Overview of Issues Flashcards by britt w

At 3-4 years of age, a child…

has acquired the major components of his/her language

How well did you know this?

Not at all

Perfectly

At school age, the child…

varies speech to fit socio-communicative needs of any situation (tone, certain words, etc.)
Knows & pronounces thousands of words
Is skilled at production of complex grammatical forms
(these are not perfect but getting there)

How well did you know this?

Not at all

Perfectly

Language Learning….

never stops

How well did you know this?

Not at all

Perfectly

Owens Jr.’s Definition of Language

socially shared code or conventional system for representing concepts through use of arbitrary symbols & rule-governed combination of those symbols

How well did you know this?

Not at all

Perfectly

Kretschmer’s Definition of Language***

an arbitrary but systematic set of symbolic relationships mutually agreed upon by a speech community to designate experiences

How well did you know this?

Not at all

Perfectly

Characteristics of Language

Generative & productive (constantly changes like slang)
Symbolic-doesn't need to be exact representation of object/action: ABSTRACT
Demonstrates displacement (not tied to here & now)

How well did you know this?

Not at all

Perfectly

Modalities of Language

oral, written, sign/gesture

How well did you know this?

Not at all

Perfectly

Most of school-age language is…

very abstract

How well did you know this?

Not at all

Perfectly

How many times does a child need something repeated to map a word

3-5 times

How well did you know this?

Not at all

Perfectly

How many times does an aging person have to hear a word to map it?

6-10 times

How well did you know this?

Not at all

Perfectly

Does language learning ever stop?

How well did you know this?

Not at all

Perfectly

New technology & age of neurological maturation

Keeps extending age

How well did you know this?

Not at all

Perfectly

How long is MLU good for?

great for up to age 4, but can’t account for complete syntax

How well did you know this?

Not at all

Perfectly

Problems in working with older school-age children

Therapy & assessment based on adult models
Looking for fixed developmental sequences based on preschool language acquisition milestones
Looking for large, clear differences between age level as in preschool models but norms are scarce, show smaller differences in avg. performance, & show greater variability

How well did you know this?

Not at all

Perfectly

Older kids need meta skills…

across communication domains: pragmatics, phonology, semantics, syntax, morphology

How well did you know this?

Not at all

Perfectly

Current Preferred Practice Patterns from ASHA

SLPs should assess reading & writing skills & support development of skills when identified as delayed

How well did you know this?

Not at all

Perfectly

Failure of Brown’s MLU Stage V

Many children identified, treated & released as preschoolers “pop up” again in mid-elementary school
Many kids transition into school w/ identified speech/language needs (other kids identified mid elementary)

Brown’s MLU Stage V & Language Ability

Achieving stage V is no guarantee of of “normal” language ability

Learning Disability as Defined by LD Association

significant difficulty in the acquisition &/or use of reading, writing, speaking, listening, math, & social skills
Social skills added later

How long has LD definition been around?

since late 1970s

Wallach & Butler’s language learning disability definition

Definition is language-based: even with math, it’s usually being able to follow the instruction of math; spatial perspective has to do w/ numbers
How do you comprehend what you’ve read if all your energy is focused on decoding (have to be able to read with fluency & automaticity 1st)

LD as defined by IDEA

disorder in 1 or more processes involved in understanding or using spoken or written language
Manifestations may include imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations
LLD still fits
Many LD students will have language probs in school context (which aren’t always identified by standardized tests)

LLD Processing

Processing is not automatic; everyone has to process but with non-LD it’s more automatic

Language Learning Disabled

Seem to have subtle phonological deficits that impact reading, spelling, & learning

Language Learning Disabled & Phonological Production

Generally intelligible; speech errors appear "inconsistent," restricted to complex forms like "statistics" and "aluminum" Often had significant phonological errors as preschoolers Phonological awareness limitations Retrieval of phonological codes for memory, impacts: speech production, word retrieval, reading

Syntax & Language Learning Disabled

Over reliance on comprehension strategies for processing verbal info; word order, regardless of ordinal terms such as "before"; do what you usually do, except

Immature Productions & LLD

fewer complex sentences, probs with later-developing morphological structures (comparatives & superlatives; irregular forms: past tense, plurals)

Semantics & LLD

``` Smaller vocabulary w/ a tendency toward high-frequency, short words Restricted word meanings Multiple meaning words limited Poor semantic organization Word-retrieval difficulties ```

Pragmatics & Discourse in LLD

Limited verbal fluency; may exhibit: mazes, abandoned utterances, false starts

Mazes

Don't go in straight line; Instead of "I went to the grocery store," "I-I-I went; do you know..."; detours, might repeat word/phrase, may abandon utterance

False Starts

"I went; well, my mom took me to the store"

Abandoned Utterance

utterance isn't finished

Discourse is _________

conversation; can be monologue

Conversation

intentional turn-taking; a connected series of utterances

Disfluencies & Language

Language that's not fluent can be a disfluency, but it's not stuttering Little kids don't have language disfluencies often because of the simple structure Nerves impact disfluencies CELF & OWLS don't track these at all

Disfluencies in typical speech

in a clean 100 word count, most people will have 5 dysfluencies/ linguistic disruptions (SD is a little more than 2)

Other issues related to LLD

Figurative language (including metaphors, similes, & idioms); expressive & receptive difficulties Difficulties processing complex language, tracking across multiple utterances Jokes require metaX skills

The more you read...

the more you're exposed to figurative language & need to understand what it means

How we identify those who need language intevention:

IDEA doesn't require standardized test scores but some districts/states do

Remediation

fix a problem (/r/ or /s/ problem)

Intervention

can't fix it; will still be there; help them be successful with various interventions (LD): pre-screening; preferential seating (Can be before a problem is identified specifically)