LDC Final

What domain of language is most often the focus of intervention for children with Specific Language Impairment (SLI)?

Morphosyntax

When is SLI typically diagnosed?

Age 4

How does SLI differ from Late Language Emergence?

By age 4 children with SLI's language delays do not go away, making you realize they may need to be assessed

What causes SLI

Cannot say for certain but there are risk factors *

Conversation Recast Training

An effective approach facilitating grammatical development
-Children engaged in play-like routines
-Focus is on a specific and developmentally appropriate language target

How are SLI and DLD different

SLI: There is a language impairment in an average non-verbal speaker
DLD: More broad; used to describe children with ongoing language issues not related to specific syndromes or intellectual disabilities

How are SLI and DLD the same

Both are language impairments

Sentence Combining

Taking 2 simple sentences and teaching a kid how to put the sentences together with complex words like "when" and "before"

Improves ability to use complex grammar; shows how words can be put into varying patterns; improves writing skills

Curriculum-based language assessments

In the classroom;
Assesses language skills of student, identifies knowledge and language required to succeed academically, results in meaningful intervention goals

3 critical components of a goal

Do statement
Criteria
Condition

Social impacts of DLD

Children with DLD have weak language skills that make it hard to find the right words to create sentences they need quickly
Often affects: friendships, self-management, assertion, cooperation

Risk Factors of DLD

Family history of speech, language, or learning problems (extremely genetic)
Being male (3:1)
Being younger sibling in large family
Parents with few years of education
Having dyslexia
Late Language emergence before age 4

Symptoms of DLD in preschool (3-5)

Short sentences and not grammatical in dialect (Car go)
Difficulty following directions when not embedded in routine
Difficulty understanding what is being said
Difficulty asking questions
Difficulty with word-finding

Symptoms of DLD in Primary School (6-11)

Difficulty with following multistep directions
Difficulty producing/writing grammatical utterances
Difficulty with reading, writing, spelling, or math
Unorganized stories with few details
Limited use of complex sentences

Symptoms of DLD in Adults (18+)

Difficulty understanding complex written material
Difficulty writing grammatically correct sentences
Difficulty finding the right words when speaking

What kinds of assessments are used to diagnose SLI?

Parent-Caregiver interview
In-depth LSA
Norm-referenced
Criterion referenced/naturalistic assessments
Curriculum-based language assessment

What are the different kinds of hearing loss?

Conductive: Outer/middle ear
Sensorineural: Inner ear
Mixed: Conductive and Sensorineural

3 out of 4 children will have at least 1 experience of ____ ____

otitis media (middle ear infection)

Main beliefs of Deaf culture

They focus on and believe in learning ASL. They do not push for children to speak AND sign

What kind of communication deficits do children with hearing loss typically have, especially without early, intense intervention?

Learn vocabulary slower
Can't hear sounds well - trouble hearing own voice to modulate volume, pitch, clarity
Difficulty making friends, lonely & unhappy

Auditory Plasticity

Auditory plasticity means that despite damage or disease, the auditory system can develop appropriately with early stimulation

Total Communication

Combines auditory and visual learning (e.g., ASL, SEE (signing exact english), and Pidgin)
More common manual approach

Critical components of intervention that children with hearing loss require, to develop language commensurate with their hearing peers

Early identification (no other factors like autism)
Amplification (hearing aids, something to make better) and intervention
Intervention comes family involvement (getting them to appointments)

Impact chronic otitis media can have on a child’s speech and language development.

Kid is not getting access to sound which impacts speech since they can’t hear words, morphemes, syntax at a critical point for child listening

3-level ecological model of intellectual disability

Microsystem: Closest people to individual (friends and family)
Mesosystem: School, workplace, community, neighborhood
Macrosystem: Societies cultural views and practices regarding people with ID

Tells us how a person's system evolves and how large/small

Developmental Disability

Broad umbrella term for disabilities that can be identified as something (ex: autism) but basically a catchall to all disorders that come with delays

Prenatal, Biomedical risk factors of ID

Chromosomal disorders
Single-gene disorders
Parental age
Maternal illness

Prenatal, social risk factors of ID

Poverty
Maternal malnutrition
Domestic Violence
Lack of access to prenatal care

Prenatal, behavioral risk factors of ID

Parental drug or alcohol abuse
Parental smoking
Parental immaturity (young/teen parents)

