Artic and Lang: Exam 2

Specific Learning Disorders characteristics

persistent and impairing difficulties with learning foundational academic skills in reading, writing, spelling, reasoning, and/or math

Specific learning disorders causes

neurological origin, birth traumas, hereditary

Types of specific learning disorders

dyslexia, dysgraphia, dyscalculia, oral/written language disorder

Multi sensory learning (MSL)

approaches teaches elements of language through the activation of auditory, visual, tactile and kinaesthetic pathways

Helping children w reading comprehension difficulties

constructing mental images, engaging in shared reading

Cultural Norms

behaviors that vary across cultres and influence various aspects of life such as, communication, life activities, child rearing practices, and classroom behavior

English Language Learners (ELL)

refers to a student whose native language (L1) is not english, yet is being educated in mainstream english schools (ESL-L2)

Separate underlying proficiency

proficiency in L1 is considered to be separate from proficiency in L2. There is no crossover between language learning in L1 and L2

Common underlying proficiency

language proficiency is interdependent across languages. Experience with either language helps develop underlying language proficiency

Language Disorder

impaired comprehension and/or use of spoken, written and/or other symbol systems.

Language Difference

variations in language use that are expected within different linguistic communities

Secondary Language Impairments

ADHD, ASD,TBI, DS, ID, cerebral palsy

ADHD

brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity interfering with functioning/development

ADHD language symptoms

miss parts of what is said, shifts from topic to topic, difficulties w the social aspects of language, interrupts others who are trying to talk

ADHD interventions

medication, psychotherapy, education or training, or a combination of treatments

TBI causes

can result from motor vehicle accident (MVA), falls, recreational activities, infections, disease, physical trauma

TBI Characteristics

can affect language, cognitive, executive and behavioral skills

Seizure disorder

sudden disruption of the brain’s normal electrical activity accompanied by altered consciousness and/or other neurological and behavioral manifestations

Seizure disorder casuses

may have many different underlying causes or may be idoipathic (no known cause)

Seizure disorder language difficulties

may have no lasting effect on language development, may result in language and learning deficits

Epilepsy affecting language

focal seizures in temporal lobe, responsible for speech and language processing

Seizures can impact

cognition (IQ, memory, attention), language, academics, social and emotional functioning, motor skills

Reasons for assessment

identification of children w potential language problems, establishes a baseline function of what they can do, measurement of change

Descriptive assessment approaches

based on methods such as observation, dynamic assessment, and controversial sampling, language sample

Prior to assessment

must consider these variables when designing and implementing the assessment process; cultural and linguistic background, activity level, interests and materical available, and chronological and functional age

Screening tests

more broad, quick overview, only tells you if a child is at risk for something

Referral

a process where one provider or individual refers another individual to a specialist or service for further evaluation or treatment, such as teachers, parents and medical professionals

Purpose of intervention

hoping to get their development back on track, help prevent language disorder from impacting their reading and writing

SMART goals

specific, measurable, attainable/achievable, relevant, time

Direct services

the SLP teaches communication skills directly to the client, can be individual or group

Indirect services

the SLP works w teachers, parents, or other important people to give them strategies to use in working w the client

Clinician-directed therapy

least natural, drill play, direct teaching, child expected to listen and follow along, highly structured

Hybrid therapy

mix of child-centered and clinician directed, milieu teaching, scripting, more engaged; play w repetition/drill

Child-centered therapy

most natural, daily activities, facilitative play, more open ended questions

Applied Behavior Analysis (ABA)

uses positive reinforcement in a way that can be measured in order to help bring ab meaningful behavior change, falls under clinician directed approacj]h

Focused language stimulation

using repeated modeling in order to encourage production of a particular form, constantly exposing the child to the aspect that needs to be repeated, child-centered therapy

Elicited Imitation

technique clinicians can use to help a student practice the target form, hybrid therapy

Parallel talk

clinician keeps up a running commentary on what the child is doing, can also help draw a reluctant child into interacting w the SLP, child-centered approach

Self talk

talking about what you are doing, very useful with children who are reluctant to engage “I love french fries, maybe ill have a milkshake too”

Augmentative and Alternative Communication (AAC)

any communication system used to supplement or replace spoken language for individuals with limited or no speech

Augment

some ppl with disabilities talk but we may have difficulty understanding their speech

Alternative

Others are not able to use speech to communicate. These individuals can be taught to communicate in other ways

Adapted Books

refers to altering the book to make it more accessible for children w disabilities

Intervention depends on

child’s level of functioning, communication level, child’s age, attention level, what their diagnosis/disability is, what the goals are

Expansion

taking a child's utterance and adding information to it, either to make it grammatically correct or to provide more detail

Recast

repeating a child's utterance, but with a corrected or elaborated version, to model the correct language form or speech sound without directly correcting the child

Extension

adding new information or expanding the meaning of the child's utterance in a way that is related to what they said.