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Language Disorders 2 GRAD > Midterm > Flashcards

Midterm Flashcards

1
Q

4 Year Old Language for Learning

A
  • Oral language
  • Comm. to regulate social interactions
  • Talk about here and now w. lots of contextual cues
  • Lang. is repetitive, predictable, redundant
  • Use of intonation and facial expressions
  • Lang. contextualized and supported by gestures
  • High- freq. words
  • Generic words, fillers
  • l-on-l comm
  • Significant others and peers very tolerant of immature lang.
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2
Q

12 Year Old Language for Learning

A
  • Lang. is tool to acquire info from academic curriculum may or not of interest to c. or learning style
  • There and then: abstract, remote, decontextualized talk
  • Topics are arbitrary and chosen by curriculum
  • Greater reliance on linguistic markers
  • Large-group comm. where teacher is talking w. entire class
  • Reasoning (deductive: general to specific; inductive: specifics to form generalities)
  • Reading and writing; more formal
  • More complex syntax: relative clauses, elaboration of noun and verb phrases
  • More complex semantics: figurative language; multiple meanings; metaphors
  • Ability to convey oral narrative using story grammar
  • Ability to do expository writing (e.g., for reports and term papers)
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3
Q

Categorical Model of Child Language Disorders

A
  • Categorizes a child based on diagnostic classification
  • S -L Often what schools and insurance companies want
  • Originated from medical model: assumes all disorders can be classified based on etiology
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4
Q

Drawbacks of Categorical Model

A
  • Categories and diagnostic labels often change (ADD, LD, OCD,SLI)
  • Categories change from time to time (PDD vs. Autsim vs. ASD)
  • Client’s behaviors do not necessarily fit into a neat category
  • Overlaps of categories (autism with mental retardation)
  • Knowing a category does not necessarily tell you what to do for therapy
  • Schools and insurance companies need label to facilitate services
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5
Q

Specific Abilities or Process Model

A
  • Focus on processes needed for learning rather than diagnostic category
  • auditory perceptual deficits, visual processing, central auditory processing
  • Focus on child’s individualistic profile of abilities and areas of needs
  • Teach to strengths of c. as you remediate areas of weaknesses
  • profile c’s strengths and weaknesses
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6
Q

Descriptive-Developmental Model

A
  • Describe child’s communicative lang. behaviors
  • lang sample, narrative analysis
  • Use developmental norms as guidelines (Bloom and Lahey phases for form/content categories)
  • No direct link btwn diagnostic category and lang. behaviors;
  • Address behaviors; reflects a quantitative approach to lang disorders
  • (a delay rather than qualitative difference)
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7
Q

Advantages of Descriptive-Developmental Model

A

-Describe what c can do; serves as c’s baseline behaviors; bc follows developmental norms, IEP built in

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8
Q

Cognitive and perceptual strategies: Window # 1: viewing child as an information processor and dispenser

A

-Think of the child OR yourself as an information processor: every lecture need to process info
-Linked to specific abilities or process model
-Better at processing info visually, auditorally, kinesthetically?
-Think of c as a limited capacity info processor
-Need to know how c processes info best; and
what are barriers to c’s ability to processing info (ADHD or ADD child)

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9
Q

Effective processing of information requires the student to differentiate:

A
  • New vs old info
  • Important vs unimportant info
  • Figure vs ground
  • Relevant info vs ability to suppress irrelevant info in environment
  • Ability to focus on pieces of info essential to solve a problem (ADD or LD child)
  • Ability to sustain/maintain focus (and ignore unimportant)
  • How well we process info conveyed through lang has major implications for academic achievement.
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10
Q

Cybernetics

A

science of feedback systems

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11
Q

Info important for learning is ability to make use

of feedback:

A
  • Internal/External forces from yourself/others
  • Need to know when there is a breakdown (-) feedback
  • Conversational repairs (repair breakdowns)
  • Monitoring feedback (also info) from self (sensory feedback) from others (verbal and nonverbal behaviors of others)
  • Detecting errors signals
  • Being able to change behaviors based on error signals from feedback
  • ld kids (as well as other disorders) have difficulty in monitoring and repairing conversational breakdowns
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12
Q