Prenatal, Educational risk factors of ID

Parental cognitive disability without support
Lack of preparation from parenthood

Perinatal, biomedical risk factors of ID

Prematurity
Birth injury

Perinatal, social risk factors of ID

Lack of access to birthcare

Perinatal, behavioral risk factors of ID

Parental rejection of caregiving role
Parental abandonment of child

Perinatal, educational risk factors of ID

Lack of medical referral for intervention services at discharge

Postnatal, biomedical risk factors of ID

TBI
Malnutrition
Seizure disorders
Degenerative disorders

Postnatal, social risk factors of ID

Impaired caregiver
Lack of adequate stimulation
Family poverty
Chronic illness in family

Postnatal, behavioral risk factors of ID

child abuse & neglect
domestic violence
Social deprivation

Postnatal, educational risk factors of ID

Impaired parenting
Delayed diagnosis
Inadequate family support

Functional Communication Training

FCT: to eliminate or reduce behaviors
-Identify antecedent (what happened before behavior/trigger)
-Determine purpose of maladaptive behavior
-Identify more appropriate behavior that still gets what person wants
-Monitor generalization

Basic principles of intervention for ID

Three-pronged approach:
-Typical language development patterns
-Lifespan needs
-Modification in response to strengths and weaknesses

Intellectual Disability

characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills

Cultural Parameters an SLP must consider when working with culturally & linguistically diverse children and families

Individualism vs Collectivism
Roles of women & men
Views of time and space
Concepts of class and status
Values
Language (pragmatics)
Rituals
Beliefs about health

How does the development of a first language compare to that of learning a second language? With and without a language disorder?

how you learn your L1 dictates how you learn another language
The factors that contribute to the successful acquisition of 1 language are the same as those required to successfully acquire 2

RIOT

Review
Interview
Observation
Test

Review (Riot)

Data available to you prior to evaluation, look at what’s going on
Medical Records
Educational records

Interview (rIot)

Parent questionnaire - look at teacher, EL teacher
Ethnographic Interview: Open-ended; allows parents to describe language at home and how LI developed

Observation (riOt)

Informal means of gathering information across contexts and communication partners

Test (rioT)

series of formal and informal assessments, including standardized norm- or criterion-referenced assessments, speech and language samples
Use interpreter if necessary

Interpreter

Works with spoken language
*you bring an interpreter in to see if L2 is affected by L1

Translator

Works with written language

What kind of assessments are most appropriate for ELL/2nd language learners

Criterion referenced or dynamic assessments

Scientific evidence behind causes of ASD

Genetic - gene mutation; older fathers more likely
Environmental - exposure to air pollution during pregnancy

How do low-support (previously called high functioning) autistic children best remember information?

Visually

Applied Behavioral Analysis

ABA: Focused intervention practice; used to promote skill acquisition
Discrete Trial Therapy (DTT): Uses behavioral techniques to facilitate child’s behaviors
-Behavioral techniques used: prompting, cuing, chaining, fading
Meta-analyses Data: Research based for younger children

What deficits and differenced do children with autism demonstrate

Communication and Social differences
Behavioral differences
Motor and perceptual differences
Learning Differences
Sensorimotor Differences
Joint Attention

High-need supports communication skills

Need more support, nonverbal, low language & high behavior

Low-need supports communication skills

Verbal, ability to engage in joint attention, working mostly on social skills, body language

The skills non-autistic peers learn during Peer Training Intervention (PTI)

Making sure to have friends attention
Waiting for friend to talk
Saying something nice
Continuing to talk
Answering questions

According to the research behind Peer Training, who is more effective at teaching social skills to autistic children?

Peers

What are the main intervention strategies listed in your lecture, to consider when working with a child on the autism spectrum?

Visual schedules: help show planned activities
Work charts/token boards: reinforcing behavior so it occurs again
Social Stories: target simple behaviors rather than sequences or social interaction
Video modeling: short video demonstrating skill
5-point Scales

Why is oral language critical to reading comprehension

Growth in oral language means growth in written language
If you don’t know language the harder it is to understand what you read
We’re born with the knowledge to learn language but not born with the knowledge to know how to read

Consider the 30 million word gap. How does rich oral language, early in development, help a child to succeed in school?

