Language Disorders Flashcards
Important to all social and educational functioning because it is a means of communicating and surviving in a society geared around these two factors.
Communication & Language
________ can have a negative impact on an individuals future educational, social, and vocational opportunities
Language deficit
The most distinctive attribute of human beings; acquisition is a major part of human development
Language
defined as the process of sending and receiving messages, information, ideas, and or feelings
Communication
Includes both physical speech productions but also symbolic nature, actions, and behaviors that contain messages
Communication
Not limited to humans — just communicate higher orders of complex thoughts, feeling, and ideas using language
Communication
process by which two individuals exchange information and convey ideas/messages
Communication
List the Functions of Communication:
- Self Expression
- Tell Stories
- Ask Questions/ Give answers
- Tell Jokes
- Give Demands
- Share thoughts, ideas, opinions, experiences
- Convey Information
- Conduct affairs
Active process that requires participants and mode
Communication
List the components of communication:
Sender, Receiver, Channel, Shared mode of communication
formulates produces the message
Sender
decodes & comprehends the message transmitted by the sender
Reciever
defined as a code in which humans manipulate specific symbols to make them stand for something else
Language
A code whereby ideas about the world are represented through a conventional system of arbitrary signals for communicaiton
Language
Coded symbols should refer to :
real things, concepts, ideas, and referents
Considered a convention with rules that guide coded symbols and its ability to combine with other coded symbols
Language
Belief that ALL humans are born with the innate ability to learn and use langauge; most babies are born with the capacity to use language; however it is not ________, need to learn the langauge or code of the linguistic system of the community they live in
automatic
Oral expression of langauge
Speech
involves a sensorimotor process that requires users to reproduce the coded symbols embedded in their CNS
speech
Requires neurological control of oral cavity’s physical movements to create sound patterns
Speech
Sound patters require:
respiration, phonation, resonation, and articulation
Process by which individuals exchanged information and convey ideas
Communication
Oral verbal mode of transmitting messages involving precise coordination of oral neuromuscular movements in order to produce sounds and linguistic units.
Speech
a socially shared code or conventional system which represents an idea via the use of random symbols and rules that manages combinations of said symbols.
Language
a behavior or action that conveys a message (loudness, frowning, gestures); Can enhance or change the linguistic code/message meaning
Extralinguistics
melodic components of speech that modify the meaning of the message spoken (pitch and intonation)
Paralinguistics
non-verbal aspects of communication considered a system in itself
Nonlinguistics
space and physical distance between communicators
Proxemics
body movements used for communication
Kinesics
higher aspects of the use of language; ability to use langauge to communication, talk about, or analyze langauge; ability to reword, make corrections, generate rhyming words, frequent monitoring of self ocmmunication
Metalinguistics
Verbal aspects of communication
speech & language
Examples of Communication Helpers:
stress patterns; rhythm; rate of speech; tone of voice; pitch
Examples of Nonverbal forms of communication
body movement and orientation; physical contact; facial expressions; gestures; looks; visual signs
The main use of speech and language is to communicate; aspects of communication can enhance or distort the linguistic code
.
intonation patterns, stress, and speech rate that signal the attitude and emotions of the speaker resulting in a change in the linguistic information
Paralinguistic cues
involves gestures, body movements, eye contact, facial expressions that may add or take away from the linguistic message
Nonlinguistic cues
considered teh primary purpose of communication, yet it is NOT the only means available to communicate
Speech
5 Basic Components of Language
Phonology, Semantics, Syntax, Morphology, Pragmatics
Use of a specific set of speech sounds in a planned sequence to communicate meaing; description of the systems and patterns of phonemmes that occur in langauge
Phonology
sounds that allow individuals to tell the difference between one word from another
Phonemes
Addresses the referents of words and the meaning of utterances; involves the vocabulary of a language/lexical system
Semantics
Referential meanings; Connotative (emotially associated)
Semantics
Process of categorizing and recategorizing words to fit referents and characteristics; Context assists in determining meaning in words with different meanings
Semantics
Addresses relational meaning(meaning conveyed by the relationship among words)
Semantics
allows statements to take on a meaning beyond the words on its own
prepositional meaning
placement of the word determines its logic
Semantics
When a statement gives no clue as to the meaning of a word; requires context to determine meaning
Ambiguous Statements
going beyond meaning that is developed from literal interpretations
Figurative Meaning
Figurative meaning includes what?
metaphore, similies, proverbs, idioms
meaning that is developed from the logical relationship of the statements
Inferential
Set of rules that govern how words are to be sequenced and how the words in utterances are related
Syntax
all language systems have syntax; Determines what words can be combined in what order; reversal of word order gives different meaning
.
using operational rules, change a sentence by adding, deleting or rearranging words for various type of sentences
Transformational
smallest unit of meaning in language
morphemes
cannot be divided into smaller meaning
roots
attached to words to change the meaing
affixes
using various word forms and the rules for using grammatical markers or inflections together; include plurals, verb tenses, adverbs, and superalitves; discusses as part of the phonological system
Morphology
can stand alone in language and have meaning
Free morphemes
cannot stand alone in language and have meaning
Bound morphemes
Considered an active process that requires the sender to encode or create a message; requires the receiver to decode or understand the message
Communication
Partners of the communication process must be aware of the needs of the other in order to make sure that messages are accurately and effectively conveyed and comprehended
Goal of communication
Examples of other modes of communication:
Writing, Drawing, Manual Signing, Gestures
Users choose the mode of communication depending on the context of the conversation. their needs and abilites, the needs of the listerner, and the message they want to convey
.
