WSU SLP 6460 week 3 school age/adolescent LI/etiologies

school age children LI language use deficits

discourse level deficits present, pragmatic deficits rarely occur alone

narrative discourse

storytelling

conversational discourse

academic (formal conversations of classrooms) and social discourse fall into this category

expository discourse

information telling/receiving

discourse

connected written or spoken language

conversational/academic discourse deficits

child may not know when or how to ask for clarification in class, may not process the classroom/academic discourse style, trouble following given directions, don’t understand IRE

IRE

the teacher Inquires, the students Respond, the teacher Evaluates that response/provides feedback

conversational/social discourse deficits

child may have difficulty identifying/using appropriate nonverbal skills and conversation topics, may not produce varied types of speech acts/pragmatic functions the same way their typically developed peers do

four rules of social interaction

rule of quality, rule of quantity, rule of manner, rule of relevance (THINK)

narrative discourse deficits

after hearing a story told they have difficulty retelling or generating that story with all components or in an organized way, difficulty sequencing elements in the story told upon retelling, very closely intertwined with reading comprehension deficits (80% of children with LI have difficulties with reading comprehension), trouble understanding inferences

adolescents with SLI (11ish-21ish) deficits

similar to those already discussed for pre K and younger school age children; societal problem; could have classroom problems with recalling info, listening, organizing ideas and physical things, peer relations, understanding definitions

4 etiologies linked to LI

intellectual impairment, attention deficit/hyperactivity disorder, hearing impairments, autism spectrum disorder

intellectual disability (ID) characteristics

IQ scores below 70, ranges from mild to profound, approx. 89% of people who are ID it is a mild ID, 7% have moderate ID, 1% have severe/profound ID; could also be referred to as cognitively impaired

3 criteria to diagnose ID

significant limitations in intellectual functioning, significant limitations in adaptive behavior, limitations in both above areas before the age of 18; many types (down syndrome, fragile X, fetal alcohol syndrome)

intellectual disability in down syndrome

better receptive language than expressive, relatively good narrative ability, trouble with formatting utterances that convey their intent, speech intelligibility is troublesome

ID and fragile X syndrome

conversational discourse deficits, perseveration (staying on the same topic), speech intelligibility concerns, males have more delays in expressive/receptive language, females more deficits in pragmatics

ID and fetal alcohol spectrum disorder (FASD)

pragmatic language deficiencies, narrative deficits, trouble w syntactic elements of language, may have relative strength in receptive language

attention deficit/hyperactivity disorder (ADD/ADHD)

hyperactive or inattentive ‘versions’; deficits with regard to language use, secondary to other symptoms; child may talk over others, interrupt frequently, say inappropriate things, decreased topic maintenance skills

hearing impairments

can be completely deaf (can’t gain language through audition) or hard of hearing (can gain language from audition); prelingual vs postlingual loss, unilateral vs bilateral loss, many different factors that impact the severity of language impairment

hearing impairment caused language impairment characteristics

depends on severity of loss; morphological errors (leaving off plural S), many of the standard phonemes of the language may be misinterpreted therefore produced incorrectly, may have prosodic deficits, vocabulary deficits, may appear inattentive, or not as effective socially as a communicator

autism spectrum disorder language characteristics

language milestones are developed much later than typically developing peers, all language domains affected (form content use), may not respond to human voices/speech, may use echolalia of speech and/or perseveration, deficits in social interaction