Mod 8 Flashcards
t/f - all speech disorders are socially handicapping
f
____ %of all children stutter for 6mo or more (3 1/4 discontinue by late adulthood, 1% have long term problems)
5
Lillys speech is unintelligible and it is hard to correct as she has cerebral palsy. what disorder does she have?
phonology disorder
early language learning is ______l for later language dev
* if delayed, child is _____ to learn to use language effectively merely by observing peer models, explicit intervention is needed
critical, unlikely
CONSIDERATION OF 3 ELEMENTS OF COMMUNICATION TO CONSIDER
- 1.CONTEXT WHERE IT OCCURS
- 2.FUNCTIONS EXPRESSED/REASONS
- 3.EXECUTION OF COMMUNICATION COMPREHENSION/EXPRESSION
process of sharing info and involves many communicative functions
◦ requires ENCODING(sending info in understandable form) and DECODING (receiving such information
◦ involves sender and receiver
◦ not always oral language
◦ can be nonverbal
‣ much meaningful is nonverbal
communication
impairs ability to transmit or receive ideas, facts, feelings and desires
may involve language or speech or both (hearing, listening, reading or writing)
communication disorder
seeking social interaction
* Requesting objects
* Sharing ideas
* Rejecting an object or interaction
communicative functions
communication of ideas (send/receive) through an arbitrary system of symbols used according to certain rules determining meaning
language
neuromuscular activity of forming and sequencing sounds of oral language,most common symbol system used in communication between humans
without we would only have grunts and groans
speech
2 actions required in communication:
encoding and decoding
______ = Encoding or sending messages______ = decoding/understanding
EXPRESSIVE LANGUAGE, RECEPTIVE LANGUAGE
_____ doesnt involve speech sounds, is manual, while _____ involves the physical movements of speech but alt to speech sounds of oral language (asl gestures, picture board, elecronics) used by people with disabilities
◦ should include all students not only those with disabilities too
AAC
problems in comprehension/expression
◦ violates language rules (phonology, syntax,morphology, semantics, pragmatics)
language disorder
impairments in production/use of oral language
◦ disabilities in making sounds, producing speech w normal flow, producing voice
speech disorders
rules governing speech sounds
phonology
rules governing alterations in the internal organizatiion of words (adding suffixes and other shiz) ie. tenses (I throwed up)
morphology
rules of organizaing sentances in a meaningful way including guidelines about using subjects and predicates and placing modifiers correctly
syntax
rules of attaching meanings/concsepts
semantics
rules for social rules in communication
pragmatics
these _____ have own rules, so they ____ disabilities, have distinct phonology, morphology, syntax and lexicon (ie. black English, Appalachian English)
dialects, arent
______ children receive services for language or speech primarily (___/5th w spec ed)
1 million, 1
one of most frequent provided services for children with other primary disabilities
speech language therapy
___ %students in elem and secondary rgades have speech disorders
5
speech language disorders are more prevalent in ____ especially at _____ ages
boys, young
matters if child ____ communicate in own language community, if they can then only difference disorder when _____ communicate in every lang enviro including home
can, cant
Rule goverened systematic language variations. dependent on sentence structure
dialects
nondom cult children ____ benefit from learning communication rules of dominant cultur
will
children who decrease black/aae use and increase mae use in early elem do betetr on decoding and reading comprehension
◦ controversial, racist
◦ Students w/o mae access may not have skills to code switch well
◦ professionals need to accept value of home language
code switching
Jayce has a hard time communicating in every language environment (school, home , everywhere), but speaks Appalachian dialect. does she have a communicative disorder?