There exists hundreds of langauges that possess their own particular set of symbols and rules
Language
Can only exist when users of it have agreed on the chosen symbols and rules that will represent it
Language
allow the users of that language to represent an object, event, or a relationship by way of combination of symbols or one set symbol
linguistic codes
Includes rules that are considered complex of which govern sounds, words, sentences, meaning, and use
language
Rules presented in language underlie a speaker’s ability to understand language ____________ and their ability to create langauge _____________
language comprehension & language production
an individuals implicit knowledge about the rules of their langauge. Cna understand the language and create an infinite number of sentences and use a variety of language in social settings.
Linguistic Competence
Native Speakers and listeners of a language learn a linguistic rule system. Rule system is divided into 3 components:
Form, Content, Use
Form:
Content:
Use:
- Phonology, morphology, Syntax
- Semantics
- Pragmatics
4 Multidisciplinary approaches addresseing the study of langauge acquistion
-Behavioral, Psycholinguistic/Syntactic, Semantic/Cognitive, Pragmatic
Argues that langauge acquisition depends on environmental variables mastered through imitation, practice, and selective reinforcement; langauge is gained through slow collection of vocal symbols and sequences of symbols
Behavioral Approach
Model of utterances by parents and other important persons in the child’s life is vital to this theory
Behavioral Approach
the human brain possesses a mental plan used to understand an generate sentences. The mental plan was heorized to allow the child the ability to internalize knowledge needed for deriving sentences
Psycholinguistic/Syntactic Approach
the innate mechanism activated by the child’s exposure to language
Language Acquisition Device
studied the meanign conveyed by a child’s utterances instead of the syntax production
Semantic Cognitive Approach
views langauge development within the frameword of social development; child learns language as a means of being able to socialize and direct the behaviors of others
Pragmatic approach
Language is only acquired if and only id the child has ____________. Child must learn that they can influence their environment
reason to talk
_______ is acquired as a means of acknowledging alreading existing communicaiton functions
Langauge
Language is learned in ______________ interactions that involve the child and the nature langauge user in their environment
dynamic social
The child acts as an active part in the ___________ and have to contribute to the process by behaving in ways that allows them to benefit from the adults facilitating behavior.
transactional process
The use of langauge generalyl involves ___ people in a communicative situation
2
Turn taking in a conversation is deemed:
Dyadic communication
The communication cycle is NOT complete until both the sender and reciever are using the same code and using the same rules of language to communicate.
.
most common modality of communication; children acquire this mode first
auditory-oral system for language
Hear and comprehend before you
read or write
Other communication modalities that can be used:
Visual-graphic, reading, writing
2 other forms besides non-verbal communication
manual communication; augmentative and alternative communication
Used with hearing impaired, deaf, non-verbal/critical communication needs
Manual Communication/ sign language
involves all forms of communication to express thoughts, needs, wants, and ideas
AAC
Individuals with severe speech or langauge problems use AAC to supplement existing speech or replace speech not functional
.
Goals of AAC include:
assistane in increasing social interaction, school performance, and feelings of self-worth
AAC users should no stop using speech if they are able to do so. The AAC aids and devices are used to enhance their comunication
.
user’s body implemented to convey messages (gestures, body language, and/or sign language)
Unaided communication systems
the use of tools/equipment + teh user’s body
Aided Communicaiton Systems
complete usage of natural resources
No tech AAC
mixture between notech and device that have max. 4-6 overlays, one button ,one recordable message etc.
Low Tech AAC
devices taht require higher cognitive ability. represent multiple overlays, can record more than one message etc.
High tech AAC
shaking, nodding the heading, shrugging the shoulder.
Gestures
langauge composed of different hand shapes origninally developed for people with severe hearing loss or deafness; require certain amount of manual dexterity, and are not understood well by people who do not know the system
Sign Languages
letters are formed by different shapes of the hand and fingers; each word is then spelled out; often is used with sign language for spelling of proper names, technical terms an the like.
