Study Guide Flashcards
What does LD stand for?
Learning Disability
What does LLD stand for?
Language Learning Disability
What does SLI stand for?
Specific Language Impairment
What does MR stand for?
Mental Retardation
What does ID stand for?
intellectual disability
What does DD stand for?
Developmental disorder
What does FASD stand for?
Fetal Alcohol Syndrome Disorder
What does PDD-NOS stand for?
Pervasive Developmental Disorder- Not otherwise specified
What does ASD stand for?
Autism Spectrum Disorder?
What does ARND stand for?
Alcohol related neurodevelopmental disorder
What does TBI stand for?
Traumatic Brain Injury
What does CVA stand for?
Cerebrovascular Accident (stroke)
What does NLI stand for?
non specific language impairment
What does AS stand for?
Asperger’s Syndrome
What is the definition of MR/ID/DD?
- Originates before age 18
- substantial limitations in the ability to function
- significantly sub average intellectual functioning, co-occurring with limitations in 2 or more adaptive areas: communication, self care, etc.
- 2 Standard Deviations below mean of 100-IQ
- significant limitations in intellectual functioning and adaptive behavior areas noted in conceptual, social, and practical skills
- **must meet all criteria to be considered to be a person with an intellectual disability
What are some statistics of ID/MR/DD?
- estimate is 1-3% of the population in the U.S. has it
- nearly 90% of ID population is in “mild” range
- differences in severity occur
What are ID language characteristics?
- Language is often the most impaired area
- its often the single most important characteristic
- TD children w/ same mental age may exhibit stronger language skills
- Before age ten, Developmental sequence for children with ID is similar to TD children, but slower
- even when matched for mental age, ID children will use more immature forms than TD
- ID language difficulties may reflect problems integrating learning into ongoing events, because much energy may be going to understanding, not integrating language skills
What are ID language characteristics in regards to pragmatics?
- gesture and intonation are similar to TD
- delayed gestural cueing
- Less dominant conversational roles
What are ID language characteristics in regards to semantics?
- more concrete
- slow vocab growth
- limited use
- Down Syndrome children learn vocab through context
What are ID language characteristics in regards to syntax/morphology?
- length/complexity and morpheme development similar to TD preschoolers
- same sequence of sentence development as TD but slower, shorter, less complex sentences w/ fewer subject elaborations than mental age matched TD
- relies on less mature forms even when capable of more advanced
What are ID language characteristics in regards to phonology?
-phonological rules develop similar to TD preschoolers, but rely on less mature forms even when capable of more advanced
What are ID language characteristics in regards to comprehension?
- poor receptive language skills esp. down’s syndrome than mentally aged matched TD
- poor sentence recall than mental aged matched TD
- more reliant on context to make meaning
What are the causal factors of ID/MR/DD
- biological factors
- social environmental factors
- processing factors
what is the biggest causal factor for ID/MR/DD?
biological
What are the possible biological causal factors for ID/MR/DD?
- genetic and chromosomal differences (Down’s)
- maternal infections (rubella & measles)
- toxins & chemical agents (FAS & drugs)
- nutritional and metabolic causes
- gestational disorders (formation of brain or skull)
- complications from pregnancy or during delivery
- gross brain diseases (tumors)
What are the possible social environmental causal factors for ID/MR/DD?
- more difficult to identify
- may involve many interactive variables
- EX: poor housing, lack of medical care, poor hygiene… effects vary by child.
What are the possible processing causal factors for ID/MR/DD?
-seem to have differences in: cognitive processing abilities (information processing)
What do processing factors help us with?
- understanding ID
- DOES NOT EXPLAIN THE DISORDER
- represent the cause, the result, or a concurrent problem and suggest intervention techniques
How do ID children process information differently than age matched TD peers?
- Attention: can sustain as well as TD, but has difficulty scanning and selecting what to attend, overall attention skills decrease with level of severity
- Discrimination: difficulty Identifying relevant stimulus cues, may choose less important stimuli to focus on
- Organization: difficulty developing Organizational strategies (BIGGIE!!!) for storage and retrieval
- Memory: Demonstrate poor recall than TD, more severe cases = poorer memory, slower retrieval due to organizational problems
- Transfer: Inability to generalize
in terms of ID, can you fix memory or should you set a goal for it?
no, but can write a goal to recognize patterns
What is the definition of LD?