Different Kinds of Memory

A

-Auditory vs visual memory
-Memory for verbal vs nonverbal (musical tunes)
-Shorter term vs. long term memory
Short term: used to process sentences; 7 (+) or (-) 2 bits of info
-Working memory (related to executive functions)

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13
Q

Working Memory

A
  • ability to store in memory in order to solve a problem
  • LLD kids have poor working memory
  • (related to executive functions)
  • similar to short term memory but much more functional
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14
Q

Episodic Memory

A

-Things as a whole
-No details
-General
-stimuli remembered as a whole without
complex analysis (overall gist of a movie)

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15
Q

Semantic Memory

A
  • memory that involves analysis and restructuring of events to be remembered
  • Implies understanding of rules and relationships among events (ability to talk about movie in detail)
  • Active memory
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16
Q

Strategies to remember information:

A

-memory is active, constructive process; should take into consideration c’s attitudes, interest, and
past experiences
-Rehearsal -rehearse 5 items in head over & over
-Chunking-group info together
-Task-specific strategies
-nemonic devices

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17
Q

Convergent Thinking (Child’s learning style)

A
  • Drawing conclusions from pieces of info given
  • Deductive reasoning (given generalities and apply to specifics (a theorem in math and apply it to solve a specific problem; inclement weather therefore either umbrella or snowboots)
  • Convergent thinking needed for doing well on exams and most academics
  • focused approach
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18
Q

Divergent Thinking (Child’s learning style)

A
  • creative, flexible, good at brain storming, artist
  • think outside of box
  • LLD kids are divergent
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19
Q

both convergent and divergent are needed for problem solving skills:

A
  • identify problem (convergent)
  • propose alternatives (divergent)
  • choose best alternative (convergent)
  • make plan to implement solution (both)
  • evaluate whether solution was effective
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20
Q

Window #4: Executive Functions:

A

-skills apply to all learners and all disorders Having problems w. EF can cause a great deal of anxiety in c and adults
-example of task requires executive functions: planning a vacation
(dates; plane reservation, host at other end, what to pack, getting to/from airport, weather contingencies, leaving contact numbers w. folks)

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21
Q

types of complaints from parents/teachers

A

-difficulty getting started on a project
-does not leave enough time to finish project
starts project w/o much planning (lots of restarts)
trial and error work rather than strategizing
-makes careless mistakes and does not check work
-difficulty in organizing project and perhaps loses project

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22
Q

Executive Functional Skills (apply to all disorders):

A
  • Controlling impulses
  • Able to transition appropriately
  • Emotional control
  • Initiate to generate ideas
  • Working memory
  • Ability to plan/organize and set goals
  • Organization of materials
  • Ability to check/edit own work
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23
Q

Form

A
  • syntax

- morphology

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24
Q

Content

A
  • semantics

- foundation is child’s cognitive function

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25
Q

phase 4 (2 new content categories):

A

-3-4 year old
-Notice-perception: cognitive notion of intentionally encoding attention to person, object or event; must include a verb of notice (see, hear, show)
-Temporal: cognitive notion of encoding some aspect of temporal contour of an event (tense marker, ability to sequence events such as ‘and then’)
-Think of c w. difficulty w. executive functions to
organize thinking, lang, or performing a task

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26
Q

phase 5 (4 new content categories):

A
  • 3-4 years old
  • Additive: joining 2 propositions/ideas together in same utterance but w. no dependency relationship btwn them (That’s a cat and this is a dog.)
  • Causal: concept of cause/effect relationship (you should eat so you can be strong!)
  • Specification: concept of drawing attention to a particular person, object or event (this vs that; a vs. the; eventually leads up to use of relative clauses (The girl who likes to swim is in my class.)
  • Dative: recipient of an object or action; indirect object (e.g., Give the book TO THE GIRL.)
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27
Q

