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Intro to Speech & Language Disorders 4411 > Lecture #7 - child language disorders > Flashcards

Lecture #7 - child language disorders Flashcards

1
Q

what are the components of language ?

A
  • phonology
  • morphology
  • syntax
  • sematics
  • lexicon
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2
Q

speech vs language … what is language ?

A

a formal system of words (or signs) and symbols (e.g., gestures) that are used to convey meaning

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3
Q

speech vs language … what is speech ?

A

sounds used to form words

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4
Q

receptive vs expression … what is receptive ?

A

understanding of language & words (oral or written) ans gestures/facial expression

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5
Q

in regards to the three components of language; what are the three overall subcategories ?

A
  • content
  • form
  • use
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6
Q

what are the components of language under “content” ?

A
  • semantics
  • lexicon
  • vocab
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7
Q

what are the components of language under “form” ?

A
  • phonology
  • morphology
  • syntax
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8
Q

what are the components of language under “use” ?

A

pragmatics

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9
Q

describe “phonology” :

A
  • the sounds system of languages (phone and phonemes)
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10
Q

what does “phone” mean in the terms of phonology ?

A

individual speech sound (e.g., /s/)

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11
Q

what does “phonemes” mean in the terms of phonology ?

A
  • units of sound in a language that convey meaning (e.g., /p/ and /b/ are different phonemes (e.g., pat versus bat))
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12
Q

differentiate between phones and phonemes ?

A

In linguistics, phones refer to the actual speech sounds, while phonemes are the distinct units of sound that can change the meaning of a word.

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13
Q

give two examples of sample phonological rules of english (phonology) ?

A

e.g. 1:
a) plural “s” added to word-final voiced consonant = /z/
b) plural “s” added to word-final voiceless consonant = /s/

e.g. 2:
/dm/ cannot appear at beginning of words
/dm/ can appear in middle of words

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14
Q

what is morphology ?

A

study of internal structure of words & rules of word formation

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15
Q

what is morpheme ?

A
  • smallest unit of meaning
  • includes free morphemes and bound morphemes
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16
Q

what are the two types of Morphemes ?

A

free and bound

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17
Q

what are free morehemes ?

A

are morphemes that can stand alone as words. They do not need to be attached to other morphemes to convey meaning

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18
Q

what are bound morphemes ?

A

is a small part of a word that cannot stand alone. It always needs to be attached to another word to have meaning. Think of bound morphemes like puzzle pieces—you need to connect them to a word for the word to make sense.

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19
Q

what are some examples of free morphemes ?

A

cat and phone

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20
Q

what are some examples of bound morphemes ?

A

dogs, walked, lucy’s, bigger, quickly

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21
Q

what does MLU stand for ?

A

mean length of utterance

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22
Q

what is mean length of utterance ?

A

100 consecutive utterances from a spontaneous language sample

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23
Q

TRUE OR FALSE

we count free and bound morphemes together

A

FALSE

we count free and bound morphemes seperatly

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24
Q

what is the formula for MLU ?

A

total number of morphemes / total number of utterances

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25
Q

how do you count morphemes ? ( free morphemes)

A

Free morphemes stand alone: “cookie,” “walk,” “mine.”

  • If a word consists of only a free morpheme, count it as 1.
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26
Q

how do you count morphemes ? ( bound morphemes)

A

Bound morphemes modify or add meaning but do not stand alone: “-s” (plural), “-ing” (present participle).

  • If a word has both free and bound morphemes, count each morpheme separately.
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27
Q

what is syntax ?

A

study of rules governing sentence structure

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28
Q

what term is used to define the form that is responsible for “rules for ordering and combining words into sentences”

A

syntax

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29
Q

TRUE OR FALSE

in regards to syntax, sentences consist of hierarchical structures ?

A

TRUE

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30
Q

what are sample syntactic rules of English :

A
  • in passive voice, object takes initial position
  • articles (a, the) appear before noun, not after it
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31
Q

what are sample violations of syntax :

A
  • bobby ate candy (*ate bobby candy)
  • bobby went to the park (*bobby went to park the)
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32
Q

what are semantics ?

