intro to communication disorders chapter 4

language impairment

developmental and/or acquired disorders that principally affect the use of spoken or written language for comprehension and/or production and may involve the form, content, and/or function of language

intentionality

goal directedness in interactions, which is first demonstrated at about 8 months of age, primarily through gestures

representation

the process of having one thing stand for another

symbolization

using an arbitrary symbol, such as a word or sign, to stand for something

lexicon

personal dictionary

fast mapping

the child infers the meaning from context and then uses the word in a similar manner

mean length of utterance (MLU)

The average length of children's spoken statements (measured in phonemes).

metalinguistic skills

enable a child to consider language in the abstract, to make judgments about its correctness, and to create verbal contexts, such as in writing

figurative language

nonliteral phrases consisting of idioms, metaphors, similes, and phenomenons

intellectual disability (ID)

-substantial limitations in intellectual functioning

-significant limitations in adaptive behavior consisting of conceptual, social, and practical skills

-orienting before the age of 18

Specific Language Impairment (SLI)

a syndrome of unknown etiology in which the course of development of a first language is unusually protracted despite otherwise normally developing cognitive functions

working memory

active process that allows limited information to be held in a temporary accessible state while cognitive processing occurs

executive function

located in the frontal lobe of the brain, the organizing and directing function of the brain

attention-deficit/hyperactivity disorder (ADHD)

hyperactivity and attentional difficulties

autism spectrum disorder (ASD)

-problems in social communication and interaction across different contexts

-social-emotional reciprocity

-nonverbal communicative and social interaction behaviors

-stereotyped or repetitive motor movements, use of objects, or speech

-excessive reliance on routines, ritualized patterns of behavior, or resistance to change

-highly fixated and restricted, abnormally intense interests or focus

-hyper- or hypo-sensitivity and reactivity to environmental input, or unusual interests in sensory information

traumatic brain injury (TBI)

cerebrovascular accident or stroke, congenital malformation, convulsive disorders, or encephalitic, such as infection or tumors

five

the first __________ years are a critical time of development for speech and language

cooing & smiles

language development between birth and three months, talking consists of _________, crying, and ________ when they see a familiar person

recognizing & smiles & stops

hearing/understanding between birth and three months consists of, _________ a familiar voice, quiets or __________ when spoken to, __________ their activity in response to a sound

eye & recognizes & music

hearing/understanding during 4-6 months consists of, _______ movement in the direction of sound, ___________ a change in the tone of a voice, pays attention to _________

babbling & pleasure

talking during 4-6 months consists of ________________, begins to laugh and vocalize __________, makes gurgling sounds

sounds & requests

hearing/understanding during 7-12 months:

-turns and looks in direction of ___________

-understand familiar words

-begins to respond to familiar ____________

sounds & crying & sounds

talking during 7-12 months:

--uses speech ___________ more than _________ to gain attention

-imitates speech ____________

directions & pictures

hearing/understanding 1-2 years:

-points to body parts

-follows simple ____________

-listens to short/simple stories, songs, and rhymes

-points to ____________ in a book

words & sounds

talking during 1-2 years:

-adds more _________ each month

-combines words

-uses different ______

words & two

hearing/understanding 2-3 years:

-understands differences in meaning of ________

-follow ______ step directions

sentences & family (/familiar listeners)

talking 2-3 years:

-has a word for almost everything

-uses two to three word ___________ to talk ab things and ask questions

-speech is understood by ___________

room & questions

hearing/understanding 3-4 years:

-hears you when you call from another ________

-understands more ________

4 & plural

talking 3-4 years:

-can tell you what happened during the day

-sentences have __ or more words

-uses _______ words

questions & hears

hearing/understanding 4-5 years:

-enjoys stories/books and can answer __________ about them

-_________ and understand almost everything that is said to them

imaginative & correctly

talking 4-5 years:

-uses long and detailed sentences

-can tell a long and __________ story

-most sounds are produced _________

intellectual disability

substantial limitations in intellectual & adaptive functioning

intellectual disability (biological factors)