Fingerspelling
oral symbols can be spoken by a person or generated by a computer
speech
The major physcial bases inlcude:
ear-speech mechanisms
nervous system
7 Cranial nerves that deal with langauge and pseech :
Trigeminal Facial Vestibulochoclear Glossopharyngeal Vagus Accessory Hypoglossal
allow them to process and organize incoming stimuli/information
Schemas
Four Stages of Cognitive Development:
-Sensorimotor, Preoperational, Concrete, Formal
Become aware of the world, at end of stage use words to refer to entities properties and actions
Sensorimotor period (0-2 year)
Become aware of spech,time, and quantity concepts and relationships
Preoperational though (2-7 years)
Develop logical thought processes
Concrete Operations (7-11 years)
Develop Logical abstract thought
Formal Operation (11-15 year)
way you deal with stimuli incomin and how you process it in your head
Info Processing
consciously analyzing, controlling, planning, and organizing what you know
Metacognition
Infant/Caregiver Attachment Occurs secondary to:
close nurturing, long-term relationship, become attached to familiar faces, voices, and smells, caregive takes care of needs = attachement, unique communiation system shared,
maternal language patterns presented to a child; short utterances, simple utterances, slow rate of speech, stressed words
Motherese
Considered to be childs exact reproductions of adults utterances; does not fully account for the langauge learning process
Imitation
Children are later able to produce novel utterances; As productive langauge develops -> imitation decreases
.
From imitation children extract the rules fro behavior, imitations that contain the rules, not exact duplication.
.
Used in conditioning or stimulus-response theories of learning; not all utterances are reinforced; adults provide language models and reinforce verbal behavior
Reinforcement
______ influenced by the child’s ineraction with people and events in their environment
Language acquisition
child interaction different from language presetnd in adult-adult interaction
Caretaker
This kind of speech is focused on the here and now
Adult-child speech
parents provide the opportunity by being responsive to child actions, gestrues, vocalization, and then providing a vast amount of info about langauge system via input
Discourse Frames
Parent provides child with repeated presentation of familiar materials in book reading/storytelling. Gives child the chance to recognize and internalize structure of texts
Predicatble Texts
Verbal responses that increase the length/complexity of the child’s uterrance
Expansion
Verbal responses that add new but relevant information to the child utterance
Expatiations
Questions posed to fill in the pieces of an utterance, then adult speaks the entire utterance
Vertical Structuring
Comment/questions to extend what child has said
Prompts
Repeat the childs utterance
Repetition
A model provided of the adult form of the childs utterance
Recast
component of language focused on meaning. Meaning expressed through language at word, sentence, and discourse level
Semantics Development
acquiring meanings that code relationships among people, object, and events
Relational Meaning
notes an object
Existence
notes an entity is absent
Nonexistence
notes entity has disappeared
Disappearance
requests reappearance. notes an entity reappears
Recurrence
Examples of primitive speech acts:
Requesting action, protesting, requeting answer, labeling, answering, greeting, repeating, practicing, calling
These assist in calculating a childs MLU
14 grammatical morphemes
average number of morphemes per utterance that child produces
MLU
assists in utterance lenth increase
Morphology
Children ID and talk about relations in one event
Chained single-word utterances
increase the variety of communicative intents that involve gaining attention. requests, calling (___________); naming description, giving info beyond present (__________); describe activites intend to carry out an action, refusal, protest(______); imitation, answer, conversational responses questions (__________)
Pragmatic development
- regulation intents
- statement intent
- exchange intent
- conversational intent
Topic/maintenance devices; attend to one or more words in a previous utterance and repeat or imitate those portions in their succeeding responses
focus/imiation
by age 3 child decreases use of focus/imitation to this; children add info to the top of previous uterance or modify the previous utterance
Substitution/ expansion
_______ children are able to participate in dialogues and apply turn taking rules
18-24 months
everyone has fluency difficulties in converation one time or another phrases are revised, words repeated, hesitation & fillers furing message delivery
.
