Week 2: Intro 2

Question 1

Why do children with DLD show uneven profiles? (2)

Answer 1

Strengths in vocabulary

Weakness in morphology and syntax

Question 2

What are the limitations of testing children with DLD?

4

Answer 2

Poor verbal deductive reasoning skills

Not a pure measure of verbal vs. nonverbal abilities

May not be normed for children in your local

May be too long for the child’s attention span

Question 3

What is the main point of IDEA?

When was it passed?

Answer 3

Services must be determined on a regular basis

1997

Question 4

What can be a difficulty with IDEA and children with DLD?

What is a solution?

Answer 4

Children with DLD may have lower nonverbal IQ scores skewing the results

Look at all areas in a comprehensive evaluation

Question 5

What are the two kinds of diagnostic information?

Answer 5

Standardized (standard scores, index, percentiles)

Nonstandardized (adaptive behavior, grooming, safety, social skills, ability to work)

Question 6

Do all tests have the same means and standard deviations?

Answer 6

No

Question 7

Can pragmatic deficits in DLD be easily tested?

Answer 7

No

Question 8

In NC, is eligibility for language impairment determined on the basis of a predetermined discrepancy between language and cognitive measures?

What can be used? (2)

Answer 8

No

Cognitive assessment

Collaborating with the school psychologist can help

Question 9

When we look at DLD with an MRI, we find asymmetry in the ______ (Atypical), ______ (Cell abnormalities), ______ in the frontal and/or temporal regions, and ______ of structures.

Answer 9

Language cortex

Cortical dysplasia

Additional gyri

Unusual proportions

Question 10

When we look at DLD with an fMRI, we find ______ when listening to isolated vowels + words as well as hypoactivation of ______ (memory and attention) and the ______ (semantic processing and recall).

Answer 10

Weaker Bilateral Temporal Lobe Activation

Frontal and Parietal regions

Inferior Frontal Gyri

Question 11

What Environmental Factors can affect DLD?

5

Answer 11

Prenatal environment

Experience with language-rich situations

Good conversational models/partner

Parental education, siblings, peers

Multicultural environments

Question 12

Does being bilingual increase the risk for DLD?

Answer 12

No

Question 13

What are three Cognitive Models of DLD?

Answer 13

Auditory Processing

Limited Language Capacity

Procedural deficits

Question 14

What are Auditory Processing Deficits?

2

Answer 14

Difficulty processing…

• Rapid short sounds and/or contrasts
• Stressed vs unstressed in connected speech

Question 15

What are difficulties with Limited Language Capacity?

3

Answer 15

Working memory deficits

Poor recall for longer and more complex utterances

Trouble with nonwords – don’t fit real word patterns

Question 16

Why do we need Procedural Memory to learn language?

Answer 16

To learn grammar (it’s rule-based)

Question 17

What is often Comorbid with DLD?

Answer 17

ASD

Question 18

Why are Language Learning Disabilities important to literacy?

(2)

Answer 18

Poor Letter-Sound Relationships create difficulty with Decoding

Decoding Deficits impact Comprehension

(When you expend mental energy on decoding letter by letter, there is little energy left for use for comprehending what you decoded)

Question 19

___% of children with poor comprehension meet DLD criteria

Answer 19

30%