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Language Disorders
Test 1 Lessons 1-11
| Question | Answer |
|---|---|
| Communication | Successfully sending and receiving messages between two or more individuals. Can happen through speech, reading, gesturing, poster etc… |
| Language | Communication through the use of symbols -Spoken,Printed (Written /Pictured), Tactile (Braille), Sign Language |
| Semantics | What are meanings of the words |
| What is important to note when considering a child's semantic development? | -each child has the power to select his own vocabulary. -Parents don’t decide for the child what his early words will be. |
| How much formal instruction is involved in normal language acquisition? | Little to none formal instriction |
| Phonology | The system of relationships among the speech sounds that constitute the fundamental components of a language. |
| Grammar | the arrangement of the words |
| Pragmatics | -what was meant by what was said -you can say same words and mean different things (you stink- can mean a person smells, or that they are doing an action poorly). |
| Perlocutionary Behaviors | Reflexive communicative acts by an infant (cries,smiles) . Have no communicative intent on the part of the infant. |
| Manipulative behaviors aka proactive behaviors | -The infant tries to become purposeful with his cries. -Still apart of the perlocutionary period. |
| illocutionary behaviors | Child reaches for an object, looks at the parent, and looks back at object. Eventually she grunts and gestures (points) |
| locutuionary behaviors | When the gestures are accompanied by spoken word |
| Morphology | Part of grammar- how words are formed in language. Shown if a child can use a base word and add suffixes appropriately. |
| Syntax | Part of grammar- the way in which words are put together to form phrases, clauses, or sentences -the arrangement of words and phrases to create well-formed sentences in a language. |
| Ecological Validity | -A form of generalization -Means changes made by the client can be observed in other environments. |
| Social Validity | -A form of generalization -Changes made by the client can be observed (noticed) by other individuals. |
| over-regularization | -A form of generalization as it relates to morphology -Run becomes runned shows the child has learned the ruled, but not the exceptions. |
| Novel Contexts | -A form of generalization as it relates to morphology -When a child applies rules to words they've never heard before -Can be tested by using nonsense words (the man is flapping, yesterday he flapped) |
| Over extension | -When a child uses one word for various objects. May call a lemon a ball b/c it's round. |
| Morpheme | Smallest meaningful unit of language |
| Free morphemes | -Can function independently as words (e.g. town, dog) and can appear with other lexemes (e.g. town hall, doghouse). |
| Bound morphemes | -Appear only as parts of words, always in conjunction with a root and sometimes with other bound morphemes. For example, "un" Most bound morphemes in English are affixes, particularly prefixes and suffixes, examples of suffixes are: tion, ation, ible, ing |
| morphological markers | Word endings that tell us present, past or multiple (ed, ing, /s/) |
| What are the major cognitive prerequisites for language? | 1) Object Permanence 2) Causality 3) Means-Ends 4) Representational Thinking (symbolic play) 5) Imitation |
| What is Object Permanence? | -The awareness that objects in the environment exist whether or not you can see them -e.g., You search for a ball that rolled under the couch. |
| What is Causality? | -The realization that you are capable having an effect on things. You can cause things to happen. - e.g., You can make milk spill by knocking it off the table. |
| Means-Ends | -You can use something to make something happen - e.g., You can use a stick to get an object you cannot reach. |
| Representational Thinking | -Things can be used to represent other things. e.g., a tissue can be used as a blanket to cover a doll. |
| Imitation | -You can observe the behavior of another individual and convert it into a motor response. - I clap you clap |
| What are the 2 pragmatic components that make up every speech act? | -Proposition -illocutionary Force |
| What is the proposition of an utterance? | What is said |
| What is the illocutionary force of an utterance? | What was meant by what was said |
| Directives | -Rarely used in language b/c considered rude -Ex: telling someone "move out of my way" |
| Indirectives | Giving directions to a person indirectly -"Diners ready" means "come and eat now" -"Do you have the time" means "tell me the time" -"I can't hear you with the radio on" means "turn that down" |
| At what age do children understand directives? | As young as 2 years old |
| Pragmatic Function | -Purpose of a speech act -Labeling -Repeating -Answering -Requesting Objects -Requesting Action -Requesting Information -Requesting Assistance -Protesting -Informing -Calling (signaling) -Greeting (interacting) -Imagination |
| Presupposition | -Assumptions the speakers makes about what the listener knows. -What the speaker uses to decide how much introduction or prerequisite information the listener needs in order to understand the utterance. |
