toddlers with SLI

Question 1

Define SLI

Answer 1

Gap between nonverbal IQ (higher) and language scores (lower), no evidence of seizures but still with language acquisition issues during preschool years. i.e. phonology

kids have normal hearing, no oral structure abnormalities, no neurological disorder, and in normal social limits

Question 2

2. Three Subgroup classifications of SLInot caused by discussed exclusion facto

Answer 2

Comprehension and expressive;

Expressive difficulties only

Comprehension difficulties only

Question 3

3.Additional problems children present with SLI-3

Answer 3

• Phonological system:cannot even relate letters to words, not able to pull out vocab
• Socialization:inability to make a quality conversation, or have quality comprehension. languages skills versus interation skills
• Gesturing: symbolic play or communication purposes –> picking up cues

Question 4

Possible causal factors and potential clinical markers of SLI -6

Answer 4

• Neurological: chewing, swallowing, drooling, oral weakness, clumsiness, ADHD?
• Language knowledge and access to language knowledge: Difficulties abstracting from language enviro, can process/acquire cannot use consistently
• Cognitive deficits: May be in symbolic play, tought representation
• Info processing: taking in incoming stimuli, fast mappiing abilities
• The language-learning environment:may lead to delays in semantics but not cause SLI impairment
• Genetic/Familial bases: tendency to run in families (education +learning problems)

Question 5

Factors that determine whether children will outgrow early language problems - 7

Answer 5

• Extrinsic: Family history
• Intrinsic: What are they communicative intentions?

• Babbling and Phonology: high vowels babble= less language
High consonants babble=greater language, substitute h for consonant, alot of vowel errors

• Socialization and Behavior: passive communicators vs overactive kids. lack of comm. leading to behavioral problems
• Morphology:few, general, simple verbs @ 4yrs (look, want)
• Semantics (meaning): low vocabulary 0-8 words @ 24 months versus 50 words.
• Syntax (sentence forming) : simple sentences and shorter MLUs.

Question 6

Relationship between language problems in the PK years and later academic difficulties -4

Answer 6

problems with greater language demands

• Semantics (decreased vocabulary- types of words and number in total vocab.)
• Narratives (stories not as complex)
• Written language (not as complex)
• Social issues (peer groups, conversation initiation, maintenance, repairs, etc.)

Question 7

Various language and related characteristics of toddlers and PKs with SLI -5

Answer 7

• Precursors: grasp of importance of languge (agents of change) for reciprocal routines (turn taking, joint atten, understand cues) OR ELSE
• Phonology (sound system): normally intelligible by 2, SLI still hard @ age 3-4
• Semantics (word meaning): hard to learn new words quickly and use it in context 17 instead of 128-193 words @ 2 yrs
• Syntax and morphology (morphosyntax): CLASSIC OF SLI:Problems following grammatical rules( omissions, pronouns misuse, regular & past tense)
• Pragmatics(context) & Discourse ( communicate thoughts orally)= new subgroup- no comunication initiation, no declaratives, imperatives, acknowledging, no turn taking, no eye contact
• Narratives : STRONG PREDICTOR of later problems in school achievement: -less info, dont signal new & old info, abstract problems, diectic words

Question 8

How to evaluate a child with English as a second language and determine if it was a language disorder or a language difference

Answer 8

Assess the child in his primary language first and try to determine whether it is SLI using the exclusion criteria mentioned above

Question 9

Delay vs. Disorder

Answer 9

Delay: language slow to emerge, but order still in sequence

Disorder: deviation in rate and sequence for which specific language skills are emerging