Chapter 11: Language Disorders Part 2 Flashcards
(45 cards)
1
Q
What are the degrees of hearing loss
A
- mild
- moderate
- moderately severe
- severe (71-95 dB)
- profound
2
Q
What is the hearing threshold level for people called hard of hearing
A
- 35-69 dB
- mild- moderately severe
3
Q
What is the hearing threshold for people called deaf
A
- 70 dB
- severe and profound
4
Q
What are the three types of hearing loss
A
- conductive hearing loss
- sensorineural hearing loss
- mixed hearing loss
5
Q
What is Conductive Hearing Loss
A
- interferences in the transmission of sound from the auditory canal to the inner ear
- usually medically treatable and reversible
- associated with middle ear infections
6
Q
What is Sensorineural Hearing loss
A
- Can be congenital (present since birth) , result from injury, infection, degenerating effects of aging
- not treatable or reversible
- cochlear implant can be used
7
Q
What is mixed hearing loss
A
- caused by problems in both conductive and sensorineural mechanisms
8
Q
What is Otitis Media or Repeated middle ear infections associated wtih
A
- can cause temporary hearing impairment
- these children are at risk for language delays but overall are not likely to have long term problems with language
9
Q
What does it mean to be pre-lingually deaf
A
- they were either born deaf or became deaf in early infancy
- they have virtually no residual hearing (hearing aids will not help)
- residual hearing is being able to hear some sounds with hearing impairments
10
Q
Statistics on deaf children
A
- 1 in 1000 children is born with severe hearing loss
- 90% of children are born to hearing parents
11
Q
Are sign languages real languages
A
- yes
- there are many different sign languages around the world although most linguistic research has been done on American Sign Language (ASL)
12
Q
Why are sign language complete languages
A
- they have a lexicon made out of discrete morphemes and they have a full grammar
- marked by hand-shapes and places of articulation
13
Q
The course of sign language development
A
- begin learning sign language from birth follow the same course of development as speaking children
- roughly the same rate, pass through the same stages, make similar errors
14
Q
Oral language development in deaf children
A
- many attempts, disappointing results
- lip reading is very hard to do (lots of sounds have the same place of articulation)
- producing speech is very hard and few deaf people can produce intelligible speech
15
Q
Oral language development in deaf children and communicative development
A
- early skills such as joint attention and gesture communication develop similarly to hearing and ASL exposed children up to around 18 months
- at 18 months communication begins to depend primarily on language and orally trained deaf children fall behind
16
Q
Phonological Development in deaf children
A
- deaf infants cry, coo and might even babble orally
17
Q
Phonological system in orally trained deaf children
A
- they do develop a system
- they show some similar phonological processes similar to hearing children(such as consonant cluster reductions)
- they acquire some phonological awareness such as recognizing rhymes
18
Q
Literacy development in deaf children and oral language development
A
- literacy is ongoing problem for deaf community cuz it depends on knowing a spoken language
- the average reading level of deaf high school graduates is 4-6th grade level
- most successful readers are not children who have been orally trained, rather children exposed to sign language from birth
19
Q
Lexical Development in deaf children
A
- vocabulary of oral words in orally trained deaf children is delayed and highly variable
20
Q
Syntactic Development in deaf children
A
- syntactic competence in the oral language is delayed, and in many cases never reaches native proficiency (word order?)