Common part of lagnuage, not limited to storytelling- describing, recounting- demands on logical structure, temporal and casual sequencing, cohesion and presuppiostional abilites
Narratives
6 Stages of Narratives:
1- heaps 2- sequences 3- primitive temporal narratives 4- unfocused temporal chains 5- focused temporal or causal chains 6- proper or true narratives
Language skills are slow to develop; manner in which the child acquires language is the same as TD peers just need to catch up
Language delay
deviation in the usual rate and/or sequence that language skills emerge; may have difference in rate of acquisition in one skill, features in another skill, and TD in other areas
Langauge disorder
Children appear normal except for language acquisition; cannot attribute language-learning difficulties to an identifiable problem; significant limitation in language learning; they dont learn language rapidly and easily
Specific Language Impairments
Heterogenous group; variation in language performance; difficulties with both language comprehension and expression; difficulties with lexical retreival, syntax and morphology
Specific Language impairments
age level a child is functioning on cognitive/intellectual taskes (IQ tests)
Mental Age
clinically important deviation from what is expected at the CA
chronological age
Important to know scores like ____________ do not provide as much information of a child’s langauge abilities an how it impacts academic or social skills as raw qualitative data
% ranks and SS
genetic factors are believe to underlie a clinical marker
Phenotype
Help in knowing whih child has an SLI; behavioral feature, characteristic or combination of both teat child with SLI have; either absent of present; correctly ID’s child with SLI
clinical markers
English speaking children with SLI are renowned for their persisting difficulties with:
Grammatical forms and in particular related to tense marking on verbs
focuses on aspects of childrens information processing and requires children to repeat nonsense words or varying sylable length and phonological complexity
Non word repetition
These are a good indicator of SLI
non word repeitions
Uses only 4 consonants taht are expected to have been acquired early and 1 vowel; measure the diffivulty in learning langauge by the rate in which new language skills are learned
Syllable Repetition Test
Continuous, treatment and behavior observed and tracked; essential part of assessment process
Dynamic Assessment
Begun as soon as language problems emerge; parent/ caregive training programs
Early Intervention/ Preventive Intervention
These have been linked to potential langauge problems:
birth factors, chromosomal syndroms, known neurological or physical consitions, socioeconomic factors, environmental deprivation
Some Risk Factors for SLI:
family history of literacy and/or comunication problems; birth order; caregiver levels of eduation; gender (males more then females); Socioeconomic Status
______&______ are complex human behaviors influenced by multiple factors, so the factors that place children at risk for langauge impairment are more then likely going to reflect complex interactions
Language learning & language performance
Impact academic abilites; as child ages the difficulties may become more significant; trouble abstracting from their language learning environemnts; incomplete learning of langauge rules; trouble accessing the information they have learned
SLI
SLI Precursors include:
phonolgical problems or v.v. ; acquire single words with consonants they frequently use than words taht begin with unfamiliar consonants; delayy in using 1st word; slow to add to vocab
SLI Assessment should include:
Socialization, phonologial composition of verbalization, vocalization, and babbling; gesture usage; beahvior; non-word repition skills; comprehension skills
appear invisible, often overlooked and not understood; 1out of every 5 individuals in the U.S. have this and recieve intervention
Learning Disability
How you define LD is important for:
- placement in educational system
- intervention
- government and local districs decision on funding
- professional preparation, PD, Curiculum design
- Collaboration and discussions among parents/caregiver, SLP’s psychologists
Show strength in one/more areas and waknesses in others; vary across lifespan and within individual; gap in effort and achievement academically; poor instructino not the main cause
learning disabilites
reading mostly impaired; ____ population show impairment in reading decoding or comprehension
dyslexia
80%
reading problms with no assoiated sensory, motor, emotional/intellectual impairments
Dyslexia, Reading Disability/Specific reading disorder
Children with Dyslexia may need:
- main points to be written down and terminology
- handouts, summaries or copies of notes and OHTs
- be sympathetic to studentes using tape recorders
- avoid dictation
- provide guided/structured lectures, indicate changes in topics and key points
- allow students time to absorb information
problems in reading semantics, vocabulary, comprehension, words, sentences and paragraphs not in a childs semantic system
Hyperlexia
problems in applying the letter-sound rule/sounding out – reading will be affected long with comprehension
developmental phonological dyslexia
preoblems in visul recognition of words, words that can only understood as a sight word
Developmental Surface Dyslexia
group of students who achievement scores in the range of low to below average – not classified as LD because IQ level are on par
Slow Learners
difficulty in directing and sustaining attention– impairs their ability to learn; 4-12% of youth have
ADHD/ADD
CAS children identical to those identified with articulatory and graphomotor coodination deficits
.
not well clinically bounded; not accepted by all professional as a diagnosis; often identified as LD or display patter of school performance difficulties
Central Auditory Processing Disorder
No federal guidelines or requirements for a child to recieve special education; left up to the states to set eligbility criteria and established procedure for diagnosing LD
.
Linguistic Issues Relevant to LD:
metalinguistic skills, writing, difference between spoken and written language, writing is complex linguistic skill, shares components with reading and spoken language
Communication problems and LD:
Semantic- cognitive processes, word meaning, word retrieval/word finding difficulties, confrontation naming, spontaneous speech
Circumlocutions, Substiutions of words, Preservation, low infor words excessively used, delay in producing the targets words, extra verbilizations, initial sound repetition, naiming to description- categories
Communicaiton problems and LD
Grammar- perform at lower levels on most language forms, poor command of past tenses and irregular forms
.
Narratives:comprehension and production of language units larger than the sentence
.
= late talkers; individuals who are late in developing language; late use of words
Delay
aytipical develop; usually have problems with understanding as well as speaking - deviation from the norm
Disorder
tend to be late talkers; slow vocabulary development; no obvious biological factors; receptive langauge is usually OK
early expressive langauge delay
Affects up to 13% of children; heterogeneous group; may be developmental or acquired; deficits or immaturities; spoken or written langauge; may affect expressive and/or receptive langauge; impairments in form, content, and.or use
Langauge impairment/disorder
Usually affects multiple aspects of language form, content , and use ; May be associated with other disabilities
Language Disorder
Difficulties in listening, speaking, reading, writing, reasoning, or mathematical abilities
Learning Disabilities
May occur with other disability conditions, but is not the direct result of those conditions; Have difficulty with selective attention; Often not detected until school-aged
Learning Disabilities
A Pervasive Developmental Disorder (PDD);Cause is unknown;Biological; Processing of sensory information; Deficit in ability to establish & maintain social relationships
Autism Spectrum Disorder
Language of a child with ASD:
Language
- Profound language disorder
- Expressive language is often absent
- Echolalia
- Poor pragmatic skills
- Available language often not used for social communication
- Impaired prosody
Ritualistic behavior; Preference for routines ;Stereotypic behaviors
~3/4 of children with autism are classified as having MR
Autism Spectrum Disorder
A disability characterized by significant limitation in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Originates before age 18.
