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Phonology/Language > Language Impairment and Delay > Flashcards

Language Impairment and Delay Flashcards

1
Q

What are the domains of language that can be affected by Language Impairment?

A 
pragmatics - use
phonology - form
syntax - form
morphology - form
semantics - content
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2
Q

What parts of language are mostly affected in children?

A

syntax and morphology

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3
Q

children with language impairment may have difficulty:

A

communicating
developing positive relationships with others
academic learning
acquiring literacy

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4
Q

What do we know about language disorders?

A
  • may be a difference in expressive and receptive language
  • deviance in one or more language domains (might have uneven profiles with syntax and morphology being more impaired, for example)
  • little chance of curing
  • implies something is wrong inside the child
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5
Q

What is “Developmental language disorder”?

A
  • Different name for SLI
  • excludes acquired LI
  • we don’t know what’s causing the impairment; everything else seems fine
  • most common language impairment
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6
Q

What is language delay?

A

-implies only slower than expected language learning, not an impairment (there could be an impairment)
-language milestones not met at expected CA
-May imply a child could catch up
-not necessarily anything wrong with language system
could have a flatter profile with the semantic domain being more delayed

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7
Q

What is SELD?

A
  • Slow Expressive Language Development
  • Refers to only expressive modality
  • Implies delay; is silent on point of impairment
  • only children 3 or younger
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8
Q

What is ELD?

A
  • Early Language Delay
  • Same as SELD, but not restricted to expressive language
  • limited to delay; silent on impairment
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9
Q

What is developmental dysphasia?

A

an old fashioned term for SLI

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10
Q

What are some conditions associated with language impairment?

A
  • Intellectual Disability
  • Hearing impairment
  • Acquired brain injury in childhood
  • Autism
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11
Q

What do we know about the language of a child with ID?

A

They will have at least a language delay (if not an impairment)

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12
Q

How can a hearing impairment affect language?

A
  • If severe enough, typically will cause delay

- SNHL will frequently lead to language impairment

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13
Q

What are some factors that determine how HL may affect language?

A
  • how soon was intervention started?
  • to what extent is the delay permanent?
  • does hearing level fluctuate?
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14
Q

What aspects of TBI can help us know what kind of language delay we might expect?

A

locus of the damage

extent of the injury

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15
Q

What are some of the causes of language impairment?

A
  • genetic disorders
  • neurological deficit
  • sensory deficit
  • extreme environmental deprivation
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16
Q

What do we know about SLI and genetics?

A

SLI is now believed to have a genetic base to it. Can be inherited… but might not be.
There’s a very high rate of identical twins both having an SLI

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17
Q

What can affect your neurological development?

A

toxins and genetics…

(therefore neurological deficit and genetic disorders can be related

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18
Q

How might congenital blindness contribute to LI?

A

impairments in the brain aren’t usually localized. Whatever causes blindness may also cause LI

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19
Q

Why might congenital blindness affect language in a child (although not necessarily cause an impairment)?

A
  • lack of sight leaves children unable to observe pragmatic behaviors
  • Some words that are based on visual metaphor might escape a blind child
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20
Q

If you have a blind child that’s age appropriate in syntax and morphology they’re probably..

A

delayed, not impaired

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21
Q

What are the criteria for having SLI? (6)

A
  • normal intelligence
  • no hearing loss
  • not emotionally/behaviorally disturbed
  • not neurogically involved
  • no severe environmental deprivation
  • language less than 10th percentile (-1.25 SD)
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22
Q

What is the prevalence of SLI?

A

7%

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23
Q

What are the risk factors for SLI?

A
  • SELD
  • mother’s education level
  • social communication
  • phonological structure and composition (simplified syllable structure, fewer phonemes overall)
  • family history/genetics
24
Q

50% of SELD toddlers get diagnosed with SLI… what happens to the rest?

A

They perform within the normal limits, but usually worse than their peers still; did fine on normed tests but couldn’t really do narratives still

25
Q

What tips us off that a toddler might have SELD?

A

-no evidence of vocabulary spurt between 18 and 24 months; expressive vocabulary of fewer than 50 words; no two word combinations at around 2 years

26
Q

What is most affected in children with SLI (in English)?

A

verb morphology

27
Q

What is the language of an SLI kid like?

A
  • verb morphology affected
  • syntax simpler than normal language peers
  • high level abstract semantics affected
  • pragmatics affected
  • phonology may or may not be affected
  • comprehension affected
  • discourse problems
  • matthew effect
  • literacy impacted
28
Q

What is the matthew effect, and how does it relate to SLI kids? How does it affect clinicians?

A

language poor get poorer - once school starts to get harder, SLI kids fall farther and farther behind; clinicians need to try and minimize this early on

29
Q

Why do kids with SLI struggle so much in school?

