Lecture 1 Flashcards
Impaired comprehension and/or use of spoken, written and/or other symbol systems. The disorder may involve (1) the form of language (phonology, morphology, syntax), (2) the content of language (semantics), and/or (3) the function of language in communication (pragmatics) in any combination
Language Disorder
Form
morphology, phonology, and syntax
Content or meaning/vocab
Semantics
Use of language/function
Pragmatics
Form, Content, And Use Make up what?
Taxonomy of language
Expressive and Receptive also make up what?
Taxonomy of Language
Morphosyntactic
Form
Hallmark of DLD
Form/Morphosyntactic problems (morphology & syntax) EX: past tense, 3rd person singular, “he go to the store/he goes to the store is an ex of copulas)
Omission of morphosyntactic markers should be acquired by age ?
5
Omission of morphosyntactic markers include what?
past tense, third person singular, and copulas
What do older children have problems with in terms of Form (morphosyntactic)?
Overarching grammar problems including: WH questions, verb arguments, verb alternations –> make it hard when they write (use same pattern over and over; girl opening door, door is opening), complex syntax (using embedded clauses), pronominal reference (using he/she and not knowing which one they’re talking about), errors tend to be omissions as opposed to wrong tense**
New umbrella name for Developmental Language Disorder
Child Language Disorder
Why do we call it a delay?
child is just behind & insurance won’t pay because they think kid will catch up eventually
Kids with a Phonological (smallest unit of speech) processing problem in terms of Form (phonology) demonstrate problems with what?
- discriminating and categorizing speech sounds (screen good but can’t produce)
- Produce speech sounds and meaningful phonemic contrasts (rhyme)
- Remember novel sequences of speech sounds: why we give them nonsense words
- Manipulating sounds: “pin” without /p/
* they have difficulties in available speech sounds and see the same speech error patterns*
Kids w/ a Content (semantics-meaning) problem demonstrate what?
- Delayed first words
- Difficulty learning new words
- Naming errors/word finding problems
- Multi-meaning words (haven’t attached ending to words)
- Semantic properties of words
* also have problems with jokes and metaphors, newonces of words*
- ex of changing meaning: “happy mom vs. sad mom”
Kids w/ a USE (Pragmatics) problem demonstrate problems with what?
- Social Communication
- DLD- tend to be immature rather than impaired (Look @ if the convo is way out in left field or if they’re talking like a younger child)
Developmental age
Mental age
Mental age
If child is 5 years old but are nonverbal/have knowledge of 6 months old
How do we find out child’s developmental Age?
Standardized test; looking for IQ:
Developmental age: you look for _____
IQ
What’s the problem if you look at child’s language compared to developmental/mental age?
If not a big discrepancy between their language @ mental is where their developmental age is
What’s the problem with assessing mental age?
If the test is language based & most of them are (ex: directions) technically testing nonverbal
Another problem w/ assessing mental age referencing
Sometimes they’re culturally biased: we would find LESSS of a discrepancy between their language & mental age & would penalize them for having little language therefore preventing kids from therapy who actually need it
What language areas do we see most impaired in school age children?
Morphology & syntax (morphosyntactic)
