m4 Flashcards
The American Speech-Language-Hearing Association
(ASHA) definition of a language
disorder-
is impaired comprehension and/or use of spoken, written and/or other symbol .The disorder may involve the form of language, content, function of language in communication in any combination.”
the form of language is
phonology, morphology, syntax
the content of language
semantics
the function of language
pragmatics
DSM-5, 2013
The Diagnostic and Statistics Manual of Mental
Disorders, Fifth Edition
Diagnostic criteria for language disorders:
difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign ,) due to deficits in comprehension or production.”
-language abilities should be “substantially and a quantifilaby ” below what would be expected for one’s age.
(Paul, 2013, ASHA Leader)
language abilities should be what
“substantially and a quantifilaby”
Diagnostic Guidelines definition
Diagnostic guidelines are often outlined
by the setting in which one works.
*Largely the public school setting.
*Language disorders are then defined by
the criteria used to make an individual
eligible for services
Dx Criteria in the California Public Schools- students to qualify
- Using more than one assessment procedure, the student scores at least 1.5 standard deviations below the mean, or below the 7th percentile,
- or developmental level on tests in one or more of the following areas of language development: morphology, syntax, semantics, or pragmatics.
1 test for school, transcribe language sample analysis
- The student displays inappropriate or inadequate usage of expressive language as measured on a representative spontaneous language sample of
a minimum of fifty utterances
when the student displays inappropriate of inadequeate usage of expressive language as measured on
representative spontaneous language sample of
a minimum of fifty utterances
other two other requirements from the dx criteria
The disorder is not due to unfamiliarity with
English.(spanish speaker)
* The disorder adversely affects the student’s educational performance, and requires special education to meet the student’s need (make sure they really need it)
at Fresno State, we diagnose either an ——-3 — language disorder
expressive, receptive, or a mixed expressive/receptive language disorder
at fresno state, we diagnose either an expressive, receptive or a mixed expressive/receptive language
disorder
* Terms you might hear elsewhere:
- Language delay
- Language deviance(cookie I want)
- Childhood aphasia
- Dysphasia
- Specific language impairment (SLI)
- None but the last bulleted term (SLI) should be used
- SLI is a generally accepted term
When is SLI Diagnosed?
SLI may be diagnosed after 4 years of age: this is to avoid diagnosing children that may be “late
bloomers” who demonstrate slow language
development.
It has been estimated, that 10-15% of children are
“late bloomers.”
By the age of 2 they demonstrate:
Decreased vocabulary
Failure to combine what few words they have Language problems may continue in approximately
half of these children.
Therefore, SLI has a prevalence of
approximately 7-8% of children in kindergarten.
Over 60% of these children will have persistent
language difficulties in adolescence.
in SLI by age two they demostrate
Decreased vocabulary
Failure to combine what few words they have Language problems may continue in approximately
half of these children.
Therefore, SLI has a prevalence of
approximately what percent in kindergarden
7-8% of children in kindergarten.
over 80% of of these children will have persistent
language difficulties in adolescence in SLI
false its 60
When is SLI Diagnosed?
SLI may be diagnosed after 4 years of age: this is to avoid diagnosing children that may be “late
bloomers” who demonstrate slow language
development.
It has been estimated, that 10-15% of children are
“late bloomers.”
By the age of 2 they demonstrate:
Decreased vocabulary
Failure to combine what few words they have Language problems may continue in approximately
half of these children.
Therefore, SLI has a prevalence of
approximately 7-8% of children in kindergarten.
Over 60% of these children will have persistent
language difficulties in adolescence.
what percent of children are late bloomers ?
10-15percent
by the age of 2 they demonstrate what of SLI
Decreased vocabulary
Failure to combine what few words -they have Language problems may continue in approximately
half of these children.
Therefore, SLI has a prevalence of
approximately 7-8% of children in kindergarten.
