Language development/disorders Flashcards
Is the language of children with ID delayed or deviant?
Delayed.
It is believed that children with ID will follow the same sequence of language development as typically developing children. However, they reach language milestones more slowly.
Cerebral Palsy that is characterized by disturbed balance, awkward gait, and uncoordinated movements (due to cerebellar damage)
Ataxic
Cerebral Palsy that is characterized by slow, writhing, involuntary movements (due to damage to the indirect motor pathways, especially the basal ganglia)
Athetoid
Cerebral Palsy that is characterized by increased tone, rigidity of the muscles, as well as stiff, abrupt, jerky, slow movements (due to damage to the motor cortex or direct motor pathways)
Spastic
Is dysarthria common in children with CP?
Yes
Does paternal alcohol consumption, drug use, smoking or exposure to environmental toxins negatively affect fetal development?
Yes. Sperm can be damaged by cigarettes smoke, marijuana and alcohol.
Do babies with fetal alcohol effects meet the diagnostic criteria for FASD?
No. Although FAE are signs that have been linked to the mother’s drinking during pregnancy, they do not qualify the diagnostic criteria for FASD.
When children are prenatally exposed to drugs and alcohol, what is critical?
Early intervention. These children seem to benefit from structure and routine.
An enriched environment may help to ameliorate some effects of early exposure to cocaine. Some studies have shown that cocaine-exposed children in foster or adoptive care attained similar IQ scores to those of children with no cocaine exposure.
Equation for type-token ratio. What’s TTR used for?
TTR = # of different words in a sample / # of words in a sample.
TTR is used to asses the child’s semantic or lexical skills.
What’s a concern for late-talkers?
Recent research shows that even children who appear to have recovered by age 4 from early delay are at modest risk for continuing difficulties.
It is recommended that they receive continued monitoring, even if they are in the low-normal range for language development.
Can a child with a known genetic syndrome be diagnosed with DLD? Why?
No. Children with another known biomedical condition would no be diagnosed with DLD. Rather, they would be given the diagnosis of a “Language disorder associated with _____”
If intellectual disability is suspected but waiting for reviews from MD team, can the SLP use term “DLD” to diagnose?
If unsure, use term “Language Disorder” until diagnosis is given or rejected.
Can a child with diagnosed ASD be also diagnosed with DLD? Why?
No. There is evidence that ASD is a genetic factor, therefore it would most likely be “Language Disorder associated with ASD”
If Ax of biomedical condition will NOT occur in timely fashion, should the SLP diagnose the child with DLD?
Yes, but only if the Ax will not happen anytime soon. When Ax arrives and if given a different diagnosis, change the Dx to “Language disorder associated with X”
At what age should we be concerned regarding a DLD diagnosis?
4-5 years +
T or F? DLD affects memory
True. DLD can affect memory and auditory learning.
What are some possible or required therapy goals for at-risk children in poverty?
- Parent attachment and emotional responsiveness
- Increased exposure to language to build expressive and receptive vocabulary
- Increased exposure to abstract language, verbal elaboration, problem solving
- Pre-literacy and phonological awareness (*mother’s education level is the highest predictor of SES)
- Exposure to academic talk and the hidden curriculum
What are some language disorders that have family history links but no identified gene?
Stuttering
Late-Talker
Hearing Loss
Cleft Lip and Palate
Developmental Disabilities
Autism
ADHD
Dyslexia
What is the two/too rule for genetic testing referral?
When describing a patient or family history with words like “two” or too
Too tall/short, too many, too young/old
Two congenital anomalies
Two (or more) family members/generations affected
How is communication impacted by the developmental domains?
Physical - developing motor skills for speech/sign including breathing
Emotional- emotions overriding communication skills
Socially - communication requires turn-taking, learning what not to communicate, correct communication level or topic for conversation partner
Cognitive -comprehension difficulties impact communication
What can influence childhood development?
Environment- input - activities they get to participate in, experiences they are given, what is praised and encouraged or discouraged by important adults
Cultural norms around children’s speech
Genetics
Development of “prerequisite” skills in that area
What case history information should you make sure to include for a late talker and ASD?
