Study Guide Flashcards

Question

What are the possible biological causal factors for ID/MR/DD?

Answer 1

- genetic and chromosomal differences (Down's) - maternal infections (rubella & measles) - toxins & chemical agents (FAS & drugs) - nutritional and metabolic causes - gestational disorders (formation of brain or skull) - complications from pregnancy or during delivery - gross brain diseases (tumors)

Answer 2

- more difficult to identify - may involve many interactive variables - EX: poor housing, lack of medical care, poor hygiene... effects vary by child.

Answer 3

-seem to have differences in: cognitive processing abilities (information processing)

Answer 4

- understanding ID - DOES NOT EXPLAIN THE DISORDER - represent the cause, the result, or a concurrent problem and suggest intervention techniques

Answer 5

- Attention: can sustain as well as TD, but has difficulty scanning and selecting what to attend, overall attention skills decrease with level of severity - Discrimination: difficulty Identifying relevant stimulus cues, may choose less important stimuli to focus on - Organization: difficulty developing Organizational strategies (BIGGIE!!!) for storage and retrieval - Memory: Demonstrate poor recall than TD, more severe cases = poorer memory, slower retrieval due to organizational problems - Transfer: Inability to generalize

Answer 6

no, but can write a goal to recognize patterns

Answer 7

- Significant difficulty in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities (across the board) - Intrinsic to the individual, presumed to be related to CNS dysfunction - May occur across the lifespan - LDs may occur concomitantly with other “handicapping” conditions or with other outside influences. LD is not the result of those conditions or influences, however.

Answer 8

1. motor 2. attention 3. perception 4. symbol** 5. memory 6. Emotion

Answer 9

- Most children with LD do not have all of associated characteristics (Motor, Attention, Perception, Symbol, Memory, Emotion) For example: - 15% have difficulty with motor learning and coordination >75% have difficulty learning and using symbols—Some professionals consider this group to have a language learning disability

Answer 10

- Usually involves hyperactivity - overactivity characterized by constant motion. - Can lead to short attention/concentration span. - About 5% of children have hyperactivity. Nine times as prevalent in boys. - Not all kids with hyperactivity have LD. - Not all kids with LD have hyperactivity. - poor sense of body movement, - poorly defined handedness - poor hand-eye coord. - poorly defined concepts of space and time (all over the place)

Answer 11

- Short attention span and inattentiveness - Easily distracted by irrelevant stimuli and easily overstimulated - Affects ability to learn and organize life - Perseveration often is present—repeat utterances over and over, appear unaware. - NOT to be necessarily confused with a diagnosis of ADHD

Answer 12

- Different from reception - USUALLY COMPROMISED IN LLD!!! (Not as severe in SLI) - LD is not equal to a sensory or reception disorder. - May have any of the following: - Perceptual difficulties=interpretational difficulties: Occur after the stimuli are received. - confusion of similar sounds and words/Similar printed letters and printed words - Difficulty with figure ground perception (isolate an auditory stimulus against background noise) - Sensory integration difficulties. Ability to make sense of visual and auditory stimuli occurring at the same time. Gestures, facial expressions, body language, intonation, and verbal language work together to convey information. Each alone is not enough to convey info.

Answer 13

- If it's an LLD this is big! - Short and long-term storage and retrieval problems - These kids often have difficulty remembering directions, names, and sequences. - Word finding problems are common. i.e. - Think back to information processing/executive functions

Answer 14

- Emotional problems may accompany LD, but are not causal (unless something caused it i.e. witnessed murders, etc.) - Often reaction to or accompany frustration related to situational difficulties - Common descriptors: Aggressive, Impulsive, Unpredictable, Withdrawn, Impatient - May demonstrate poor judgment, unusual fears (Owen’s example of shoes), or adjust poorly to change - May be overly dependent on routines when language interpretation is required