| non sequiturs | -People who can’t stay on topic -Found in people with head injuries, ADD, ADHD, low mental functioning individuals. |
| Echolalia | -The meaningless repetition of what another speaker says w/ no meaningful purpose -These inappropriate utterances may be a pragmatic attempt by a child to fulfill the expectations of his turn-taking responsibility -exhibited by 75% of people w/ autism |
| What is the driving force behind communication development? | The desire to be social |
| How to conduct a Pragmatic Analysis? | -Collect communication sample (include gestures) -Assign pragmatic function to each utterance -Describe the range of pragmatic functions exhibited in the sample -Calculate the % for each pragmatic function and get a repertoire of pragmatic skills |
| What does a pragmatic analysis reveals about a communicator? | 1.How many different reasons an individual chooses to communicate 2.Which particular pragmatic functions appear to dominate the individual’s interactions. |
| How does a child learn the power of communication? | -Through consequences. -the effect it has on caregivers. |
| Are child born with language disorders or do they develop? | born |
| Why are some limitations not apparent at birth? | 1. Professionals are not aware of the early indicators (i.e., we don’t know what to look for). 2. The limitation isn’t exhibited until the next developmental skill to be mastered taxes the system. |
| Characteristics of children with Disordered Language Development | -Learn at a slower rate -Passive learners -Attempt to communicate less frequently (don't ask alot of questions are responders) -Have a more limited repertoire of skills -Use a smaller proportion of those skills that are available -Less generalization |
| What is Rule Discovery? | -recognizing patterns -Children with disorders have a hard time with this and it results in them being slow learners. |
| Scripts | -the language/communication routines one needs to know to be a successful communicator. -Child with language impairments often don't know or remember these -Teaching these to clients is essential for their social, educational and career success |
| What is a language disorder? | -is the impaired comprehension and/or use of spoken, written, and/or other symbolic systems. |
| Major Causes of Disordered Language | -Sensory Impairment -Cognitive Impairment -Neurological Impairment (learning disability) -Emotional Disturbance (can’t interact appropriately) Deprivation (abuse & neglect) |
| What type of impairment is hearing loss? | Sensory Impairment |
| What's the average time frame at which hearing impairment is identified? | -One year after the parents first expressed concern over their child’s hearing. |
| What type of impairment is Mental Retardation? | Cognitive Impairment |
| What is the criteria of Mental Retardation? | -2 or more standard deviations below the mean for age on a standardized test of intelligence (IQs ≤ 70) and 2 or more standard deviations below the mean for age on a test of adaptive behavior (daily living skills) |
| Why is using the two prong criteria important for diagnosing MR? | -Used to prevent a disproportionate results of minorities and poor due to cultural bias of tests |
| About 85% of those classified as MR fall into what category? | -Mild level of severity -IQ = 50 - 70 -Develop academic skills up to 6th grade -Can become self-sufficient and live independently with community and social support |
| About 10% of those classified as MR fall into what category? | -moderate level of severity -IQ = 35 - 50 -Can develop self-help skills and work with supervision -Can live and function in supervised environment (group home) |
| About 3-4% of those classified as MR fall into what category? | -Severe category -IQ = 25 - 40 -Can learn some basic self-help and communication skills -Cannot live independently |
| 2 Causes of Mental Retardation | -Biological Factors (Genetic & chromosomal abnormalities, Infections, toxins, fetal alcohol syndrome, lead poisoning) -Social-Environmental Factors (psychosocial disadvantage e.g., impoverished environment, sensory deprivation i.e. prolonged isolation |
| Genotype | What’s expressed in genetics. |
| Phonotype | What’s expressed in physical features. |
| What is a Neurological Impairment? | -Something that may affect a focal legion in the brain or affect an area that makes a specific skill difficult. |
| What type of impairment is a Learning Disability? | Neurological Impairment |
| Definition of LD? | A child who performs significantly below grade level in school despite possessing age-appropriate cognitive abilities. • not due to mental retardation • not due to environmental causes • not due to hearing impaired |
| Behavioral Characteristics of LD | •impulsive •distractible •hyperactive •perceptual difficulties •inability to shift/revise strategies •perseverative (give same response even though its wrong. Can also just be an answer to a question that was asked 3 ques ago) •memory difficulties |
| TBI primary skills effected | -pragmatics, social disinhibition, and executive functions |
| What type of impairment is Traumatic Brain Injury | Neurological Impairment |
| What does ED stand for? | Emotional Disturbance |
| What does PDD stand for? | -Pervasive Developmental Disorder |
