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Catalyst > Pediatric Language Condition > Flashcards

Pediatric Language Condition Flashcards

1
Q

What is language?

A

A system of patterns and symbols used to communicate. It is defined as the comprehension and/or use of a spoken, written and/or signed language

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2
Q

What is content?

A

Also known as semantics
Lahey: content has to do with the meaning represented by language
Composed of the vocabulary and concepts

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3
Q

There are three primary categories of language content?

A
  • Objects (particular and classes of objects)
  • Relations between objects
  • Relations between events
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4
Q

What is the form?

A

The shape or sound of the units and its combination in a message. It can also pertain to the structure and organization of language.

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5
Q

What are the three broad categories of form? What is under P?

A

Phonology (segmental and suprasegmental)
Morphology
Syntax

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6
Q

What is segmental?

A

Separate phonemes
Syllables

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7
Q

What is suprasegmental?

A

Stress
Intonation
Prosody

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8
Q

What is morphology?

A

Consists of words and inflections of the language

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9
Q

What are content words?

A

Building blocks, can stand alone, convey some meaning

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10
Q

What are function words

A

The glue that holds the building blocks together. (e.g., prepositions, conjunctions, articles and pronouns)

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11
Q

What are grammatical inflections?

A

Modulates meaning of sentence regarding time, number, and relations

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12
Q

What is syntax?

A

Arrangement of words according to the meaning relations around them

So dapat yung pagkakaarrange nagmmake sense hindi nagcclash yung words or ‘disconnected’

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13
Q

What is linear structure?

A

Words have the same role or meaning whether alone or used in combination with others (e.g., more ball)

kung anong meaning ng word pag magisa siya, yung din yung meaning niya mismo dun sa sentence.

** !!Linear structured syntax can be considered hierarchical structure but not all hierarchical structure can be considered as linear!! **

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14
Q

What is hierarchical structure?

A

Words can have a greater meaning when they are combined than when they are separate (e.g., mother ate)

It makes more sense when combined with

** !!Linear structured syntax can be considered hierarchical structure but not all hierarchical structure can be considered as linear!! **

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15
Q

What is use?

A

**How language can be utilized **
The reason why people communicate
Functions (Why people communicate) - transmitting ideas, sharing information, passing messages

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16
Q

There are two kinds of language use. What are they?

A
  • Personal (Intrapersonal) - comment, vocal play, problem solving
  • Social (interpersonal) - requesting object, obtain information
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17
Q

What is language delay?

A

Language development is normal in all ways except that it begins late than expected or proceeds more slowly than expected

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18
Q

What is language disorder?

A

Language disorder differs in the extent that a component of language is disrupted in the interaction with the other components

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19
Q

What is the language difference?

A

When a child has difficulty with their second language acquisition. This may depend on when they started learning the secondary language.

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20
Q

What is code-switching?

A

Switching or shifting from one language to another within a sentence

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21
Q

What is primary developmental language disorder?

A

Not associated with a known biomedical etiology, social emotional impairment, harmful environmental conditions or gross neurological deficit

Walang underlying condition

22
Q

What is the form of a child with primary developmental disorder?

A
  • Omit morphosyntactic markers of grammatical tense in spontaneous speech where these morphemes are obligatory
  • Older children with DLD have problems producing wh-questions
  • “The woman is _______ on the saucepan” so they may omit obligatory verb arguments
  • Use fewer verb alterations (“the girl is opening the door” vs the door is opening)
  • Poor understanding of:
    1. passive constructions (e.g., the boy was kissed by the girl),
    2. embedded clauses (e.g., the boy chasing the horse is fat),
    3. pronominal reference (e.g., knowing who “him” refers to in the sentence “Mickey Mouse says Donal Duck is tickling him”)
  • Difficulty with locatives (e.g., the apple is on the napkin), datives (e.g., give the pig the goat)
  • Inconsistent in their application of grammatical knowledge
  • Problems with phonological processing
23
Q

How is the content affected with a person of primary developmental language disorder?

