611 Child Language (0-5) Quiz 2

has variation in language development been focused on historically?

no, variation has historically been ignored

why has variation generally been ignored historically?

to discover general patterns of language development (what are patterns that are similar to all or most languages?)

what is the universalist bias?

what is common to all languages (why variation has been ignored)

what has universalist bias led to?

the development of norms 

are norms always the helpful?

they can be, but less helpful for individuals from non-normative communities

what has most recent research focused on?

what ways does language vary?

what factors contribute to differences?

what are implications of individual differences for language acquisition theories?

where are enormous individual differences seen?

onset time and rate of growth in each component

what is ASHA’s definition of child language disorder?

impairment in comprehension and/or use of a spoken, written, and/or other symbol system (may involve form, content, or use)

what is the difference between speech and language?

language is a communication system to express meaning

speech is articulation, the motor component of language, it is the actual motoric production

what is the Bloom and Lahey taxonomy?

form: phonology, morphology, syntax

content: semantics and vocabulary

use: pragmatics and social use

**all of these interact**

what is an issue with the Bloom and Lahey taxonomy?

which of these are impaired

which is more evidently handicapping over time

what is a late talker (LT)?

a child who is delayed in their language acquisition initially but eventually catch up to their same-aged peers

fall below 90% of same-age peers (expression mainly)

what was developmental language disorder (DLD) formerly called?

specific language impairment (SLI) because it is a restrictive terms

when are the most dramatic changes in early language?

onset of word comprehension (8-10 months) and onset of grammar (20-36 months)

what is a language disorder?

impaired ability to understand or use language as well as same-age peers of the same community 

global needs in expressive and receptive language

what is a language difference?

when a child speaks another language or dialect

are comprehension and production always together?

can be dissociated (but not always aka not a rule)

does lower production always mean lower comprehension?

no

MCDI

variation for comprehension and production

can children be developing typically but look/sound very different?

yes

in birth order, who has more advanced lexicons and grammatical development?

first borns because they receive more individualized attention

in birth order, which children are more advanced in conversation skills, turn-taking/social skills, and pronouns?

later born children because parental speech tends to be more focused on activities and social exchanges and they overhear the speech of others (and in noisier environments) more often

in studies with twins, what was shown? 

that they lag behind singletons in language development (later studies explored reasons for these differences)

what does hearing rich vocab lead to?

more rapid vocab group

what does vocabulary input vary by?

mother’s education

what is the nature of speech that children 18 months and younger hear?

mother’s verbal responsiveness to child’s focus of attention is important

what is the nature of speech that older children hear?

vocab is predicted by informativeness of the context

elaborate descriptions of word meanings, which leads to a faster rate of acquisition of new words

what is a huge foundation for personality/temperament?

joint attention skills

which temperament tends to receive more input?

extroverted or more outgoing

what is phonological memory?

ability to remember sequences of unfamiliar sounds

what does phonological memory help with?

learning new words

which gender is often more advanced in language development?

girls (small difference and not always present)

the communication impairment in DLD is…?

primary

children (school age) with DLD that coexist with literacy disorders also have impacts on…?

academic achievement

are language impairments that are secondary to other conditions usually called DLD?

no, they are usually referred to as their primary dx 

is there a right answer for what an impairment is?

no, no true consensus

what should you compare language against to determine if it is impaired against expectations?

both chronological age and mental age

are discrepancy scores generally accepted?

no longer

is setting guidelines for chronological age comparisons easy?

no, it is still problematic 

what are late talkers, who often progress to DLD, typically identified by?

slow vocab acquisition

what is DLD often diagnosed by?

problems in morphosyntax

what do all children with DLD under-score on?

vocab

what is bootstrapping?

using pre-existing knowledge to learn other domain

what can low vocab lead to?

low comprehension, then low vocab, syntax

what is the WHO ICF?

evaluate impact of disorder on everyday life and well-being

how does impairment affect: body structures, body functions, activities and participation, contextual factors

when is it easier to determine etiology of language disorder?

when it is secondary to intellectual or other disabilities

what are gene candidates that may contribute to language disorders (although implicated in other related problems)?

FOXP2

ATP2C2

KIAA0319

for reading disabilities, there are higher genetic influences with…?

parents with higher education

low SES contributes to what kind of verbal environment/input?

poor

with what SES do genes influence final abilities more strongly?

higher

is part of your environment genetic?

yes (ex: parent with language disorder trying to read to child)

is there evidence of structural atypicalities, such as asymmetry patterns, white matter volume?

yes but some family members have the same anatomy with no symptoms and similar anatomy is found in diverse conditions

does fMRI or ERPs to measure brain structure and function practical in value?

no, little practical value

what doe ERPs of children with DLD show?

immature responses to semantic, syntactic violations (suggestive of “poor wiring” in the brain)

are the roles of SES trivial?

not all all

is SES a risk factor for DLD?

yes, many studies found a plethora of reasons: input, healthcare, inheritance of risk

what has a much greater magnitude than any other risk factor for language delay/disorder?