Answer 15

- All aspects of language—spoken and written—are affected (often the case with LD—75%) - The difficulties are perceptual. Language perception, not reception (sensory) - Even though these kids play TV/Radio loudly, squint and rub eyes when reading, etc., or have concomitant hearing or vision problems, the problem is not sensory. - May struggle with conversational turns, and form and content of language—Form (morphology and syntax) does not stand out as in SLI. - Synthesizing language rules is difficult, so delays in acquiring morphological rules and complex syntax development. - Morphological errors and syntax errors are present in both speaking and writing. Most common morphological error is omission. - Overall language development may be slow, resembling language of younger children but with even less use of mature structures - Little preschool interest in books or language. Cannot follow a story. - Word finding is a particular problem during conversations and narratives. - Greater time needed to respond verbally - When young, often struggle with literal meanings - When older, the struggle moves on to multiple meanings (rock, nursery) and figurative meanings - The language demands of the classroom are often too high for the oral language of these children - Many end up in Special Day Classrooms: Discuss both LH and CH placements (best places for these kids to be). Our assessment is VITAL (do they need specific language scaffolding to learn?) - Underachievement of these kids further underscores language-learning links. - Oral language skills are single best indicator or reading and writing success in school.

Answer 16

- with LD symbol is not affected - it becomes an LLD when symbol is affected! **check with Dr. P to make sure this is correct

Answer 17

difficulty with: - relating and comparing items - non-literal language (hear and now) - multiple meanings - word finding difficulties - confusion with meanings of conjunctions (and, but, so, because, etc….)

Answer 18

Difficulty with: - constructing negatives - passives - relative clauses that modify noun phrases - contractions - tense markers - possession - correct pronoun use - Repeats sentences in reduced forms which indicates difficulty learning sentence forms - Confusion with articles

Answer 19

Inconsistent sound production, especially as word complexity increases—multisyllabics may be tough: (i.e. Chrysanthemum, aluminum, alligator, etc.)

Answer 20

- Turn taking is not a problem - Difficulty answering questions or requesting clarifications - Difficulty initiating or maintaining a conversation

Answer 21

- Confusion with wh-questions (Who? What? Where? When? Why?- "why" is the most difficult one for them to answer) - Poor strategies for interacting with printed information - Confusion of letters that look similar (b/d) and words that sound similar (plane/pain)

Answer 22

- Biological - social environmental - processing

Answer 23

Biological: - Heredity is indicated - Parent with dyslexia combined with late talking in the child=indicator of language impairment to come. - CNS dysfunction, success of Ritalin with some students - Dyslexia brain studies----all suggest biological basis present

Answer 24

- Abuse - Neglect - No stimulation

Answer 25

Social Environmental Factors: - Language and interactional difficulties of these children must affect development - Acting out in response to frustration, accusations of not trying, learned helplessness, fear of trying, attention seeking (even negative attention is attention). - Social successes and failures have a great influence on subsequent interactions

Answer 26

- Several executive functions are involved - Information that is poorly attended to and poorly discriminated will be poorly organized - Memory is related to storage and retrieval. These kids have later and slower growth with respect to creation of necessary semantic networks, leading to slower and less accurate retrieval (think about RAN)

Answer 27

when a student with a language impairment begins to struggle in school.

Answer 28

Yes but it is specific to the symbol characteristic specific to the phonologic core/phonological processing.

Answer 29

- No, it is a decoding problem and a comprehension problem of the code. - They have a problem with their written word, and have average to above average intelligence and oral language.

Answer 30

- Decreased rapid naming, leads decreased reading fluency, which impacts reading comprehension

Answer 31

- it is a specific LLD - it's not about oral language, it's about the printed word - Specific to the phonologic core/phonological processing - All systems of language besides phonology is impacted - Often associated with phonological awareness, phonological memory, and Rapid Automatic Naming (RAN) deficits (can't decode the words) - related to the "symbol" category - Characterized by difficulties in accurate, fluent word recognition when decoding words and spelling difficulties

Answer 32

1. Language Based that may affect comprehension and/or speech sound discrimination (SLP involved) 2. Visuospatial disorder that may affect letter-form discrimination with relatively unaffected language overall (not SLP focus)

Answer 33

- Characterized by difficulties in accurate, fluent word recognition when decoding words and spelling difficulties - Often associated with phonological awareness, phonological memory, and Rapid Automatic Naming (RAN) deficits - It is believed that decreased phonology, specifically phonological awareness/phonological memory leads to trouble with phonics (sound-symbol correspondence) can lead to decreased reading fluency, which impacts reading comprehension

Answer 34

- ASHA reminds us that language-based learning disability is an even better title than dyslexia because of the relationship between spoken and written language. - The child with dyslexia has trouble almost exclusively with the written (or printed) word. - The child with dyslexia as part of a larger language learning disability has trouble with both the spoken and written word. - Many in the field would consider this a more generalized or “garden variety” reading problem…..not as specific as dyslexia.

