Developmental Language Disorder and Intellectual Disability

These flashcards cover key concepts related to Developmental Language Disorder (DLD), Intellectual Disability (ID), and autism spectrum disorder (ASD), as well as assessment approaches and care perspectives.

What is Developmental Language Disorder (DLD)?

A communication disorder that affects a child’s ability to understand and/or use spoken language, despite having normal hearing, intelligence, and no other medical causes.

What are key characteristics of DLD?

Difficulty with grammar, vocabulary, and sentence structure, problems understanding spoken language or expressing thoughts, challenges with narrative skills, and often co-occurs with reading and academic difficulties.

How do children with DLD face literacy challenges?

They struggle with reading and writing due to phonological awareness deficits, limited vocabulary and syntax comprehension, weak morphological knowledge, and difficulty with narrative organization.

Define Intellectual Disability (ID).

A condition characterized by significant limitations in intellectual functioning and adaptive behavior, originating before age 18.

What does the ecological model emphasize regarding ID?

It views ID in context, emphasizing the interaction between the individual and their environment, and encourages adaptive support systems.

Why are criterion-referenced tests recommended for individuals with ID?

They measure specific skill mastery instead of comparing performance to a normative group, focusing on what a person can do and what skills need support.

What is the Test of Pragmatic Language (TOPL-2)?

A criterion-referenced test that evaluates how a child uses language in social situations.

What are the two core diagnostic features of autism spectrum disorder (ASD)?

Deficits in social communication and interaction, and restricted and repetitive behaviors (RRBs).

Describe the characteristics common to students with ASD across severity levels.

They exhibit varying degrees of social communication deficits and RRBs, with increasing intensity of support needed from Levels 1 to 3.

What is a neurodiversity-affirming approach to care?

An approach that recognizes neurological differences as natural variations instead of disorders to 'fix', focusing on strengths, encouraging self-advocacy, and promoting respect for diverse communication styles.