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Language Disorders > Ch 3: Childhood Language Disorders & Basic Intervention > Flashcards

Ch 3: Childhood Language Disorders & Basic Intervention Flashcards

(45 cards)

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1
Q

What is a language disorder?

A

Significant and persistent difficulties with the comprehension and or expression of spoken or written LANGUAGE (Must be language and not speech)
May affect one’s form, content and use
May be a LD if not consistent with what is typically seen in children of similar age, culture, and linguistic background

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2
Q

Factors contributing to the definition of Language Disorder

A

Social, psychological, and education impact
Disorder vs. Difference
Meaning of Significant

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3
Q

Social, psychological and educational impact

A

Functional consequences
Does a child’s language performance have a negative impact on the child’s ability to function in society
If it doesn’t affect a child’s socially, psychologically or educationally, is it really a disorder?

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4
Q

Language Disorder Vs. Language Difference

A

Language difference: Child’s language skills within both normative and cultural expectations
Regional, social and cultural variations in language is NOT disordered

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5
Q

Meaning of Significant

A

Language disorders not serous enough to be classified as a disorder is not significant
LD is present if significant problems are present

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6
Q

Clinical terminology

A

Language disorder
Developmental language disorder
Specific language impariment

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7
Q

Research terminology

A

DLD
SLI

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8
Q

Insurance terminology

A

F80.1: Expressive LD
F80.2: Expressive and receptive LD

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9
Q

Educational terminology

A

Developmental delay
Speech or language impairment (SLI)
Specific learning disability

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10
Q

Not appropriate terminology

A

Childhood aphasia
Language deviance

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11
Q

Language Delay v. Disorder

A

Delay: Child gets late start with development, but is expected to catch up with their peers (Late bloomers)

Disordered: Children with LD is not and do not catch up in development

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12
Q

Common signs of LD in Preschool

A

Omission of grammatical inflections
Difficulty with oral resolution with conflicts
Shorter sentence length
Problems forming questions with inverted auxiliaries
Longer reliance on gestures for meeting needs
Errors of pronouns
Immature requests
Difficulty with conversing with 2 or more children
Difficulty comprehending complex directions and narratives

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13
Q

Common signs of LD in Elementary

A

Word finding problems with pauses and circumlocutions
Naming error
Slower processing speed in language comprehension
Difficulty responding to indirect requests
Difficulty with maintaining topics
Problem with figurative and nonliteral langauge
Problems with abstract language concepts
Problems with providing details
Difficulty with decontextualization

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14
Q

Common signs of LD in Adolescence

A

Socially inappropriate discourse with peers or adults
Inadequate sense of limits/boundaries
Redundancy
Poor social language
Inappropriate responses to questions and comments
Problems providing sufficient information to listeners
Difficulty expressing needs and ideas
Word finding difficulties
Pragmatic, interactional, and sociolinguistic competency problems

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15
Q

Prevalence

A

Number of existing cases of a disease

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16
Q

Incidence

A

Number of new cases of disease and can be reported as a risk/incidence rate

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17
Q

Basic prevalence and incidence statistics

A

1/36 children ASD
~15% of toddlers are Late Language Emergence (late talkers)
1/1000 children ID due to down syndrome

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18
Q

Late language emergence (LLE)

A

Late talkers, some LLE children are simply late bloomers and will catch up with peers without intervention
Some LLE children will have language disorder/disability and will need intervention
Cannot tell until after the fact but has a ~3 year limit

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19
Q

How are LD classified?

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A

Etiology
Manifestation
Severity

20
Q

Etiology

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A

CAUSE
Primary language disorder vs. Secondary language disorder
Developmental language disorder vs. Acquired language disorder

21
Q

Primary Language Disorder

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A

Occurring in the absence of any other disability that can clearly be held accountable for LD
i.e. SLI

22
Q

Secondary Language Disorder

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A

Occurring as a consequence of another disorder, co-occurring
i.e. ASD, ID, HL, TBI, prenatal and postnatal exposure to toxins

23
Q

Developmental Language Disorder

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A

Present from birth
Can be primarily SLI or secondary with another congenital disorder such as ASD or down syndrome
Not always a child associated LD, children with developmental LD can grow into adults with developmental LD

