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Early Childhood Language Disorders > Topic 2 > Flashcards

Topic 2 Flashcards

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1
Q

What is Echolalia?

A

Echoing someone else’s speech.

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2
Q

What is normal echolalia?

A

In adults: we quote one another, we mimic, we do impressions, we act out dialogues in plays.
In typically developing children it’s a mechanism to acquire new language.

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3
Q

What are two ways echolalia is characterized?

A

immediate or delayed imitation

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4
Q

immediate echolalia

A

applies to echoic utterances produced within 2 conversational turns and resemble to original

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5
Q

delayed echolalia

A

applies to echoic utterances produced more than 2 conversational turns after the original and are characterized by either a higher level of linguistic complexity than the individual could generate independently or is identified as learned routine by familiar communication partners

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6
Q

Echolalia is a defining characteristic of autism (true or false)

A

True, for children who speak. It is a first indication.

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7
Q

Typical echoes

A

snippets from videos, announcements on the subway, greetings from teachers, TV commercials, etc.

Anything can become an echo.

Utterances children hear at moments of great excitement, pain, anxiety, or joy.

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8
Q

Uses of echolalia

A

interactive turn taking
interactive, linguistic functions including completion of verbal routines, labeling, providing information, calling, affirming, requesting, and protesting.
Some utterances have idiosyncratic meanings related to personal memories, therefore, they may hold meaning for familiar listeners but not for strangers.

Some echoes may not appear to have any meaning, but most have some function.

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9
Q

Past therapies used techniques to eliminate echolalia

A

loud, annoying noises
squirt lemon juice in child’s mouth
Ignoring the child
Holding up an index finger to the child and issue a firm command “Be quite!” or “no talking!”

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10
Q

By canceling out what other deficits, can a primary language impairment be identified?

A

A sensory deficit (hearing loss)
A motor deficit (cerebral palsy)
A cognitive deficit (mental retardation)
A social or emotional impairment (Autism Spectrum Disorder (ASD), psychotic, schizophrenic)
Harmful environmental conditions (lead poisoning, drug abuse).
Central nervous system damage (Traumatic Brain Injury –TBI; lesions).

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11
Q

What do we presume language impairment to be caused by?

A

It is often presumed to be due to impaired development or dysfunction of the central nervous system (SLI)

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12
Q

Children with SLI are a _______ population.

A

Heterogeneous population- children can exhibit language deficits in a variety of different language areas

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13
Q

How is SLI related to age?

A

It is believed that the nature of the disorder evolves as the children become older (e.g., areas of language weakness change over time)

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14
Q

What is a secondary language impairment?

A

Includes a disorder that is associated with and presumed to be caused by factors such as sensory (hearing loss) or cognitive impairments (mental retardation).
The language disorder can be part of a syndrome

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15
Q

Who first described ASD and when?

A

Was first described in 1943 by Kanner, American psychiatrist

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16
Q

What is the ratio of autism in children?

A

1 in 88 children

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17
Q

What is the ratio of autism in boys?

A

1 in 54 boys; Boys are nearly five times more likely than girls to have autism

18
Q

Autism numbers have plateaued recently (true or false)

A

False, they are still growing.

19
Q

What is Pervasive Developmental Disorders (PDD)?

A

Pervasive development disorder, not otherwise specified (PDD-NOS): This category is used to refer to children who have significant problems with communication and play, and some difficulty interacting with others, but are too social to be considered autistic. It’s sometimes referred to as a milder form of autism.

20
Q

What are several tools and assessments are available to aid in diagnosis of children under 4?

A

M-CHAT(Modified Checklist for Autism in Toddlers)
CSBS-DP(Communication and Symbolic Behavior Scales Developmental Profile)
ADOS-2(Autism Diagnostic Observation Schedule, newest version).
STAT(Screening Tool for Autism in Toddlers)

21
Q

M-CHAT (Modified Checklist for Autism in Toddlers)

A

Modified Checklist for Autism in Toddlers). This is the most popular tool.Designed for children 16–30 months, the questionnaire can be administered during a well-child physician visitor completed online by a parent.

22
Q

CSBS-DP (Communication and Symbolic Behavior Scales Developmental Profile)

A

an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children.

23
Q

ADOS-2 (Autism Diagnostic Observation Schedule, newest version).

A

Although ADOS is considered the “gold standard” for ASD diagnosis, it is not as helpful in younger children. Its toddler module, for assessing children 12–30 months, consists of 30 to 45 minutes of observation and focuses on communication, reciprocal social interaction, object use and play skills.