A

the meaning of individual words and words in combination

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33
Q

what are the two types of meaning of semantics ?

A

1) denotative
- literal
2) connotative
- subtle distinctions
- positive or negative association of word
- implications about speaker’s feelings

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34
Q

describe denotative vs connotative :

A
  • Denotative meaning is the literal, dictionary definition of a word. It’s the straightforward, basic meaning without any extra feelings or ideas.
  • Connotative meaning is the emotional or cultural associations a word has. It’s the extra feelings, ideas, or meanings people connect to the word beyond the dictionary definition.
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35
Q

use the word “snake” as an example to differentiate denotative vs connotative :

A

Example: “Snake” (denotative) = a type of reptile.

Example: “Snake” (connotative) = someone who is sneaky or untrustworthy.

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36
Q

define “pragmatics” :

A

the appropriate use of language in its communicative context

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37
Q

what are the 3 major communication skills :

A

1) using language for different purposes
2) changing language depending on the context
3) following the rules of conversation

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38
Q

what are some examples of pragmatic rules :

A
  • turn-taking
  • opening, maintaining, and closing conversation
  • establishing and maintaining topics
  • making relevant contributions
  • giving and receiving feedback
  • repairing
  • establishing and maintaining a role
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39
Q

what is lexicon ?

A

a lexicon is all the words you understand and can use, and it varies from person to person based on what they’ve learned or been exposed to. In a broader sense, it can also refer to all the words in a specific language or field

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40
Q

in typical language development what are the 3 main age categories ?

A

1) infant/toddler
2) preschool
3) school-age

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41
Q

what is considered “infant/toddler” ?

A
  • pre-intentional (birth- 8 months)
  • prelinguistic (around 8-18 months)
  • emerging language (18-36 months)
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42
Q

what is considered “preschool” ?

A
  • developing language (3-5 years)
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43
Q

what is considered “infant/toddler” ?

A
  • 6+ years
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44
Q

describe infant/toddler: 1) pre-intentional (around 1-8 months) :

A
  • child anticipates no outcome of his/her behaviour (crying, grunting, sighing, lip smacking, tongue smacking)
  • adults treats infant behaviour as meaningful communication
  • adult responses help lay foundation for future intentinal commuincation
45
Q

describe infant/toddler: 2) pre-linguistic (around 8-18 months) :

A

purposeful or meaningful communication via gestures and vicalizations rather than laguage

46
Q

what are the two sub-categories of pre-linguistic in the infant/toddler category ?

A

gestures & vocalizations

47
Q

define gestures :

A
  • requests for objects and actions
  • rejections or protests
  • commenting (aka joint attention)
48
Q

what are the two main kinds of vocalizations ?

A

babbling & jargon

49
Q

what is babbling ?

A
  • reduplicated babbling (e.g., mama, dada, nana)
  • non reduplicated/variegated babbling (e.g., gaba, made)
50
Q

what is jargon ?

A
  • speech-like “sentences”
  • variety of vwels and consonants
  • inflection and prosody of native language
51
Q

describe infant/toddler: 3) emergin language (around 18-36 months) :

A

development proceeds from : first words, two-word combinations and simple sentences

52
Q

when do children usually say their first words ?

A

around 12 months

53
Q

what is early vocabulary for children’s first words ?

A

5-10 words

54
Q

what is onomatopoeia ?

A

is when a word sounds like the noise it represents. These words imitate the natural sounds made by objects, animals, or actions.

55
Q

what are some examples of onomatopoeia ?

A
  • “Buzz”: sounds like the noise a bee makes
  • “Crash”: sounds like the noise of something breaking
  • “Meow”: sounds like a cat’s call
56
Q

what comes first in children ? comprehension or expression ?

A

In children, comprehension (understanding language) generally comes before expression (speaking or producing language).

57
Q

why in children does comprehension usually come before expression ?

A
  • Comprehension: Babies can understand words and phrases before they are able to speak them. For example, they may recognize their name or understand simple commands like “no” or “come here” before they can say those words.
  • Expression: It takes more time and development for children to start forming words and sentences to express their own thoughts.
58
Q

when emerging language during the beginning of syntax, what are some examples of “agent + action” ?