Answer 35

- Comparable verbal IQ scores and/or listening comprehension - Below average word reading (decoding) - Nonsense or non-real word reading is below real word reading (word attack skills) - Well below average phonological processing scores

Answer 36

- prenatal drug exposure - fetal alcohol spectrum disorders (FASD) - fetal alcohol syndrom (FAS) - Alcohol-related neurodevelopment disorder (ARND)

Answer 37

- slow vocabulary growth and lexical errors - Less able to recognize physical features (color, size, and shape), thematic elements within a topic (throw, hit, catch go with game), and/or causation (who caused something, who or what received something) - New words are not learned and stored quickly - Naming difficulties secondary to less elaborate storage of words - This builds on itself—vocabulary growth builds on comparison to previous learning and repeated exposure to terms

Answer 38

- Fewer morphemes used correctly, affecting verb endings, auxiliary verbs, and articles and prepositions. - Morphemes themselves receive little stress in speech.

Answer 39

-Vocalize less, have less mature syllable structures - can do some of the basic things, can produce all of the sounds but phonological system is weak if we tax it -Poor non-word repetition (biledodge, viversumouge) • non-words: they learn to move their articulators, hear everything and put it together (the sounds are within the rules), isolates/tests working memory, not aided by top-down processing

Answer 40

- 11 to 35 % of pregnant women ingest one or more illegal drugs - Infant effects vary by amount and type, method of ingestion, and age of fetus - low birth weight, small head circumference; jittery and irritable, cry excessively (not listening, or attending) - easily overstimulated - avoids human face - disrupts typical bonding which delays motor, social, and language development. Environment may reinforce this cycle. - few infant vocalizations, inappropriate gesturing, lack of oral language - By preschool word retrieval problems, short disorganized sentences, language use lacks variety, poor eye contact, turn taking, off topic - By Kindergarten short, simple sentences, limited vocabulary, inability to deal with abstract language and multiple word meanings, temporal/spatial problems - School age years involve word retrieval, word order, and poor pragmatics - Often diagnosed with an LD and/or with ADHD

Answer 41

INFORMATION PROCESSING: - attention - memory - executive functions in general Followed by: - learning - behavior - control - mental health - academics

Answer 42

Morphology errors.

Answer 43

- Past tense, the verb “to be.” - Late appearance of past tense –ed is a hallmark. - Pronoun errors are common because they tend to overuse one form (“he” or “she”)

Answer 44

- Poor discrimination of units of short duration like bound morphemes (plural endings, etc). (hallmark) - i.e.- knowing the tenses - Ineffective sentence comprehension - Reading errors are often not related to the text in terms of actual decoding or meaning has to do with overall discrimination. * * He said this was a bad bullet point** - Series of events presented visually or verbally are difficult to reconstruct (like event retell or story retell) - i.e. sequencing

Answer 45

- DD - growth deficiencies - distinct facial characteristics

Answer 46

- significant impairments in several areas of development | - distinct facial characteristics

Answer 47

- Mean IQ in borderline ID category (but range from 30 to 105) - Concrete learners - Poor problem-solving - Difficulty generalizing - Easily distracted, overstimulated, impulsive, perseverative - Poor memory, interpersonal skills, and judgment - Language development delayed, echolalia, language production exceeds comprehension - Language development delayed, echolalia, language production exceeds comprehension - Problems with word order, word meaning, turn taking in conversation - Executive functions are interrupted. Limited in amount of information they can process. Cannot easily formulate concepts or regulate responses - Often diagnosed with an LD and or ADHD

Answer 48

SLI: - the focus is on language (particularly form) and other disorders are excluded. - Perceptual difficulties are limited to rapid, sequenced sound stimuli - grammatical morpheme problems is a hallmark of SLI LLD: - demonstrates diffuse weaknesses across the systems of language and may be associated with other impairment areas (motor, attention, perception, memory, emotion) - Language perception difficulties are the essence (much deeper) - The ability to attend actively, be responsive, and anticipate stimuli is also compromised - Language impacting the ability to learn is evident (reading decoding and comprehension, ability to access the curriculum

Answer 49

it usually is characterized by the exclusion of other disorders

Answer 50

Some suggest that it is not a distinct disorder, but is merely a category of children with limited language difficulties resulting from genetic and/or environmental factors combined.