Phase 6

A
  • no new content categories
  • 4-5 years old
  • beginnings of complex sentences
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28
Q

Phase 7 - two new content categories)

A
  • 5-7 years, literate language
  • Epistemic: encoding mental state of affairs; using verbs such as ‘remember’ ‘know’ ‘think” ‘wonder’
  • adversative: encoding a contrasting relationship btwn 2 events and/or states (but, however)
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29
Q

phase 8 (one new content category):

A

-Communication: encoding a communicative act using verb such as ‘say’ or ‘tell’

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30
Q

What is the essence of good pragmatics or discourse (conversation)?

A

-Sharing, cohesion/eye contact, reciprocity/turn-taking, speech acts, means-end relations

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31
Q

Grice’s conversational postulates (commandments):

A
  • Do not say too little or too much
  • Do not say anything untruthful or for which you -have no evidence
  • Be relevant (e.g., topic maintenance)
  • Be clear and succinct
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32
Q

Illocutionary

A

-intentions/request of speaker

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33
Q

Prelocutionary

A

-if intent was received by listener

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34
Q

Utterance Act

A

-how lang. is conveyed

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35
Q

Pragmatics Fluency

A

-vocab, rte, topic maintenance

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36
Q

How do we acquire our pragmatics?

A
  • Goffman: different situations call for different roles; as in drama (mother, daughter, teacher, wife)
  • Wood: we learn by categorizing different social situations; situations for us to be Quiet, polite, forceful, show concern
  • We acquire pragmatics through modeling
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37
Q

Why do language-impaired children have difficulties in pragmatics?

A

-Do not have form (syntax) to convey their intents
-May have secondary emotional reactions due to repeated failures (anger, withdrawn)
-Poor pragmatics due to cognitive/perceptual deficits (not being able to ‘read’ peoples’ verbal and nonverbal reactions)
-Vicious cycle: poor lang skills lead to less opportunities to interact w. others or less success during these interactions, leading
to further delays in pragmatic development

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38
Q

Prop Act

A
  • When you select a word is it accurate/specific

- depending who listener is

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39
Q

Contingency

A

-semantic and pragmatic relatedness of response

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40
Q

Nonverbal Communcation

A

-just as important as verbal communication skills (and sometimes even more important)

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41
Q

Ways that nonverbal communication supplements our verbal communication:

A
  • Accentuates the verbal message (‘It was SO great!’)
  • Substitutes for verbal message (‘ok’ sign)
  • Contradicts verbal message (I’m not mad at you’ said w loud voice and frown)
  • Violates a cardinal rule of pragmatics (not sincere, ‘mixed’ message)
  • Particular problem w children w LLD
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42
Q

Types of nonverbal communication: Kinesics

A

-use of movement to convey attitudes and feelings
-body posture
-movements of other parts of body (rossing and
swinging of legs, nodding, arms crossed over chest)
-eye gaze (communicating like vs dislike, signaling turn taking)

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43
Q

Types of nonverbal communication: Proxemics

A
  • use of space
  • 4 distance zones
  • intimate zone: up to 18”; for intimate conversation
  • personal zone: up to 4’; discussing personal affairs
  • social zone: 4’ - 7’ for social gatherings; 7’-12’ for more formal interactions
  • public zone: 12’+ for public addresses
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44
Q

Types of nonverbal communication: Paralinguistics

A

-tone, timing and rate (chronemics), accents
-important functions of paralinguistics
-lets listener know what is relatively more important in discourse (linguistic stress for more important words)
-conveys subtle intents and meanings using various intonation contours (‘What was exciting … ‘ to convey sincerity, sarcasm, doubt)
-think about various etiologies that lead to lang
deficits and how paralinguistics are deficient in these populations

45
Q

Narratives

A

-telling stories about events
-also related to discourse skills as we tell stories during conversations
-powerful means to learn how to encode
our ideas into larger chunks of talk
-narratives a must for academic success: oral reports and written projects, essays, interactions w teachers and peers
-LLD kids are often deficient w narratives (not enough details, poor organization, poor sequencing of events, can’t make inferences from a story)