-genetic, maternal infection during pregnancy, nutritional/metabolic

-gestational disorders, pregnancy complications, delivery complications, brain disease

intellectual disability (causes)

-stimulation impoverishment

-inadequate diet

-lack of medical care

-poor housing conditions

intellectual disability (impairments)

-language abilities can be below cognitive abilities

-all areas of language can exhibit deficits

-slower rate of development

intellectual disability (life span issues)

-early intervention is important

-educational placement depends on severity (inclusion, self-contained classroom, special services)

-living and working arrangements vary widely in adulthood

heterogeneous (LD)

-difficulties in aquisition and use of listening, speaking, reading, writing, reasoning, or mathematics

-affects males more than females

language-learning disability (LLD)

primarily difficulty learning and using symbols

learning disabilities (causes)

-unknown

-thought to be biological (in families, children who are premature or have birth complications, genetic studies)

-socio-environmental factors may play a role

learning disabilities (characteristics)

-persistent difficulties in reading, writing, arithmetic or mathematical reasoning skills during formal years of schooling

-inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts or inaccurate mathematical reasoning

-must not be better explained by developmental, neurological, sensory, or motor disorders

pragmatics in learning disabilities

-turn taking in conversation

-little interest in language or books

semantics in learning disabilities

word finding difficulties

form in learning disabilities

-delays in morphological rule acquisition

-problems with syntactical complexity

-cluttering (overuse of fillers and circumlocution associated with word-finding difficulties, rapid speech, repetitions, and lack of awareness)

SLI/DLD Language characteristics

-delayed language development

-may speak slowly with frequent disruptions

-significant impairment in language functioning including memory problems

SLD/DLD (form)

-delayed phonological rule development and application

-difficulty with grammatical markers (morphology)

-less efficient use of syntax

SLD/DLD (semantics)

difficulty using context for vocabulary development

SLD/DLD (pragmatics)

problems using language forms effectively

SLI/DLD (life span issues)

-viewed negatively by peers, poor social skills, many are later identified as having LD, view themselves negatively and are less independent

austism spectrum disorder (ASD)

-deficits in social communication and social interaction across multiple contexts (social-emotional reciprocity, nonverbal communicative behaviors used for social interaction, and relationships)

-restricted, repetitive patterns of behavior, interests, or activities (repetitive motor movements, insistence on sameness, fixated interests, hyper-or hyperactivity to sensory input or unusual interests in sensory aspects of the environment)

ASD (diagnosis)

-between 18-30 months of age

-frequent tantrums, repetitive movements, ritualistic play, extreme reactions to certain stimuli, lack of social play, communicative difficulties

-development suddenly stops

ASD (causes)

-most likely biological

-higher incidence in those with family history, prenatal complications, and fragile-x syndrome

ASD (language characteristics)

-communication problems is the first indicator

-pragmatics and semantics are more affected than form

ASD (life span issues)

-educational placement depends on severity

-may live independently and hold a job

-some live similarly to those with intellectual disability

traumatic brain injury (TBI)

-diffuse brain damage due to external force

-site and extent of lesion, age at onset, and age of injury impacts recovery/post accident function

-range of cognitive, physical, behavioral, academic, and linguistic deficits

-social disinhibition may occur

TBI (language characteristics)

-even after a small injury

-some deficits can remain LONG after the injury

-language comprehension and higher-level language function are more impaired, but form is usually spared

TBI (pragmatics)

-lose focus in conversation or narrative

-lengthy, inappropriate, off-topic utterances

TBI (semantic)

-impaired figurative language and other higher level language functions

-problems with word finding, naming, and describing

TBI (life span issues)

-immediate; unconscious, disoriented, physical and personality changes

-recovery may take years

fetal alcohol syndrome (FAS)

physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions

FAS (characteristics)

-delayed oral language, echolalia, simple syntax

-comprehension problems

-pragmatic difficulties: poor topic maintenance and turn-taking skills

-semantic problems: word-finding problems, difficulty with abstract meanings and temporal and spatial terms