Lectures 8-10 Flashcards
Toddler Language:
18 months:
Use–>
Content and Form–>
-Vocabulary _____
-Ability to comprehend words _____
-By age 2 _____
Use–>
-May use a single word for a variety of purposes
Content and Form–>
-Vocabulary increases rapidly
-Ability to comprehend words is gradual and context-specific
-By age 2, expressive vocabulary is about 150- 300 words
Pre Language:
8-9 months:
-Infants develop ____ –> indicated by….
Better speech perception at 6 months=
12 months:
Pre Language:
8-9 months:
-Infants develop INTENTIONALITY –> indicated by eye contact, consistent – sound/intonation patterns for
specific intentions, persistent attempts– to communicate
Better speech perception at 6 months= better word/phrase understanding and production later
12 months: First meaningful word used to express an intention
Preschool Language:
Reformulating:
USE:
CONTENT:
-Increased memory
-may use substitution
Reformulating: When caregivers repeat the child’s utterance in mature form
USE:
-Children introduce topics – and maintain them for 2-3 turns with caregivers
-Begin to consider the needs of the listener
-Four-year-olds
– Tell simple sequential stories
– Usually about the – past
CONTENT:
Age 2: Expressive vocabulary grows to ~300 words
Age 3: Expressive vocabulary grows to ~900 words
– Age 4: Expressive vocabulary grows to ~1500 words
-May comprehend 2-3 times that in context
School-age and adolescent:
Content:
1st graders
-Expressive vocabulary of ____
-May understand _______
6th grade:
High School:
Definitions:
Figurative language/ multiple meanings:
1st Graders:
-Expressive vocabulary of about 2,600 words
-May understand as many as 8,000 roots and 14,000 when derivations are included
-Receptive vocabulary growth
6th grade: 30,000 words
High School: 60,000 words
Definitions: are more dictionary-like
Figurative language/ multiple meanings:
-acquired multiple meanings
-sayings that do not always mean what they seem to mean, as in idioms; correlates with literacy skill
School-age and adolescent
~FORM~
Age 5:
-Use most _____
-Limited use of ____
Gradually add _____
-Morphological development:
-Development of prefixes ____
Age 5
– Use most verb tenses, possessive pronouns, conjunctions
– Limited use of comparative –er, superlative –est, relative
pronouns
-Gradually add passive sentences, reflexive pronouns, conjunctions such as although and however, and variations of compound and complex sentences
Morphological development
– Derivational suffixes (paint/painter)
Development of prefixes such as un-, ir-, and dis- continue into adulthood
Language Disorder
– Delays in critical language precursors in first year
– Slow to achieve important language milestones in
toddler and preschool years
– Struggle with academic skills that rely on
language proficiency in school-age years
– Face ongoing challenges in living and working in adult years
Language Disorder Risks:
Risk of being a late talker is associated with:
-Children with expressive vocabulary delays at 24 months
~Increased risk for later speech/language problems
~Risk of being a late talker is associated with
– Being a boy
– Low SES
– Multiple child household
– Reduced peer interaction
– Hearing or attention problems
– Potential genetic factors
Lifespan Issues
-Sustained attention deficits
Children identified as late talkers at 24-31 months
– Still have weakness in language-related skills in adolescence
-When compared to typically-developing
-peers poorer outcomes in
– Literacy
– Mental health
– Employment (Even at 34 years of age)
Primary/ Specific Language Impairment
~Brain imaging of children with SLI
~Deficits in ______
~Deficits in _____
~______ ______ deficits
~Brain imaging of children with SLI~
– Brain symmetry between left and right hemispheres as opposed to
the typical asymmetry
– MRI suggests different patterns of activation resulting in less
efficient patterns of functioning in areas critical for communication
processing
~Deficits in working memory~
– Active process that allows limited information to be held in a temporary accessible state while cognitive processing occurs
~Deficits in processing speed
~Executive function deficits
– The organizing and directing function of the brain
Defining Characteristics of PLI/SLI:
~Language Characteristics
Difficulty in:
Pragmatic Problems:
Deficits in:
Difficulty with grammatical ____
May speak ______
Language Characteristics
– Difficulty
-Extracting regularities from language
-Constructing word-referent associations for lexical growth
-Registering different contexts for language
– Pragmatics problems may rise from inability to use language forms effectively
– Deficits in the ability to recognize the impact of and recognize emotions
– Difficulty with grammatical morphemes
~Deficits in phonological working memory
– May speak more slowly with more frequent speech disruptions
PLI/ SLI Lifespan issues:
-Affects between 4 and 7% of preschool children
-Negatively perceived by their peers
-Poor social skills
-Many are later identified as having learning disabilities (LD)
-Later academic difficulties
Especially with language-based activities
-Adolescents with SLI view themselves negatively and are less independent
-Deficits in vocabulary persist even among those who attend college
Intellectual Disability (ID)
Consists of:
% of population:
Severity based on level of IQ:
Causes:
Consists of the following
– Substantial limitations in intellectual functioning
– Significant limitations in adaptive behavior
– Originates before age 18
2.5% of the population
Severity based on the level of IQ
– Ranges from mild to profound
– Newer severity ratings are based on the amount of assistance an individual needs to get through daily life
Causes can be biological or socioenvironmental
Intellectual Disability Language Characteristics:
-Children with Down syndrome (DS) and fragile X (FXS) have moderate to severe language delays
-Boys with FXS make phonological errors similar to those of younger typically-developing youth
-Those with DS have more significant phonological differences
-Boys with FXS produce longer, more complex utterances than do boys with DS
-Language comprehension and/or production can be below the level of cognition
-Children with ID produce shorter, more immature forms
-In later development, paths differ more from typical development
Intellectual Disabilities Lifespan Issues:
– Sometimes identified early due to physical anomalies, at-risk indicators, or delayed development
– Early intervention is best
– Some children are not identified until age 2 or 3
– Depending on severity
-Regular education class with special services
-Self-contained, special classroom
-Developmental centers for profound ID with other disabilities
Traumatic Brain Injury (TBI)
Can result from:
Most common injury in children is ___
Variables:
-Can result from traumatic brain injury (TBI), stroke, congenital malformation, convulsive disorders, or encephalopathy
-Most common injury in children is TBI
-TBI: May be localized or diffuse brain damage as the result of external force
-One million children and adolescents in the U.S. have experienced a TBI
Variables
– Site and extent of lesion
– Age at onset
– Age of the injury
TBI Language Characteristics:
– Language problems can occur even after mild injuries
– Some deficits can remain long after the injury
Particularly in pragmatics
– Language comprehension and higher functions such as figurative
language an dual meanings are often impaired
– Language form is relatively unaffected
– Utterances are often lengthy, inappropriate, and off topic, and
fluency is disturbed
– Word retrieval, naming, and object description difficulties may be
present
– Narration may be difficult
Social Communication Disorder (SCD)
Social Communication:
Social communication disorder:
In ASD:
SCD does not include:
Social communication
– Ability to communicate with a variety of partners in various
situations
– Behaviors vary by culture, situations, and partners
Social communication disorder (SCD)
– Persistent difficulty in the social use of verbal and nonverbal
communication and may include problems in all those areas
In autism spectrum disorder (ASD), social communication problems are one of the defining features of the disorder
SCD does not include the repetitive movements or fixated interests found in ASD
Learning Disabilities (LD)
Sic categories of characteristics:
PEESEVERATION:
Children with perceptual disabilities may confuse:
Six categories of characteristics:
– Motor
– Attention
– Perception
– Symbol
– Memory
– Emotion
Perseveration: Becoming fixated n a single task or behavior and repeating it compulsively
-Children with perceptual disabilities may confuse similar sounds,
similar-sounding words, and similar-looking printed letters and words
LD
% of children with LD + reading problem:
ADHD:
Causes/ factors:
-As high as 80% of children with LD have a reading problem
-Some exhibit word-finding problems that result in blocks and the use of fillers or circumlocutions
-Emotional problems may be a reaction to frustration
Attention Deficit Hyperactivity Disorder (ADHD)
– Underlying neurological impairment in executive function that regulates behavior, causing impulsiveness
-Possible biological causal factors
-Socioenvironmental factors may contribute
-Poor ability to attend selectively, concentrating on inappropriate or unimportant stimuli
Autism Spectrum Disorder (ASD)
Must have all 3 of the following:
- Persistent problems in social communication and interaction across different contexts
- Problems with social-emotional reciprocity, nonverbal communicative and social interaction behaviors, developing and maintaining relationships appropriate for maturity level
- Restricted, repetitive patterns of behavior, interests, or activities characterized by two or more of the following
-Stereotypes or repetitive motor movements, use of objects, or speech
-Excessive reliance on routines, ritualized patterns of behavior, or
resistance to change
-Highly fixated and restricted, abnormally intense interests or focus;
-Hyper- or hyposensitivity and reactivity to environmental input or
unusual interest in sensory information
ASD
Motor/common patterns:
Prevalence:
Cause:
-Motor patterns of behavior may include rocking and fascination with lights or spinning objects
-May insist on certain routines
-May be preoccupied with specific objects, foods, or clothing
-May have adverse reactions to sounds or textures
-Prevalence 1 in 36 children
-Boys are 4 times more likely to display ASD characteristics
-Most children with ASD have IQs above 70
-Approximately 25% of children with ASD exhibit Intellectual Disability
-Primary cause is biological