46
Q

Skills needed for a narrative

A
  • organizing larger chunks of info thoughts and ideas
  • memory (long term and working memory)
  • sequencing info and events
  • presuppositions
  • inferential reasoning
  • approp syntax and semantics (linguistic knowledge)
  • pragmatics (keeping in mind who your audience is)
47
Q

Chaining

A
  • How are the ideas or propositions linked?
  • to assess and treat narratives
  • additive, temporal, causal, and Multiple causal chains or episodes
48
Q

Additive Chaining

A

-sequencing ideas or sentences that have no dependency relationship among them
-a shopping list; most primitive way of chaining
ideas (by preschoolers)
-a monkey/ a dog! a cat/ a girl

49
Q

Temporal Chaining

A

-stringing ideas together in which order of
utterances is important
-About my dog. He went to the doctor He got a shot. He went home. He had some milk.

50
Q

Causal Chaining

A
  • aka episode: how an event causes a problem
    and how to fix problem
    -Starts at 5 yrs of age for typically developing kids;
    -The baby cried. The baby hurt his eyes. Then his mom came. She fixed it all up. The baby stopped crying
    -(no real planning of a strategy but there is a cause-effect)
    -greater elaboration of the causal chain with age
    • more elaboration of problem
    • more than one solution to problem
    • pros and cons of each solution
51
Q

Multiple causal chains or episodes

A
  • More than one problem (or episode) and respective resolution
  • more sophisticated, coherent and cohesive
  • Plots and subplots
  • This man didn’t have a job. Then a friend got him a job at the circus jumping up in the air into some water. One day he jumped but there was no water. He got hurt. They rushed him to the hospital and he got 12 stitches. Well, he never wanted to do that again. The end.
52
Q

Story Grammar

A
  • provides structure of narratives; macroanalysis)
  • Story grammar = setting + episodes
  • Setting: main characters and their relationships w each other as well as their personality;
  • spatio-temporal context of story (once upon a time)
  • Episodes (6 parts that follow human logic and thus are universal to all stories; * min. requirements)
53
Q

6 parts of episodes (min. requirements)

A
    1. initiating event-event that gets main character into action
      1. Internal response-character’s feelings/thoughts in response to initiating events
      2. Plan-what main character intends to do about problem
    1. Attempt- what character actually does
    1. Reaction- emotional response or character’s evaluation/moral of story.
54
Q

LLD child often show the following difficulties with story grammar:

A
  • forget parts of story grammar
  • parts are not sequenced appropriately
  • does not provide resolution to a problem when telling you about episode
  • provides too little or too much extraneous detail
55
Q

Therapy Ideas of Story Grammar

A
  • tell simple story to c to id different parts of story grammar
  • tell story that deliberately violates story grammar & have student explain
  • give info about characters’ relationships to each other characters’ personality, moods, motivation
  • circumstances surrounding setting (time, place)
  • giving just enough details to layout setting: not too much nor too little (Grice’s postulates;presuppositional skills; info processing to give important rather than unimportant details; executive functions!)
  • have write their own story when given a word bank
  • give c words that provide overt markings (actual words) when there is a change in time or place (afterwards, beforehand, whereas)
  • give words related to feelings to help provide info about motivations and internal reactions of characters (get in head of character”)
  • facilitate goal of multiple episodes (have car trouble and needing to find a motel enroute to vacation at Disney World)
  • have c think of multiple solutions to a problem and choose best
  • group therapy: have each c give next story grammar part (cultivates their attending, auditory processing skills, memory, as well as narrative skills); can randomly give index card so everyone has to listen and process
56
Q

Scripts

A
  • our expectations about content of a story depending on theme of story (script for story such as going-out-to-eat script; birthday party script)
  • influence our perception about events associated w a particular topic
  • LLD c may not know these scripts bc of cognitive/perceptual deficits (ADHD c may not know approp script for restaurant behavior bc of impulsivity and poor attending behaviors
57
Q