Intellectual Disability
Difficulty with their ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience; Detwemined by IQ
Intellectual Disability
Two categories of intellectual disabilites:
Organic major chromosomal, genetic, or traumatic cause; Familial no known causes but tends to be prevalent in families
Minimal receptive language skills; nonverbal; Use AAC
Angelman Syndrome
Phonological development is typical at first; Communicate with SEE and gestures; Good imitation and pragmatic skills; receptive better then expressive; good receptive vocabulary
Down Syndrome
Language impairments and cognitive abilities Memory deficits Deficits in narrative discourse;Develop functional language skills Processing disorders; Deficits in vocabulary, syntax, and pragmatics Hearing Loss
Fetal Alcohol Spectrum Disorder
Good receptive language
Good imitation skills; Recurring ear infections; Echolalia and phonological delays in unintelligible speech
Fragile X Syndrome
Delays in language – substantive catch up; Receptive skills delayed
Deficit in pragmatic language; Articulation errors with poor intelligibility Syntax deficits
Prader- Willi Syndrome
Relative strengths in concrete vocabulary, grammar, phonological processing; Know the phonological aspects of words better than the meaning; Good artic skills Mild intelligibility Deficit in conversational discourse Visual spatial deficits
Williams Syndrome
Three major areas in early communication assessment & intervention:
- early prelinguistic communication
- emergent speech and language abilities in the first years of life
- assessment and intervention strategies for speech pathologists
functionally identifying young children at risk of communcation disorders
Challenge of EI professionals
subtle impairments in the ability to process and learn auditory information in young children
Cascading Effect
There is an urgent need for early identification and intervention when brain development is rapid with a high degree of plasticity, because ___________ nad___________ have increased resulting in more divers culture and linguistic clients
global immigration
migration patterns
Early intervention of cultural and linguistic client recquire:
a team approach including member of the family
Roles of SLP in EI:
screening & identification; assessment and evaluation; design, planning, direct delivery, and monitoring of treatment programs; case management; consultation with and refferal to agencies and other professionals
SLP’s intention as part of the EI team is to take on ____________ within community based, family centered program
multiple dynamic roles
ASHA identified roles of SLP in EI:
team member; clinician; communication facilitator; coach; consultant
No other professional posses the knowledge training and expertise of a Speech Language Pathologist to address the educational challege of children. Importance of langauge in early childhood development has caused the role of the SLP to shift from a related service provider to classroom teacher, counselor, parent trainer, consultant.
.
SLPs are recquired to used both the ________and________models to meet the needs of the children and family because of an increased emphasis on inclusive in school programming and natural settings
consultation and collaboration
SMART goals stand for
Specific, Measurable, Attainable, Rationale, Time
SLPs are now recquires to switch from:
pull out model to a collaborative model of classroom includion (Push-in)
SLP should recognize that a shared process is the key to gaining better outcomes in comparison to individual effort.
.
Work as partners:
Coequality/ Coparticipation
One educational mechanism for the start of inclusion process
Coteaching
Change for professional growth; inclusion must be suportie of proffesional change; work toward recognition on how all invovlved professional can support each other
Reciprocity
A______&________ is necessary in order to assess known risk factors quickly, accurately, provide effective intervention, and support optimal communication and language development.
Dynamic intervetnion
Assessment Process
Not all children who present with language disorders qualify for _________
Intervention
Eligibility for intervention:
- Depends on the agency/ orgnization set criteria
- considers the serice provider, the family & child
- different laws outline requirement for EI
- Include: birth weight, gestational age at birth, medical diagnosis
.
defined the role of the SLP in early intervention
IDEA ammendments
Qualified professionals must complete an assessment of the child and both assessment and intervention be provided by a miltidisciplinary team
US Policy
EI is offerent in _____
LRE or Natural Environement
EI is family centered and responsive to priorities, culture and values of the family
.
