norms)
- our conclusions with younger children?
Child is progressing typically
Confirm that their language is delayed
SLT must wait until a trial of therapy
Or watchful waiting
There may be more going on than lang diff and child requires additional assessment
Such as ASD.
What intervention areas may we look at in child with DLD
- work on comprehending spoken and written language
- conversation skills (discourse and narrative)
- forming sentences (syntax)
- learning grammatical rules (morphology)
- inferring information
- understanding figurative language
- using pragmatic skills
- developing vocabulary (semantics)
- word retrieval skills
- written expression
What can children with DLD benefit from
They benefit from being in resource bases:
Such as SEN placements where the teacher and SLT work together to support the child and WORK collaboratively with TA!! To administer therapy plans with OT, psychologist, physiotherapist to meet the needs of the child
This relates to VIVA! completely.
In Q3b what professionals would you include and why?
Collaboration- under PEP. To collaborate with the teachers and TA ensuring that the support is in place
to carry out the therapy. Such as Shape Coding.
What does it mean intervention targeting executive functioning?
?
How to assess child with DLD
Assessment is always ongoing
- we probe at different intervals
- in previous placement I assessed TBI using BNT which he already has the TAP doing the work!
- so we assess give therapy and re- assess! It’s a cyclical process.
What intervention for language can you think of?
EBBELS SHAPE CODING.
Language intervention.
- all intervention must be EBP (add to VIVA)
- EBP must assist in the language which the child has difficulty with! You can’t do any random intervention.
- always assess which aspect of language is the child presenting with?