yes because trouble everywhere including home
- show sensitivity + knowledge of cultural values of kid
- ask for help from families and knowledgeable collegues
- visit student in natural environment (classroom with peers)
- know + respect features of community’s dialects
these are all recommendations for addressing ___ ___
language differences
- ELLS are _____ risk of being identified as having a disability and are less likely to score as well as natgive english peeers
higher
- maker of impairment ->early detection = ____ in communicative disorders
naming speed
- parent teacher questionaires = _____ predictors of language disorders in kinder + grade 2 (____ in parent q in native and teacher in English in kinder)
strong, most
- can understand what is spoken to them before they speak
RECEPTIVE LANGUAGE
language we speak
expressive language
◦ consensus lacks on underlying mechanisms that _______ language dev, cant be answered definitively
control
lang learning depends on brain dev and proper brain funct, disorders sometimes result of brain dysfunction and way\s to compensate can sometimes be taught
BIOLOGICAL MATURATION
lang learning is affected by conseq of lang behaviour, disorders can be from inappropriate learning and consequences can sometimes be arranged to correct disordered language
BEHAVIOURAL PSYCHOLOGY
lang can be looked at as inputs and outputs related to how info is processed and bad processing can account for some lang disorders and more effective processing can be taught
info processing
lang is acquired by bio process dictating rules governing form content and use of language disorders are from failiure to acquire or employ rule-governed aspects and can be overcome by helping one induce or learn the rules
linguist/nativist
lang = cog skill and disorders reflect basic problems in thinking and learning and can be addressed by effectively teaching specific skills
cognitive development
lang comes form need to be social and communicate, disorders are breakdown in ability to effectively relate to ones environement and the natural enviro can sometimes be arranged to teach/support effective interaction.
SOC INTERACTION
- pragmatic/soc interaction is viewed as having most _____ implications for speech lang pathologists + teachers as it focuses directly on comm skills thru interaction
direct
t/f - kids with language disorders may catch up and get to normal pace3 later, but can fall behind again
t
2 dimensions of classifying language disorders
domain(subtype) and etiology
domain that includes phonological, morphological, syntactical, semantic, pragmatic subtypes
◦ usually struggle with one dimension but can with others
domain
language disorder is caused by another condition (intel disab, cerebral palsy, tbi, hearing impairment, ASD)
‣ cognitive or sensory disabling conditions
‣ DLD
secondary etiology
lang disorders with no known cause, include ‣ SPECIFIC LANGUAGE IMPAIRMENT/DEVELOPMENTAL LANGUAGE DISORDER(DLD), ‣ EARLY EXPRESSIVE LANGUAGE DELAY (EELD), ‣ LANGUAGE BASED READING IMPAIRMENT
primary etiology
- neurodev language disorder w no idenfiiable cause
* unexpected/unexplained by physical or cog factors
* result in significant limitations in lang (not bc of intel disabilities, percep problems characterizing lang learning disab, hearing)
* academic problems (reading writing esp)
* test should be in native lang
* letter ID is a better predictor of later dyslexia than phono awareness
‣ SPECIFIC LANGUAGE IMPAIRMENT/DEVELOPMENTAL LANGUAGE DISORDER(DLD)
- sig lag in expressive language
◦ ie kid doesnt have 50 word vocab or use 2 words by 2yo they may not outgrow
* 1/2 ch who have lang delay at 2 will gradually catch up, other wont
* test should be in native lang
‣ EARLY EXPRESSIVE LANGUAGE DELAY (EELD)
- reading problem based on lang disorder (ie. dyslexia)
* cant be ID until ch starts to learn to read and has issues
* phono awareness, alphabet knowl and grammatical speech research has helped ID
* significant % of children who manifest lang problems in kinder will have obvious problems by gr 2
* some evidence for pragmatic, systematic and semantic knowledge in predicting later reading comprehension
* magnitude of reading impairment is bigger when language impairment is paired with speech sound disorder
‣ LANGUAGE BASED READING IMPAIRMENT
t/f * children with both primary and secondary DLD are at risk for emotional and behavioural disorders (EBD)
t - mild- severe range
◦ children under 9
◦ dont include normally developing young ch inability to say word correctly
◦ unknown cause
◦ dont understand rules for making sounds
◦ speech differs from age appropriate, culturally based expectations
◦ dont understand how to differentiate and produce phonemes or language sounds to make intelligible words ◦ in 4 or 5 in 100 kids
◦ somewhat more often in boys