Early intervention is ________
individualized
Addresses both the child and family needs that impact the childs development; move focus from child with disabilities to child as part of family unit
IFSP
Individualized Family Service Plan
Communication Assessment Model for Infants Six Strands:
Family preferences, developmental processes, individual differences, communicative contexts, EI teams, Intervention Strategies
Family Preferences: Must possess cultural competance; Be sensitive; build a rapport; recognize the family members play a key rols; guage concerns and parent motivation for EI
.
intervention of children in a collaborative role involving the family members
Family Preferences
must use approach often in order to evaluate the development of the child
Developmental Preferences
Developmental Preferences:Must organize the childs changing behavior as a function of stage intervals occuring at a specific CA;
.
measurable aspects of behavioral development described
Stage Model of Development
allows behavior overlapping and can display the individual difference presented by the child. Similar to the dynamic and naturalistic models
Continued Proces Model of Development
idea that children may follow and develop on different paths and with different strategies for langauge
Individual Differences
idea that language development and communication occurs within familiar contexts. During development children go through a stage of _________________
Communicative contexts
decontextualiztion
utterances are no longer bound to limited contexts. Begin to expand on utternancs that were first produced only specific to a context
Decontextualization
Three team models for selecting and EI team:
Multidisciplinary, Interdisciplinary, Transdisciplinary
Work independently within their discipline to provide services
Multidisciplinary
more professional interaction and coordinated service delivery
Interfisciplinary
largest amount of communication and collaboration within professional -preferred model
Transdiciplinary
primary for standard best practice in EI for 5 reason:
Transdiciplinary Model
- Flexibility
- Role overlaps
- Single coordinator
- Members depend on one another
- Family becomes members of team
traditional approach that relies almost primarily on age-expected behaviors and is considered a static form of assessment
Developmental Models
developmental assessments limited in scope and ability to fully evaluate preverbal communication behaviors
Static Assessment
natural approach to assessment; involves viewing the infants communicaiton skills in commonly occuring settings and contexts; few assessed based on this model
Naturalist Models
**Dynamic Assessment
a specific application of naturalistic assessment, specific strategies to determin child’s optimal performance when adult support and intervention is present.
Dynamic Assessments
Too limited in examination of the infancy period when in relation to the rapid sequence and complexity of developmental processes that occur in the first years of life.
Developmental Assessment Models Con
(dynamic approaches) allow needed flexibility that is important when dealing with children with special needs
Naturalistic Approaches PRO
may not always provide milestone information needed to evaluate the childs communication abilites compared to same-age peers
Naturalist Aproach Con
An essential start to intervention; should lead to effective intervention; provides sample of childs performance during interaction with a more experience communication partner; determine the childs emerging language competence and level of scaffolding needed via cues and support from examiner
Dynamic Assessment
____________strategies for children with LLD help to improve their information processing abilities by improving retrieval of previously stored information
Dynamic Assessment
Purpose of Dynamic Assessment
Address the childs knowledge base; evaluate the childs attention abilities and ability to modify learning strategies; evaluate the childs encoding of perception and memory, storage, and retrieval
Dynamic assessments principles and procedures designed for children with the ability to _______ and _________ their own learning performances.
observe and modify
Key application for degree of scaffolding and demonstrate emergent abilities include:
parent reports,observations, interviews, level of scaffolding recquired
a method that includes observations of children in routine daily activites, interaction with familiar people, manipulation of objects and development of play
Serial Assessment
in the setting of play, information is gathered about the childs typical and preferred means of communication
Trial Intervention
prompt hierarchy least amount ot most amount
Graduated Prompting
modification, additional cues, explaining task, rationale-determine comprehension
Limits Testing
short term intervention, supports and prompting
Mediated Learniing Experiences
Includes many stages that include screening, diagnosis, determination of eligibility for services, and progress evaluation after an intervention phase.
Traditional Model of Assessment
Purpose of Traditional Model of Assessment:
to collect information in regards to childs strength and weaknesses for purposes of intervention and planning
SLP IDs specific linguistic goals; intervention based on incremental steps; intervention conducted in pull-out; drill, practice, reinforcement methods to achieve mastery
Direct Instruction
Child oriented focus with environemental arrangement; specific language structures targeted in arranged play; intervention conducted in typical child routine; adult-directed requests child response and incidental teaching
Milieu Teaching
Child oriented with focus on organizing the environment to increase communication oppurtunities; specific language structures are targeted in arranged play; intervention in natural environments and typical routines; incidental teaching approaches in responsive converational style
Enhanced Milieu Teaching
Child oriented with focus on organizing the environment to increase communication opportunites; generalized child communication gains are targeted; intervetnion in natural environments and typical routines; adult follows childs lead and provides linguistic models in response to childs behavior
Responsive Interaction
Intervetnion is child oriented; child discovers properties of language; all language domains are interrelated no main objectives; SLP relies on rich learnign environments in natural settings; Adult-child interaction to achieve reciprocal communicaiton
Conversation Based Intervention
design the environment with activites and objects that are relevant to the childs development and will engage the child.