Over 60% of these children will have persistent
language difficulties in adolescence.
what percent of children have persistent language difficulties in adolescence
over 60%
Therefore, SLI has a prevalence of
approximately…. in children in kindergarten
7-8 percent
In general, children with SLI exhibit a
variety of symptoms in an infinite
number of combinations in the areas
of….
semantics, syntax, morphology,
and pragmatic language behaviors; it
is a heterogenous disorder ( his or her own unique set)
heterogenous disorder
( his or her own unique set) of SLI, symptoms in an infinite
number of combinations in the areas
of semantics, syntax, morphology,
and pragmatic language behaviors;
SLI: Phonologic Deficits
The majority of children with a possible
phonological disorder will have difficulties in
language as well; prevalence of phonological
deficits in children with SLI range widely, from
40% to 70%. ( also language disorders)
A complete assessment of a child with suspected language or phonological deficits should include assessment in both aspects of communication
A child with SLI could present with the same
phonologic processes as other children;
however, there are more frequent occurrences
of:
Prevocalic devoicing- Goat as Coat
Word-initial weak syllable deletion- spagetti as getti
Unusual errors not typically associated with
phonologic processes
What percentage of children with phonological disorders also have difficulties with
language
40 to 70%
SLI: Semantic Deficits
may be slow to acquire their first words
-May not show the explosive increase in
vocabulary typical for 18-24 months
-May persist in overextension and
underextension
-Slower to attain 2-word combinations (descriptor object)
-Difficulty with abstract concepts (concrete before abstract)
-Receptive skills higher than expressive
how are children in SLI learn , and some other characteristics they have
labeling concrete objects (clock, brush)
Continue with two word combinations ( slow rate)
Other characteristics may include:
have Naming difficulties (common objects)
Recognizing fewer semantic aspects of objects and actions (cant say, its a toy, its red, it bounces)
Difficulties with divergent and convergent
categorization (grouping animals)
how do children with SLI learn
similar fashion to
typical peers, but at a slower rate
other semantics deficits SLI once school aged
Once school-aged, children may have continued difficulty:
Naming common objects in pictures
Learning concept words (friend, sharing)and abstract vocabulary (respect, pride)
Difficulties are evidenced by use of vague, empty words such as “thing,” “stuff,” etc. (expressing themselves)
In later elementary school grades, likely to experience
difficulties in figurative language
All of which may lead to academic difficulties
Other deficits that are related to semantic difficulties
include
dysfluencies
Dysfluencies
have more fillers or speech disruptions
Inserting pauses
Using interjections (e.g., “um,”“like
”
Repetitions of syllables or words
(have to do with the fact they cant access the words to express themselves)
SLI: Syntactic and
Morphologic Deficits
These areas are the most affected
First sign of difficulty with syntax: Failure to combine words by 24 mos.
Particular difficulty learning morphological
structures
These areas are the most affected of SLI
First sign of difficulty with syntax:
Failure to combine words by 24 mos.
Particular difficulty learning morphological
structures
Syntactic Deficits in
Children with SLI
-Sentences spoken are short and lack complexity and
variety. compound complex is difficult
Omission of function words (articles, prepositions, etc.),
resulting in telegraphic speech
Regular plural -s
e.g., ducks, chairs
Possessive -s
(e.g., Daddy’s hat, brother’s, teacher’s )
Present progressive –ing
g., “The dog is running. reading,eating,playing,stufdying
Third person singular present tense –s
(“She plays the piano.”)
auxiliary verbs
He is running.Have,could,is,was,had
Copular verbs
“I am a teacher.
seems,becomes,feel,appears
Past tense –ed
“He talked to me yesterday.
Irregular plurals (
mice, children
Not adding es or s
Man → Men
Woman → Women
Foot → Feet
Tooth → Teeth
Mouse → Mice)
Irregular past tense verbs
ate, went, swam
Explanation for Morphologic Deficiencies in Children with SLI
Explanations involving perception –
morphologic features are not perceived as
well as the rest of the word or sentence
Explanations involving syntactic
complexity – morphologic features simply
are part of the overall difficulty the
children have with syntax
Explanations involving syntactic redundancy –
certain features may be omitted because they are notcritical to the meaning of the phrase or sentence. For
example, how necessary are the italicized
morphemes in the following?
three catss
Yesterday, I walked home.
He is playing ball.
Pragmatic Deficits in
Children with SLi
Generally, pragmatic language skills have been believed
to be better than syntactic and morphologic skills, and
the area of pragmatics is not considered to be a strong
diagnostic marker for SLI
However, evidence has been contradictory.
