Quiz 9 Flashcards
Autism Spectrum Disorder-3 overlapping characteristics
1) social reciprocity
2) communication difficulties
3) behavioral rigidity
Social reciprocity
social give and take like in a convo. (reciprocating positive behavior ex: one person smiles and waves hello, other person waves and smiles back
-others: eye gaze, joint attention
Autism Communication difficulties
a) significantly delayed onset of spoken language or total absence
b) impaired patterns of initiating and responding in conversation
Echolalia: repetition of others speech
lack of imaginative or social imitative play appropriate to child’s development level
NOT As Likely to have articulatory diffuclties
Behavioral Rigidity
another symptom of autism is an extreme resistance to change of any kind. Autistic children tend to want to maintain established behavior patterns and a set environment. They develop rituals in play, oppose change (such as moving furniture), and may become preoccupied with one particular topic
Other characteristics that can be noted: ritualistic behavior:
- may have a secondary diagnosis such as cognitive impairment, add, old or seizure disorder
- may have an outstanding skill (splinter skill) such as great rote memory, amazing artistic or musical ability
Cause of autism
initially thought autism had its origins in a disturbance of the parent-child relationship (WRONG)
Genetic disorder
Brain differences-difficult to locate the neurological foundation that produce the specific social, linguistic, and cognitive symptoms that describe autism
Specific Social and Communicative Weaknesses in ASD
1) Joint attention: attending to a social partner, flexibility shifting eye gaze between people and environment, getting others attention to initiate interaction
2) symbol Use: difficulty learning verbal labels for concepts as well as use of gestures. Demonstrate lack of symbolic play
3) Theory of Mind: understanding intentions and mental states of others in their environment. people may be seen as a means for meeting a behavioral goal. (ex child uses adults arm as a tool to reach things beyond his or her own grasp rather than requesting help
SLI treatment Techniques
1) Modeling
ex: adult: “I am rolling the clay, I am pounding the clay. I am stretching the clay. What are you doing
child: I am smushing the clay
2) imitation/mand: telling them to say what you are saying
3) recasting-restating what they’re saying and correcting it a little
4) expansion-expanding on what they’re saying
5) focused stimulation
6) scaffolding
Language Delays in children with ASD
20 % never develop expressive language–those that do develop expressive language are characterized by “uneven” or “disordered” course of development
Strengths-sometimes they have a “good” ability to read
difficulties of lang delays with children with asd
1) poor us elf grammar-particularly grammar that pertains to social circumstances
2) poor use of _pragmatics____
3) inability to establish _joint attn and theory of mind____(perspective taking)
4) Echolalia
Echolalia
1) immediate
2) delayed
3) Exact
4) Mitigated
Why does echolalia occur?
- exhibit comprehension difficulties
- communicative strategy to participate in conversation
- typically as language develops echolalia decreases in frequency
Echolalia treatment
- intervention should begin EARLY
- intervention should be intensive
- parents and family members should be INTEGRALLY involved in any treatment approach
- treatment must include & focus on SOCIAL aspects communication
- instruction should be systematic but customized
- emphasis should be placed on generalization
Specific language impairment
disorder of language only
- lexicon
- syntax
- pragmatics
Speech Impairment
Disorders of speech production
- cleft palate & cleft lip
- articulation
- fluency
Who is at risk for speech impairments?
- children with hearing impairments
- children with reduced oral stimulation
- children with oral motor structural impairments
- some children with syndromes
- children with family history of speech impairments
Cleft palate and lip
a hole in this partition often produces nasal sounds. the majority of clefts appear to be due to a combination of genetics and environmental factors(meds taken by mom during pregnancy, exposure to viruses, chemicals(radiation)
stuttering
a normal disfluent chid occasionally repeats syllables or words once or twice I I like this. disfluencies may also include hesitancies and the use of fillers such as “uh” “er” “um”
Disfluencies occur most often between ages of ___years and they tend to come and go.
