language delay & disorder - exam 2 Flashcards
language disorder
persistent difficulty in acquisition & use of listening & speaking skills across any of the 5 language domains
may persist across life space
symptoms may change over time
language delay / late language emergence
delay in language onset w/ no other diagnosed disabilities or developmental delays
when language development is below age expectations
when are language trajectories most stable
after 5 yrs
language trajectory before 5
language delay / late language emergence
language trajectory after 5
developmental language disorder / language disorders / language-learning disorder
early language intervention policies
part C & part B
federal law requires early intervention to have these, but implementation varies based on state or county
often a gap in services during the transition from C –> B
part C
infants & toddlers (through 2;11)
part B
children & young adults (3;0-21;0)
how are children identified to receive birth to 3 services
congenital / genetic conditions
newborn hearing loss
pediatricians
daycare providers - usually related to behavioral issues
preschool
screenings
birth-5 Lang assessment purposes
screening
diagnosis
treatment planning
birth-5 Lang assessment types
Norm referenced
criterion referenced
observational
dynamic
birth-5 Lang assessment formats
parent / caregiver report
direct assessment
communication functions
why is the child communicating
request, show, negate
communication frequency
how often is the child intentionally communicating
communication forms
is the child communicating though vocal, verbal, &/or gestural means
intervention domains
receptive & expressive language
form, content, use
caregiver-child communication
oral motor, feeding, hearing, behavior, development
what does a child trying to learn words need to be able to do
segment word from out of a sentence
process the sounds
retain phonological info –> apply meaning to specific set of sounds
distinguish from other words
learned the new word, what does the child need to know about it
meaning (semantics)
where it goes in a sentence / how it works w/ other words (syntax)
contextual & semantic knowledge
learned the word & want to talk to a friend about it, what do I need to be able to do
comprehend partner
remember the things partner has said
pragmatic skills
word finding
editable domains
not as time constrained, accomodations are easier to implement
reading & writing
non editable domains
happens in real time, cannot replay/rewind
listening & speaking
accomodations for reading & writing difficulties
thesaurus
dictionary
auto grammar & spell checks
thought organization systems
text to speech
additional time
accomodations for listening & speaking difficulties
recorded lessons
visual cues
AAC
additional processing time
special considerations for intervention at school age
academic achievement
access to curriculum
peer relationships / social skills
literacy
exec functioning skills
independence
DLD
communication disorder that interferes w/ learning, understanding, & using language
not interchangable w/ SLI
early signs of DLD
no word combos
frequent grammar mistakes that are NOT developmentally appropriate
difficulty following directions
difficulty w/ conversation
limited vocab
late language emergence & DLD
at 2yrs: 15% late talkers
by school age: 20% continued delay / disorder
80% recover
signs of DLD in older children
limited sentence complexity
word finding problems
reading difficulty
struggling to understand figurative language
spelling errors
frequent grammar mistakes
disorganized or incomplete story telling
risks associated w/ DLD
reading disabilites
spelling & math difficulty
anxiety & depression
sexual abuse
delinquent behavior
unemployment
DLD prevalence
7%
DLD risk factors
family history of communication / learning disorders
male
dyslexia
being the youngest in a large fam
child of parents w/ low education
what % of children w/ DLD have a family member w/ DLD
50-70%
supporting children w/ DLD accomodations
visual supports
break down instructions
written instructions
limit distractions
additional processing time
intervention techniques for children w/ DLD
individualized support to target areas of need
DLD intervention outcomes
positive impact on phonological expressive & receptive skills from intensive EI
positive impact on expressive (only) from intervention targeting morphological & syntactic skills
school age assessment & intervention domains
metalinguistics / metacognition
form, content, use
literacy
principles of content assessment & intervention
build on what they know
teach back
draw
peer to peer
repeat new words over time
strategies of what to do when they don’t know a word
give examples & make connections
real world contexts
social activities