Some studies have shown limited to no impairment
in the pragmatic component whereas other studies
have shown deficits in pragmatic language in
children with SLI in comparison to typical peers
What deficits in pragmatic language skills might be seen in children with SLI
Generally, pragmatic language skills have been believed
to be better than syntactic and morphologic skills, and
the area of pragmatics is not considered to be a strong
diagnostic marker for SLI
How strong a diagnostic marker is the area of pragmatics for SI
pragmatic language skills have been believed to be better than syntactic and morphologic skills, and
the area of pragmatics is not considered to be a strong
diagnostic marker for SLI
Some experts report that children with SLI have
reduced appropriate
social skills and fewer peer
relationships than age-matched peers.
children with SLI consistently demonstrate pragmatic language deficits
t or f
f it is not known they do
These deficiencies may be observed within pragmatic deficits in children in sli
a limited amount of comments relating to
events/people
Limited interactions
Answers questions only—no asking of questions
Passive
Limited use of gestures
Inappropriate turn-taking
Expression of inappropriate comments
Pragmatic Deficits in
Children with SLI Absence of conversational repair
strategies difficulites in
Describing
Initiating
Maintaining topics
Narrative abilities
Peer interactions
SLI: Emotional Consequences
Children with SLI may be perceived in a more negative light by teachers and peers
his perception, as well as possible social pragmatic difficulties, will in turn restrict communication use.(a cycle, people dont interact with them)
* This, in turn, limits opportunities to form social
relationships.
Young children may exhibit behavior problems.
Children are less participatory in early elementary school.
By late elementary school, children with SLI
may have
-Low self esteem
A negative view of self relating to:
academic achievement
social acceptance
behavior
What Causes SLI?
The cause of SLI is unknown.
* Factors that show a correlation with the
diagnosis include:
1.Genetic factors
2.Neuroanatomic factors
3.Environmental factors
Correlation data must be viewed with caution(correlation is not the cause)
limitations of correlation data
Correlation data must be viewed with caution(correlation is not the cause)
Factors that show a correlation :
Genetic factors
Neuroanatomic factors
Environmental factors
Potential Genetic Factors
Population genetic studies – investigate
prevalence of language disorders in blood
relatives contrasted with prevalence in
unrelated individuals
Molecular genetics – attempts to isolate
specific genes for specific clinical conditions( no specific gene)
The 3 major types of genetic studies
family, pedigree, twin studies
What is the most promising clinical marker of SLI?
Morphological deficits are significantly impacted; this is
the most promising clinical marker for SL
Population Genetic Studies
-Family studies – Start with a proband – the first person they see with a disorder (e.g., a child with SLI) living relatives that you can locate,
* Pedigree studies – Similar to family studies, but extending back, can through records,who have died, several generations; the KE family and the FOXP2 gene
* Twin studies – A higher concordance rate in identical (monozygotic same dna) twins than in fraternal (dyzogotic) twins suggests a
genetic basis for the condition; environmental influences cannot be ruled out, unless twins who are raised apart from each other
are studied
The basic findings regarding the KE family and the FOXP2 gene
The FOXP2 gene was identified as the “talking gene” but
later findings suggested that gene is not involved in
language disorders, although research into the FOXP2 gene
is ongoing
Similar to family studies, but extending back
over several generations; the KE family a
Molecular Genetic Studies
the FOXP2 gene was identified as the “talking gene” but later findings suggested that gene is not involved in language disorders, although research into the FOXP2 gene is ongoing
* Conclusions of molecular genetic studies are tentative, at best
Potential Neuroanatomic Factors
- Language-relevant areas of the brain in children with SLI may be structured different
- Evidence is not entirely clear: A cause or a
consequence?
Potential
Neuroanatomic Factors- area in the brain
The perisylvian areas of the brain that house Broca’s and Wernicke’s areas are responsible for language production and comprehension
Potential Environmental Factors
verbal interactions:
Differences in how
mothers interact (e.g., less interaction, statements, less questions, shouting and threat) –
Again, a cause or a consequence>
* Effects of socioeconomic status (SES) - Low SES is correlated with poor language and literacy skills in children (Hart & Risley (1995
Effects of socioeconomic status (SES) on language and literacy
- Low SES is
correlated with poor language and literacy skills in
children (Hart & Risley (1995)
Is SLI Truly Specific to Language?