- Significant difficulty in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities (across the board)
- Intrinsic to the individual, presumed to be related to CNS dysfunction
- May occur across the lifespan
- LDs may occur concomitantly with other “handicapping” conditions or with other outside influences. LD is not the result of those conditions or influences, however.
What are the six categories of characteristics associated with LD? which one should we pay particular attention to?
- motor
- attention
- perception
- symbol**
- memory
- Emotion
What is a Language Learning Disability (LLD)?
- Most children with LD do not have all of associated characteristics (Motor, Attention, Perception, Symbol, Memory, Emotion)
For example: - 15% have difficulty with motor learning and coordination
>75% have difficulty learning and using symbols—Some professionals consider this group to have a language learning disability
Of the characteristics associated with LD what does motor look like?
- Usually involves hyperactivity
- overactivity characterized by constant motion.
- Can lead to short attention/concentration span.
- About 5% of children have hyperactivity. Nine times as prevalent in boys.
- Not all kids with hyperactivity have LD.
- Not all kids with LD have hyperactivity.
- poor sense of body movement,
- poorly defined handedness
- poor hand-eye coord.
- poorly defined concepts of space and time (all over the place)
Of the characteristics associated with LD what does attention look like?
- Short attention span and inattentiveness
- Easily distracted by irrelevant stimuli and easily overstimulated
- Affects ability to learn and organize life
- Perseveration often is present—repeat utterances over and over, appear unaware.
- NOT to be necessarily confused with a diagnosis of ADHD
Of the characteristics associated with LD what does perception look like?
- Different from reception
- USUALLY COMPROMISED IN LLD!!! (Not as severe in SLI)
- LD is not equal to a sensory or reception disorder.
- May have any of the following:
- Perceptual difficulties=interpretational difficulties: Occur after the stimuli are received.
- confusion of similar sounds and words/Similar printed letters and printed words
- Difficulty with figure ground perception (isolate an auditory stimulus against background noise)
- Sensory integration difficulties. Ability to make sense of visual and auditory stimuli occurring at the same time. Gestures, facial expressions, body language, intonation, and verbal language work together to convey information. Each alone is not enough to convey info.
Of the characteristics associated with LD what does memory look like?
- If it’s an LLD this is big!
- Short and long-term storage and retrieval problems
- These kids often have difficulty remembering directions, names, and sequences.
- Word finding problems are common.
i.e. - Think back to information processing/executive functions
Of the characteristics associated with LD what does emotion look like?
- Emotional problems may accompany LD, but are not causal (unless something caused it i.e. witnessed murders, etc.)
- Often reaction to or accompany frustration related to situational difficulties
- Common descriptors: Aggressive, Impulsive, Unpredictable, Withdrawn, Impatient
- May demonstrate poor judgment, unusual fears (Owen’s example of shoes), or adjust poorly to change
- May be overly dependent on routines when language interpretation is required
Of the characteristics associated with LD what does symbol look like?
- All aspects of language—spoken and written—are affected (often the case with LD—75%)
- The difficulties are perceptual. Language perception, not reception (sensory)
- Even though these kids play TV/Radio loudly, squint and rub eyes when reading, etc., or have concomitant hearing or vision problems, the problem is not sensory.
- May struggle with conversational turns, and form and content of language—Form (morphology and syntax) does not stand out as in SLI.
- Synthesizing language rules is difficult, so delays in acquiring morphological rules and complex syntax development.
- Morphological errors and syntax errors are present in both speaking and writing. Most common morphological error is omission.
- Overall language development may be slow, resembling language of younger children but with even less use of mature structures
- Little preschool interest in books or language. Cannot follow a story.
- Word finding is a particular problem during conversations and narratives.