A
  • Impoverished vocabularies
  • Slow to learn new words
  • Difficulty retaining new word labels
  • Encode fewer semantic features
  • Require more exposure to novel words
  • Make naming errors
  • Difficulty with multiple meanings or flexible word knowledge
  • May have difficulty comprehending humor or figurative language
  • Difficulty learning verbs that may affect learning sentence structures
24
Q

How is the use affected with a person of primary developmental language disorder?

A
  • Skills are immature rather than qualitatively abnormal
  • Perform more poorly than age-matched peers on various measures of social understanding but not as extreme as ASD
  • Difficulties understanding and applying pragmatic rules
  • Initiating and maintaining conversational topic, requesting and providing clarification, turn taking, and matching communication style to the social context
  • Impaired emotion from nonverbal cues
  • Impaired thinking from another person’s perspective
  • Difficulties integrating language and context
  • Difficulty generating inferences in discourse, understanding figurative language
  • Difficulty in constructing coherent narratives
25
Q

What are language learning disorders?

A
  • Primarily reading, writing, and spelling
  • Students with LLDs have underlying weaknesses in their oral language base
  • Histories of delayed speech and/or language development
    AKA reading disorder (poor readers whose weak language skills result in reading difficulty)
26
Q

True or False. Not all learning disorders are dependent on language

A

True

27
Q

What is dyslexia? What is its deficit? What difficulties do they experience?

A

A specific reading disorder that is neurobiological in origin
Difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities
Result from a deficit in the phonological component of language
- Deficit: phonological component

28
Q

Kids with dyslexia have problems with:

A

Problems in reading comprehension and reduced reading experience
Their primary difficulty is the phonological awareness, memory, and coding
The alphabetic principle–the understanding that words can be broken down into sounds and that letters stand for sounds that can be combined to produce words aka: to decode a print–this is ultimately affected.

29
Q

Specific comprehension deficits

A
  • Seen in children who typically have long-standing delays in oral language acquisition
  • Good word recognition
  • Difficulty comprehending language in any form
  • In middle grade, when their weak oral language skills are inadequate to support the more complex content they need to process in grade level reading material
30
Q

Children with LLD in general

A
  • Problem with both single-word reading and comprehension, and oral language
    Stem from difficulties language domains, such as syntax, and semantics
  • Have a history of delayed speech and language development
  • Dyslexia is a specific subtype of the more general LLD
31
Q

Phonological characteristics of children with LLD

A
  • Higher prevalence of children (25%) with LLD to have delayed speech development
  • Reading outcomes are poorest with children with severe phonological disorders → Phonological awareness is the greatest predictor of literacy achievement in these speech delayed children
  • Reading difficulties in children are better predicted by their language skills rather than speech
  • Can be assessed with the use of phonologically complex, multisyllabic words and unfamiliar nonsense words

Meron silang poor phonological awareness kaya malaki effect sa literacy skills nila

32
Q

School kids with LLD generally do not have obvious errors in their speech production. But they do have great difficulty with:

A
  • Speech perception
  • Phonological memory
  • Phonological awareness
  • Complex phonological production in difficult words
  • Repeating phonologically complex non-words
  • Problems with short-term memory tasks
  • Deficits are restricted to memory for verbal materials, no problems with non-verbal stimuli or environmental sounds
33
Q

Syntactic characteristics of school kids with LLD

A
  • Trouble understanding: relative clauses, passive voice, or negation
  • Longer-than normal time on comprehension strategies for processing passive sentences and those containing relative and adverbial clauses
  • Students with LLD will continue to use strategies based on expectations of the way things usually happen or on word order throughout the elementary years and beyond
    Example: Before touching your toes, wiggle your fingers (the child with LLD will follow it as is)
  • Language output is considered “simple” or “immature” by adults
    Fewer: complex sentences, less elaboration of noun phrases with multiple modifiers (“that big, red barn”), prepositional phrases and relative clauses “the house that’s in the country”
    Less complex verb phrases, fewer adverbs, fewer auxiliary verb combinations
    Longer sentences due to less complex forms
    Lower rates of subordination, embedding, elaboration of phrases in speech and writing
    LLD have basic, functional syntactic skills; less elaborated than those of age-mates
    May not encode all the relevant information
    They show reduced fluency, flexibility and productivity in their grammatical forms
    Morphological problems also are common

