Unit 3 Language Disorders

Theory of Mind, Funding EBP, Cultural Diversity

Theory of Mind

Ability to attribute mental states ( beliefs, intents, desires, knowledge) to oneself and to understand that others have beliefs, desires, and perspectives that are different from their own.

• Mental conditions that prevent some from being able to recognize mental states in others.

• Child without TOM may lack Specificity in language

Presupposition ( Theory of Mind)

The ability to presuppose that someone already knows something or how to do something

• playing a game and having to tell another person

• quality of empathy

Individuals With Disabilities Education Act (IDEA)

• Public Law 92-142 1975

• Free APPROPRIATE public education ( whats appropriate for one child may not be appropriate for another)

• Next gen learning standards , previously known as common core

Least Restrictive Environment Concept (IDEA)

A child should be given education in an environment that is least Restrictive

Individual Education Plan (IEP) [Individualized Programming]

• NYC DOE

• IEP

• Services are provided for students through their 21st birthday

Individualized Family Service Plan

• NYC Department of Health

• IFSP

Evidence Based Practice

Goal is to integrate:

• clinical expertise/ expert opinion

• external scientific evidence

• client/patient/caregiver perspectives reflecting the interests, values, needs, and choices of the individuals we serve

Challenges Using EBP

• Limited availability of research

• limited time to read and absorb information

• Ability of SLp to discern what EBP is that moves beyond clinical opinion

• Limitation of budgets

Harm of Using Unproven Approach

• wasting time

• giving false hope

• wasting resources

Cultural Diversity ( Changes to the Nation)

• ASHA Multicultural Autism Agenda 2000

• Clinical practice, professional education, and research were all affected

• Dialectical differences

Dialect

Form of Langauge that is particular to a certain region or social group

• ASHA: each social dialect is adequate and functional

Cultural Responsiveness

A culturally responsive professional is not someone who has achieved cultural competency , but is some who is constantly working towards competency through:

• Awareness of their own culture and how it impacts their own thoughts

• willingness to listen and learn about other cultures

• acknowledgement that they don’t know what they don’t know

Multilingualism

• it is the norm worldwide

• more than half of the worlds children are multilingual

• Principles of Cultural Responsive Practice aim to provide a guided framework

Culturally Responsive Assessment

• Comprehensive Case History

• Language profile of the child

• use of an interpreter

• dynamic assessment

• using formal tests qualitatively

• use contrast analysis (compare the childs production with the parents)

Bilingualism

Ability to communicate in two languages

Simultaneous Bilingualism

An individual has spoken or been spoken to in two or more languages since birth

Consecutive Bilingualism

An individual learns a language after already knowing another

Language Difference

The language features of a community differ from the majority language

Form

• Morphological Differences

• Syntactic Differneces

• Phonological differences

Content

• Semantic differences (tonal languages)

• Words that are solely specific to a culture ( Alaskans have different words for snow)

Use (Pragmatics)

• code Switching

• Proximity

• greeting

• Turn Taking

• Wit and sarcasm

• eye contact

• associatve narrative style

Procedures for Infusing Cultural Sensitivity Into Treatment

• Personal life story

• Narrative Study

• Show and Tell

• Cultural Capsules

• Role Playing

• Preparing scripts for commonly occuring activities