Environmental Arrangement
environment manipulated to engage child in typical/relevant activites. Include child lead adult interaction that builds on the estabishment of joint attention. Expanding on the childs communication and turn taking
Responsive INteraction
Initial uses of requests and comments. Take strategies from milieu teachign that include following the child’s lead, facilitating environmental arrangement, and embedding modeling in routines and social interactions
Pre-linguistic Milieu Intervention
incorporate into play based intervention to provide opportunities for the child at risk of severe communication delays to communicaiton functionally
AAC
starts in the intervention phases. Ongoing process used to determine the childs communicative strengths and needs. Determins intervetnion strategies that promote communication and language development
Intervention Strategies
In EI SLP gathers info about the:
Developmental process, individual differeces, communicative contexts and team member roles
developing collaborative goals and objectives for EI personnel and families
Intervention Planning
a statement expressing long term goals that include an outcome for a specified time frame
Intervention Goal
a specified short term goal that discusses the exact behavior expected and the specific criteria to evaluate achievement of the objective
Intervetnion Objective
Two types of Intervetion Approaches:
Naturalistic Approach & Behavioral Approach
based on developmental, cognitive, and social models
Naturalistic Approach
based on beahvioral models that incorporate reinforcement principles
Behavioral Approach
group of people using two different languages miz them into a vernacular that is neither L1 or L2 but a mix
Mixed Vernacular
No two individuas communicate in the same manner!
.
can comprehend and use two languages with equal capacity
Bilingual
only comprehend English
Monolingual English
both language comprehended and produced imperfectly, english is stronger
Low Mixed English
English well, other langauge when recquired but less proficient
English Dominant
other language is slightly stronger
Low mixed other language
only comprehends and uses natve langauge
Monolingual other language
Hispanic Children:
- pragmatic language influenced by family expectations, ethnic prie, and cutural beliefs
- different from white middle class children
- reluctant to expand on responses with adults
- considered disrespectful among certain groups when child attempts to elaborate
.
African American Children:
- AAE used by most not all
- does not indcate difference in social background or education of speaker
- turn taking and providing polite interruptions not always expected
- taught to be independent (child appears to be defiant)
- recognize level of heeracrchy in peers, teachers, and elders
.
Carribean Americans:
- Elder recognition
- Personable\
- Some areas categorized by class and color
- Greeting dependent
- assertive
.
Asian Americans:
- discouraged from interrupting and asserting themselves
- apeear passive
- avoid eye contact in dyadic conversation
- stare openly
- collectivist family
-
Native Americans:
- want to preserve langauge may refuse to speak English in home or community
- differenes in parental and cultural expectations for language use
- may appear delayed in langauge
- answering direct questions and in sequence are considered cultually inappropriate
- may not be on time
- may have trouble with pictures and booklets
- circular in storytelling/narratives
- trouble with parent interviews and questionnaires
.
Language is evaluated and categorized in 4 ways:
- TD and speaks SAE
- TD and speakes a non-standard dialectal form influence by another langauge
- ATD and speak SAE
- ATD and speaking a non standard form influence by another language
Be clear of biases when testing culturally and linguistically diverse children these include:
testing, cultural, examiner sensitivity, examiner expectations, overinterpretation, linguistic
SLP must be able to distiguish between difference and disorder
Differential Diagnosis
No dialectal variation of English is a disorder.
.
children who are unable to show competence in any langauge or dialect
Therapeutic Language Intervention
children who are not competent users of SAE but are competent in a nonstandard dialect or a langauge other then English
Elective language intervention
SLP should determine the dominant langauge or dialect; determin the parental preference; and speech community
.
addresses the expressive commmunication needs of people with significant speech difficulties
AAC
What does AAC do:
invovles all forms of communication (other then oral speech) to express thoughts, needs, wants, and ideas
Who uses AAC:
individuals with severe speech or language problems to supplement existing speech or replace speech that is not functional
The goal of AAC is :
to use for assistance in increasing social interaction, school performance, and feelings of self-worth
AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance a persons communicaiton
.
AAC shoudl be thought of as a ______ not just a single entity
system
AAC’s four primary components include:
symbols, aids, atrategies, and techniques
AAC is not a disorder category
.
People who use AAC can have a congenital or acquired issues. People who use AAC span the full range of age and physical and cognitive levels.
,
_______ Americans are unable to use speech and or handwriting to meet their daily communication needs What percent of population
2 million
1.2%
in 2002 a survey revealed that SLP reguraly serve _____ of individuals with AAC needs
45%
Who uses AAC with congential conditions?
cerebral palsy; intellectually disabled; developmental apraxia; developmental dysartria; ASD
Who uses AAC with acquired conditions?
closed head injury, cerebral vasular accidents; spinal cord injury; laryngectomy; glossectomy; asphyxia; cerebral palsy
Temporary conditions that may recquire the use of AAC:
shock/trauma surgery; guillain-barre; reyes syndrome
Categories of people who benefit from AAC:
motor; language/cognition; dural sensory
users body implemented to convey messages
Unaided communication systems
the use of tools/ equipment plus the users body
Aided Communication systesm
Appropriate______ is the bridge to active participation in social and academic interactions
vocabulary
Symbols and arrangment of symbols on an AAC device contribute to functional use of the board/overlay as well
.