- Greater time needed to respond verbally
- When young, often struggle with literal meanings
- When older, the struggle moves on to multiple meanings (rock, nursery) and figurative meanings
- The language demands of the classroom are often too high for the oral language of these children
- Many end up in Special Day Classrooms: Discuss both LH and CH placements (best places for these kids to be). Our assessment is VITAL (do they need specific language scaffolding to learn?)
- Underachievement of these kids further underscores language-learning links.
- Oral language skills are single best indicator or reading and writing success in school.
What is the difference between an LD and an LLD?
- with LD symbol is not affected
- it becomes an LLD when symbol is affected!
**check with Dr. P to make sure this is correct
What does LLD look like in regards to semantics?
difficulty with:
- relating and comparing items
- non-literal language (hear and now)
- multiple meanings
- word finding difficulties
- confusion with meanings of conjunctions (and, but, so, because, etc….)
What does LLD look like in regards to syntax/morphology?
Difficulty with:
- constructing negatives
- passives
- relative clauses that modify noun phrases
- contractions
- tense markers
- possession
- correct pronoun use
- Repeats sentences in reduced forms which indicates difficulty learning sentence forms
- Confusion with articles
What does LLD look like in regards to phonology?
Inconsistent sound production, especially as word complexity increases—multisyllabics may be tough: (i.e. Chrysanthemum, aluminum, alligator, etc.)
What does LLD look like in regards to pragmatics?
- Turn taking is not a problem
- Difficulty answering questions or requesting clarifications
- Difficulty initiating or maintaining a conversation
What does LLD look like in regards to comprehension?
- Confusion with wh-questions (Who? What? Where? When? Why?- “why” is the most difficult one for them to answer)
- Poor strategies for interacting with printed information
- Confusion of letters that look similar (b/d) and words that sound similar (plane/pain)
What are possible causal factors for LD?
- Biological
- social environmental
- processing
What are the biological causal factors for LD?
Biological:
- Heredity is indicated
- Parent with dyslexia combined with late talking in the child=indicator of language impairment to come.
- CNS dysfunction, success of Ritalin with some students
- Dyslexia brain studies—-all suggest biological basis present
Keeping in mind the formal definition for LD takes environmental causality out of the equation but what do we know about language that can bring environment back into the causal equation for a LD?
- Abuse
- Neglect
- No stimulation
What are the social environmental casual factors for LD?
Social Environmental Factors:
- Language and interactional difficulties of these children must affect development
- Acting out in response to frustration, accusations of not trying, learned helplessness, fear of trying, attention seeking (even negative attention is attention).
- Social successes and failures have a great influence on subsequent interactions
What are the processing causal factors for LD?
- Several executive functions are involved
- Information that is poorly attended to and poorly discriminated will be poorly organized
- Memory is related to storage and retrieval. These kids have later and slower growth with respect to creation of necessary semantic networks, leading to slower and less accurate retrieval (think about RAN)
When is an LLD confirmed?
when a student with a language impairment begins to struggle in school.
Is dyslexia a LD?
Yes
Is dyslexia a LLD?
Yes but it is specific to the symbol characteristic specific to the phonologic core/phonological processing.
What disability is characterized as the CODE being the problem?
Dyslexia
Is dyslexia about oral language?
- No, it is a decoding problem and a comprehension problem of the code.
- They have a problem with their written word, and have average to above average intelligence and oral language.
Describe the dyslexia hypothesis
- Decreased rapid naming, leads decreased reading fluency, which impacts reading comprehension
what is dyslexia?
- it is a specific LLD
- it’s not about oral language, it’s about the printed word
- Specific to the phonologic core/phonological processing
- All systems of language besides phonology is impacted
- Often associated with phonological awareness, phonological memory, and Rapid Automatic Naming (RAN) deficits (can’t decode the words)
- related to the “symbol” category
- Characterized by difficulties in accurate, fluent word recognition when decoding words and spelling difficulties
Owens describes 3 types of dyslexia, but what are the distinct types of dyslexia we talked about in class?
- Language Based that may affect comprehension and/or speech sound discrimination (SLP involved)
- Visuospatial disorder that may affect letter-form discrimination with relatively unaffected language overall (not SLP focus)
What are the characteristics of dyslexia?