Answer 51

- Perceived more negatively by teachers and peers - Behavior problems emerge - Take minor roles in cooperative learning because they contribute little - Later in school self-esteem becomes affected - Self perception decreases with regard to school and social abilities

Answer 52

- May be primarily receptive or expressive or a combination - Different aspects of language affected—although language form (syntax/morphology) stands out - These characteristics change as child matures, and it could be a lifelong problem - Early language skills that affect later reading and writing are affected - You need to have good syntax and morphology understanding to comprehend what you are reading - Oral errors appear in writing - writing will be missing correct verbiage, struggling to come up with a cohesive sentence, lots of erasing - these kids have trouble learning the rules of language, using learned language in different contexts, and using word associations to increase vocabulary (double edged sword) (vocab and morphology help each other along) - morphology and phonology rules are not learned and applied correctly and vocabulary does not develop - Pragmatics problems develop because of difficulties with language use.

Answer 53

- May act younger than age (poop example….) - Less flexible with language use and don’t understand communication breakdowns - Trouble getting a turn to speak - Inappropriate responses to topic - Difficulty initiating a conversation - Incomplete, confusing narratives - Failure leads to decreased social interaction

Answer 54

Less likely to interact - Less successful at play interactions-particularly if expressive language is significantly affected - Fear of approaching others - Reticence - Often ignored by peers which leads to decreased interactional opportunities - SLI + social skills problems=3X more likely to be victimized by peers (this is a big one!) - By Junior High, these kids perceive themselves negatively scholastically and socially

Answer 55

- Neurological disorder suggested: - brain asymmetry/different patterns of brain activation - Strong familial connections: 60% with SLI have an affected family member, 38% have an affected parent - Pre-term births: Sizeable minority born at 32 weeks or less are at considerable risk.

Answer 56

- (While no one has suggested this is a cause) there is evidence that parental interaction with SLI children is decreased. - parents might become discouraged when child doesn't respond and stops interacting with the child altogether. - an effective language learning technique

Answer 57

- neglect - stimulation in the environment - Locke said stimulation denied is grammar denied

Answer 58

- reduced processing and storage of phonological information (the building blocks) leads to inefficient recognition of different words, ability to produce nonsense words, etc., inefficient word learning, slow word recognition, ineffective comprehension of sentences. Problems with incoming info, with memory, and with transfer. - Phonological Awareness difficulties are not as profound as those with Dyslexia - Working memory deficits restricts information processing (difficulty comprehending longer and more complex utterances-Imagine having a rapid conversation with weak working memory. You can’t keep up—keep losing information as more comes in. Can’t relate new information to processed old information. Think about your experiences with other languages……). Orient more slowly to information, have more limited capacity to focus and refocus and shift focus

Answer 59

Yes-Autism is at the more severe end of it and PDD-NOS (pervasive developmental disorder-not otherwise specified is at the milder end of the PDD spectrum.

Answer 60

a more severe form of PDD

Answer 61

- a less severe form of PDD is present - it may be labeled as Asperger's syndrome or mislabeled as an LD or ADHD - others may be labeled hyperlexic and have some characteristics of ASD - Some present very much like LD and the milder forms are sometimes diagnosed as such, rather than ASD

Answer 62

- impairments in social interaction - severely limited behavior, interest, and activity repertoire - onset prior to 30 months - disturbances in developmental rates and sequences in motor, social-adaptive, and cognitive skills - disturbances in responses to sensory stimuli (hyper and/or hypo- in hearing, vision, touch, motor, smell, taste, combined with self stimulation behaviors) ("stimming") - disturbances in speech and language, cognition, and nonverbal communication, including mutism, echolalia, and difficulty with abstract terms. - disturbances in capacity to appropriately relate to people, events, and objects - lack of social behaviors, affection, and social play** (hallmark!)