◦ phonology is critical for learning to read
‣ understanding alphabetic principle - letters work systematically to make sounds that blend to make words
phonological disorder
understanding of sound structure of language (blending, segmentic, manipulating sounds)
◦ some children with phono disorders lack this
◦ direct relation to reading and spelling ability
◦ includes phono sensitivity (larger parts of speech - words and syllables) and phonemic awareness (sounds of individual words, decoding)
◦ sometimes problems with verbal wm (remembering what was said) or learning and retrieval
◦ deficits in WM and word retrieval
◦ ofen effects literacy too and speech production
◦ hard to distinguish from ARTICULATION DISORDERS
phonological awareness
‣ have trouble making sounds correctly, but understand the sounds unlike phono disorder
‣ hat as ha
◦ errors in making sounds
◦ omission,sub,distortion or addition of speech sounds because of physio limitations
◦ lisps
◦ can have heavy social consq
◦ depends on number and kinds of errors, consistency of errors, age and dev characteristics of speaker and intelligibility of speech
◦ age matters - most children make errors until 8 or 9 yo and make freq errors until going to school
◦ characteristics of the childs language community b c kids learn through imitation (deep south accent may be weird to ppl in long island)
◦ can be caused by BIO FACTORS
‣ brain damage
‣ nerve damage to muscles for speech
◦ prevalent in ppl with intel disabilities and neuro disorders (cerebral palsy)
◦ abnormalities of oral structures
‣ cleft palate
◦ mimor struct changes can cause temp errors
‣ loss of speech
◦ can be from hearing loss
◦ in grade 3 or 4 if still making errors - referral for eval
‣ older ch and adults sometimes look for help on own when speech draws bad attention
articulation disorder
◦ changes in pitch and loudness are part of speech patterns
‣ disorder = characteristics of pitcj loudness and quality that rabusive to larynx ranging from hoarseness to abnormalities in mouth
◦ vocal quality is related to production of speech and nonlinguistic too
◦ hard to identify
voice disorders
3 causes of voice disorders
‣ FUNCTIONAL
* Damage to larynx
* trauma
‣ ORGANIC
* phys conditions (growths in larynx) affecting structur/function
‣ NEUROLOGICAL
* from nervous system
can be because of phys abnormalities in mouth (cleft palate) or damage to brain/nerves controlling it
‣ infections in the area
‣ severe hearing loss
‣ not learning to speak with a resonating voice
resonance
frequent interruption in flow of speech, motor disorders and stuttering are ____ disorders
fluency
◦ damage to areas of brain controlling voluntary muscles making speech possible
◦ planning and coordinating(APRAXIA) or controlling speech sounds(DYSARTHIA)
‣ Not mutually exclusive, can have both
◦ reduce intelligibility, rate and productioln of speech
motor speech disorders
‣ cant control the muscles precisely involved in breathing, larync,throat, tongue,jaw and lips
‣ depending on brain injury can affect perceptual/cog functions
‣ slow labored,slurred imprecise speech
‣ shallow breathing, hoarseness, reduced loudness
‣ muscle weakness contributes to lack of speech sounds
dysarthria
____ is the disruption of motor planning and programming so speech is slow, effortful and inconsistent
‣ may recog errors and try to correct but corrections make it harder to understand what person wants to say
____ _____ = motor planning disorder emerging with dev of speech and lang skills, show big delay in ability to make speech sounds and organize to communicate
___ ___ = similar but happens due to a stroke or other brain damage after learning speech
apraxia, developmental, acquired
t/f - children w communication disorders are NOT at risk for reading problems bc of understanding phonological structure of lang and comprehension
f - they are because of this
primary role of teachers in language
facilitating language use socially + problem solving with it
t/f - the speech language pathologists job isnt to evaluate the teachers language use for clarity, relevance or informativeness
f - it is
an early intervention for delayed lang dev that involves using gestures or vocal noises to request objects
or actions from others, to protest, to request a social routine (e.g., reading), or to
greet someone.
prelinguistic communicatioin
teaching functional language skills in the natural environment, an early intervention for delayed lang dev
milieu teaching
tina is in high school and is ready to transition to the next step in life, should her teacher emphasize functional communication skills that are taught in natural environments (eye contact, greetings, staying on topic)
yes
speech language interventions should include services that are part of the _____ environment (____based)
natural, community
