SLD 2
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| Language Delay | Language acquisition in the expected sequence, but at a slower than normal rate. May or may not catch up with peers (changes into something else over time; may close, widen, or plateau)
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| Identifying a Delay | Profile of strengths/weaknesses, tracking receptive/expressive skills, look at lang. skills relative to cogn. skills, formal (standardized) and informal testing
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| Language Disorder | Language skills in the areas of form, content, or use, are not consistent with what is typically seen in children of a similar age and a similar cultural and linguistic background.
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| Identifying a Disorder | Assess receptive and expressive language skills (look for atypical profile of skills),
use formal and informal testing
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| Language Difference | Communication behaviors meet the norms or the primary speech community, but not Standard English
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| Basis for Language Difference | Race/ethnicity, SES, education, cultural differences (different uses of form, content, and use; use of narratives and turn taking)
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| Pros of Early Diagnosis | Reduces anxiety of not knowing, access to services & therapy, work proactively, develop realistic expectations, provides support, protects child's self esteem
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| Cons of Early Diagnosis | Places limitations on expectations, may harm child's self esteem, may affect parents' view of child, danger of over-medication/misdiagnosis
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| False positives lead to | Receive an inappropriate label, may be stigmatized, low expectations, misdirected services
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| False negatives lead to | Denial of necessary support and services
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| Client centered intervention | Child selects materials and sets pace; clinician facilitates form, content, use within child-selected activities
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| Clinician directed intervention | Clinician selects activities and materials;
structures tx for frequent practice of target skills for form, content, and use
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| Early Intervention | for children 3 years and younger: may prevent a disorder from developing and reduce severity of a disorder
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| Individual treatment best suited for | Form and Content
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| Group treatment best suited for | Use
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| Late talker | a toddler (between 18-30 months) w/ good understanding of language, typically developing play skills, motor skills, thinking skills, and social skills, but limited spoken vocab. Specific diff. with spoken or expressive language.
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