Important to include vocabulary that the individual will most use in everyday interactions
/
When deciding on vocab for AAC: observe clients daily activities; determine the communication needs for the activity; identify messages/vocabulary words that may have the most use for the student
’
As an SLP you will be working with children who are experiencing communication delays or disorders that may affect:
Social Communication, Classroom activities, literacy, cognition, learning
As an SLP you will be working with:
variety of disabilities, voice disorders, swallowing difficulties
Some roles of an SLP include:
preventing communication disorders, ID at risk students, Screen and/or Assess, Analyze Results of Assessment, Treat, Develop and implement IEPs
IIt is the responsibility of the SLP: To complete record keeping and documentation, collaborate, advocate, research, supervise, professional development.
.
The role of the SLP is to:
- Integrate
- Recognize Common Core Standards
- Support Students
- Increase Comprhension
.
The Role of the Teacher in Identification, Assessment, and Treatment:
-Due Process, You are apart of a team, be aware of other related services available for the child, Observe, Trust your instincts
It is the job of the _______ to make referrals.
teacher
The teacher can provide indirect treatment services by:
knowing the goals of the students treatment program, be aware of their progress, ask how to help in achieving the SLP goals
Indirect Treatment:
- Only perform activities that are compatible with normal classroom activities
- Suggest and implement activites that allow the students goals to be generalized
- Create a responsive communicative classroom environment
.
The SLP:
- provide the child with an intent to communicate
- set up situations that force the child to communicate
- use people, objects, and events in the natural environment
- modify daily routines
- provide cues and prompts for child
.
The SLP can do this to help a child with communication disorders:
- make a list of activities that your children with communication disorders can perform within the classroom
- identify within these activities opportunities for the child to practice speech and language
The SLP should never assume what the child wants to say or needs to say instead they should,
wait withold sabotage use cues to elaborate pause limit your talking
SLP’s Role:
- reduce sentence complexity
- paraphrase and repeat
- simple, concrete vocabulary
- talk at eye-level
- avoid baby talk
- avoid too many commands and questions
- show the child what you expect
- be enthusiastic
- slow down
.
The SLP should
-Be well versed in the prerequisite skills of your students based on their age.
• Target reading difficulties, may be underlined communication disorders.
• Keep and eye out for hearing impairments that may be impacting school performance.
.
The SLP’s role to know:
difference vs. disorder
bafa bafa
non-verbal
.
When considering interventions it is important to review all possible interventions, always consider typical vs. atypical processes.
.
Which approach is usually warranted in considering intervention?
Developmental approach
Most children with langauge disorders have trouble with ____________
comprehension
Comprehension does not always come before _________. Taught accurately can increase comprehension.
production
__________ alone is not sufficient for production in children with langauge disorders.
comprehension intervention
What is a major component of language intervention?
reinforcement
What are different types of reinforcements?
natural/intrinsic & extrinsic
Reinforces a consequence occuring, cause and effect, more effective
intrinsic Reinforcement
reward charts, stars, praise, grades
Extrinsic Reinforcement
Generalization should:
• Use different stimuli to elicit targeted behavior
• Provide behavior opportunities in many contexts
• With different people
• Provide multiple exposures to the language target
• Increase number of intervention opportunities each session
• More sessions – greater progress (about 20 hours for one functional communication level)
• Sing songs
• Make dances
• Incorporate into lectures
• Engage and Enhance
.
How many stages of cognitive development are there?
4
skills are slow to develop. The manner in which the child acquires language is the same as TD peers just need to “catch up”
Language Delay
deviation in the usual rate and/or sequence that language skills emerge. May have differences in rate of acquisition in one skill, features in another skill, and TD in other areas
Language Disorder
Children appear normal except for language acquisition. Cannot attribute language-learning difficulties to an identifiable problem
Specific Language Impairment
clinically important deviation from what is expected at the CA
Chronological Age
Identify all the communication helpers.
Stress patterns, rhythm, rate of speech, tone of voice, pitch
The most distinctive attribute of human beings is ________.
Language
What are the four linguistics of communication?
Metalinguistics, Nonlinguistics, paralinguistics, extralinguistics
T or F
A key factor in diagnosis is how we compare the child’s performance and the conditions in which we observe them.
True
There are ____ stages of cognitive development.
4
Description of the systems and patterns of phonemes that occur in a language is known as?
phonology
Cognition and Language Include:
Sensorimotor Stage, Formal operations, peoperational stage, concrete operations
Check all that apply: List some functions of communication
give answers, asks questions, convey information, tell jokes, tell stories, self-expression, give demands
______ can have a negative impact on an individual’s future educational, social, and vocational opportunities
Language deficits
In order for communication to be considered an active process, it must include a [________] and [_________].
sender and reciever
T & F
With SLI children appear normal except for language acquisition.
True
T & F
Communication is not limited to humans.
True
T & F
Not all humans are born with the innate ability to learn and use language.
False
What are the five basic components/subsystems of language?
.
Identify the approaches to language acquisition.
Pragmatic
Psycholinguistic/ Syntactic
Semantic/Cognitive
Behavioral
The biological basis of communication include
- the ear-speech mechanism
- nervous system
Facial Expressions is considered what form of communication ______________.
non-verbal