24
Q

Acquired Language Disorder

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A

Experienced sometime after birth
Typically as a result of injury or toxins
i.e. shaken baby syndrome, lead, TBI
Always secondary
Has a foundation/prior experience with language

25
Manifestation
Which aspects of language are affected? Comprehension/expression? Form, content or use? Reading or writing?
26
Comprehension and Expression
Some children will have problem with comprehension but normal expressive language: Language comprehension disorder Expressive language disorder is the VV Mixed receptive-expressive LD is both
27
Form, content and use
Form: Structure of language such as phoneme, morphology and syntax Content: Meaning such as semantics Use: How language is used in social contexts, pragmatics Only affecting 1 domain: Focal disorder Affecting multiple domains: Diffuse disorder
28
Reading and writing
Both decoding and comprehension crucial to reading Decoding: Identifying written word and spoken word correspondance (Sounding it out) Comprehension: Understanding what is being decoded Dyslexia: decoding issue Reading comprehension disorder: comprehension issue Mixed reading disorder: both
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Severity
Ranges from mild to severe Determined based on the extent to which a disorder hinders child's ability to use language functionally
30
What are the prevalent types of LD?
SLI ASD ID TBI
31
SLI (Specific Language Impairment)
Significant impairment of expressive/receptive language in Pre-k and school-aged children not associated with any other causal conditions Typical hearing, normal intelligence, and no obvious neurological or motor and sensory issues Language skills disproportionately poor relative to intellectual capabilities Typically diagnosed 3+ years of age Extremely diverse manifestation and language profile Causes/risks: No known etiology Suggested biological component Risk factors of limited language input and toxins
32
Intellectual Disability (ID)
Cognitive and adaptive behavior disorder Incomplete development of the mind characterized by impairment of skills manifested during developmental period Mental abilities significantly below peers and have problems functioning in society and have limits in adaptive behavior (set of skills people learn to meet daily needs and functions to adapt into society) Causes/risks: 30-40% no cause 60-70% stems from biomedical and psychosocial factors such as prenatal and perinatal damage, chromosomal abnormalities and sensory deprivation
33
Brain injury (TBI)
Any type of damage to the brain Always acquired Injury prenatal and perinatal is considered ID, injury must be after foundation of language Causes/risks: Accidents, falls, sports injuries, car accidents, drugs/alcohol usage during activity, shaken baby syndrome, infections and disease
34
Five main areas of development
1. Cognitive development 2. Communication development 3. Physical development 3. Social and emotional development 4. Adaptive development
35
Potential team members for LD identification
SLP Special and general educators AUD Pediatricians Psychologists Parents
36
Assessment process
Referrals, screening Comprehensive language evaluation Diagnosis
37
Referral
Usually made by pediatrician or a parent, etc. Referrals usually made when children have secondary developmental or secondary acquired precursors (ID and TBI) Delayed attainment of key language milestones usually warning signs of possible LD
38
Screening
Identifying children who should receive comprehensive assessment of language skills Could be used as a referral Designed for quick, mass administration
39
Comprehensive Language Evaluation
Determines whether or not language disorder is present Develops full profile of linguistic strengths and weaknesses (language profile) Identifies supports needed to improve language skills Case history and comprehensive analysis of child's language skills Examines all domains of language and characterizes extent of functional impact Uses multiple methods to gather information
40
Diagnosis
Careful consideration of evidence from assessment used to evaluate whether disorder is present or not Determines: Type of impairment: Primary or secondary? Manifestation: Receptive or expressive? Form content or use? Reading or writing? Severity: mild, moderate, severe or profound?
41
How are language disorders treated?
Treatment approaches tailored to the unique needs to individuals in regards to targets, strategies and contexts Treatment of childhood LD in EBP: Optimal treatment requires clinician to use EBP, after considering EBP, treatment will specify: 1. Targets 2. Strategies 3. Contexts
42
Treatment targets
Elements of language addressed during intervention
43
Treatment Strategies
Describes the manner in which treatment targets are addressed 1. Child-centered 2. Clinician-directed
44
Treatment Contexts
The setting in which treatment takes place, natural environment (LRE)
45
Natural environment
Includes homes, classrooms, and community More ideal because treatment in natural environment promotes transfer of skills learned in therapy to functional activities done in day to day. Legally, LRE is mandated by federal law More comfortable and familiar

Language Disorders (15 decks)

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