Childhood Language Impairments Flashcards
What is a Language Disorder?
Impaired comprehension and/or use of spoken, written or other symbol system.
May involve:
Form of language(phonology, morphology, syntax)
Content of language (semantics)
Function of language (pragmatics)
ASHA says:
A disorder is present if a child’s language skills in these areas (form, content, use) are not consistent with what is typically seen in children of similar age and similar cultural background.
Can affect all 3 areas or just one.
Language Delay
When a child exhibits difficulty with achieving milestones
Having a late start with language development
Can be expected to “catch up”
Considered “late talkers”
½ of these children will catch up by 3-4 years off age; other half will continue to show ongoing difficulty
15% of toddlers are late talkers
Language Disorder/Disability
Language Disorder: Children with significant challenges in language development relative to other children.
Language Disability: Suggests significant language difficulties are having a negative impact on their daily living activities of function
Language-Learning Disability
Describes older children with language disorders who experience difficulties with academic achievement in areas associated with language such as reading, writing or spelling
Primary Language Impairment
Significant impairment of language in the absence of other developmental difficulties (MR, brain injury).
Affects 7-10% of children over age 5
Over 1 million children receive special services because of speech or language impairments
Secondary Language Impairment
Language impairment is the result of other developmental disorders such as MR, brain injury, autism, hearing loss, fetal alcohol syndrome,child abuse(shaken baby syndrome) .
1 in 1,000 children exhibit mild to severe MR
1 in 500 children exhibit autism
2% of children experience head injury each year
Language Disorders Classifications
Etiology = cause Can be primary or secondary Developmental vs. acquired developmental = present at birth Acquired = acquired after birth e.g. accident or injury Manifestation = aspects of language affected Does it affect: Comprehension , expression or both Form, content or use
Language Disorders Classifications
Severity
Mild – some impairment on child’s ability to perform in social or academic situations ; does not preclude participation in normal age appropriate activities
Moderate- involves a significant degree of impairment; may need some special accommodations in order to participate in mainstream academic activities
Severe – usually makes it difficult for the child to participate in mainstream educational activities without extensive support
Profound – implies that the child has little or no ability to use language to communicate and is unable to function in the community and educational activities
Primary Language Impairment
Diverse group
May have only one area of difficulty; others may have difficulty across the spectrum
Inconsistency – strengths in one area and weakness in another
Slow vocabulary development
Word finding problems
Difficulty with grammar
Problems with social skills, behavior and attention
Primary Language Disorder - Causes and Risk Factors
No one known cause Some people say genetic - (20-40%) have a sibling of parent with language impairment May have sensory deficits Middle ear infections Low birth weight Malnutrition
Secondary Language Disorders - Autism
Autism Spectrum Disorders
Describes a variety of developmental conditions characterized by difficulties in social relationships, communication, repetitive behaviors, and overly restricted interests.
Autism Spectrum Disorders (cont)
3 main characteristics
-Difficulties with Social Interaction
Don’t relate well to others
No eye contact
No facial expression
No interest in developing relationships
-Severe impairment of communication skills
Some never develop any functional language skills
-Behaviors are restricted
Repetitive behaviors e.g rocking, humming
Secondary Language Disorders – Mental Retardation
A condition of arrested or incomplete development of the mind which is especially characterized by of skills manifested during the developmental period.
1% of children in American schools have MR
2 Key Considerations
Limitation in intelligence
Limitation in adaptive behaviors and activities of daily living
Secondary Language Disorders – Mental Retardation
Language of children with MR Short sentences Small expressive vocabulary Slow rate of speech Decreased intelligibility off speech Comprehension tends to be better than expression
