Introduction to Communication Disorders: Childhood Language Disorders (Chapter 4)

Vocabulary-style flashcards covering key terms and concepts from Chapter 4: Childhood Language Disorders.

Language impairment

A heterogeneous group of developmental/acquired disorders or delays affecting the use, understanding, or production of spoken and/or written language, which may involve form, content, or function.

Developmental Language Disorder (DLD)

A language disorder with no obvious cause; previously called Specific Language Impairment (SLI); characterized by persistent language difficulties despite typical nonverbal intelligence.

Social Communication Disorder (SCD)

A disorder characterized by persistent difficulties in the social use of verbal and nonverbal communication, without the restricted/repetitive behaviors typical of ASD.

Pragmatics

The use of language in social contexts, including turn-taking, politeness, and appropriate eye contact and tone.

Metalinguistic skills

Ability to think about and analyze language as an abstract system (e.g., judgments about correctness, language play).

The Birth of a Word (Deb Roy)

A study/film documenting how children acquire words and language through infancy.

Parentease

Caregiver speech with exaggerated prosody and simplified syntax used to capture a child’s attention and aid language learning.

Pre-language

Early communication stage before true words, including gestures, eye contact, and vocal play.

Intentions (pre-language)

Communicative goals expressed by infants, often indicated by eye contact and gestures.

Symbolization

Cognitive process where one thing stands for another, underpinning pretend play and representation.

Symbol

An arbitrary sign or word used to stand for something else.

Fast mapping

Quickly learning a new word’s meaning after limited exposure.

Lexicon (personal dictionary)

The personal vocabulary or mental dictionary an individual uses and understands.

Expressive vocabulary

The words a person can actively use in speech or writing.

Receptive vocabulary

The words a person can understand when heard or read.

Mean Length of Utterance (MLU)

Average morpheme count per utterance; a measure of syntactic development.

Bound morphemes

Affixes attached to words (e.g., -ing, -s, -'s, -ed) that modify meaning.

Late language emergence

Delay in beginning to speak; increased risk for later language disorders.

Intelligence for DLD risk factors (example: late language emergence)

Examples of risk factors for DLD include late language emergence and low maternal education.

Intellectual Developmental Disorder (IDD)

Neurodevelopmental disorder with limitations in intellectual functioning and adaptive behavior.

Autism Spectrum Disorder (ASD)

Neurodevelopmental disorder characterized by persistent social communication deficits and restricted, repetitive patterns of behavior.

ASD Level 1 (Requiring Support)

Mild ASD with limited social interaction and narrow interests needing some support.

ASD Level 2 (Requiring Substantial Support)

Moderate ASD with more noticeable social/behavioral challenges needing substantial support.

ASD Level 3 (Requiring Very Substantial Support)

Severe ASD with major social communication impairments requiring very substantial support.

Intellectual Developmental Disorder (IDD) risk factors (examples)

Biological or socioenvironmental factors contributing to IDD.

Down syndrome (DS)

Chromosomal condition associated with moderate to severe language delay.

Fragile X syndrome (FXS)

Genetic condition associated with language delays; often more severe in boys.

Learning Disability (LD)

Neurodevelopmental disorder with difficulties in motor, perception, memory, symbol, or language that impact academic performance.

Dyslexia

Learning disability involving difficulties with accurate/fluently decoding words and spelling.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity due to executive function deficits.

Traumatic Brain Injury (TBI)

Brain injury from external force; leading cause of disability/death in children and adolescents, with variable cognitive and linguistic consequences.

Echolalia

Immediate or delayed repetition of words or phrases spoken by others, common in ASD and other conditions.

Otitis media

Middle ear infection; can impact hearing and language development.

Diagnostic Evaluation of Language Variation (DELV)

Assessment tool designed for dialect speakers and nonmainstream English to differentiate language difference from disorder.

Dynamic assessment

Assessment approach that examines a child’s learning potential by teaching strategies and observing response to instruction.

Language sampling (LSA)

Collecting and analyzing spontaneous oral or written language to assess form, content, and use.

Teach-Model-Coach-Review (TMCR)

Intervention framework for teaching language: model the target, cue/respond, provide feedback, and review for generalization.

Augmentative and Alternative Communication (AAC)

Methods used to supplement or replace speech for individuals with severe communication disorders.

Cultural congruence

Aligning interventions with a family's cultural values and practices to improve effectiveness.

Evidence-Based Intervention Principles

Use of holistic, context-rich methods and caution when direct empirical evidence is lacking; avoid one-size-fits-all approaches.

Culturally and linguistically diverse (CLD) assessment

Assessment practices that recognize language variation and aim to distinguish disorder from difference.

Target selection and sequence of teaching

Choosing language goals that maximize functional communication in everyday contexts.

Dynamic/differential assessment (DELV)

Assessment approach that emphasizes potential for change and learning strategies rather than static ability alone.

Two broad groups of language disorders

Developmental Language Disorder (DLD) and SCD/ASD/IDD/LD comorbidity groups; approx. 7.58% prevalence for language disorders without other causes.

Cultural and bilingual considerations in assessment

Recognize dialects, bilingual development, and language variation to avoid misdiagnosis.

Language target selection

Choosing linguistic goals based on the child’s abilities, interests, and daily life needs.

Early intervention

Timely initiation of language support, especially for IDD and ASD, focusing on communication systems and symbolic development.

Pragmatic language

Use of language for social purposes, including interpretation of tone, gestures, and context.

Lifespan issues in language disorders

Language disorders can persist from childhood into adolescence and adulthood, with varying impact on education and social functioning.

Anecdotal observation in assessment

Observing language use across contexts to inform diagnosis and intervention planning.

Summary of assessment components

Referral, case history, interview, observation, testing, and language sampling to describe a child’s language profile.

New information levels (ASD levels)

ASD levels provide a framework for support needs across social communication and behavior.