week 10 Flashcards
(31 cards)
LD can come in 2 types, what are they?
developmental or acquired
early signs of DLD
Limited consonant vocalizations, limited syllable shapes, Limited content not having a lot of words and not combining words by the age of twenty four months Babies should be canonical babbling by 10 months which is combining Vowels and consonants. Child should be engaging and communicative acts by 24 months they should have at More than 5 each minute
what causes DLD
Genetics,, Slight differences in neuroanatomical structure , Environmental factors, comorbidities and intellectual disabilities, No single cause, but rather a combined causing. causation of multiple factors . One factor does not mean another, all because there is genetics doesn’t mean the child does have DLD,
Children do not combine words until how many words are mastered?
Usually until 50 words are mastered as early as 16 months.
What is the most common age for children to be referred to an SLP
pre school
Typically developing children. are grammatically correct what percent. of the time
70%
Morphological markers and development are called what?
Brown’s fourteen phonemes
What tier of vocabulary do children with DLD usually use? And what are the other tiers
Children with DLD usually used tier one vocabulary, which is basic everyday words that you would see everywhere children. who used tier two language are using everyday language that has several different meanings and tier 3 is the smallest tier in which its vocabulary words that we learn at a collegiate level.
School aged children with DLD show what type of symptoms within their form, content and use.
Within their form, they use and understand fewer complex sentences. They make more than 20%. of their total language and errors and less than 20% of their sentences are not complex. in regards to content, they only really use and understand tier one words and in regards to use they are not successful in self narations and they have a tougher time understanding inferences and figurative language such as jokes and sarcasm
What are the basic structures to an assessment for a person with dld?
The basic structure would be a case history, an orum mechanism and hearing exam standardized assessments, language samples and criterion reference assessments.
What is the difference between a criterion assessment and a standardized assessment
A criterion assessment focuses strictly on what the child can do, not comparing to their peers and standardize assessments, focus on the child in comparison to their typically and non typically developing peers.
Who do we rely on the most client? who may be younger than one years old or be non vocal to provide us information during an assessment
The parents are care Givers.
In a child younger than one years old, what might be focused on?
A phonetic inventory which is the consonants they can produce and frequency of communication acts, not necessarily being verbalized
What would we focus on on a one to two year old during an assessment for DLD
We would determine the number of words and type of words that are understood and produced, and we would. focus on the semantic relationships between the child’s words
What are the four variables that we would focus on analyzing in a language sample?
The child’s morphology syntax, semantics and pragmatics.
What is a tool for analysis that we would use for analyzing semantics hint? ratio
Differential word ratio and or type token ratio. for differential ratio we would put the amount of words total over the different words that were used and for type token ratio we would put the total amount of words used over the different types of speech that were used in that sentence or utterance
What are the four different intervention models For DLD
The clinical model, the consultant model, the language based classroom model, And the collaborative model. The clinical model is one on one or with school age children. The consultant model is the SLP not implementing the goals, but rather setting them. The language based classroom is where the SLP is the main teacher and it’s more time to learn in language focused. The collaborative model is the SLP is a guest teacher or they are team teaching with a regular teacher where it allows the students to get both benefits of the social and of the speech language pathology.
What are the three different intervention approaches to dld
Clinician directed client centered and hybrid
What does a client directed intervention look like for DLD
Very contrived and nonnatural. And the slp is entirely in control. It doesn’t resemble everyday life, and it’s hard to generalize and its drills that are continuous over and over again.
What does child centered interventions look like for DLD
Indirect language stimulation, which would include self talk, parallel talk, imitation, expansion, extension and recast.
What is self talk in ILS
Describing what we’re doing as we’re doing it
What is parallel talk n ILS
Describing what the child is doing as they’re doing it
With parallel and with self talk what is mandatory?
The behavior has to be observable.
What is expansion and Extension and how do they differ? in ILS
Expansion is adding to a child’s current phrase and making it more detailed extension is expanding upon a current topic, but not building off the structure, but rather the topic. Expansion would be the child saying ice cream and the SLP responding you won ice cream. Extension would be the child stating ice cream and the therapist stating ice cream is cold.