Therapy Ideas for Scripts

A
  • have kids role play different script settings (ordering at a restaurant, planning a bD party); –may even have group therapy write short skit
  • give child a lead sentence: For my birthday, we went out to the restaurant and ….
  • have child think of key words associated w. different scripts (restaurant)
58
Q

Adaptation to the listener

A
  • to be listener-friendly when telling a story
  • Sometimes we tell a narrative in order to achieve a certain pragmatic goal (to persuade, to humor, to be appreciated; to promote social understanding, to bond w friends; to inspire)
  • related to Bloom and Lahey content category: communication to do this effectively we need good presuppositional skills
59
Q

Therapy Ideas for Adaptation to the listener

A
  • child tells same story (running out of money to buy something at toy store)
  • vary it depending on pragmatic intent and who listener is (persuade mother to give money; to engender sympathy; to humor)
60
Q

appendages or boundary markers

A

(how to begin and end narratives)

61
Q

Beginning a Story

A

a. attention getter (most primitive): GUESS WHAT
b. stylized beginning: ONCE UPON A TIME
c. abstract: I WAS IN THE STORE THE OTHER DAy

62
Q

Ending a Story

A

a. primitive: THAT’S IT; THE END
b. developed: using an ending that ties entire narrative together by giving moral of story (AND THEY NEVER FOUGHT AGAIN!)

63
Q

Cohesive Ties

A
  • Different parts of story need to fit together (cohesion) so story is coherent (understood)
  • How well does c link sentences and ideas together?
  • Can you understand sentence B in context of sentence A? If you can, there is cohesive tie.
  • done through pronouns, conjunctions and articles.
64
Q

Elipsy

A

-when it is approp and not approp to use info.

65
Q

Three language disorders from a categorical perspective

A

-Specific language impairment (selected to illustrate quantitative difference (a delay in some aspect of lang rather than intrinsic differences)
-Autism spectrum disorder (selected bc it illustrates qualitative differences; intrinsic difference rather than just a delay; qualitative
anomalies; not just quantitative delay)
-LLD Language learning disabilities/ADD/ADHD/CAPD (selected
bc these are most commonly seen children w lang issues in schools)

66
Q

SLI

A

-lang disorders w no other issues (MR., neurological damage, sensory issues)
-often problems w symbolic play when a preschooler; and continue to have nonverbal cognition deficits such as classification,figurative thinking and hypothesis formation
-asynchronous development of different aspects of lang
-partic delays in development of form of lang (morphological and syntactic development)
-receptive lang better than expressive lang
-at risk for attention and over-activity problems
-processes info more slowly and less efficiently than typical c
-poor visual-motor integration
-socioemotional immaturity (aggressiveness, moodiness)
-60% of SLI kids are also LD; nearly all of them by definition have LLD
-Often continuity btwn SLI c id as preschooler and
LLD c diagnosed during school years
-SLI becomes LLD because of lang demands of school

67
Q

Preschool SLI Child:

A
  • phonological delay, expressive lang delay -certain soft signs such as attention and activity problems
  • auditory processing issues being picked up
68
Q

School-Age LLD child

A

-L4L years, reading problems (either in terms of decoding or comprehension of what’s being read)
-partic deficits in handling more complex uses
of lang (narratives, literacy, metalinguistic skills, higher symbolic functions such as formulating hypotheses)
-LLD is kind of learning disability; LLD child can have other kinds of LD issues as well

69
Q

Adult LLD

A
  • use of lang may not be very organized, efficient, coherent, cohesive
  • reading and writing can continue to be poor
70
Q

Specific Learning Disability (Federal Definition):

A
  • Disorder of basic psychological processes involved in understanding/using of spoken or written lang: (auditory processing, executive functions)
  • represents condition based on difficulties w perception, brain injury or dysfunction
  • learning problems not due primarily to visual, hearing, motor, intellectual or environmental problems
  • discrepancy btwn ability (as measured by IQ) and achievement
71
Q

