School-aged Language Disorders Flashcards

Definition of DLD

A lifelong communication disorder affecting a child's ability to understand, learn, and use language, impacting academics, social skills, and mental health.

Language areas affected by DLD

Form (syntax, morphology, phonology), Content (semantics), and Use (pragmatics).

Definition of DLD

A lifelong communication disorder affecting a child's ability to understand, learn, and use language, impacting academics, social skills, and mental health.

Language areas affected by DLD

Form (syntax, morphology, phonology), Content (semantics), and Use (pragmatics).

Form-related difficulties in DLD

Difficulties with grammar, sentence length (MLU), and phonological processing (rhyming, sound blending).

Content-related difficulties in DLD

Limited vocabulary, word-finding problems, and challenges with figurative or multiple-meaning words.

Use-related difficulties in DLD

Difficulty with conversation skills like initiating/maintaining topics, turn-taking, and taking others' perspectives.

Literacy difficulties in DLD

Struggles with reading comprehension, decoding, and written expression.

Three aspects of language

Form, Content, and Use.

Language modalities

Receptive (listening, reading) and Expressive (speaking, writing).

Metalinguistic skills

Ability to think about and manipulate language (e.g., understanding jokes or correcting grammar).

Metacognitive skills

Awareness and control over one's own learning, memory, and comprehension strategies.

Metapragmatic skills

Understanding and managing how language is used in different social contexts.

Student populations served by school SLPs

Children with DLD, speech sound, fluency, voice, social communication disorders, and language impairments related to ASD, ADHD, LD, ID, or TBI.

Responsibilities of school-based SLPs

Assessment, therapy, IEP development, collaboration, prevention, documentation, advocacy, and transition planning.

Purpose of screening

To determine quickly whether a full evaluation is needed.

Components of comprehensive evaluation

Standardized tests, language samples, observations, curriculum-based assessments, dynamic assessments, and input from parents, teachers, and students.

Multidisciplinary approach

Assessment involves multiple professionals to capture a complete picture of the student's needs.

Individuals with Disabilities Education Act (IDEA)

Ensures Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

Eligibility under IDEA

Language impairment must negatively affect educational performance and is determined by a team.

Individualized Education Program (IEP) definition

Outlines goals, services, accommodations, and service time. Reviewed annually.

Neurodevelopmental disorder

Atypical brain development affecting function.

Variability in language development

Early development is variable; later stabilizes.

Academic risks for children with DLD

Higher risk of difficulties with reading, spelling, and math.

Developmental trajectory in DLD

Parallel to typical development, but delayed in morphosyntax, vocabulary, and literacy.

Service delivery in DLD

Should evolve as the child grows.

Causes of special education disparities

Overuse of standardized tests, lack of culturally responsive teaching, exclusion of parental input.

Effective tools for identifying academic impact

Curriculum-based dynamic assessments.

Common assessment tools in schools

Standardized tests, teacher/parent questionnaires, interviews.

Assessment term: Sensitivity

A test's ability to identify children with a disorder.

Assessment term: Specificity

A test's ability to identify children without a disorder.

Standardized testing concerns

Spectrum bias, verification bias, examiner bias.

Variation in special education services

Procedures differ by state/locality.

Who determines eligibility for special education services in many schools?

Eligibility decisions are often made by the SLP's employing educational agency, which could be a school district, county office, or other educational

IDEA category for long COVID

This may fall under the category of 'Other Health Impairment' (OHI) if it results in chronic or acute health problems that adversely affect a student's educational performance. OHI includes conditions like heightened alertness or chronic fatigue

Major life activity not covered by Section 504

Swallowing.

Whole-Part-Whole model

Instruction begins with a functional task, isolates the language skill, and then reintegrates it into context.

Grammar cycling

Targets multiple grammar goals without waiting for mastery.

Benefits of Contextualized Grammar Units

Reusable, flexible, and easily adaptable for targeted language instruction.

Emergence of regular past tense (Brown's Stages)

Stage V.

Verb tense errors in SLI

Omissions, overgeneralizations, and acceptance of incorrect forms.

Critical skill for students with social communication needs

Reliable system of communication.

Important skill for 2nd grade students

Developing a strong understanding of spatial direction words (such as 'here,' 'next to,' 'above,' 'below,' 'in front of,' and 'behind') is crucial for

Collaborators for students with social communication needs

A multidisciplinary team including Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Board Certified Behavior Analysts (BCBAs), teachers, parents, psychologists, and special education staff, who collectively support and enhance a student's social communication skills.

Friendship Book Club

Intervention program using books to teach and practice social communication.

Example of a 'state of being'

Tired.

Spectrum bias

The test results are influenced by the specific characteristics of the population being tested.

Verification bias

Arises when there’s a difference between the population that is tested and the one that is assessed often due to selective confirmation of test results.

Examiner bias

Reflects how the test administrator’s perceptions and expectations can influence the outcomes.