Researchers have suggested that children with
SLI may also have difficulties with:
* Complex reasoning tasks
* Information processing skills
* Memory skills
* Haptic (touch) perception
* Attentional deficits and hyperactivity
* Symbolic play activity
Findings of Plante et al. (1991)
Plante et al., 1991 conducted an autopsy study on 4
males with “developmental dyslexia” and found that
the two sides were symmetrical due to a typically
sized left but an oversized righ
Description of the quality of interactions between mothers and their children with SLI
Quality of verbal interactions: Differences in how
mothers interact (e.g., less interaction, more directive
statements, less questions, more shouting and
threatening, etc.) – Again, a cause or a consequence
The manner in which Hart and Risley conducted their study
A longitudinal study
* Observed 42 families
* 13 “Professional”
* 23 “Working class”
* 6 “Welfare”
* Sequential monthly hour-long observations in the
home for 2 ½ years or more
* Observations started when the target child in each
family was 8-9 mos.
* Data were taken by hand and via tape recorder
quantitative and qualitative differences in the manner in which children were exposed to
language, as discovered by Hart and Risley (1995)
Underlying deficits researchers have suggested exist in children with SLI
Results in improved expressive language
skills
* Is necessary before one can train expressive
language skills
* Makes direct language training more
efficient
What treatment research evidence suggests about underlying deficit training when
treating children with SLI
NO TREATMENT RESEARCH EVIDENCE SHOWS
THAT UNDERLYING DEFICIT TRAINING
what percent of children are considered to be “late bloomers” – slow language development
10-15%
among the kindergarten population, the prevalence of SLI is what percent
7%-8%, or approximately half of the 10-15% of children who are “late bloomers”
7%-8%, or approximately half of the 10-15% of children who are “late bloomers”
60% will have persistent
difficulties with language in adolescenc
what percent of children with SLI also have phonological
deficits
40% to 70%
according to the ASHA a language disorder is relevant to spoken language only
t or f
f
speech language impairment is a homologous disorder only
t or f
false
which ares of language are relevant to the form or language
phonology, morphology and syntax
SLI is usually diagnosed after the age of 5 to avoid diagnosing children who made the late bloomers , who demonstrate slow language development
no its after 4
this is a language a language problem in a child who is apparently typical in most if not all other aspects of development
SLI
if a child meets criteria for qualification for speech or language services in the California public schools that is on grade level then the child most likely not receive services t or f
true
children with SLI and accompanying phonologic difficulties might produce unusual error not typically associated with phonologic processes t or f
true
one of the first signs of SLI might be the child is slow to acquire first words t or f
true
according to the diagnostic and statistics manual of mental disorders fith editrion in order for a language disorder to be diagnosed, language abilities should be substantially and quantifiably below what would be expected for one’s age t or f
true
children with SLI might persist in committing errors of overextension and under extension.t or f
t
It is not necessary to assess receptive and expressive language in a child brought in for assessment of a possible phonologic disorder t or f
false
There is conclusive proof that neuroanatomic anomalies are directly related to the presence of SLI. t or f
false
In the California public schools, students who test out at 1.5 standard deviations below the means or below the fifth percentile in any area of language, in at least two tests may qualify for services due to a language disorder.t or f
false its 7th percent
What two phonologic processes occur more frequently among children with SLI?
word initial weak syllable deletion
prevocalic devoicing
Children with SLI may have difficulties with divergent categorization, but not with convergent categorization.t or f
false
children with SLI may be slower to attain two word combinations t or f
true
It is necessary to take an analyze the language sample in order to qualify a child for language services in the California public schools. t or f
false
If analysis of a language sample indicates frequent use, a vague, empty words such bing or stuff, it may mean the child has difficulties in the morphologic area of language.
false, its semantics
higher coordinance rate in paternal twins than in identical finds suggests that there is a genetic component to the condition being studied.
false, higher in identical twins
children with SI often have difficulties with figurative language t or f
true
the cause of the cause of SLI is unknown. t or f
true
The presence of the SLI does not affect a child self esteem. t or f
false
If a child has a decreased vocabulary and is not combining words by the age of two, they might be described as late bloomers. t or f
true
Children diagnosed with specific language impairment often also have some degree of intellectual disability.
false, it wouldn’t be a specific language impairment
children with children with SMI may be perceived in a more negative light by teachers and peers t or f
true
this is a type of genetic study that is similar to family studies, but extends back over several generations
pedigree
through a molecular genetic steady, it was concluded that the Fox P2 gene is definitely associated with SLI t or f
false
what characteristics of the speech of children with SLI contribute to disfluency?