In essence, pinapasimple nila syntax nila

34
Q

Semantic characteristics of school-aged children with LLD? How do they acquire vocabulary?

A

Limited vocabulary: small vocabulary with frequent use of short words
Reading-based vocabulary acquisition: children with LLD often acquire more vocabulary through reading than conversation
Restricted word meanings: Knowledge of word meanings is limited
Difficulty with word association and categorization: poor connections between words and difficulty grouping words into semantic classes
Challenges understanding words with multiple meanings
Excessive reliance on nonspecific terms like “thing” and “stuff”
Problems with relational and abstract words. So there is difficulty with words that express relationships or abstract concepts
Confrontation naming
Word-finding difficulties
Oral directions
Figurative language

35
Q

What is secondary language impairment?

A

This is a language disorder that is associated with and may have been acquired due to factors as sensory or cognitive impairments
May be part of a syndrome

Has underlying comdition

36
Q

What is intellectual disability?

A

Significant limitations both in intellectual functioning and in adaptive behavior
Deficits in intellectual function - Affect the child’s ability to reason, problem solve, think abstractly, and academic learning, etc.,

37
Q

The onset of intellectual and adaptive deficits is during the ______________

A

Developmental period

38
Q

What are the cognitive characteristics of someone with intellectual disability? What is their more significant deficits?

A

Similar development to typically developing children but significantly slower trajectory
More pronounced deficits in executive functioning and working memory

39
Q

Language characteristics of someone with intellectual disability

A

One of the first signs of a child with ID is language delay
Either in line with nonverbal mental age expectations
Impaired relative to cognitive achievements

Yung impairment nila may underlying cognitive deficit

40
Q

This is the most common genetic cause of ID, occurring in approximately 1 in 700 live births

A

Down’s Syndrome

41
Q

What are the language characteristics of a child who has down syndrome?

A

EL is much more affected (Expressive language is more impaired than Receptive Language)

42
Q

This is the deletion of approximately 25 genes on one copy of chromosome

A

William’s Syndrome

43
Q

True or False. A child with William’s Syndrome has more difficulty monitoring their own comprehension and asking for clarification. For narratives, they have more social evaluative statements and fewer cognitive inferences

A

True

44
Q

True or False. A child with William’s Syndrome’s reading comprehension is generally lower than word reading abilities.

A

True

45
Q

This syndrome is characterized by: heart diseases, and connective tissue abnormalities. They are known as friendly and have the desire for social relationships. What are its language characteristics?

A
  • William’s Syndrome
  • there are deficits in grammatical understanding, and a significant decline in vocabulary standard scores over the years
46
Q

Common signs of a child with Fragile X Syndrome

A
  • Elongated face
  • Long and prominent ears
  • Highly arched palate
  • Hypotonia
  • Flat feet
  • Hyperextensible finger joints
  • Macroorchidism
47
Q

Characterized by: core impairments in social communication and a restricted repertoire of interests and behavior.

A

Autism Spectrum Disorder

48
Q

A debilitating and chronic condition that affects the child’s ability to control attention and behavior

A

ADHD

49
Q

True or False. Vocabulary levels may be delayed even with adequate amplification

A

False. Vocabulary levels may be delayed but with adequate amplification may be typical

50
Q

There are global delays in fine and gross motor skills. May have mild to moderate ID. Expressive language is more impaired than receptive language and has poor speech intelligibility which can be attributed to their anatomy since they have low muscular tone and have macroglossia.

A

Down Syndrome

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