Answer 63

- males - 1 in 54 boys are likely to be affected according to the center for disease control - up 23% since '06 - up 78% since 2002

Answer 64

1 in every 88

Answer 65

- 1/2 have IQ below 50 - 1/4 have IQ 50-70 - 1/4 have IQ 70+

Answer 66

Before 18 months

Answer 67

- lethargic - prefer solitude - make few demands OR highly irritable w/ sleeping problems and intense crying

Answer 68

- tantrums - repetitive movements - ritualized play - extreme reactions to stimuli - lack of pretend and social play - joint attention and communication difficulties including lack of gestures

Answer 69

parents report typical development before 24 months, particularly with girls

Answer 70

no, it seems to involve spurts and plateaus

Answer 71

- a milder form of ASD - difficulty with social behavior - poor eye contact - poor use of gestures and facial expressions - may have disordered grammar and exhibit echolalia - Communication, ADL, social skills, IQ, and language acquisition falls between ASD and Aspergers

Answer 72

- Less severe than ASD - Cognitive language and self-help skills not disordered - subtle language impairments with little delay - social interaction difficulties, restricted interests, repetitive behaviors - when compared to children with HFA (high functioning autism) these children have high verbal IQ and low nonverbal or performance IQ (the opposite of HFA) - despite this there is an overlap between HFA and AS - may have decreased organizational sills, yet be perfectionist - can concentrate deeply - difficulty transitioning between activities

Answer 73

What do you know in terms of language for children with Asperger's Syndrome? -verbosity - pedantic speaking style - decreased social pragmatics in social and conversational settings - intense interest in limited topics

Answer 74

- 7:1 boys to girls - spontaneous ability to read, frequently by 2.5-3yrs. - little reading comprehension however - intense preoccupation with letters and words - extensive word recognition/decoding by age 5 - language and cognitive disorders in reasoning and perceiving relationships - Delayed language - difficulty with connected language in all modalities - difficulty integrating language with context to make meaning

Answer 75

- 1st red flag is often communication problem (failure to begin gestures or talking, no interest in others, lack of verbal responses) - poor social interaction, language, communication skills - articulation is not usually a concern, but speech can be robot-like/wooden--lacks prosody/rhythm - 25% may have typical language but 25-60% remain nonspeaking--AAC may help some - many demonstrate immediate or delayed echolalia-most go through at least one period of this

Answer 76

- PRAGMATICS - DECREASED JOINT ATTENTION - difficulty initiating and maintaining conversations - limited overall communication functions - difficulty matching language form and context - MAY PERSEVERATE AND/OR BRING UP INAPPROPRIATE TOPICS - IMMEDIATE AND DELAYED ECHOLALIA - routinized utterances - few gestures, misinterprets gestures - overuse of question form - asocial, solitary monologues - speaker listener roles not well developed - poor eye contact--seems to use peripheral vision

Answer 77

- the ability to recognize that others have beliefs, desires, intentions, emotions, and knowledge that are different from one's own - directly related to pragmatics - deficits often exist in this area for PDD/ASD

Answer 78

- Word finding problems - underlying meaning of words is not used as a memory aid - inappropriate answers to questions

Answer 79

- pronoun use and verb endings are affected - superficial, structured sentences, with little attention to meaning - overly dependent on word order

Answer 80

- often disordered, but variable within the child - developmental order is same as TD - this is the least affected aspect of language in many cases

Answer 81

overall impaired. most noticeable during conversations

Answer 82

**Evidence points to this** - 65% have abnormal brain patterns - incidence correlations found between autism and prenatal complications, fragile X syndrome, Ritt Syndrome, and family history of ASD - often accompanied by mental retardation & seizures - studies have found high levels of seratonin- a neurotransmitter, abnormal cerebellum development, multifocal brain disorders, neural subcortical impairment, etc. - some studies have suggested a multiple gene genetic link

Answer 83

- early studies blamed parents - there is no basis for this and subsequent studies have found that these parents frequently interact with their children @ appropriate language levels

Answer 84

- difficulty analyzing and integrating information; fixate on one aspect of incoming stimuli (attention) - this impacts the ability to discriminate - overall processing is "gestalt" and chunks are stored and reproduced identically (organization) - input never seems to get taken in as a whole and analyzed into its parts-these children frequently repeat agrammatical sentences and don't correct them. - very little of the world makes sense to these children. they overload quickly - storage of these gestalts may overload memory - can't organize information on the basis of relationships between stimuli because whole chunks are stored - huge problems transferring or generalizing learned information from one context to another

Answer 85

- PDD is heterogeneous and varies in terms of severity - early intervention is critical. early identification is critical at times - it is difficult to diagnose before 2 years in most cases - we are often first point of contact-referral is key! - while we don't diagnose alone, we are a critical part of the evaluative team, which varies by worksite

Answer 86

- psychologists - SLPs - nurses - educators/special educators - developmental pediatricians - child neurologists - cognitive psychologists

