Semester 1 Week 6 - DLD Flashcards
(44 cards)
what areas of speech, language and communication might children with DLD struggle with? (8)
- Phonology.
- Syntax.
- Semantics.
- Pragmatics and social use of language.
- Discourse.
- Verbal learning and memory.
- Reading and writing.
- Processing.
what is phonology
underlying speech sound pattern
what is discourse
being able to tell a story or string together a good explanatio
what’s included in verbal learning and memory
remembering new words and what happens in social situations
do children with dld also have dyslexia?
some children have both and some only have one condition. however if spoken comprehension is affected then reading and writing is usually affected
how is processing affected
slower speed
what did dld used to be known as?
specific language impairment
difficulties associated with a child with a language disorder
Child with language difficulties that:
- Significantly impair social and/or educational functioning
- With indicators of poor prognosis
- Not explained by lack of familiarity with ambient language
how are language disorders categorised?
if they are associated with a known biomedical condition then they are ‘Language disorder associated with X’
however if they are not associated with a known biomedical condition then they can be diagnosed with DLD
some conditions that language disorder can be associated with (6)
- Known genetic condition (e.g. Down syndrome, Klinefelter syndrome)
- Cerebral Palsy
- Acquired brain injury
- Sensorineural hearing loss
- Severe intellectual disability
- Autism
what is tricky with the terminology of ‘associated with’
‘Associated with’ does NOT mean ‘explained by’
Not exclusionary factors
is there a cause for dld?
no
what are some co-occurring disorders common alongside DLD
- ADHD
- DCD
- Dyslexia
- Dyspraxia
- Speech
- SEMH
how do children with dld compare to children without dld?
- These children do not follow the typical rate and progress of speech and language development
- may have a spiky profile of development
do children with dld ‘catch up’ with their TD peers
no these children don’t catch up and the disorder persists throughout their lifetime
what are 4 things that would get a child referred for a dld evaluation?
- concern about their speech, language or communication
- behaviour or psychiatric difficulties
- extreme departures from typical development in under 5 year olds
- persistent problems with comprehension or using language to communicate in children aged 5+
if a child is under 2 and not talking is this sufficient cause for referral
no, they’ll be reassessed later and if there is still cause for concern then they may be referred for an evaluation
what is involved in an assessment of speech, language and communication
- info combined from multiple sources - caregivers reports, observation, standardised tests and language learning context
- uses staged approach - initial assessment that taxes both expressive and receptive skills and then get more specific later
- measures of language learning can complement static tests of knowledge/skill
- pragmatics/social communication should also be assessed
- assessment by an SLT will determine whether a problem with speech production is linguistic, structural or motor in origin
why is it sometimes hard to determine dld
language ability is continuous - there’s no specific score/cutoff between normality and impairment that determines dld
what impact does a child’s social background have on their language ability
different aspects of language vary in sensitivity to social and biological background but it is unrealistic to use language profile to distinguish social vs biological origins, there is no research that proves you can you can differentiate between social and biological causes
what does poor prognosis mean in this context
issues with SLC are unlikely to resolve by 5 years of age and will persist into adulthood
red flag behaviours for dld between 1 and 2 years of age
(a) No babbling
(b) Not responding to speech and/or sounds
(c) Minimal or no attempts to communicate (both verbal and non-verbal)
red flag behaviours for dld between 2 and 3 years of age
(a) Minimal interaction;
(b) Does not display intention to communicate;
(c) No words and/or gestures
(d) Minimal reaction to spoken language;
(e) Regression or stalling of language development.
red flag behaviours for dld between 3 and 4 years of age
(a) At most two-word utterances;
(b) Child does not understand simple commands;
(c) Close relatives cannot understand much of child’s speech
