Language Impairment Flashcards
Language impairment
Heterogeneous group
Developmental and/or Acquired Disorders
and/or Delays
Affects spoken and/or written language in comprehension and/or production
Involves one or more aspects of language
NOT a language difference
ASHA defines language disorder as
ASHA defines language disorder as the impairment or deviant development of comprehension &/or use of a spoken, written, and other symbol system
May involve language form, content or use
Can have deficits in receptive &/or expressive
language skills
Can range from mild to severe
Communication disorder diagnose in childhood
Expressive language disorder
Mixed receptive and expressive language
disorder
Phonological disorder
Stuttering
Communication disorder not otherwise specified
Expressive disorder
Limited vocabulary
Shorter and less complex sentences Production of Grammatical errors
Difficulty with word recall
Mixed receptive and expressive
Same as expressive in addition to
Difficulty understanding or comprehending
Difficulty responding to simple directions
Decreased ability to identify pictures or objects
Decreased response to name
Decreased ability to comprehend spatial relations, temporal concepts
Expressive and mixed disorders can co-occur with mental retardation, sensory deficits, or environmental deprivation.
Delayed early communication skills
Rate of intentional communication may be lower in pre-linguistic period, leading to poorer language outcomes
Limited vocalizations and fewer gestures
Less joint action and lower social interaction
Slow acquisition of first words
May demonstrate delays in comprehending simple words or phrases
Slow onset of word combinations
Limited phonetic inventory
Between ages 2-5 should begin to acquire more complex sentence structure marked by increase of usage of inflectional morphemes
Red flags in development disorders
Limited or no babbling by 12 months
No gesturing by 12 months
No single words by 16 months
No two-word spontaneous phrases by 24 months
Any loss of any language or social skills at any age
Signs of disorders shown in kindergarten
Difficulty with all elements of language including pragmatics
Verb phrase elaboration
Past tense verb forms
Early problems learning to read
Poor social interaction and academic success
Biological factors
Genetic/ chromosomal disorders- Down Syndrome
Sensory Impairments- hearing loss, visual impairment
Neurological Disorders- Seizure Disorder, Cerebral Palsy
Congenital Malformations- Cleft Palate
Developmental Disorders- Autism, Mental Retardation
Environmental factors
Age an health of mother Nutrition
Drug use/ alcohol
Exposure to infection
Failure to thrive
Prematurity/low birth weight
Child Abuse and Neglect
Associated disorders and related causes
Mental Retardation/intellectual disability Learning Disabilities
Specific Language Impairment
Autism Spectrum Disorder
Brain Injury
Neglect and Abuse
Fetal Alcohol Syndrome
Mental retardation/ intellectual disability
Now called Intellectual Disability
Characterized by:
*Substantial limitations in intellectual functioning
*Significant limitations in adaptive behavior
*Originates before age 18
Severity based on IQ, ranges from mild to profound
Effects of mental retardation/ ID
Cause can be biological or socioenvironmental.
Organization of information is challenging
Memory and retrieval of information is poor.
The more severe the MR, the more difficulty the person will have in discriminating.
Children with MR/ID vary greatly in their communication abilities.
Language characteristics of MR/ ID
Language abilities can be below cognitive abilities
Slower rate of development
Later, begin to deviate from typical
developmental patterns
Use shorter, more immature forms
All areas of language can exhibit deficits.
Learning disabilities
Heterogeneous
*Difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematics.
*3% of all individuals have LD, but severity varies widely
Language-learning disability-Primarily difficulty learning and using symbols.
Affects males more than females
As many as 80% of those with LD have some form of reading problems.
Organization is inefficient, so memory is less accurate and retrieval is slow.
6 Categories of learning disabilities
Six categories of characteristic
*Motor, attention, perception, symbol, memory,
emotion
Attention Deficit Hyperactive Disorder (ADHD)
Attention Deficit Hyperactive Disorder (ADHD)
*Underlying neurological impairment in executive
functioning that regulates behavior.
Dyslexia
Dyslexia
*Difficulty comprehending or producing written
symbols
Lifespan issues with LD
Little interest in language or books in preschool
Slow oral language development
May require special education services
Can be successful with accommodations in the classroom
Some receive special services while be included in regular classroom
Some children with LD seem to outgrow aspects of their disability
Some require lifelong adaptations.
Specific language disability (sld)
Significant limitations in language, with no known neurological, sensory, behavioral or cognitive deficits
Occurs more often in boys
Strong family history of SLI
Limited vocabularies, late onset of first words, shorter utterances and sentence length, word finding deficits and omissions grammatical morphemes
Exhibit some information processing and memory problems
Expressive language delay is greater than receptive
Problems with reading once they begin school
Language characteristics of sli
Difficulty with:
*Extracting regularities from language
*Registering different contexts for language
* Constructing word-referent associations for lexical growth
Inappropriate use of language forms cause pragmatic problems
Difficulty in grammatical markers
May speak slowly with disruptions
Less efficient use of syntax
Difficulty using context for vocabulary development