ASHA definition of LD

A
  • not a homogenous disorder: various subgroups and individual differences
  • life-long condition; do out outgrow ‘learning disability’ after graduation
  • involves some inherently altered process in acquiring and using info due to a difference in eNS (information processing)
72
Q

Subgroups ofLD

A

LLD: learning disability w focus on lang learning

-40-60 % of LD kids belong to this subgroup

73
Q

SLI and LLD

A

-many SLI kids also labeled as LLD in schools
-strong linkage and continuity btwn SLI, LLD & LD;
-L4L; academic curriculum in our country makes high demands on c’s lang skills to succeed in school (may not be so in other cultures that do not have our emphasis);
-may be related to auditory processing issues
-good listening skills important for school and requires ability to:
• draw inferences
• judge validity of statements
• auditory memory
• processing more important info
• skills important for social engagements

74
Q

articulatory and graphomotor discoordination subgroup:

A
  • problems w. writing, articulation, drawing

- 10-40% of LD kids

75
Q

visuospatial perceptual deficit subgroup:

A

-smallest subgroup
-5-15% ofLD kids
-difficulties w visual discrimination and visual memory
(fender benders!) decoding problems in dyslexics

76
Q

Causes of LLD

A
  • neuro and physiological (MBD; soft signs) senses are ok but perception is impaired
  • developmental lags due to neur deviation (neurochemical transmitters; arousal levels of brain; difficult birth)
  • genetic predisposition (more boys than girls, runs in families)
77
Q

LLD Infancy

A
  • product of at-risk pregnancy or poor birth experience
  • allergies, colicky (thus not a calm baby)
  • above may influence mother-infant interaction
  • already some delay in babbling
78
Q

LLD Preschool and Kindergarten

A
  • late talkers
  • phonological delays
  • begin to show difficulties in discrimination and sequencing skills
  • word finding difficulties: circumlocutions, use of stereotypic phrases
  • episodes of cluttering due to lang issues
  • difficulties in differentiating and expressing differences of emotions and communicative intents conveyed through prosody
79
Q

LLD 3rd grade

A
  • basic skills in reading and arithmetic required

- first major diagnosis of LD; narrative skills

80
Q

LLD 4th grade

A
  • does not learn phonics, # concepts
  • less and less individual attention by teacher
  • greater demands of curriculum on c’s fluency, fluidity of words and sentence structure, ability to elaborate on ideas
  • greater demands in processing info in class as well as work independently for hw
81
Q

LLD upper grades

A

showing increasing gap in academics compared to peers

82
Q

LLD Semantics Difficulties:

A

-lack of specificity: generic words
•wordiness
•semantically empty place holders (you know what I mean, kinda)
•temporal relationship: first/last; before/after;
•multiple meanings (glasses, running)
•spatial relationships: in/on; at
•case of pronouns: l/me; they/them
•terms refer to proximal distance to specify referents (deictic terms) : this/that
•action words describe more complex actions or movements (bouncing, crouching, swaying)
•idioms (My father hit the roof.)
•figurative language: difference btwn physical and psychological meaning of words (What a sweet girl she is.)
•proverbs (Bird in hand is worth two in the bush. Stitch in time saves nine.)

83
Q

terms of class inclusion vs class exclustion

A

-class inclusion: all, many, some
-class exclusion: all except; not; neither, nor
•lack of diversity of words

84
Q

verbal fluency:

A

ready availability of utterances (opposite of word retrieval problems)

85
Q

flexibility:

A

•able to change words or phrases to accommodate to external constraints (presuppositions based audience)

86
Q

creativity:

A

•novel ways to express a thought

87
Q

elaboration:

A

• ability to expand, add details, embellish a story

88
Q

Symptoms of semantic and word finding deficits:

