Language disorders ~ Exam 1

Language

a complex and dynamic system of symbols used to express thoughts

-oral, written, or signed

Speech

process of expressing meaning through sounds

Communication

exchange of meaning between a sender and receiver

-includes speech and langauge

Language disorder

impaired comprehension and/or use of spoken, written, or other symbol systems

-can affect expressive, receptive, or both

Receptive language

ability to understand and process langauge

Expressive language

ability to produce and use language

Language difference

variation in communication used by a group and reflects shared regional, social, or ethnic factors

-no therapy for differences, only address disorders

CLD ~ cultural and linguistic diversity

includes ELL and language difference

DLD is a _____ of langauge _____

type, disorder

DLD developmental language disorder

difficulty understanding and using language which is not related to any other disorder

Language disorders often ______ with other diagnosis

co-occur

LLE ~ Late language emergence

delay in language development in children under 3

-”late talkers”

-20-40% later diagnosed with DLD

Descriptive developmental approach

-focuses on what child can/cant do rather than diagnosis

-describing childs functional communication in a natural environment

-figure out their developmental level and support child in their development

-description of functioning is more important than a label

List the 5 parts of the speech chain

• speaker formulates thoughts into message

• then motor plan is sent to articulators

• sound waves then travel through the air

• listener receives sound waves

• listener processes message

What are the building blocks of langauge

form, content, use

Form

language structure

includes phonology, morphology, syntax

Phonology ~ phonemes

sound system of language and rules that govern sound combinations

Morphology ~ morphemes

rules for structure of words

Syntax

rules that govern word order and combinations to create sentences

deals with grammar

Content

language meaning

includes semantics

Semantics

meanings of words and sentences ~ vocabulary

Use

language function

includes pragmatics

Pragmatics ~ social skills

functional and socially appropriate use of language to interact and achieve goals of communication

Evidence based practice (EBP)

guides treatment and ensures best practices

three-legged stool approach

What are the 3 legged stool approach in EBP?

clinical expertise, client perspective, external and internal evidence

Clinical expertise ~ EBP

clinical judgement gained through time and experience

External and internal evidence ~ EBP

external: high quality research evidence, research literature

internal: data from sessions, what has previously worked or not worked

Client perspectives ~ EBP

unique personal and cultural circumstances, values, priorties, and expectations of the client and caregiver

Levels of Evidence

not all evidence has equal quality

3 factors in research quality?

randomization, research bias, fidelity

Randomization ~ research quality

participants in study are randomly assigned to a treatment group or control group

Research bias ~ research quality

when researcher unconsciously inflates date

Fidelity ~ research quality

how faithfully the research was carried out

was the treatment aplied consistently to all participants?

Nature

language skills are innate, biological, and present from birth

Nurture

infants are blank slates who learn language through environment

Nature + Nurture

language capacity is innate but requires environmental influence to be activated and to develop

Behaviorism theory

learning occurs when environmental stimulus triggers response

positive and negative reinforcement

Who established behaviorism theory

B.F Skinner

Behaviorism clinical implications

discrete trial training, major component of ABA, prompts and prompt fading

What are limitations of behaviorism theory

doesnt account for novel utterances

drilling is less natural and results in poorer carryover

Antecedent

a stimulus that comes before a behaviors triggering the behavior

Extinction

when behavior is ignored instead of reinforces, it will decrease or disappear

Cognitive constructivist theory

development of cognitive skills, emphasis on reasoning and problem solving

playing and interacting with environment is how children learn and develop cognition

Who established cognitive constructivist theory

Jean Piaget

Schema

cognitive structures that help child interpret and understand the world

Assimilation

process of taking new info into pre-existing schemas

Accomodation

changing existing schema in light of new info

Disequilibrium

feeling when two schemas are contradictory and motivates child to higher levels of thinking

Clinical implications of cognitive constructivist theory

symbolic play, object permanence, means- end

Symbolic play

language is symbolic and representational

Object permanence

realizing an object still exists even when you cant see it

Means-end

identifying problem and making plan to solve it

I have to say something to get something

Limitations to cognitive constructivist theory

development through stages isn’t always linear

cant always account for why language doesn’t develop

Social interactionist theory

language is a means of making social connections

children develop language as they interact with adults and more developed peers

What is the main idea within social interactionist theory?

Zone of proximal development ZPD

Zone of proximal development

level just beyond what the child is able to do on their own

needs help from an adult to succeed

goldilocks zone

Who established social interactionist theory?

Lev Vygotsky

Clinical implications of social interactionist theory

incorporation of caregivers in therapy

focus on pragmatics and social interaction

Limitations of social interactionist theory

some cultures are less child-directed and those children still develop language

Emergentist Theory

language is a complex, interconnect system where the child’s innate language capacities interact with their environment

nature + nurture

children must be actively engaged in their environment

Clinical implications of emergentist theory

focus on specific language features to lead to broader language improvements

recasting

helps to understand L2 learning

What are the 5 communication subdomains

early pragmatics,

vocabulary development,

early word combinations,

morphosyntax development,

discourse (later pragmatics)

Subdomain 1: Early pragmatics skills (use)

social interaction

developing communicative intention

Subdomain 2: vocab development (content)

developing lexicon

receptive first, then expressive

Subdomain 3: early word combinations (form)

emergence of syntax

increasing meaning

Subdomain 4: morphosyntax development (form)

increasing language complexity

Subdomain 5: advanced pragmatics and discourse development (use)

discourse skills

3 types of assessment

static, dynamic, and naturalistic

Static assessments

results are just a snapshot in time

testing situation is not natural

what are the two types of static assessments

norm-referenced and criterion-referenced

Advantages to norm-referenced tests

objective,

easy to administer,

quantifiable results,

can compare child to norms

Disadvantages to norm-referenced tests

unfamiliar context

may not be true representation of abilities

often culturally biased

not helpful with significant language impairments