21
Q
What are Cochlear Implants
A
- devices surgically implanted into the inner ear and can allow deaf children to interpret sound waves they cannot hear
- children younger than 12 months have received cochlear implants
- not as good as hearing but helps
22
Q
What are the aspects of language development that are different in the blind
A
- show phonological delays in producing sounds that highly visual articulacy motions ( /b/ /m/)
- blind childrens vocab has fewer words for objects that can be seen but not touched, more words for objects associated with audition (piano)
23
Q
Language development in children with Intellectual Disabilities
A
- ID involves an IQ score that is a least 2 standard deviations below the population mean (or around 70)
24
Q
Language development in children with Down Syndrome
A
- down syndrome is a chromosomal abnormality on trisomy 21 and is found in about 1 in 800 newborns
- accounts for 1/4 of moderately to severely disable population
- they generally have language skills below what one would expect based on cognitive abilities
25
Language profile of children with down syndrome
- delayed phonological development
- delayed lexical development (by 6 years they often have not achieved vocab of 3 year old
- protracted grammatical development, AD less grammar than 3 year olds
- relatively good social pragmatic skills, not as good as typically developing children
26
Language Development in Williams Syndrome
- williams syndrome is a rare genetic disorder
- associated with distinctive cognitive and linguistic profile
- Cognitive: lower IQ , visuospatial problems
- Linguistically: similar to peers
27
Language profile of William Syndrome
- extensive vocabularies containing low frequency words
- fluent speech containing complex grammatical structures (trouble with morpho-syntax)
- appear very competent at first but as conversations progress it becomes clear how shallow their understanding is
28
Why might the entire process of language development be different in williams syndrome
- spend more time looking at eyes and faces than other children
- learn more by memorizing large chunks of input
- they continue to use different parts of their brain for language processing than peers
29
What is Fragile-X Syndrome
- genetic disorder and common cause of intellectual disability
- similar to ASD for cognition and social interaction difficulties
- associated with general language delays in both language production and comprehension
30
What is Echolalia
- seen in ASD children
| - simply repeat back or echo what they hear
31
ASD and prosody and intonation
- unusual patterns in speech
| - might be cuz it is connected to emotion and social affect
32
Attention and ASD
- asd children pay less attention to the speakers intent during word learning
- some cases they map labels to the wrong referents as a result
33
ASD and communication
- often have difficulties with communicative aspects of language
- delayed in achieving joint attention and continue to have problems with it
- difficulty maintaining appropriate conversational interactions even in adulthood
34
What is an articulation disorder
- difficulty producing the speech sound
35
What is a Phonological processing disorder
- can produce the speech sound but has an incorrect pattern
36
what is Apraxia or Childhood Apraxia of Speech (CAS)
- neurological disorder resulting in a disconnect between the brain and oral muscles
37
What is Dysarthria
speech disorder resulting from weakened muscles
38
Reasons you many not be able to understand your child (articulation and phonological disorder)
- may not know how to make the sound
- different sets of rules about where the sound is made
- the brain has difficulty coordinating the speed and movements of the mouth needed to pronounce sounds/ words
- between ages 2-3 it is appropriate to not understand the child
39
What are the two different kinds of speech disorders
1. functional - no known cause, articulation and phonology
| 2. Organic - developmental or acquired
40
What are the different organic speech sound disorders
1. motor/ neurological - execution (dysarthria), planning (apraxia)
2. Structural - orofacial anomalies (cleft lip)
3. sensory / perceptual- hearing impairment
41
What is the act of speaking, how is it done
- air from lungs
- through vocal folds
- out of mouth
- shaped by lips, tongue, teeth, jaw and nose
42
Treatment Hierarchy for speech sounds
- sound in isolation (sss)
- sound in syllable (saa)
- sound in word (sock)
- sound in two words (my sock)
- words in short sentence (my sock on)
- conversation (I put my socks on)
43
what are the impacts of speech and language delays/ what might it look like in children
- difficulty following directions (may look like misbehaviour/ not listening)
- frustration from not getting their message across
- interacting with peers is more challenging
- may be challenges in later years with academics
44
Impact of Early Intervention
- being aware is the first step
- compare to other peers
- compare to developmental norms
- seek help right away (specialized preschool, private speech-language pathologist, health link)
- early intervention is key
45
Parents are a childs biggest teacher
| - how can parents support their children with language delays
- create a language rich environment
- support them rather than test them
- praise them for good talking
- model correct sentences
- use everyday routines as language-building opportunities
- get connected with other parents
- remember, child first, delays secondary