- Characterized by difficulties in accurate, fluent word recognition when decoding words and spelling difficulties
- Often associated with phonological awareness, phonological memory, and Rapid Automatic Naming (RAN) deficits
- It is believed that decreased phonology, specifically phonological awareness/phonological memory leads to trouble with phonics (sound-symbol correspondence) can lead to decreased reading fluency, which impacts reading comprehension
What is the difference between dyslexia and a “garden variety” reading problem?
- ASHA reminds us that language-based learning disability is an even better title than dyslexia because of the relationship between spoken and written language.
- The child with dyslexia has trouble almost exclusively with the written (or printed) word.
- The child with dyslexia as part of a larger language learning disability has trouble with both the spoken and written word.
- Many in the field would consider this a more generalized or “garden variety” reading problem…..not as specific as dyslexia.
What percentage of SLI kids also have a reading disability?
50%-75%
What is often noted when comparing children with dyslexia to their TD peers?
- Comparable verbal IQ scores and/or listening comprehension
- Below average word reading (decoding)
- Nonsense or non-real word reading is below real word reading (word attack skills)
- Well below average phonological processing scores
What are similar impairments that present like LD but have different diagnostic categories?
- prenatal drug exposure
- fetal alcohol spectrum disorders (FASD)
- fetal alcohol syndrom (FAS)
- Alcohol-related neurodevelopment disorder (ARND)
What does SLI look like in regards to semantics?
- slow vocabulary growth and lexical errors
- Less able to recognize physical features (color, size, and shape), thematic elements within a topic (throw, hit, catch go with game), and/or causation (who caused something, who or what received something)
- New words are not learned and stored quickly
- Naming difficulties secondary to less elaborate storage of words
- This builds on itself—vocabulary growth builds on comparison to previous learning and repeated exposure to terms
Is SLI a reading disability?
NO
What does SLI look like in regards to Syntax/Morphology?
- Fewer morphemes used correctly, affecting verb endings, auxiliary verbs, and articles and prepositions.
- Morphemes themselves receive little stress in speech.
What does SLI look like in regards to phonology?
-Vocalize less, have less mature syllable structures
- can do some of the basic things, can produce all of the sounds but phonological system is weak if we tax it
-Poor non-word repetition (biledodge, viversumouge)
• non-words: they learn to move their articulators, hear everything and put it together (the sounds are within the rules), isolates/tests working memory, not aided by top-down processing
What are some indicators of a prenatally drug exposed child?
- 11 to 35 % of pregnant women ingest one or more illegal drugs
- Infant effects vary by amount and type, method of ingestion, and age of fetus
- low birth weight, small head circumference; jittery and irritable, cry excessively (not listening, or attending)
- easily overstimulated
- avoids human face
- disrupts typical bonding which delays motor, social, and language development. Environment may reinforce this cycle.
- few infant vocalizations, inappropriate gesturing, lack of oral language
- By preschool word retrieval problems, short disorganized sentences, language use lacks variety, poor eye contact, turn taking, off topic
- By Kindergarten short, simple sentences, limited vocabulary, inability to deal with abstract language and multiple word meanings, temporal/spatial problems
- School age years involve word retrieval, word order, and poor pragmatics
- Often diagnosed with an LD and/or with ADHD
What life long difficulties may a FASD child have?
INFORMATION PROCESSING:
- attention
- memory
- executive functions in general
Followed by:
- learning
- behavior
- control
- mental health
- academics
What is a hallmark marker for SLI?
Morphology errors.
What are examples of grammatical morphological errors with SLI?
- Past tense, the verb “to be.”
- Late appearance of past tense –ed is a hallmark.
- Pronoun errors are common because they tend to overuse one form (“he” or “she”)
What does SLI look like in regards to comprehension?
- Poor discrimination of units of short duration like bound morphemes (plural endings, etc). (hallmark)
- i.e.- knowing the tenses
- Ineffective sentence comprehension
- Reading errors are often not related to the text in terms of actual decoding or meaning has to do with overall discrimination.
- He said this was a bad bullet point**
- Series of events presented visually or verbally are difficult to reconstruct (like event retell or story retell)
- i.e. sequencing
How is FAS characterized?