24
Q

STAT(Screening Tool for Autism in Toddlers)

A

Thisassessment, for children 24–36 months, consists of 12 items and takes about 20 minutes to administer.

25
Q

Early indicators or red flags for Autism (a lot, about 14) definitely don’t need to memorize all…

A

poor social visual orientation and attention; fails to point to express interest; uses hand leading or another’s body as a too ; mouths objects excessively
; stops talking after using three or more meaningful words; uses fewer that five meaningful words on a daily basis at age 2; lack of vocalizations with consonants
; fails to look at others; abnormal eye contact or inappropriate eye gaze; fails to show interest in other children, ignores people, prefers to be alone; fails to orient to name, shows delayed response to name, or lacks attention to voice; lacks symbolic play; lacks conventional play with a variety of toys; exhibits unusual hand and finger mannerisms, repetitive movements; displays aversion to social touch
; lacks expressive behaviors and gestures or exhibits unusual behaviors; fails to share enjoyment or interest

26
Q

Sensory considerations of ASD

A

Behaviors such as, sensitivities to sounds, tastes, textures, touch, visual avoidance, or tactile defensiveness

27
Q

What are some atypical motor behavior movements?

A

hand flapping, spinning, jumping, ritualistic plat with objects, difficulties in motor planning, manipulation, balance, and coordination

28
Q

What is one of the earlier atypical motor behavior movements that is a red flag for autism?

A

head lag

29
Q

Motor and routine difficulties for ASD

A

difficulty speaking, writing, dressing, playing with toys, learning to use the toilet, and adapting to changes in routine or environments

30
Q

What is the main difference in DSM-4 and DSM 5 regarding domains of autism impairments?

A

Whereas in the DSM-4 three domains of impairments were identified (i.e., social, communication, and restrictive behavior), the DSM-5 proposed that the deficits in communication and social behaviors are inseparable and should be considered as a single set of symptoms.

31
Q

The DSM-5 made 4 criteria for a diagnosis of ASD

A
  1. Persistent deficits in social communication and social interaction across contexts
  2. Restricted, repetitive patterns of behavior, interests, or activities
  3. Symptoms must be present inearly childhood(but may not become fully manifest until social demands exceed limited capacities)
  4. Symptoms together limit and impair everyday functioning
32
Q

What are some associated conditions seen in children with autism?

A

Mild to profound mental retardation
Hyperactivity, short attention span, impulsivity, aggression, and temper tantrums
Some may demonstrate over- or under-sensitivity to sensory input;
atypical motor behaviors of hand flapping, spinning, and jumping
difficulties in motor planning, manipulation, balance, and coordination.
Limited capacity for joint attention
Limited capacity for symbol usage- e.g. play skills

33
Q

Do all children with autism eventually learn language?

A

NO, some children never develop speech or functional language
Others develop functional, but idiosyncratic use of language.

34
Q

Children with autism have trouble in what two areas of language?

A

Mostly pragmatics, but also semantics.

35
Q

Is a child’s with ASD’s language usually abstract or concrete?

A

Their language is very concrete, lacking abstract thinking.
They tend to interpret language literally and lack the understanding of figurative language.
Can also exhibit difficulties with verbal reasoning and problem solving.

36
Q

What is Rett’s Disorder?

A

Postnatal neurological disorder

37
Q

Who does Rett’s affect?

A

girls only (rarely boys). Rett syndrome strikes all racial and ethnic groups, and occurs worldwide in 1 of every 10,000 female births.

38
Q

is Rett’s a form of autism?

A

No, but has been most often misdiagnosed as autism, cerebral palsy, or non-specific developmental delay.

39
Q

how do Rett’s symptoms appear?

A

symptoms appear after an early period of apparently normal or near normal development until six to eighteen months of life, when there is a slowing down or stagnation of skills. A period of regression then follows with deficits in communication skills.

40
Q

stereotyped movements/symptoms of Retts

A

stereotyped hand movement such as handwashing, gait disturbances, and slowing of the normal rate of head growth

41
Q

Asperger’s Syndrome

A

language skills are intact with exception to the area of pragmatic language skills

42
Q

criteria for PDD diagnosis

A

Pervasive impairment in social interaction
Pervasive impairment in communication skills or presence of stereotyped patterns of behavior, interests, or activities
Presence of impairments that do not meet the criteria for Autistic Disorder because of late age at onset, atypical symptoms, or sub-threshold symptoms

Early Childhood Language Disorders (4 decks)

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