characteristics of stuttering
part word repetitions whole word repetitions initial sound repetitions prolongations blocks of air flow or voiced
secondary characteristics of stuttering
poor eye contact facial tension head nods interjections of other sounds feelings/attitudes about speech
Things that affect stuttering
child, general environment, communication environment
Stuttering: Child
genetics
overall development
temperament
Stuttering: Communication environment
- limited response time
- interruptions
- rate of speech
- negative reactions to speech
Stuttering: general environment
- time pressure
- inconsistencies
- Parents do NOT cause stuttering
interaction among factors that are affected by both genes and environment
- motor skills producing rapid and precise speech
- language skills for formulating sentences
- temperament for reacting to disruptions in speech
at risk factors (not causes)
positive family history of stuttering, has been dis fluent for more than 6 months, child is unaware of or concerned about influences, child is particularly sensitive to making mistakes, child has concomitant speech/language disorders
strategies for stuttering
- allow person to complete their thought WITHOUT interrupting or completing the sentence for them
- maintain natural eye contact
- give the person your full attention when they are speaking
- use a slow and relaxed rate with your own speech. use pauses to slow your rate naturally
- stay focused on the message
- teach wait time
children who stutter don’t want
to be interupted
told to slow down and take a breath
be told to spit it out
Evaluation of suspected speech and language difficulties in children
- fewer than 50 single words and no 2 word combinations by 24 months
- failure to babble by 12 mos
- lack of conventional gestures be 1 year age
- no spoken words by 18 months of age
- any signs of regression
Hearing impairment
need to exposed to language to learn one. If certain conditions limit the exposure to language, language development may be severely hindered.
when is the ear fully developed?
at birth
Sections of the ear
outer ear middle ear inner ear acoustic nerve Brians auditory processing center
Why hearing loss
asphyxia, bacterial meningitis, congenital or perinatal infections, defects of head and neck, jaundice, family history, low birth weight
types of hearing loss
conductive and Sensory hearing loss
Conductive Hearing Loss
*
Sensory hearing Loss
*
Symptoms of hearing loss in children
- not responding to a parent’s voice at normal speaking level
- absent startle response to loud sounds (with some types of hearing loss, however, loud sounds are amplified, even painful and the child does startle
- inability to localize the source (tell where a sound is coming from)
- difficulty following instructions or requests, despite appearing to listen attentively
- reduced or absent responses to environmental noises
- consistently setting volume at an unusually high level
- enjoyment of rhythmic clapping games while appearing uninterested in music
- immature speech-language development
- social withdrawal
- fatigue, frustration, and acting out
dangerous noise levels
sound levels at 110dB for more than 1 minute creates risk for permanent hearing loss
classification of hearing loss
15 db or less- normal hearing 16-25dB slight hearing loss 26-40 dB moderate hearing loss 41-55dB moderate hearing loss 56-70dB moderate to severe hearing loss 71-90dB severe hearing loss 91 + profound hearing loss
hearing Device: cochlear implant
a surgically implanted electronic device that provides direct electrical stimulation to the auditory nerve
hearing aid:
an electronic device that amplifies sound
cochlear implant candidates
usually severe to profound loss in both ears, have had limited benefit form hearing aids, have no other medical problems that would make the surgery risky
hearing loss phonological development
sounds affected-
high frequency sibilants, less visible phonemes, sounds at the ends of words, prosody-lacks fluid co-articulation patterns
hearing loss language development
lexical-4th grade, grammatical development, reading and writing difficulties are attributed to their limited exposure to language
educational approaches for hearing loss
- oral/aural-instruction in lip reading, use of residual hearing
- total communication-oral + sign
- bilingual-programs modeled after ASL programs
ASL
children who learn ASL as a first language show patterns of development that similar to those of children acquiring an oral language
ASL is learned as a first language by many deaf children, a natural and rule-governed language
t/f echolalia seems to decrease in frequency as spontaneous language develops
true
t/f children with an autism diagnosis are less likely to have an articulation problem?
true
What percentage of children diagnosed with autism never develop more than a few words?
20%