A

daddy eat

59
Q

when emerging language during the beginning of syntax, what are some examples of “action + object” ?

A

drive car

60
Q

when emerging language during the beginning of syntax, what are some examples of “agent + object” ?

A

mommy shoe

61
Q

when emerging language during the beginning of syntax, what are some examples of “agent + location” ?

A

sit floor

62
Q

when emerging language during the beginning of syntax, what are some examples of “possessor + possession” ?

A

my car

63
Q

describe in language development the 2nd main age category (preschool) :

A
  • developing language
  • occurs between 2-3 and 5 years of age
  • rapid period of language development
  • acquiring basic morphological and syntactic structures
64
Q

TRUE OR FALSE

we typically have MLU >2 but <5

A

TRUE

65
Q

by 3 years old, what might most children be able to do ?

A
  • use SVO sentence format, and negative and interrogative sentences
  • use some basic grammatical markers
  • may over generalize “runner”, “goed”
66
Q

describe in language development the 3rd main age category (school-age) :

A
  • growth in all aspects of language but focus on semantics and pragmatics
  • vocabulary growth (continues across life span)
  • higher-order language (multiple meaning words, figurative language, metaphors, jokes, etc.)
  • discourse (conversational, narrative, persuasive/argumentative)
  • metalinguistic awareness (ability to reflect on and talk about language)
  • literacy development
67
Q

what is oral language comprehension ?

A

reading comprehension

68
Q

what is oral language production ?

A

written expession

69
Q

what is phonological awareness ?

A

letter-soundd correspondence, “sounding out” in reading/spelling

70
Q

define “child language disorders” :

A

A significant deficit in learning to talk, understand, and/or use any aspect of language appropriately relative to both environmental and norm-referenced expectations for children of similar developmental

71
Q

what is DSM-V Language Disorder ?

A

is a communication disorder that involves persistent difficulties in acquiring and using language due to problems with understanding (receptive language) and/or producing language (expressive language)

72
Q

what does DSM-V stand for ?

A

Diagnostic and Statistical Manual of Mental Disorders

73
Q

what can be some problems involves in DSM-V patients ?

A
  • Vocabulary (word knowledge and use)
  • Sentence structure (using proper grammar)
  • Discourse (using language in longer conversations or stories)
74
Q

the following is for which child language disorder ?

“Persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include”

A

DSM-V language disorder

75
Q

how many perspectives are there in regards to laguage disorders ?

A

2

76
Q

what are the two perspectives in regards to language disorders ?

A

normative & naturalist

77
Q

define “normative” perspective :

A
  • Impact on overall development and ability to function in everyday situations
  • Child is recognized by those in their environment as having a problem
  • Defines language impairment related not only to child’s abilities, but also society’s view on these abilities and on the linguistic, social, psychological, and educational consequences of these abilities
78
Q

define “naturalist” perspective :

A
  • Child scores significantly below expectations on norm-referenced or standardized tests
  • Defines language impairment solely based on the child’s level of functioning
  • Impairment identified based on notion of significant deviation from norm
79
Q

what are the three child language disorder labels ?

A
  • language disorder
  • laguage disorder associated with a biomedical condition
  • developmental language disorder (DLD)
80
Q

define “language disorder” :

A

language problems that have functional impacts and are likely to persist

81
Q

between the three labels of child language disorder, which is the most common percentage & with what %?

A

language disorder (the overarching term) with 9.9%

82
Q

between the three labels of child language disorder, which is the least common percentage & with what %?

A

language disorder associated with a biomedical condition with 2.3%

83
Q

between the three labels of child language disorder, which is the “in the middle” label in regards to how common & with what %?

A

developmental language disorder (DLD)

84
Q

what is language disorder associated with “X” (LDx) ?

A

refers to a language disorder that occurs alongside a known biomedical condition, such as Down syndrome, autism spectrum disorder (ASD), intellectual disability, or a brain injury

85
Q

what does the term “X” represent ?

A

The “X” in this term represents the specific biomedical condition impacting language development

86
Q

what are some language disorders associated with “X” (LDx) ?