Family history
Access to peers
Family and cultural communication styles and values
Other developmental milestones
What is phonological development?
The gradual acquisition of an adult-like system of speech sounds that are used to convey meaning in a language. Phonological development can be considered in terms of both perception and production of speech sounds.
Being able to perceive the differences in speech sounds is critical to comprehending and developing language and is also an essential precursor to speech production. Speech scientists have hypothesized that babies come “prewired” to perceive minimal differences in speech sounds.
What is included in phoneme awareness?
Identify and match the initial sounds in words, then the final and middle sounds (e.g., “Which picture begins with /m/?”; “Find another picture that ends in /r/”).
Segment and produce the initial sound, then the final and middle sounds (e.g., “What sound does zoo start with?”; “Say the last sound in milk”; “Say the vowel sound in rope”).
Blend sounds into words (e.g., “Listen: /f/ /ē/ /t/. Say it fast”).
Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the student becomes proficient (e.g., “The word is eyes. Stretch and say the sounds: /ī/ /z/”).
Manipulate phonemes by removing, adding, or substituting sounds (e.g., “Say smoke without the /m/”).
Name the phonological skills that should be present at age 5.
Rhyme recognition, odd word out
Recognition of phonemic changes in words (Hickory Dickory Clock)
Clapping, counting syllables
Name the phonological skills that should be present at age 5.5
Distinguishing and remembering separate phonemes in a series.
Blending onset and rime (ex. what word - th-umb)
Producing a rhyme
Matching initial sound, isolating initial sounds.
Name the phonological skills that should be present at age 6.
Compound word deletion (Ex. say cowboy but don’t say cow)
Syllable deletion
Blending of two and three phonemes.
Phoneme segmentation of words that have simple syllables with two or three phonemes (no blends) (ex. sh-e, m-a-n)
Name the phonological skills that should be present at age 6.5.
Phoneme segmentation of words that have simple syllables with two or three phonemes (with blends) (ex. b-a-ck)
Phoneme substitution to build new words that have simple syllables (no blends) (eg. change the /j/ in cage to /n/)
Name the phonological skills that should be present at age 7.
Sound deletion (initial and final positions)
Name the phonological skills that should be present at age 8.
Sound deletion (initial position, include blends)
Name the phonological skills that should be present at age 9.
Sound deletion (medial and final blend positions)
Describe speech sound acquisition for birth to age 1.
Reflexive (0–2 months):
restricted to crying and partial vowel sounds
Control of phonation (1–4 months): “cooing”
progress to vowel-like sounds, consonant-like sounds,
combinations of vowel-like and consonant-like sounds, Anderson and Shames (2011) describe this stage as “cooing”
Expansion (3–8 months).
vocal play and exploration
begin to try new vocal postures and gain more control over their oral musculature
produce isolated vowels, vowels in sequence, glides, squeals, and the beginning of babbling sounds.
Basic canonical (C+V) syllables (5–10 months).
begin of babbling.
Advanced forms (9–18 months).
increased babbling complexity + adult-like utterances called jargon
children say first words during this stage around one year of age, and produce immature versions of adult words (e.g., “da” for “dog,” “wawa” for “water,” “di” for “drink”)
Describe speech sound acquisition for 1-2 years.
Children use around 50 words (but not with 100% intelligibility)
produce most (but not all) vowels
reduce many adult word forms to simpler forms (e.g., “baba” for blanket, “do” for “dog,” and “kaka” for cracker)
produce an average of 10 consonants (McLeod, 2013, pp. 86), often including /p m h w b n/
Describe speech sound acquisition for 2-5 years.
Most English consonant sounds are acquired by the end of the third year:
plosives, nasals, and glide sounds
selected fricative and affricate sounds
Some fricative sounds (particularly /s, z, ɵ, ð, ʃ, ӡ/), affricates (ʤ, ʧ), and liquids (/r, l/) tend to be more variable in age of acquisition and may not develop until the end of the eighth year.
Acquisition of certain speech sound like /s r/ varies widely!