Language Disorders in Children Exam 1

What percentage of a child's vocabulary is comprised of nouns through age two?

50%

Why are pronouns important to SLPs

They create cohesion in discourse-level language

At what age do children generally begin to use regular, past-tense verbs?

Around 3 to 4 years

Speech

Verbal means by which we deliver language that is made up of phonemes

Language

A socially shared code or system for representing concepts through the use of symbols and rules to govern now they are combined

Communication

Exchange of ideas, thoughts, feelings, desires, and/or information between two or more individuals based on agreements between people

Bloom and Laney's model

Form, content, and use

Expressive language

Production/output

Receptive language

Understanding, comprehension, input

Syntax

Rules governing the grammar, form, and structure of a sentence

Morphology

Internal organization of words, morphemes, und the smallest unit of language holding meaning

Phonology

Rules governing the structure, distribution, and sequencing of phonemes

Semantics

Rules governing word meaning, the content of words and word combinations

Pragmatic

The social use of language and now we use language to reach communication goals

Dialect

mutually intelligible subcategories of parent language with similar but not identical rules, spoken by everyone

Social model of disability

Oppression and exclusion people with impairments face is caused by the way society is run and organized

The medical model of disability

The struggles that a person faces is due to the limitations their disability forces on them

Language disorder

A significant impairment in the acquisition and use of language across modalities due to deficits in comprehension and production across any of the five language domains

Core features of language disorders

Impact on form and/or content and /or use, spoken and/or written and/or signed language, production and/or comprehension

Language disorder in the context of biomedical conditions

Secondary to a known cause

Developmental language disorder

Neurobiological in origin, no known cause

Five guiding principles of early intervention

Family centered

Cultural and linguistically responsive

Developmentally supportive, promote participation in the natural environment

Comprehensive, coordinated, team based

Services are based on high quality evidence

Prevention

Doing something before a disability arises

Screening

Determine who might be at risk

Evaluation

Standardized, non-standardized, or dynamic assessment

Overarching goal for early intervention

To lessen the effects of disability or delay by addressing young children's needs across five developmental areas

Three purposes of language intervention

Skill development, compensatory, systemic

Skill development

Change or eliminate the problem

Compensatory

Teach strategies and compensations

Systemic

Change the system or environment

Implicit learning

Child-centered, facilitated play for younger kids

Explicit learning

Clinician centered, at a table for older kids

Contexts for intervention

Consultant, language-based classroom, collaborative, telepractice

Consultant

Reliance on another professional to provide the intervention

Language-based classroom

In preschool SLPs ensure maximum opportunities for language development and intervention that is continuous throughout the day

Collaborative

Between consultant and language-based classroom model in intensity. SLP works with students with difficulties in the regular education

Telepractice

Remote delivery

PICO to frame the clinical question

Patient or problem

Intervention being considered

Comparison treatment

Desired outcome