- DD
- growth deficiencies
- distinct facial characteristics
How is ARND characterized?
- significant impairments in several areas of development
- distinct facial characteristics
How is FASD characterized?
- Mean IQ in borderline ID category (but range from 30 to 105)
- Concrete learners
- Poor problem-solving
- Difficulty generalizing
- Easily distracted, overstimulated, impulsive, perseverative
- Poor memory, interpersonal skills, and judgment
- Language development delayed, echolalia, language production exceeds comprehension
- Language development delayed, echolalia, language production exceeds comprehension
- Problems with word order, word meaning, turn taking in conversation
- Executive functions are interrupted. Limited in amount of information they can process. Cannot easily formulate concepts or regulate responses
- Often diagnosed with an LD and or ADHD
How is SLI different from LLD? **becky add to this!
SLI:
- the focus is on language (particularly form) and other disorders are excluded.
- Perceptual difficulties are limited to rapid, sequenced sound stimuli
- grammatical morpheme problems is a hallmark of SLI
LLD:
- demonstrates diffuse weaknesses across the systems of language and may be associated with other impairment areas (motor, attention, perception, memory, emotion)
- Language perception difficulties are the essence (much deeper)
- The ability to attend actively, be responsive, and anticipate stimuli is also compromised
- Language impacting the ability to learn is evident (reading decoding and comprehension, ability to access the curriculum
Why is it difficult to dx SLI?
it usually is characterized by the exclusion of other disorders
How is SLI defined?
Some suggest that it is not a distinct disorder, but is merely a category of children with limited language difficulties resulting from genetic and/or environmental factors combined.
What impairment may appear delayed in one aspect of language (usually “Form”-syntax/morphology)?
SLI
True or False- If dx with SLI, a child will catch up without intervention
False
True or False- With SLI, expressive abilities are usually below receptive
True
What are some characteristics of behavior at school with SLI kids?
- Perceived more negatively by teachers and peers
- Behavior problems emerge
- Take minor roles in cooperative learning because they contribute little
- Later in school self-esteem becomes affected
- Self perception decreases with regard to school and social abilities
What are some language characteristics for SLI?
- May be primarily receptive or expressive or a combination
- Different aspects of language affected—although language form (syntax/morphology) stands out
- These characteristics change as child matures, and it could be a lifelong problem
- Early language skills that affect later reading and writing are affected
- You need to have good syntax and morphology understanding to comprehend what you are reading
- Oral errors appear in writing
- writing will be missing correct verbiage, struggling to come up with a cohesive sentence, lots of erasing
- these kids have trouble learning the rules of language, using learned language in different contexts, and using word associations to increase vocabulary (double edged sword) (vocab and morphology help each other along)
- morphology and phonology rules are not learned and applied correctly and vocabulary does not develop
- Pragmatics problems develop because of difficulties with language use.
How does SLI look in regards to pragmatics?
- May act younger than age (poop example….)
- Less flexible with language use and don’t understand communication breakdowns
- Trouble getting a turn to speak
- Inappropriate responses to topic
- Difficulty initiating a conversation
- Incomplete, confusing narratives
- Failure leads to decreased social interaction
What are the social effects of SLI?
Less likely to interact
- Less successful at play interactions-particularly if expressive language is significantly affected
- Fear of approaching others
- Reticence
- Often ignored by peers which leads to decreased interactional opportunities
- SLI + social skills problems=3X more likely to be victimized by peers (this is a big one!)
- By Junior High, these kids perceive themselves negatively scholastically and socially
Is it easy or difficult to determine the causal factors for SLI?
Difficult
What are the biological casual factors for SLI?
- Neurological disorder suggested:
- brain asymmetry/different patterns of brain activation
- Strong familial connections: 60% with SLI have an affected family member, 38% have an affected parent
- Pre-term births: Sizeable minority born at 32 weeks or less are at considerable risk.
What are the social-environmental casual factors of SLI?
- (While no one has suggested this is a cause) there is evidence that parental interaction with SLI children is decreased.
- parents might become discouraged when child doesn’t respond and stops interacting with the child altogether.
- an effective language learning technique