A
  • struggle with narrative
  • struggle with decontextualized language
  • struggle with discliplinary language (have trouble code switching)
30
Q

Why might SLI kids be isolated?

A
  • pragmatics affected
  • social failure leads to further isolation and more “weird” behavior
  • bad at code switching - makes them weird, also makes them seem rebellious to authority
31
Q

What are some of the clinical markers for language impairment (as opposed to delay)

A
  • nonword repetition
  • verb tense morphology
  • new word learning rate

(in summary: language processing, language learning ability, language knowledge)

32
Q

What is the difference between SLI and Learning Disabled?

A

LD is an educational term… SLI is something only used by SLPs

33
Q

When do we find SLI kids, usually?

A
  • parents bring them in when their vocabulary is low?

- when they start to fail in school

34
Q

What is a learning disability?

A

there’s nothing wrong with them, except they’re bad in school… a lot like SLI

35
Q

How many LD kids have SLI, IF they’re tested for lanuage?

A

50-90%

36
Q

What are the criteria for NLI?

A
  • language below -1.25 SD

- IQ between -2 and -1 SDs (not normal, but not ID)

37
Q

What are the criteria for dyslexia?

A 
DYSLEXIA DOESN'T ACTUALLY IMPLY ANYTHING
it's just a reading disorder
-normal intelligence
-no sensory issues
-no emotional disturbance
-no environmental deprivation
38
Q

Who usually has dyslexia?

A

SLI kids

39
Q

Lexicon is critical to developing…

A

a sight vocabulary

40
Q

What are the three steps to learning we talked about in class?

A
  • surface whole-word reading (sight reading - associate with words in auditory/mental vocabulary)
  • Learn deep phonological decoding (sound out)
  • Abandon sounding out and use sight reading… fluency and speed
41
Q

How can you help kid learn to read if they’re struggling?

A
  • use more of a scanning approach… by the time they get to the end of a sentence, they’ve forgotten the beginning.
  • teach them strategies like using glossaries and section headings if they don’t understand
42
Q

What are the criteria for ADHD?

A
  • inattention - difficulty organizing, forgetful, makes careless mistakes in school
  • hyperactivity - fidgets, impulsive, interrupts others, talks excessively
43
Q

why do a lot of SLI kids get diagnosed with ADHD?

A

because they don’t understand what’s going on in school, so they don’t pay attention

44
Q

What are the two types of phonological processing disorders?

A
  • speech sound disorder (difficulty with pronunciation - artic)
  • Poor processing of sounds (leads to poor readers, poor spelling, poor word retrieval, low nonword repetition)
45
Q

What is CAPD?

A
  • have trouble paying attention to and remembering information presented orally
  • have problems carrying out multistep directions
  • have poor listening skills
  • need more time to process information
  • low academic performance
  • behavior problems
  • difficulty with language
  • difficulty with reading, comprehension, spelling, vocab
46
Q

Why is a CAPD diagnosis problematic?

A

we test non-speech stimuli to test first, so we assume that the CAPD causes the language disorder… but we don’t actually know which causes which

47
Q

What does learning to read require?

A
  • metalinguistics skills
  • basic language skills
  • phonological processing skills
48
Q

How are semantics impacted in language impairment?

A
  • word meanings (underdeveloped lexicon - certain categories may be undeveloped, especially abstract words), bad at inferential discourse
  • metaphors, ambiguous sentences, idioms, proverbs
  • word retrieval (uses circumlocution, ummmm, naming difficulty)
49
Q

How are syntax and morphology impacted in language impairment?

A
  • verb morphology problems
  • slower growth rate of MLU
  • T/C units are shorter?
50
Q

What are t units? C units?

A

T unit - one independent clause and one or more dependent clauses (there was a woman next door who was old)

C unit - same except permits elliptical responses (responses to questions)

51
Q

What kind of relative clauses do SLI kids have trouble with?

A

adjectival? (LOOK THIS UP)

52
Q

How is discourse impacted in kids with LI?

A

-narrative differences (shorter narratives with fewer episodes, less complicated and less complex (may just be a listing of events), fewer emotional states discussed, poor reference, topic maintenance, and event sequencing, more repairs and abandoned utterances

53
Q

How are pragmatics affected in language impairment?

A
  • poor topic management
  • poor repair strategies
  • isolated, fewer friends
  • poor code switching
54
Q

How are repair strategies affected in children with LI?

A
  • don’t really have them
  • can’t rephrase, can only repeat
  • they may not know that they don’t understand, or that they should do something if they don’t understand
  • not good at monitoring comprehension
  • two repair strategies: imitation (earlier developing skill, usually used by language kids) and modification (fairly sophisticated; kids with language might not be able to do)
55
Q

How is phonology affected in kids with LI?

A
  • poor phonological decoding
  • poor phonological memory
  • some may have minor articulation difficulties

Phonology/Language (4 decks)

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