A

-verbal maze behaviors (reflecting poor linguistic fluency)
-use fillers
-revisions: highly diagnostic (phonological revisions? to add or change info?
-incomplete phrase
-in 100 word sample, if more than 7-8 maze behaviors: word finding problem
•indefinite referents (This guy ….. this thing …. you know what I mean?)
•word substitutions
•circumlocutions
•perseveration of same word (not being able to provide a synonym) or even nonverbal behavior

89
Q

LLD Deficits in Syntax

A

-Bc syntax is arbitrary (dealing with form), more difficult ,than semantics
-boy - hit - girl) Reversible passives more difficult than irreversible passives
•formation of passive sentences
The girl hit the boy.
The boy was hit by the girl. ‘
-passive sentence interpreted as active:
‘The train hit the boy.’
•difficulties w helping verbs (auxiliaries)
The boy has been coughing.
The boy had been coughing.
The boy would have been coughing.

90
Q

LLD Verb Phrase Difficulty

A 
•shifting 0 point on time dimension 
Last week I'll go to the store. 
•distinguishing ongoing vs. habitual vs. emphatic aspects of verbs. 
ongoing: I am running. 
habitual: I run, 
emphatic: I do run. 
modals: could, would, should
91
Q

LLD Negative Sentence Difficulty

A

•part of problem due to auditory processing or auditory memory(not picking up on negative marker ‘not’)
• variables related to how well negative sentences are processed
-proximity of neg marker and which is being
negated:
The pencil is not on the table.
The pencil is not on the table but by the floor.
•immediate relevance of negated feature for child (not going to movies vs. inches not related to metric system)
•whether negative marker is linguistically stressed
•complexity of logical operation
The ball is not blue.
Do not throw the ball that is not red and blue.

92
Q

LLD Passive Sentence Difficulty

A

•sometimes c disregards ‘by’; first NP is
mistakenly interpreted as agent always;
•reversible passives more difficult than irreversible
The boy was hit by the girl. (reversible)
The boy was hit by the train. (irreversible)

93
Q

pragmatic deficits in LLD kids

A
  • problems in making indirect requests
  • less skilled at changing form of speech act as function of listener differences
  • poor at detecting conversational breakdowns
  • poor at repairing conversational breakdowns
  • negotiation skills
  • less skilled in asking for clarification of ambiguous messages by others
  • less adept at expressing and eliciting opinions and maintain control over conversation
  • less skillful at nv comm
  • less responsive to subtle cues from listeners
  • secondary emotional reactions due to sense of frustration, failures, anger
94
Q

Difference between LD and ADD/ ADHD:

A
  • LD c has intrinsic difficulty w learning

- about 25% of LD kids have ADD or ADHD

95
Q

ADD Child

A
  • bc of attending issues, info not available for him to learn
  • attention deficits in all modalities (not just auditory as in case of CAP)
  • difficulty w selecting what to attend, sustaining attention, maintaining vigilance
96
Q

ADD/ADHD compared to ADD Child

A
  • ADHD: sticks out like a sore thumb
  • ADD:child sits nice and quietly w attention deficit, harder to see
  • 70% of ADHD kids of language issues
97
Q

Strategies for ADD Children

A
  • room clear of clutter
  • closed doors
  • teach compensatory strategies (inhale/exhale, token reward chart)
98
Q

ADD/ADHD

A
  • over-arousal (don’t think about consequences)
  • need more input to feel satiated
  • high activity level
  • impulsive
  • poor self regulation of behaviors (leaves room bc wants to go look at bulliten board during class) intellectually knows not approp class discourse
99
Q

Compensatory strategies for ADD:

A
  • tangible reward (line leading 5 min. free time)
  • intangible rewards (handshake, smile)
  • establish classroom rules
  • write a contract
  • basic concentration and study skills (note taking, reading for main idea)
  • less distracting environment
  • break large task into smaller tasks
100
Q

CAPD difficulties with:

A

-Sound localization (knowing where sound source is)
-lateralization (which side hear from)
-auditory discrimination
-auditory pattern recognition; phonological analysis such as # and ordering of speech sounds
-difficulty in processing auditory input bc of rate-of input (impact on note taking)
-difficulty in processing when competing acoustic signals; signal/noise ratio;
-difficulty in processing signal when too much interfering background noise
-auditory memory (length of input as well as
sequencing of input)
-not an issue of auditory acuity but w perception

101
Q

Potential implications for academic functions: CAPD

A
  • note taking
  • developing phonemic awareness needed for literacy
  • can’t follow directions, needs to have things repeated
  • difficulty following main pts of lecture or lengthy convo, get so overwhelmed
  • poor attending behaviors bc easily distracted
  • deficits in auditory memory (storage, processing it, and retrieval of auditory input)
  • lang difficulties (leads to academic learning problems)
102
Q

Autism Diagnostic Observation Schedule:

A

-Social overtures, play, joint attention, imitation, requesting, reciprocity, nv communicative behaviors

103
Q

Childhood Autism Rating Scale

A

-15 items rating of 1-4 on social relations, communication, sensory functioning, emotional reactions, resistance to change

104
Q

Autism Spectrum Disorder

A

-Need to document significant deficit in: social conversational skills and repetitive/restricted interests
-diagnosed during early childhood
•Qualitative impairment in comm(delay in spoken
lang and no attempt to compensate w gesture; cant initiate or sustain conversation; stereotyped or repetitive use of lang; poor imitative or pretend play; delayed echolalia)
•Restricted patterns of behaviors and interests (perseveration, insistence of sameness, nonfunctional routines
•Qualitative impairment in social interactions
-Impaired nv behaviors: gaze, posture, gestures used to regulate communication
Lack of social or emotional reciprocity
Failure to engage others or develop peer relationships
•Co-morbidity: 80% have some degree of intellectual disability
•Cognitive/perceptual issues: both gestal and microscopic means of processing info; over- and under responsive to stimuli
•hyperlexia: ability to decode print w/o much comprehension

105
Q

Therapy for Autism

A

-Establish joint attention: use loud exaggerated cues and intense reinforcement to encourage child to focus
-Social interactive routines (games and songs “If you’re happy and you know it”)
-establish anticipatory and intentional behaviors first using routines
-Encourage imitation by clinician first imitating child, then child imitate adult
-Use words containing sounds w/in child’s repertoire
-Replace unconventional means by gestures or verbal routines
-Expand range of communicative goals
-Exaggerate intonation and facial expressions
-PECS and other visuals such as calendars, posters, AAC aim of therapy: facilitate communication that is
• intentional
• interactional
• functional

106
Q

ABA

A
  • great for autism to get c going bc would tantrum prior to ABA
  • immitate, but become like robots
  • applied behavioral analysis
  • not naturalistic, used for nv c w. autism
107
Q

DSM-5

A

Aspergers, PDD, Rett’s, childhood disintegrative disorder and ‘mental retardation’ (intellectual disability preferred term) no longer in DSM 5

108
Q

2 Criteria for Autism Spectrum Disorder

A
  1. Social conversational skills (3 levels - need all three)
    - Deficits in social emotional reciprocity
    - Issues related to nv comm used in social interactions
    - Deficits in developing and maintaining relationships
  2. Repetitive and restricted interests (need 2 of 4)
    - Stereotypic or repetitive motor movements or use of objects
    - Getting stuck on routines
    - Fixations on specific interests
    - Under or overreaction to sensory input
109
Q

Three levels of severity depending on support level needed for Autism Spectrum Disorder

A
  • New diagnostic category: Social Communication Disorder (thus SLP high profile);
  • Impairment of pragmatics: resulting in functional limitations in effective comm, social participation,academic achievement or occupational performance
  • Rule out ASD: no repetitive and restricted interests
  • Persistent difficulty in social comm(both verbal and nv behaviors)
  • Persistent difficulties in acquiring use of lang
  • Social problem solving (interpreting motives of others, nuances of social dynamics; not rule based)
  • Must be present since early childhood

Language Disorders 2 GRAD (1 decks)

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