A
  • Acquired epileptic aphasia
  • Autism
  • Brain injury
  • Cerebral palsy
  • Genetic conditions (e.g., Down Syndrome)
  • Intellectual disability
  • Neurodegenerative conditions
  • Sensorineural hearing loss
87
Q

what is developmental language disorder (DLD) ?

A
  • Difficulty with language
  • Significant functional impact
  • Persistent or likely to persist into middle childhood and beyond
  • No known cause
88
Q

TRUE OR FALSE

DLD can be a co-occurring condition ?

A

TRUE

89
Q

what does DLD stand for ?

A

DLD stands for Developmental Language Disorder

90
Q

what is DLD ?

A

It is a condition where children have ongoing difficulties with language development that cannot be explained by other factors, such as hearing loss, intellectual disability, or lack of exposure to language

91
Q

define the diagnosis of DLD :

A

DLD is typically identified in childhood, often when a child has significant trouble developing language skills compared to peers. It is a common but often underdiagnosed condition, affecting about 7% of children.

92
Q

what is the impact of those who have DLD ?

A

Children with DLD might struggle with schoolwork, social interaction, and may require specialized support to improve their communication skills.

93
Q

what about preschoolers… which of the three may apply to them ?

(1) language difficulties
(2) functional impacts
(3) likely to persist

A

(1) language difficulties
(2) functional impacts

94
Q

for LD (biomedical condition) what is the clinical population ?

A
  • children with a diagnosed condition known to be associated with LD
  • if waiting for diagnosis, use “language disorder”
95
Q

for DLD what is the clinical population ?

A
  • children with no known causal condition
  • when reasonable to think the condition will persists … even if the child is older than 5 years old
96
Q

for language difficulty, what is the clinical population ?

A

children <5 when the SLP is unsure whether the difficulty will persist and/or the child has few risk factors

97
Q

what are some areas of impairement in speech, language and communication needs ?

A
  • syntax
  • morphology
  • semantics
  • word finding
  • pragmatics
  • discourse
  • verbal learning/memory
  • phonology
98
Q

what happens to late talkers at 2 years old, once they hit 4 years old ?

A

5% are impaired and typical is 14%

99
Q

what happens to typical talkers at 2 years old, once they hit 4 years old ?

A

6% become impaired and 75% typical

100
Q

what are some things to take into considerations for DLD vs. Language difficulty in children <5 ?

A

1) age
2) length
3) impairment profile
4) risk factors

101
Q

describe the “age” factor ?

A
  • more likely to persist with increased age
    … 2 years = difficult to determine
    … 3 years = middle groud
    …. 4 years = persistence very probable
102
Q

describe the “length of difficulties” factor ?

A

persistence more likely if <6 months

103
Q

describe the “impairment profile” factor ?

A
  • multiple domains = more likely to persist
    …. receptive language = poorer outcomes
    …. phonology only = better outcomes
104
Q

describe the “risk factors” factor ?

A
  • e.g., family history, language learning environments, language milestones, response to intervention
105
Q

language difference vs disorder … what is language disorder ?

A

language skills below environmental and norm-referenced expectations

106
Q

language difference vs disorder … what is language difference ?

A

Rule-governed language style that deviates in some way from standard use in mainstream culture (different languages from different countries)

107
Q

what are some common Tidbits on Child Language Disorders ?

A

Delayed Language Development: Some children take longer than others to start speaking or understanding language, often referred to as “late talkers.”
Expressive Language Disorder: A child may understand language but have difficulty expressing themselves verbally.
Receptive Language Disorder: This involves difficulty understanding what others are saying, even though the child may seem to speak normally.
Mixed Receptive-Expressive Disorder: A child may struggle with both understanding and expressing language.
Associated Conditions: Language disorders can be associated with other conditions such as autism, hearing loss, or intellectual disabilities.
Treatment Options: Early intervention with speech therapy is crucial in helping children with language disorders improve their communication skills.

108
Q

what do tidbits on child language disorders mean ?

A

refer to short, key pieces of information or insights about the various types of language problems that children may experience. These disorders can affect how children understand, process, and use language, both in speaking and comprehension.

Intro to Speech & Language Disorders 4411 (13 decks)

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