| What is PDD acording to the Diagnostic and Statistical Manual (DSM)? | Mot a specific diagnosis, but an umbrella term under which the following specific diagnoses are defined: 1. Autistism 2. Rett’s 3. Childhood Disintegrative Disorder 4. Asperger’s 5.Not Otherwise Specified (PDD-NOS) |
| What is Infantile Autism? | A type of PDD with the following characteristics all developing by 30 months of age: -Lack of responsiveness to other people -Gross impairment in communication skills -Bizarre responses to various aspects of the environment. |
| What is The best single prognostic indicator to determine severity level of a child with Autism? | the presence of language |
| What is gestalt learning? | -Refers to the acquisition of multiword utterances that are learned as memorized forms or whole units (“formulaic utterances”). -The speaker is unaware of the internal semantic-syntactic structure of such forms -children with autism may do this |
| What is an adaptive behavior? | daily living skills |
| What is the genotype of Down Syndrome? | -Extra 21st chromosome -Trisomy 21 |
| Down Syndrome Phonotypic Features | -Hypertelorism-wide bridge of nose – widely spaced eyes -oblique palpebral fissures- slanted eyes -epicanthal folds -flat facial profile -abnormal ears -Simian Crease on hand |
| What is the genotype of Cri-du-chat Syndrome | -Deletion of short arm of Chromosome #5 |
| Cri-du-chat Syndrome Phenotypic Features | small head (microcephally) high palate round face small, receding chin (micrognathia) hypertelorism (eyes set far apart) epicanthal folds low set ears scoliosis |
| Most commonly INHERITED cause of LD and MR | Fragile X Syndrome |
| What's the cause of Fragile X Syndrome? | -Break in the long arm of the X chromosome -The X chromosome where the break has occurred cannot manufacture the protein it normally produces. |
| If the mother carries the Fragile X Syndrome gene and she has a son. He will... | -Have it b/c only one X chromosome |
| If the mother carries the Fragile X Syndrome gene and she has a daughter. She will... | Simply be a carrier b/c she has another chromosome from dad. |
| If the father carries the Fragile X Syndrome gene and he has a son. He will... | Not have it b/c father gives son a Y chromosome. |
| If the father carries the Fragile X Syndrome gene and he has a daughter. She will... | Be a carrier because she gets another X gene from her mom |
| Mothers who carry the affected gene have a what % chance of passing it on to their children, regardless of the the child’s gender? | 50% |
| Why do females tend to be more mildly affected by the fragile X gene than males? | Because females have a second X chromosome to compensate for the defective gene on the affected X chromosome |
| Phonotypic Features of Fragile X Syndrome | -long, narrow face -prominent ears, jaw, and forehead -high, arched palate flat feet -hyperextensible joints -enlarged testicles |
| What is the larget cause overall of LD and MR? | Down Syndrome) |
| Phenylketonuria (PKU) | autosomal recessive genetic disorder characterized by the body’s inability to utilize an essential amino acid, phenylalanine. |
| Phenylketonuria (PKU) Phenotypic Features | -appear normal at birth -blue eyes -fairer hair & skin than other family members -eczema-like rash -a “mousy odor” to the urine If untreated at birth: -microcephally -widely-spaced teeth with poor enamel development -decreased body growth |
| Tay Sachs Disease (TSD) | -TSD is a fatal genetic disorder in children that causes progressive destruction of the central nervous system -Most babies with TSD are of eastern European Jewish origin |
| What percentage of children receiving special education services in schools are labeled LD? | 50% |
| What percentage of children classified as LD cannot read? | 80-90% |
| IDEA definition of LD is considered “a diagnosis by exclusion.” What does that mean? | It mean in order to be considered LD The child’s academic difficulties must not due to: -Mental Retardation -Emotional Disturbance -Hearing Impairment -Cultural/Linguistic Diverse |
| The IDEA (and SC State Dept Educ) definition of LD is involves a “discrepancy diagnosis.” What does this mean? | This means that in order to be considered LD there must be a discrepancy between your IQ and your performance i.e. a difference b/w your potential and achievement |
| The IDEA (and SC State Dept Educ) definition of LD is involves a “discrepancy diagnosis.” Why is this a problem? | -it creates a “wait-to- fail” policy – delaying identification and intervention until third or fourth grade. -The longer kids have failure in reading in the classroom, the greater the chance that co-morbid learning & behavior problems will arise. |
| What is Response to Intervention (RTI) and what is its purpose? (i.e., what problem is it intended to remedy?) | It's supposed to remedy the wait to fail approach. |
| What is Attention Deficit Disorder ADD? | -Persistent and maladaptive behavior problems like inattention, impulsivity, and hyperactivity, that are inappropriate for the child’s age. |
| Where is ADD recognized and NOT recognized? | -recognized in medicine and psychology -NOT recognized as a category of disability recognized under IDEA. |
| What does the research show with regard to the results of grade retention? | -Without remediation it rarely does much good & can do harm -Effects are worse if it occurs in 1st or 2nd grade rather than later grades. -found to have a negative overall effect -In 9 studies w/ positive effects, these schools provided intervention |
