Lecture 14 Flashcards

Question

SLI Interventions

Answer 1

• Imitation – Repeat the therapist • Modeling – Kid makes new version of what therapist says • Recasting – Restating what kid says: "Me want cookie" and then therapist says "I want a cookie" = reshaping the kid's sentence to the adult form • As always, generalization is a toughie

Answer 2

– Impaired motor control – Comprehension, cognition often OK

Answer 3

neural tube defect: rare in the U.S. – Physically impossible to produce certain sounds – Again, cognition and comprehension fine

Answer 4

we don't know why they have language learning issues could be Otitis media? (ear infections) = compromised hearing

Answer 5

– Starts after speech sounds acquired – Part-word repetitions • Not just individual word repetitions “And…and this one time” • But also “t-t-t-t-time” (stuck on certain kinds of speech sounds) – Children often very aware (unlike other disorders): teased – Many resolve in a few years (speech therapy)

Answer 6

* No babbling by 12 months * No conventionalized gestures by 12 months (waving, pointing) * No spoken words by 18 months * Less than 50 words, no 2-word combos by 24 months * Speech or language regression

Answer 7

– Is it a hearing problem? (audiologist) – Evaluation, possible therapy (speech language pathologist) – Testing: lots of options, varying in content validity – Watch out for language variation that’s not a disorder (different dialects)

Answer 8

– Before language production started – Not necessarily before getting language input • Range of lesion locations and sizes • Big questions: does L or R hemisphere damage matter for language ability? • Is impairment related to lesion size?

Answer 9

``` – Small N – Huge variability in: • Timing of lesion • Underlying cause (Stroke? Seizures?) – Sensitivity of tests ```

Answer 10

– Equipotentiality – Determinism – emergentism

Answer 11

extreme empiricist:any area of the brain can do langauge with equal facility somehow it just ends up being the left temporal reasons: it's "lucky"

Answer 12

extreme nativism: dedicated chunk of brain tissue that ALWAYS does language, necessary for language

Answer 13

compromises: it's a constant interaction of the developing brain and the input that you're getting maybe the left hemisphere has slight early advantage and that's why it emerges as the language region for most people, BUT it's not the only region that can do language

Answer 14

Large set of kids with similar etiology • By about age 6, most had recovered to low normal levels • No relationship to hemisphere damaged • Lesion size x performance: – U-function: tiny and large did better (brain has to completely reorganize), medium did worse (brain keeps trying to "limp along" instead of just starting over) (consistent with animal lit--”fresh start” H) – Later in development, U-function did not hold

Answer 15

Temporary impairment • Then recover to normal by about age 6 • BUT • Studies after age 6 show overall below normal IQ (verbal and performance) • Artifact of more impaired kids continuing to see doctors and it's just a drop out effect that makes it looks like kids are getting worse?

Answer 16

• After initial recovery of function, is there a decline in IQ later in development for kids with unilateral focal lesions? • Levine et al. examined 15 kids who were IQ tested pre- age 7 and post- age 7 – Unusual--a longitudinal study: hard to keep track of people over the span of years • 12 of 15 showed an IQ decline • Equivalent declines in verbal and performance

Answer 17

• IQ tests have age-based norms – A 2-y-o who performs like a UCSD undergrad has a higher IQ than that undergrad* * may just be not gaining skills as rapidly as their age cohort (so still improving, but not as fast as normal) * IQ tests have more abstract reasoning content: may be that they have a deficit in abstract learning from the beginning and this just the first instance of that particular deficit being visible

Answer 18

smaller is worse | maybe cause the brain doesn't "give up" and move on but just keeps limping along

Answer 19

Look at this picture book and explain story – Tests both formal language (e.g., syntax) and cognitive abilities (understanding the story) • Do SLI kids look like – FL kids? – WS kids? ``` Study 1: SLI vs. early lesions • Measures: – Story length – Complexity of sentences – Rate of morphological errors ``` • Assessment – Count total # of propositions – Count errors, divide by prop. count – Assess diversity of syntactic constructions Results: story length: • both SLI, FL below typically developing kids at age 4-6 • Lesion group approached normal at 10-12 proportions of errors: • SLI, FL below typical at age 4-6 • Lesion group approached normal at 10-12 frequency of complex syntax: • both SLI, FL below typical at age 4-6 • Lesion group approached normal at 10-12 suggests that language impairment is worse than missing part of your brain!!!!

Answer 20

Measures: – Story length – Morphological errors – Narrative coherence (major points, theme) Results: • SLI: more morphological errors at 4-6 than WS • both are at about the same level on complex syntax • But WS has harder time maintaining structure of narrative (boy looks for frog) • WS use more social evaluation devices - Voices, sfx, exclamations--audience attention

Answer 21

• Grammatical competence really poor – Worse than focal brain injury!! • Narrative skills not so bad

Answer 22

• quite good for reducing harmful behaviors – If can communicate better, aggression, inappropriate behavior may drop – Functional analysis: what’s motivation/function of bad behavior? Can we shape into better behavior

Answer 23

Non-verbal IQ, social engagement

Lecture 14 Flashcards

(47 cards)