pauses,repititions, intejections- filler words
children with SLI all I often do not show the explosive increase in vocabulary typical for children between 12 to 18 months of age. t or f
false,18-24m of age
this type of genetic study attempts to isolate specific genes for specific clinical conditions
molecular
the diagnostic the diagnostic criteria for qualification for services for a language disorder in the California public schools require that the students’ difficulty not be due to unfamiliarity with English. t or f
true
The area of language that is most affected by SLI is the area of semantics t or f
mostly morphologic
name the one area of language that is most affected by SLI,
morphology
in children with our SLi, language development looks the same as in typically developing children that is lower, slower, or both t or f
true
This is the first person researchers conducting a family studies see with a disorder to find out how many in the child’s family also have the disorder
proband
What three factors show a correlation with the diagnosis of SLI?
genetic ,neuroanatomic, enviormental
the term specific language impairment SLI is a generally accepted term referring to a disorder that is specific to language t or f
true
This is a type of genetic study that investigates the prevalence of language disorders in blood relatives contrasting with prevalence in unrelated individuals
broad type of genetic study
Old children with SLI may have particular difficulty with production of complex sentences with introductory or embedded dependent clauses t or f
true
Most tennis markers are mastered by children at age four. Children with FLI often take as much as an additional two years to reach the same level of correct use.?
false, children take 3 years
children with SLI have extreme difficulties in the area of pragmatics. t or f
false, they have social skills
Children with SLI often have expressively language that is higher than their recessive language. t or f
false, children receptive is higher
Some some experts have reported that children with SLI have reduced appropriate social skills and pure peer relationships. t or f
true, it is not a good diagnostic marker
This term describes the type of speech, that is the result of the omission of function words such as articles and prepositions?
telegraphic speech”dog run”
The pattern of language development in children with SLI is marked by synchronicity in which all areas of language development are equally impaired. t or f
false, it varies
if a strong if a strong correlation is established between two factors, then that is clear evidence that one causes the other. t or f
false, correlation is not cause
the most promising clinical marker for SLI would be deficits in the area of morphology
true
Heart and Risley, 1995 conducted a cross sectional study on the relationship between SES and the socioeconomic status and language development in children. t or f
false, its a longitutional study
Children with FI have particular difficulty, learning morphologic structures
true
Explain the Mathew effect
rich get richer and poor get poorer- children who is good at language get better, children who are bad at language get worse
Children with the SLI often have difficulty with abstract concepts t or f
true
children with SLI often have naming difficulties t or f
true
the first sign that a child might have difficulties with Morphology is a failure to combine words by the age of 24 months t or f
false, by 24 months b
Pragmatically, children with SLI have been found to have a passive communication style. They may answer questions that dont ask them.
true
studies regarding deficits in the area of pragmatics demonstrated by children with SLI have been inconclusive t or f
true
What area of language is relative to combining words?
syntax
One explanation for morphologic deficiencies in children with SLI is that syntactic features are not perceived as well as the rest of the sentence. t or f
true
give a sentence with copular
Linking verbs
she is pretty,She is a teacher,The sky looks beautiful today,They are friends.
give me a sentence with third person singular present tense S
he does, he runs
irregular past tense verb
I ran away, he threw the ball
An irregular past tense verb is a verb that doesn’t follow the regular pattern of adding “-ed” to form the past tense. Instead, it undergoes a change in its form.
For example:
• Go becomes went
• Eat becomes ate
• Buy becomes bought
• Begin becomes began
• See becomes saw
irregular plura
the children went walking
examples of irregular plurals in English:
1. Man → Men
2. Woman → Women
3. Child → Children
4. Tooth → Teeth
5. Foot → Feet
6. Mouse → Mice
7. Goose → Geese
8. Crisis → Crises
9. Appendix → Appendices
10. Alumnus → Alumni
they change their form entirely or follow unique patterns.
present progressive -ing
the dog is barking
auxillary
she is singing
Different verb, tense, mood and question
Be
Have
Do
Will
Shall
Can
past tense ed
i walked
regular plural
i have two cats
1. Cat → Cats 2. Dog → Dogs 3. Book → Books 4. Car → Cars 5. Apple → Apples 6. Chair → Chairs 7. Table → Tables 8. Box → Boxes (add “es” after “x”) 9. Dress → Dresses (add “es” after “s”)
These follow the typical pattern of adding “s” or “es”
Older children with SLI may have particular difficulty
with production of
complex sentences with introductory
or embedded dependent clauses
there is trying scientific evidence that before we can treat SLI, we must first treat underlying deficits that are exhibited by children with SLI. t or f
false