Answer 87

- linguistic - cognitive - physical - behavioral - academic

Answer 88

- perception - memory - reasoning - problem solving may be affected - may be permanent or temporary

Answer 89

social disinhibition

Answer 90

- mild concussion: loss of consciousness for 30 minutes | - Severe TBI: coma for 6+ hours

Answer 91

- lower IQ - Social Disadvantage - Poorer schooling

Answer 92

- degree and length of unconsciousness - duration of amnesia - posttraumatic ability - Age at injury - Age of injury

Answer 93

- word retrieval and naming deficits - vocabulary may be intact but difficulty describing objects - automated, over-learned language relatively unaffected

Answer 94

sentences may be lengthy and fragmented

Answer 95

few difficulties, although dysarthria and apraxia may exist secondary to injury

Answer 96

- problems due to inattention and processing speed - poor auditory comprehension and reading comprehension - routinized every day comprehension unaffected - non abstract vocabulary usually affected

Answer 97

- THE HALLMARK OF TBI - off topic - ineffectual - inappropriate comments - lengthy explanations - appropriate eye contact

Answer 98

* *information processing - attention - organization - storage - retrieval

Answer 99

when the brain is denied oxygen

Answer 100

-specific and localized

Answer 101

- language form usually recovers quickly - word retrieval at first may be extreme for both speed and accuracy - language comprehension decreases @ first - persisten subtle pragmatics difficulties common!!!

Answer 102

-abused or traumatized children

Answer 103

- limited expressive vocabulary - few decontextualized utterances - more contextualized "here and now" discussion

Answer 104

-shorter, less complex utterances

Answer 105

same as TD

Answer 106

auditory and reading comprehension affected

Answer 107

- HALLMARK! - poor conversational skills - unable to discuss feelings - short conversations - few descriptive utterances - language used to meet an end - little social exchange or affect

Answer 108

- general delay in language development - nonverbal IQ is 86 or lower (unlike SLI & LLD which is 85 or higher) - no obvious sensory or perceptual deficits - perform more poorly than SLI kids on some language tasks and take longer to generalize rules - therapy indicated!

Answer 109

- child doesn't speak in some situations but may speak normally in others - occurs 2x as much in girls - related factors: social anxiety, extreme shyness, LI, Second language learning

Answer 110

- linguistic - cognitive - physical - behavioral - academic

Answer 111

- perception - memory - reasoning - problem solving may be affected - may be permanent or temporary

Answer 112

social disinhibition

Answer 113

- mild concussion: loss of consciousness for 30 minutes | - Severe TBI: coma for 6+ hours

Answer 114

- lower IQ - Social Disadvantage - Poorer schooling

Answer 115

- degree and length of unconsciousness - duration of amnesia - posttraumatic ability - Age at injury - Age of injury

Answer 116

- word retrieval and naming deficits - vocabulary may be intact but difficulty describing objects - automated, over-learned language relatively unaffected

Answer 117

sentences may be lengthy and fragmented

Answer 118

few difficulties, although dysarthria and apraxia may exist secondary to injury

Answer 119

- problems due to inattention and processing speed - poor auditory comprehension and reading comprehension - routinized every day comprehension unaffected - non abstract vocabulary usually affected

Answer 120

- THE HALLMARK OF TBI - off topic - ineffectual - inappropriate comments - lengthy explanations - appropriate eye contact

Answer 121

* *information processing - attention - organization - storage - retrieval

Answer 122

when the brain is denied oxygen

Answer 123

-specific and localized

Answer 124

- language form usually recovers quickly - word retrieval at first may be extreme for both speed and accuracy - language comprehension decreases @ first - persisten subtle pragmatics difficulties common!!!

Answer 125

-abused or traumatized children

Answer 126

- limited expressive vocabulary - few decontextualized utterances - more contextualized "here and now" discussion

Answer 127

-shorter, less complex utterances

Answer 128

same as TD

Answer 129

auditory and reading comprehension affected

Answer 130

- HALLMARK! - poor conversational skills - unable to discuss feelings - short conversations - few descriptive utterances - language used to meet an end - little social exchange or affect

Answer 131

- general delay in language development - nonverbal IQ is 86 or lower (unlike SLI & LLD which is 85 or higher) - no obvious sensory or perceptual deficits - perform more poorly than SLI kids on some language tasks and take longer to generalize rules - therapy indicated!

