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CLD exam 1
(a)
| Question | Answer |
|---|---|
| communication | the active process of exchanging information and ideas -broken into 2 categories |
| 2 categories of communication | 1) speech 2)language |
| language is what | a shared, rule-governed symbolic code used to communicate ideas |
| language (and 5 domains) | system of patterns and symbols used to communicate (comes in multiple modalities/forms) 1)phonology 2)morphology 3)syntax 4)semantics 5)pragmatics |
| what 2 ways can language be used | the understanding and expression of language |
| phonology | how phonemes/sounds are arranged |
| morphology | how morphemes (units) are arranged to create words |
| syntax | sentence structure |
| semantics | word meaning/vocabulary |
| pragmatics | social use of language / rules |
| speech (and 3 domains | 1)articulation 2)fluency 3)voice |
| A first grader learns that there are multiple meanings to the word “trunk”. | semantics example |
| A child learns that we generally speak to infants in a different way than we speak to people our own age, and imitates this with her doll | pragmatics example |
| A three-year-old begins adding –ed to verbs to change their tense. | morphology example |
| A patient has problems interpreting compound and complex sentences after a stroke, even though her vocabulary seems relatively preserved | syntax example |
| A toddler substitutes /j/ for /l/ in the words “lake” “learn” and “lion”. | phonology example |
| other terminology for language delay | late language emergence |
| what is LLE | a delay in language onset with no other diagnosed disabilities or developmental delays |
| what specific deficits of language do children with LLE have (type of delay) | either: -expressive language delay only -mixed expressive/receptive language delays |
| children with LLE are known to what | children with this disorder are known to typically catch up to their peers |
| language difference | use of language features that result from a dialect or other-language influence |
| why is a language difference not considered a disorder | because the language features used conform to the norms of their primary speech community (but not "mainstream" language expectations) |
| what are the two perspectives of language disorders | 1) categorical 2) descriptive/developmental |
| categorical perspective of language disorders (model type) | medical model -focus on diagnostic categories + labels -assumes similarities/consistencies among clients of similar diagnoses -assumes diagnosis stems from a known primary disorder |
| descriptive/developmental perspective of language disorders | -describes, not classify -focus on detailed description of individual language skills (form, content, use) -view cases based on individual's skill compared to peer developmental stages |
| what is the combined definition | where language difficulties can come as expressive AND receptive |
| language disorder (combined definition) | -persistent difficulty in the ACQUISITION and USE of listening, reading, + writing skills across the 5 domains -can occur in isolation OR in the presence of other conditions -may persist across lifespan, symptoms may change |
| secondary conditions vs comorbid conditions | secondary- one condition causes another (ASD causing language deficit) comorbid- 2 conditions that occur at the same time, no cause/effect |
| which language disorder perspective is used more in the school setting | the descriptive/developmental model |
| terminology for a language disorder occurring in isolation (2) | DLD, also called mixed expressive/receptive language difficulty -SLI is another term (less effective) |
| what are the synonyms for 1) expressive + 2) receptive skills | 1) use 2) understanding |
| define SLI | -children who show significant limitation in language ability WITHOUT the presence of accompanying language learning problems |
| what was the criteria for SLI, why was this 'incorrect'? | - presence of GAP between nonverbal IQ and language ability scores (high IQ, low language scores) -considered incorrect because criteria excluded many cases, services couldn't be provided |
| what did CATALISE do? who's an important character | -BISHOP and colleagues in 2017 created this consortium with the goal of achieving a consensus for terminology |
| what was the outcome of CATALISE | DLD became considered the more appropriate term to use for child language deficits |
| what makes DLD a more appropriate term | it's broader; includes children with low scores for BOTH nonverbal+language testing (kids with ADHD, dyslexia) -follows both the descriptive and developmental perspectives |
| what does "developmental" mean | there is a changing/persisting nature of symptomology over the life span as a child grows |
| why are diagnosis labels important for services and treatment | -provides eligibility, public awareness, funding, research |
| what settings are services and treatment provided in | -health care systems (clinics, hospitals, pediatricians) -educational systems (requires label for free services) |
| what is the IDEA | the Individual with Disabilities Education Act -a federal law that tells states how to define disabilities and who is eligible for free appropriate public education under special education law |
| what is another term for DLD | mixed receptive-expressive delays |
Created by:
liz gelles