30 million word gap between families in poverty and rich families
Children with rich oral language are from rich families and they benefit more with language
Children from families in poverty may end up not being able to communicate with peers because the less language you know the harder it is to understand what you read

How does a lack of oral language exposure impact a child’s success in school?

Very significant. If they don’t hear rich language at home then they can’t understand when decoding at school

What skills are targeted in the preventative model of emergent literacy?

Phonological awareness (rhyming, syllables)
Print concepts (can they open a book, find the title/author)
Alphabetic knowledge (ABCs)
Oral language
Emergent writing (writing name)

What skills are included in phonological awareness tasks?

Rhyming, syllables, identifying 1st or last sound

According to the National Reading Panel, what are the foundational reading skills for school age children?

In order to be a good reader you need to know 3 domains:
Phonological awareness
Fluency
Reading comprehension

Dialogic speech

When there is conversation/dialog in a book - identified with “quotation marks”

Concepts of print

Can the child open a book, can they find the title of the book or author, can they turn the pages the right order

Expository text structures

To explain ‘how to’
To describe
To sequence
To explain cause/effect
To compare
To persuade
To present solutions

tells information

Macrostructure

BIG picture - character, problem, etc.

microstructure

Little details - vocabulary, morphemes, complex sentences

Narrative elements that make up a story episode

Initiating event (kicks off problem)
The attempt
The consequence

Literal questions

those right from text - who's in story, what happened

Inferential questions

why and how questions, like reading between the lines

What 2 primary skills make up the Simple View of reading

Decoding x Listening Comprehension

Academic Language

Language of school, not learning just from conversations

Why were educational standards created in the No Child Left Behind Act?

Needed to recognize that schools in poverty will not have the same access as other schools
Leveled the playing field

Are our brains wired to learn language? Are they wired to read without instruction?

Yes
NO - taught to read

AAC stands for

Augmentive & Alternative Communication

Does using an AAC device decrease verbal language

No

What are the various modes of communication

Speech
Pictures
Typing
Gestures
Writing
Body language
Sign language
AAC systems

Low-tech AAC

no battery/charge; insurance doesn’t cover
-Communication boards
-Message communicators (buttons)

mid-tech AAC

May require battery/charge
-Tablets with communication apps
-Dedicated dynamic screen devices

High-tech AAC

Covered by insurance; battery/charge
-Text to speech devices/applications
-Eye gaze devices

Do AAC uses and teacher need explicit instruction in using the device?

Yes, not self explanatory

TBI impacts on spoken language

Word retrieval
Decreased organization in discourse/conversation
Difficulty following directions
Making inferences
Abstract language

TBI impacts on written language

Comprehending text: Complex syntax, Figurative language
Writing: Planning, Organizing, Writing, Editing

Ways TBI can be classified

Mild
Moderate
Severe

Relationship between cognition & language as they relate to TBI

An impairment of language can disrupt cognitive processes (e.g., attention, memory, executive functions)

An impairment of cognitive processes can also disrupt aspects of language (syntax, semantics, pragmatics)

Impact of TBI on pragmatic language

Difficulty with conversational turn taking, initiating
Topic maintenance
Nonverbal communication (tone, body language, facial expression) of self and others

Why is TBI in children referred to as a ‘chronic disease process?’

Because symptoms may change and unfold over time

Treatment approaches for TBI intervention

Restorative
Halbilitative
Compensatory
Functional/Contextualized

Restorative (TBI intervention)

direct therapy; focus on restoring/improving lost skill

Halbilitative (TBi intervention)

focus on skills not yet developed; help client learn, improve functional skills

Compensatory (TBI intervention)

focus on new/different approaches; draw on clients strengths; often use external or internal aids

Functional/contextualized (TBI intervention)

focus on personally-meaningful goals, routines, activities; promote generalization

Main causes of TBI in toddlers/preschoolers

Falls and assault

Main causes of TBI in Adolescents

Car accidents and sport injuries

When should parents begin talking with the school team, after their child experienced a TBI?

immediately

What kind of considerations should be made when creating a school re-entry plan

expectations, supports available