Semester 1 Week 7

Question 1

when does mandatory NHS support stop for people with DLD

Answer 1

age 25

Question 2

DLD causes impairments across which domains of language (4)

Answer 2

phonology
syntax
semantics and word finding
pragmatics and social use of language

Question 3

DLD causes impairments across which modalities (4)

Answer 3

listening and speaking
reading and writing

Question 4

DLD causes impairments across which genres (3)

Answer 4

narratives
conversational
expository

Question 5

why is an SLT’s involvement in writing contraversial?

Answer 5

school’s often have a literacy specialist, we need to make sure we’re working with them

Question 6

what is an expository genre?

Answer 6

being able to explain yourself

Question 7

what are some of the diagnostic features of DLD? (6)

Answer 7

poor vocab
errors in tense marking
limited sentence length and clausal complexity
word retrieval difficulties
disorganised stories and explanations
difficulties producing and understanding complex writing

Question 8

what can pupil’s with DLD sometimes seem to be communicating ok?

Answer 8

sometimes chatting is fine - due to conversations being made up of familiar, short, simple utterances - however can really struggle with more formal uses of language

Question 9

rationale for research on adolescents? (5)

Answer 9

• Common: 10.5% of secondary school pupils have SEN (DfE 2017)
  *Under-researched: research focuses on childhood
  *Under-resourced: persisting concerns about provision for language disorders beyond early childhood (ICAN and RCSLT, 2018)
• Stigmatised: which other social group can we openly mock and dismiss?
• Complex: language profiles may be similar to younger children but the context is unique

Question 10

rationale for service provision

Answer 10

• Adolescent language disorders are very unlikely to resolve without intervention.
• Some adolescents have undetected and therefore unsupported language disorders.
• Pervasive and significant impact: for literacy, academic attainment, engagement with education, employment status and quality of employment, self-esteem and behaviour.
• We need to prevent long-term negative outcomes.

Question 11

if a child with DLD if supported at age 7 with SLT intervention what happens when they reach adulthood?

Answer 11

Expressive and receptive abilities stable over time, as does level of severity

Question 12

some educational engagement impacts of DLD as found in research (3)

Answer 12

• More likely to leave education early
• More likely to require in class support
• More likely to require extra time during assessment

Question 13

educational outcomes associated with DLD (5)

Answer 13

• Reading and writing are difficult
• Lower on national tests
• Less likely to be put forward for exams
• Substantial proportion do achieve qualifications
• Substantial proportion do study beyond compulsory education

Question 14

if dld primarily affects language why is maths also affected?

Answer 14

maths concepts taught using specialist language

Question 15

psychosocial/behavioural outcomes in children with DLD

Answer 15

• more likely to be excluded
• more likely to engage in antisocial behaviour
• more like to be a young offender and involved with community youth justice settings

Question 16

how likely is it that young offenders with dld reoffend?

Answer 16

• Young offenders with DLD are more than twice as likely to reoffend than their unaffected offending peers

Question 17

employment outcomes associated with dld

Answer 17

• More likely to be unemployed or under-employed,
• Lower salaries
• Lower job security than peers without a history of SLCN
• Stress heterogeneity in outcomes
  *Affects likelihood of part time work during mid-adolescence
• More likely than age matched peers to work part time (rather than full time)
• More likely to be in non-professional occupations

Question 18

how to assess adolescent’s language skills

Answer 18

combination of:
* Standardised assessments
* Consulting young people themselves
* Informal language measures such as expository discourse tasks

• Assessment results need to be communicated across secondary schools
• Accessible communication profile
• One-page summary for all teachers (inc own views, strengths, barriers and strategies)
• more detailed report for SENDCo, parents etc.

Question 19

how do interventions for adolescents with dld differ than interventions for younger children

Answer 19

they don’t - just done in diff contexts

Question 20

interventions for teenagers with dld (9)

Answer 20

Shape CodingTM
Narrative Interventions
Vocabulary Interventions
DLD and Me
Classroom based interventions
Communication for work
Use of symbols and visual supports to scaffold learning
Nurture Groups
Social communication groups

Question 21

why is it important for SLTs to work with teachers?

Answer 21

The students are better able to:
* Access the language of the curriculum, through information presented both orally and in print
* Attend to, process, analyse, retain and use presented information in a wide range of learning situations
* Become more proactively engaged in learning through increased participation in class activities
* Demonstrate an improved understanding of curriculum content in assignments, projects, tests and exams
* Develop and use a broader and more robust vocabulary, a cornerstone of well-developed language and literacy.