Test 2 Flashcards
5 components of language
Morphology: how words and smaller units combine to form words
Phonology: how sounds combine to make words
Syntax: how words are combined to express meaning in sentence structures
Semantics: how words correspond to things in the world- how language reflects feelings/intent
Pragmatics: use of language in different social interactions
difference between language delay and language disorder
-language delay: skills are slow to emerge but follow the same sequence as a child with normally developing language skills
-language disorder: deviance in the usual rate, trajectory or sequence with which specific language skills emerge. Differences in the rate of acquisition/inordinate difficulties with certain features in one aspect of language. Differences in rate of acquisition in various aspects of language. Age appropriate skills in some aspects of language and lags in others aspects
relationship between cognition and language
viewing language skills in terms of cognitive abilities is controversial it is not possible to separate language ability from cognitive ability when using a cognitive test that tests for language.
how is indirect intervention utilized in preschool years?
-parent interactions: create/enhance environment to facilitate language change and generalization of language skills (using skills across different environments and people)
-preschools encourage social communication interactions (not guaranteed because adults have to facilitate the interactions)
? to consider when deciding on intervention
-under what conditions and when is intervention recommended?
-what is the nature of the intervention?
ediffernces in vocabulary between a child with SLI and TD child
SLI children typically have delay in their first word
Word finding problems in SLI children results in what kind of problem
children often exhibit use of filler words such as “um”
the impact of one deficit on other areas of language
speech and language skills interact and affect other areas. Deficits can impact a student’s ability to participate in social interactions, fully convey ideas during discussion or essays, and follow directions.
clinical marker- 3 directions **
-verb tense morphology
-difficulties with nonword repition tests/task
-sentence recall
advantages of utilizing group treatment sessions**
-facilitates peer interactions
-provides opportunity for generalizations of language skills
-provided naturalistic environment
SLI definiton
specific langauge impairment
language problems in the absence of other clearly identifiable problems (ASD, intellectual disability, etc.)
mental age definition
age at which an individual functions cognitively
language age definition
age at which an individual’s language skills are at
what is cognitive referencing?
viewing child’s level of language skills in terms of cognitive abilities
social standard
societal values placed on degree of language facility and degree of success for life functions that depend on lang. facilitation
direct intervention
speech therapy sessions with SLP (individual or group)
indirect intervention
langauge practice outside of direct intervention
parent/caregiver interactions, preschool
illusory recovery
preschoolers can appear to recover at different times from different aspects
it is important to ensure it is not a false negative by:
comprehensive assessment, stressing/challenging language performance, and looking at clinical markers
chronological age definition
actual age from birthday
how state and federal mandates impact decisions of eligibility
federal: Individual with Disabilities Education Act (IDEA) giverns hoe students with disbilities are identified and how they receive services in school
state: criteria is set by state and local agencies
specific learning disability
disorders in the basic psychological procedure that involves understanding using language
the ability to recieve, process, recall, and communicate
SLI and learning disabilities
children with specific learning impairment often have learning disabilities in grade school
2 major categories within ADHD
attention and hyperactivity
enntities that provide defintions for language disorders/disabilities
-United States Office of Education
-ASHA
-National Joint Committee on Learning Disabilities
3 areas of language that school age children exhibit difficulty in
-content issues
-form issues
-use issues
content issues
related to “making meaning” in terms of word knowledge, naming, and comprehension of larger units of text
use issues
selected social-pragmatic patterns and connected text patterns
difficulty engaging in conversations, resolving conflict, working in groups
form issues
related to morphosyntactic phonological components of language
difficulties with sentence structure, phonologcial and phonemic awareness
SLI impact on adolescence
limited employment, conduct problems, limited community resources, vulnerability to bullying, difficulties with socialization
why are social and emotional growth an important aspect in assessment?
it is imprtant to view the student as a whole and consider social and emotional factors that could impact the child’s language development
what is the importance of matching language intervention with language demands in the classroom?
doing so allows children to better understand the material being learned in the classroom which promoted academic success and generalization of language skills
what is the predominate text of school?
expository language
language concepts that SLPs help children acquire
langauge knowledge- learning new words
language skills- putting together a report
language strategies- figuring out what to do complete task
language screening vs language assessment**
-screening: does not confirm or reject presence of language problems, but raises red flags so that children can be monitored carefully or given assessment
-assessment: identifies student as having or not having a language impairment and determines if the student Is eligible for intervention services
informal vs formal language**
-formal: complex sentences and mature vocabulary, avoids slang
-Informal: simple sentence, use of slang, relaxed tone
dyslexia
specific learning disability characterized by difficulty with accurate and fluent word recognition and poor spelling or decoding
ADHD
(attention deficit disorder with/without hyperactivity)
general difficulty in directing and sustaining attention
CAPD
(central auditory processing disorder) disorders related to the perceptual processing of auditory information in the CNS and auditory mechanism that underlie localization and lateralization, auditory discrimination, auditory pattern recognition, temporal (time) aspects of sound, and sound performance
foundation literacy
includes skills like basic reading and writing, being able to engage in conversations and telling and writing simple stories.
content literacy
learning to make predictions, form inferences, and read expository text
discipline-specific literacy
includes language skills needed to access curricular information (ability to read science, history, math)
Response to Intervention
RTI
embraces a prevention model approach. Tiers are commonly used to explain increasingly intense levels of instruction
Common core standards
set of achievement standards that incorporate a number of language based literacy milestones and expectations
expository language
form of nonfiction and non-narrative text that conveys informational about the natural or social world (language of textbooks, instructions, classroom lectures, and technical papers)
student role in intervention
students play role in planning intervention.
there is no hidden agenda regarding intervention.
Purpose/results of assessment are shared, responsibility for identifying, establishing, and prioritizing plans is shared, the adolescent is informed of why skills are included in assessment.
3 things to consider when determining treatment objectives in adolescents
-emphasize strategies, regularities, and the metas
-authentic objectives for intervention balanced with overlearning of strategies (practice makes perfect)
-different intervention emphasis based on stage (adolescence spans 7 years)
risk factors for adolescents with language problems
higher risk for leaving school before earning high school diploma, leading to difficulty finding employment
Link between SLI and juvenile delinquency, youth suicide, and drug/alcohol abuse
the literature supporting a link is growing, but not well-known
SLI impact on individual and society
undereducation leads to underemployment and impacts valuable human resources and contributions
contrived situations
situations orchestrated by clinician to provide opportunities for specific language use
importance of redundancy in treatment
(practice makes perfect) effective-focused based practice and overlearning of their strategies/implementation are essential
why are traditional methods ineffective when treating adolescence
-disruption of daily schedule
-viewed as different from peers by peers
-can be seen as punitive due to no credit earned
-1:1 doesn’t promote communicative interactions or provide opportunities to practice new skills
5 characteristics of adolescents with SLI
-difficulties with words with abstract or multiple meanings or figurative language expressions
-uses less syntax
-exhibits word finding problems
-difficulties with nonspecific or non-content words (things/stuff)
-difficulties with relationships with peer and adults due to difficulties with communicative interactions