| The primary difference between autism and Asperger’s is children with Asperger’s don’t exhibit major deficits in what area? | Language |
| Children with PDD diagnosis have problems in what areas? | Distortions in the development of several behavioral abilities: - social skills -language -attention -perception -reality awareness -motor movement |
| What does ADHD stand for? | Attention Deficit Hyperactivity Disorder |
| What does SLI stand for ? | Specific Language Impairment |
| How is Specific Language Impairment defined? | Language impairment that cannot be attributed to deficits in hearing, oral structure/function, or general intelligence -No identifiable cause- No: -neurological deficits -cognitive impair (I.Q. > 85) -emotional disturbance -abuse -cultural/lang diff |
| What percentage of Kindergarten students have SLI | -7.4% |
| What is the long-term educational prognosis of kids w/ SLI? | -2/3 will continue to exhibit difficulty with language as adolescents. -These children do not catch up with their age peers without intervention. -These children are not like other children at any stage of language development. |
| Children with SLI have problems with what particular aspect of language? | -Primary language problems are with morphology and phonology |
| Who are late talkers? | 10 to 15% of children between 18 and 30 months of age exhibit the following: -use fewer than 50 words -have no two-word combinations -this is often the only concern |
| What is the long-term educational prognosis for late talkers? | -Many kids outgrow it -40 to 50% continue to exhibit language difficulties during the preschool years -20 to 25% manifest problems well into elementary school |
| What some indicators that a late talker will develop normal language? | The child has Normal: •Receptive language •Social skills •Play skills •Pragmatic development (i.e., the child is an active communicator, all be it a minimally verbal one). • No signs of oral-motor impairment • No delays in other developmental areas |
| What does CAPD stand for? | Central Auditory Processing Disorders |
| What is a Central Auditory Processing Disorder? | -These Children have normal hearing acuity. -Their problem appears not in the detection of sound by the ear, but in the perception of sound in the auditory cortex. |
| Symptoms of Central Auditory Processing Disorder | -child easily distracted -unusually bothered by loud noises -Performance improves in quieter settings -hard to follow directions -Reading, spelling, writing hard -Abstract info is difficult to comprehend -Word math prob hard -forgetful/disorg. |
| What are the Five Primary Factors Associated with Reading Skill (in order of importance)? | • Vocabulary • Language Comprehension • Phonemic Awareness • Phonologic Memory (phonics) • Reading Fluency (Rapid Automatic Naming) |
| What is Hyperlexic? | -children show early and intense interest in words and letters and often, by age five, have exceptional word recognition abilities. However, these children have extremely poor reading comprehension. |
| What is Fast Mapping? | -Refers to the quick, incidental learning of novel words without any explicit training or feedback . -Used by many to explain the process by which children rapidly amass a vocabulary (starting b/w 18-24 months children learn 3,000 words per year). |
| Remediation | Teaching kids what they should have learned on their own. |
| Intervention | Teaching kids HOW to learn on their own. |
| What is the difference between conversational and reading vocabulary? | -Conversations entail a far more restricted and concrete vocabulary than words appearing in print -Every day speech consists of only 5,000 to 7,000 words -While there are 450,000 words in English |
| What is Contextualized language? | -used primarily to regulate social interactions of the present and to share information about the “concrete and practical.” -You can SEE and HEAR what the person is saying |
| Decontextualized language | -used to talk about the past or future and to share information about abstract objects, events, and situations that are removed from the immediate context -This type of language requires more percise vocab -reading is totally decontextualized |
| Literate language features | -The unique linguistic features that are used in decontextualized discourse situations i.e. •noun phrase elaboration •adverbs (almost, now, often, quickly) •conjunctions (and, but, so, b/c) •mental & linguistic verbs (think, know, tell, call) |
| Phonemic Awareness | -The realization that words are made up of sounds -Abiltiy to rhyme -awareness that cat and coat both start with the /k/ sound |
| Phonics | -The realization that letters represent sounds |
| What is the relationship between vocabulary acquisition and storybook reading? | -Reading books to children is a natural way of presenting new words to them in a variety of contexts -children are exposed to concepts & language structures -various routines are scripted -children learn to interpret behaviors, emotions & motivations. |
| Underlying Representations | The knowledge you have of the sounds that comprise each word in your lexicon |
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aramos139
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