low SES

what should you always consider?

the families and their resources/supports 

what is the appraisal process?

evaluation to determine eligibility

assessment of communicative function (tells you how to address needs and strengths)

where do you begin in assessment?

identify what information you have, what is incomplete or missing

identify the problem, what other professionals notice, when it began, gradual vs sudden onset, varying severity or not, how social environment interacts with the problem

what is a case history?

review of background data and identification of key remaining questions

fills in gap of knowledge

what us helpful in refining assessment plans and determining what tools to use?

the case history

what is included in the case history?

medical status

education

SES
cultural and linguistic backgrounds

information from teachers

other related service providers

parent interviews/questionnaires/case history forms (end with reviewing how child is a successful communicator)

how should you collect a language/communication sample?

in a low-structure activity

communication checklists

CDI

what should you assess?

form, content, use

collateral areas such as hearing and oral-motor

nonverbal communication

social functioning (including family perception, concerns, needs)

what is included in standardized or norm-referenced tests?

clear administration and scoring criteria

validity

reliability

diagnostic accuracy

standardization

standard error of measurement (CI)

normal distribution

geographical, ethnic, SES, gemder info

for a disorder of form, what should you look to assess?

phonology: phonemes, syllables, intonation, stress, pauses

morphology: content words, function words, prefixes and suffixes

syntax: clause type, sentence type

disorders of form

often in context of weak phonology and vocab

some examples of disorders of form

optional infinitives (errors of omission): omission of past tense, 3rd person singular, copular “be”

some examples of disorders of content (object knowledge, object relations, event relations)

low vocab (with age) → the number is less important, the depth of meaning is important

difficulty retaining new words

encoding fewer semantic features

what is pragmatics?

the functional use of language between speakers and listeners for effective communication

are semantics and syntax intertwined?

always

disorders of use

pragmatics

conversational rules

maintaining topic

turn-taking rules

request and provide clarification

match style to context

language coherence and cohesion

what should happen for language assessment in CLD/bilingual children?

self-reflection of the clinician (especially of bias) and learning of culture from the  clinician

accept and value differences

adapt materials and assessment

collaborate and connect with the family and the patient

what is the primary mystery of DLD?

what the deficit is in DLD as opposed to a more “general cause”

is it simple to know what causes a language disorder?

no

what are the hypotheses in DLD?

temporal auditory processing deficits

deficits in processing grammatical morphology

generalized slowing hypothesis

what is the temporal auditory processing deficit hypothesis? 

children with DLD have trouble processing rapidly changing auditory aspects of speech signals, such as formant transitions

can be remedied by training to progressively improve speed and accuracy of processing

what is the deficits in processing grammatical morphology hypothesis?

immature/incomplete innate aptitude to detect universal and language-specific cues for application of syntactic rules in comprehending and producing language

the deficits in processing grammatical morphology hypothesis is known as the … approach to DLD?

linguistic

the deficits in processing grammatical morphology hypothesis see DLD as a period of…?

extended optional infinitive marking (stuck in incorrect rule)

what is the generalized slowing hypothesis?

non-specific limitations in speed of processing across domains (more time, more exposure, or less competition among resources)

why are models of DLD valuable?

can lead to more effective, targeted intervention

can lead to better identification of risk factors

can we work without models of DLD?

have to in most disorders because the etiology may not be addressable

are models of DLD irrelevant?

not at all

are children with language disorders always easily identified?

no, they are easily missed in many settings or performance is attributed to other factors 

can you diagnose most kids with a language disorder just by listening?

no

it is good, but thorough assessments are imperative to identify

why is listening helpful even though it cannot diagnose alone?

can delineate a broad scope of goals that are not simply dictated by test results (ex: daily living activities, school performance, etc.)

what should we rely on to help pinpoint the scope of the problem well enough to structure intervention goals (not just identify)?

good assessments

what does intervention ask?

What are we trying to do for our client?

what are the three purposes of intervention?

change/eliminate the problem (rare)

change trajectory (changing the disorder- specific behaviors)

teach compensatory strategies (not specific language behaviors- a tool/support)

how can intervention change language behavior?

facilitation

maintenance

induction

what is facilitation?

accelerate rate of growth/learning but the final outcome is not changes

speeding up

what is maintenance?

maintain a behavior that would otherwise disappear

goal: do not regress

what is induction?

intervention determined whether an end-point will be reached (more like traditional therapy)

without intervention, outcome would not be achieved

what is evidence based practice (EBP)?

conscientious, explicit, and unbiased ruse of current best research results i making decisions about the care of individual clients by integrating clinical expertise with best available research and family values

what is included in EBP?

patient/family preferences and values (culture, goals, priorities, hobbies, interests)

clinical expertise (education, experience, knowing your breadth, using resources, experience with patient)

best available evidence/research

what is critial to do when looking for evidence?

think critically about the evidence that is out there (some may have limited/no data or some do but not important)

make sure treatment suits the patient’s desired outcomes

changing therapy and applying and evaluating treatment requires…?

therapist expertise