Language Disorders Exam 1

Communication

Sender and receivers sending and receiving language and sharing information.

Paralinguistics

the way we say things

Nonlinguistics

body language

metalinguistics

ability to use language to talk about language

What are the components of language

form, content, and use

form includes:

syntax- rules governing words, phrase, and clause order (verb following noun)

morphology- rules regarding the internal organization of words. (morphemes)

phonology- rules regarding the structure and sequencing and speech sounds and syllables within a language (bag vs bad)

use includes:

pragmatics

content includes:

semantics: meaning

language meaning

socially shared code using arbitrary symbols and rule governed combinations.

is language generative

yes

difference between speech and phonology

speech is the motor act and the process of producing the sounds, phonology is the rules that govern how sounds can be combined

semantics

system of rules governing rule meaning

pragmatics

language in context as a tool for communication (story vs. lecture vs. specific directions)

dialect

subset of language sharing core features (grammar) with all of the dialects of that language. Usually affects form and content

What is dialect influenced by?

SES, geography, culture, race

what is considered the general dialect

Standard American English

Is a phonological disorder a language disorder?

No, it is a speech sound disorder not a language disorder.

How would you explain comprehension to a parent?

comprehension is the ability to make meaning and understand what you are reading or hearing

Which is not a component of language

syntax, articulation, phonology, morphology

articulation (speech not language)

Most children achieve an “adult like” oral language system by age

5

Perlocutionary (0-8 mo)

child is not intentional, no language but reacting. 

Illocutionary (8-12mo)

child demonstrates emergence of intentional communication

Locutionary (12+ mo)

child is intentional

Two word utterances occur around

18-24 mo of age

children must be both conventional and creative to learn language true or false

true

Pronouns develop between ________ months

12-26

By ___ years of age most children can refer to themselves using personal pronouns

2

earliest pronouns are typically_____

i, it, my, me

by 3 years of age, pronouns account for __% of words spoken

20

as children mature, they increase their use of ____

cohesion (when we can use the noun instead of the pronoun)

Children often require simple verbs early in development such as:

sit, see, go, eat

during the _____ year of life, use of verbs increase.

second

around what age do we see (-ing)

2 and a half

by adolescence, roughly ___% of words used in conversation are verbs

30

development of which kind of verbs continues through high school?

metalinguistic

during the _____ years, children begin to sequence multiple adjectives correctly

preschool

during the _____ years, children can routinely use elaborated noun phrases and are starting to demonstrate comprehension of the suffix forms. 

school age

by ____ years, children can produce most of the suffix forms and this skill will continue to be refined

adolescent

by what age do children begin to use more time markers (today, tomorrow)

4

by_______ most children have mastered adverbs of likelihood (probably, definitely) and their understanding of adverbs of magnitude improves (slight, quite)

middle childhood

which two propositions are acquired early

in, on

by stage III, we see….

fully developed prepositional phrases (on the chair)

By 36 months, children understand in, on, under, and are acquiring….

off, toward, out of, away from

between ___ and ___months, children comprehend the meaning of most prepositional phrases and their use will continue to expand over the next few years.

42 and 60

in general, prepositions make up ___% of communication

10

what is a common misconception about complex syntax

that it is later developing

research suggests some complex forms are observed as early as ____ months and complex syntax is commonly observed in the oral language of kindergarten students

36

language development follows a less predictable pattern after ages 2-5; true or false

true

as children get older, language acquisition becomes more rapid; true or false

false

An error in vocabulary, syntax, or morphology is a sign of what type of disorder

speech sound disorder

language disorder

phonology disorder

all of the above

language disorder

what is DLD?

Developmental Language Disorder describes children who, relative to peers their age, have an impairment in language in the absence of other diagnosis such as intellectual disability or hearing loss. 

General Characteristics of children with DLD

1. impairment is specific to language 

2. slow to develop language

3. generally, clients do not outgrow the disorder.

4. genetic component to SLI (difference in brain structure&function)

Linguistics Characteristics

1. Content (semantics) 

vocab

fast-mapping

word retrieval

2. Form

syntax - use shorter/ simpler sentence

morphology - difficulty w bound morphemes

phonology

3. Use

assertiveness - initiate when not appropriate

decreased responsiveness

understanding - difficulty reading social cues

social/ behavioral difficulties - fewer friends

4. Reading and writing

oral and narrative skills foundation for literacy skills (ability to tell stories)

up to 80% of SLI children will have reading difficulties and if theres spoken language impairment written language will be impaired as well.

Auditory Processing Characteristics

Slower

Reduced Capacity - not able to hold large chunks of info 

Link to verbal working memory

Language impairment vs DLD

DLD- students do NOT have accompanying factors (hearing loss). LI- students have accompanying factors

children with DLD are similar to each other; true or false

false

which is a linguistic error in children w DLD

slower processing speeds

exists in the abscense of other co-occurring conditions

difficulty w fast mapping words

difficulty w fast mapping words

Characteristics of DLD

General (DLD as a population)

Linguistic (form, content, use)

Processing Characteristics

3 Guiding Principles of Assessment

#1- assess in context, not in isolation (take out of natural context like in home)

#2- standardized tests may be used more assessment, but they do not stand along as sufficient for assessing language function. (also use observations, language samples, report cards)

#3- Assessment must consider/ include the curricular demands and classroom expectations. (use teacher checklists, review grade level curriculum)

one way to assess in context is to…

do a classroom observation

assessment of school-age children should consider the curricular demand; true or false

true

RTI

Intervention given to children in 3 tiers before screening for any disorder.

3 tiers of RTI

school wide

targeted small group interventions

intensive individualized intervention

foundations of RTI

There are evidence based practices that are linked to success and should guide instruction for all learners.

it is easier and better to try to prevent acedemic failure than to wait until the child fails.

Most children will learn with high quality tier 1 instruction.

Screening is the only component of evaluation that is optional; true or false

true

Components of Evaluations/ Assessments

1. Screening - ID children who require additional testing.

2. Case History - referral from teacher/ parent, medical record, clinical interview

3. Evaluating/ Assessment- assessment where theres a procedure how you give it (given all the same way)

4. Synthesizing and Writing report- compare results with others, decide if disorder exists

What could be the cause of a child not following oral directions provided by an adult?

struggles w perceptive language, not interested in you

purpose of language screening is to categorize children by disability; true or false

false

Is RTI a step in the evaluation process?

No

Norm Referenced Test

compares test-taker to peers their own age (SAT, IQ tests)

• efficient, helps determine disability

Criterion Referenced Test

compares test-taker to pre-determined level (benchmark) (Driving tests, Unit tests)

• easy to score, can document student progress

Assessment vs Evaluation

assessment- diagnostic process to measure progress and identify areas for improvement

evaluation- judgmental summative process to determine overall quality of a subject