Answer 132

- child doesn't speak in some situations but may speak normally in others - occurs 2x as much in girls - related factors: social anxiety, extreme shyness, LI, Second language learning

Answer 133

- linguistic - cognitive - physical - behavioral - academic

Answer 134

- perception - memory - reasoning - problem solving may be affected - may be permanent or temporary

Answer 135

social disinhibition

Answer 136

- mild concussion: loss of consciousness for 30 minutes | - Severe TBI: coma for 6+ hours

Answer 137

- lower IQ - Social Disadvantage - Poorer schooling

Answer 138

- degree and length of unconsciousness - duration of amnesia - posttraumatic ability - Age at injury - Age of injury

Answer 139

- word retrieval and naming deficits - vocabulary may be intact but difficulty describing objects - automated, over-learned language relatively unaffected

Answer 140

sentences may be lengthy and fragmented

Answer 141

few difficulties, although dysarthria and apraxia may exist secondary to injury

Answer 142

- problems due to inattention and processing speed - poor auditory comprehension and reading comprehension - routinized every day comprehension unaffected - non abstract vocabulary usually affected

Answer 143

- THE HALLMARK OF TBI - off topic - ineffectual - inappropriate comments - lengthy explanations - appropriate eye contact

Answer 144

* *information processing - attention - organization - storage - retrieval

Answer 145

when the brain is denied oxygen

Answer 146

-specific and localized

Answer 147

- language form usually recovers quickly - word retrieval at first may be extreme for both speed and accuracy - language comprehension decreases @ first - persisten subtle pragmatics difficulties common!!!

Answer 148

-abused or traumatized children

Answer 149

- limited expressive vocabulary - few decontextualized utterances - more contextualized "here and now" discussion

Answer 150

-shorter, less complex utterances

Answer 151

same as TD

Answer 152

auditory and reading comprehension affected

Answer 153

- HALLMARK! - poor conversational skills - unable to discuss feelings - short conversations - few descriptive utterances - language used to meet an end - little social exchange or affect

Answer 154

- general delay in language development - nonverbal IQ is 86 or lower (unlike SLI & LLD which is 85 or higher) - no obvious sensory or perceptual deficits - perform more poorly than SLI kids on some language tasks and take longer to generalize rules - therapy indicated!

Answer 155

- child doesn't speak in some situations but may speak normally in others - occurs 2x as much in girls - related factors: social anxiety, extreme shyness, LI, Second language learning

Answer 156

- no babbling by 12 months - no gestures by 12 months - no single words by 16 months - no two-word spontaneous speech by 24 months - loss of language or social skills at any age - (many would add joint attention deficits and symbolic communication deficits)

Answer 157

- linguistic - cognitive - physical - behavioral - academic

Answer 158

- perception - memory - reasoning - problem solving may be affected - may be permanent or temporary

Answer 159

social disinhibition

Answer 160

- mild concussion: loss of consciousness for 30 minutes | - Severe TBI: coma for 6+ hours

Answer 161

- lower IQ - Social Disadvantage - Poorer schooling

Answer 162

- degree and length of unconsciousness - duration of amnesia - posttraumatic ability - Age at injury - Age of injury

Answer 163

- word retrieval and naming deficits - vocabulary may be intact but difficulty describing objects - automated, over-learned language relatively unaffected

Answer 164

sentences may be lengthy and fragmented

Answer 165

few difficulties, although dysarthria and apraxia may exist secondary to injury

Answer 166

- problems due to inattention and processing speed - poor auditory comprehension and reading comprehension - routinized every day comprehension unaffected - non abstract vocabulary usually affected

Answer 167

- THE HALLMARK OF TBI - off topic - ineffectual - inappropriate comments - lengthy explanations - appropriate eye contact

Answer 168

* *information processing - attention - organization - storage - retrieval

Answer 169

when the brain is denied oxygen

Answer 170

-specific and localized

Answer 171

- language form usually recovers quickly - word retrieval at first may be extreme for both speed and accuracy - language comprehension decreases @ first - persisten subtle pragmatics difficulties common!!!

Answer 172

-abused or traumatized children

Answer 173

- limited expressive vocabulary - few decontextualized utterances - more contextualized "here and now" discussion

Answer 174

-shorter, less complex utterances

Answer 175

same as TD

Answer 176

auditory and reading comprehension affected

Study Guide Flashcards

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