module 7 Flashcards
(24 cards)
low SES (percentages) Canada
10.1% population poverty 2019
9.7% children under 18 yerars old 2021
1,7 million population rely on welfare, almost half a million children (5% of population)
Hart and Risley Study (1995) purpose, study subject, place, method
SES effects on language acquisition
42 families, chilfen 7-9 y-o
4 backgrounds: welfare, working class, middle class, professional
longitudinal study in Kansas over a decade
record one hour monthly with children from 7 mo -36 mo (for 3 years)
6 years after = transcript
children followed to age 9 when tests of language and literacy were conducted
Hart and Risley 1995 results (4) + conclusion
1- parents of advanced children talk more to their children
2- age 3, spoken vocab children from professional > welfare families
3- 30 million word gap: welfare hear 616 words/hr, professional 2153 words/hr
4- language ability of child varies relatively to amount parents speak to them
CONCLUSION: high correlation between vocab size at age 3 and language test score at age 9 (academic sucess)
SES FORM
low scores on tests of morphology and syntax
SES CONTENT
-delayed expressive vocab
-delayed receptive vocab
-restricted meanings of words
SES USE
-poor converstaional skills
-poor social interaction skills
SES other language characteristics (6)
- oppositional behaviours
-physical aggression - weak attention
- hyperactivity & impulsivity
-poor literacy & academic skils - cognitive delays
La Paro et al 2004 study (2004) purpose, study subject, results
- why depression associated with proverty
- 73 3 y-o with SLI followed to age 4.5
- mothers who experienced poverty = more likly to be depressed = impacted language development
-results: mother less depress no longer SLI at 4.5, mother severely depress SLI not resolved by 4.5
O’Neill-Perozzi (2003) purpose, subject, results
-why homelessness adds to poverty
- examine speech language ability of 25 mothers and their preschool children in urban homesless shelters
-60% mothers had language disorders
-69% preschool children overall language disorder (either in auditory comprehention, verbal expression, reading, writing)
neglect
-failure to provide for child’s basic needs, emotional educational, physical (ex: domestic violence, inattention to emotional needs, lack of food, shelter, medical care)
- all SES levels
abuse
-physical, emotional, sexual (ex: mild or severe injury, contact rejection, insutls, threats, cirticism, assault, incest)
Allan and Oliver (1982) subject, purpose, result, method
- 79 children (13 abused, 7 neglected, 31 abused and neglected, 28 non-maltreated)
- affects of abuse and neglect on language skills
-method: preschool language scale - results: auditory comprehension and verbal ability were predicted by neglect -> associated wiht language delay = neglect
why neglect has consequences (and what consequences)
attachment theories, more severe cognitive and academic deficits, social withdrawal and limited peer interactions and internalizing problems (as opposed to exernalizing them) compared to physical abues
neglect abuse FORM
-often quiet
-shorter MLU
-less complex utterances
-deficites in syntax that persist into school age
neglect abuse CONTENT
- delayed vocabulary
-vocabulary skills (improve to near normal levels by school age)
neglect abuse USE
-difficulty using language to express feelings and needs
-difficulty using language to express abstaction; mainly talk about the here and now
-volunteer information infrequently
-delays in narrative skills
OTHER lang charact. neglect abuse
-cognitive problems (impulse control, problem-solving)
-delyas in litaracy skills
-may be aparthtic and lethargic
-may demonstrate learned helplessness
-anecdotal reports of selective mutism following abuse
3 groups preschool children told personal narratives (gp 1 - middle class homes, gp 2- families on welfare, gp 3- abuse nelect) (Peterson 1994)
- 1 & 2 narratives same lenght, 3 not
- 2 & 3 needed more prompting to complete story
- 3 had fewer events, less info about people, location, objects, activitty, no temporal or causal, chronologically mis-ordered (leapfrogs), half of nearratives only one or two events
maternal substance abuse (what it is and consequences alcohol and cocaine)
substances ingested by thte mother cross the placenta barriere and affect the intrauterine environement +. other environemental risk ffators
- alcohol: fetus unable to metabolize the alcohol and the alcohol interferes with chemical processes in the cells
- cocaine: increase prob of premature birth, cause developmental problems
fatal alcohol spectrum disorder: faccial, growth, central nervous
-birth abnormalities - lifelong impairments
-facial anomalies : flat upper lip, flad midface
- growth defieciency (low birth weight)
- central nervous sytem abnormalties (decreased cranial size, brain anomalies)
FASD FORM
- initially delayed exppressive and receptive language development
- by school age, good expressive language but difficulty following directions and poor language comprehension
FASD CONTENT
- word retrieval problems
FASD USE
- interest in social engagement but poor social skills
- pragmative lanague difficulties that persist into adolescence
-difficulty producing narratives that have suffiecient semantic elaboration and referencing
FASD other langugage characteristics
- poor attention hyperactivity, distractibility
-difficulty understanding consequences of actions
-temper tantrums, conduct problems
-lack of inhibition
-poor judgement
-betterperformance in reading and writing relative to math
-memory problems
