Child Development exam 3

major language development milestones in school-age years and beyond

• shifting sources of language input

• acquisition og metalinguistic competence

shifting sources of language input

• once children learn to read, they can acquire language input from text as well

• 8-10 years

  • shift to gaining more and more of their language input from text

  • being able to learn requires understanding of grapheme-to-phoneme (letter to sound) correspondence

  • children’s ability to understand this correspondence depends on how well they developed print and sound awareness in preschool

Chall’s model or scheme for reading development (1996)

• pre-reading stage

• initial reading or decoding stage

• confirmation, fluency and ungluing from print

• reading to learn the new: a first step

• multiple viewpoints: high school

• construction and reconstruction: a world view, college

pre-reading stage

• spans the period from birth to the beginning of formal education, is witness to some of children’s most critical developments, including oral language, print awareness and phonological awareness

initial reading or decoding stage (5-7 years)

• children begin to decode (or sound out) words b associating letters with corresponding sounds in spoken words

• when children read they make substitution errors:

  1. substituted word is semantically and syntactically probable

     • the dog is growling as: the dog is barking

  2. substituted word has a graphic resemblance to the original printed word

     • the dog is growling as: the dog is green

  3. substitituted word has a graphic resemblance to the original printed word but is also semantically acceptable

     • the dog is growling as: the dog is growing or the dog is going

confirmation, fluency and ungluing from print (7-8 years)

• children improve their decoding skills and experience confirmation as they become more confident in the reading skills they have gained

• fluency refers to reading that is efficient, well paced, and free of errors

• ungluing from print refers to the idea that as children become more confident and fluent in their reading abilities, their reading becomes more automatic

  • they can thus focus less on the print itself and begin to focus more on going meaning from the text- they become unglued from the print

reading to learn the new: A first step (9-14 years)

• children read to gain new information and are solidly reading to learn by the end of this stage

• stage 3A (grades 4-6, or 9-11 years old)

  • children develop the ability to read beyond egocentric purposes so that they can read about and learn conventional information about the world

• stage 3B (grades 7-9, or 12-14 years old)

  • children can read on a general adult level

multiple viewpoints: high school

• students learn to navigate increasingly difficult concepts and the texts that describe them

• in this stage, children can consider multiple view points on an issue

construction and reconstruction- a world view: college (18+)

• readers read selectively to suit their purposes

• readers at this stage use advanced cognitive processes, such as analysis, synthesis, and prediction

  • analysis

    • breaking own the text into its components → identifying key ideas and themes

  • synthesis

    • combining information from different parts of the test and form new understanding

  • prediction

    • anticipating what might come next

acquisition of metalinguistic competence

• phonological awareness

• figurative language

phonological awareness

1. awareness of distinct sounds in syllables and words

   • kindergarten or first grade (5-6 years old)

2. blending sounds to make words

   • supports decoding skills

3. segmenting sounds from words

   • kindergarten or first grade (5-6 years)

4. manipulating sounds

   • develops by second grade (7 years)

figurative language

• language that people use in nonliteral and often abstract ways

  • metaphors

  • similes

  • hyperboles

  • idioms

  • irony and sarcasm

  • proverbs

metaphors

• similarity between two ideas or objects by stating that those 2 ideas or objects are the same

• consist of a term called the topic or target, which is compared to another term called the vehicle or the base

• the topic and the vehicle share features and form the basis of comparison called the ground

• ex: “my daughter is the apple of my eye”

  • topic: daughter

  • vehicle: apple

  • ground: the idea of rarity, preciousness, and importance

types of metaphors

• predictive

  • contains one topic and one vehicle

• proportional

  • contains two topics and two vehicles and expresses an analogically relationship

similes

• use like or as

• ex.

  • quiet as a mouse

  • sitting like a bump on a log

hyperboles

• a form of figurative language that uses exaggeration for emphasis or effect

• ex.

  • im so hungry I could eat a horse

  • I nearly died laughing

idioms

• expressions containing both a literal and figurative

• opaque idioms

  • demonstrate little relationship between the literal interpretation and the figurative interpretation

    • drive someone up the wall

• transparent idioms

  • an extension of the literal meaning

    • hold one’s tongue

  • usually understand between the ages of 5-9

irony and sarcasm

• types of figurative language for which a speaker’s intentions differ from the literal meaning of the words they use

• irony

  • refers to unmet general expectations that are not the fault of an individual

• sarcasm

  • refers to a specific individual’s failure to meet an expectation

irony vs sarcasm

• target

  • irony: general situation

  • sarcasm: specific person

• tone

  • irony: often subtle or humorous

  • sarcasm: often mocking or biting

• fault

  • irony: no one’s fault (unmet expectation)

  • sarcasm: directed at someone’s failure

proverbs

• statements expressing the conventional values, beliefs, and wisdom of a society

  • commenting: blood is thicker than water

  • interpreting: his bark is worse than his bite

  • advising: don’t count your chickens before they hatch

  • warning: its better to be safe than sorry

  • encouraging: every cloud has a silver lining

major achievements of language development in school-age years and beyond

• language form

  • phonological, morphological and complex syntax development

• language content

  • lexical development

  • understanding of multiple meanings

  • understanding of lexical and sentential ambiguity

  • development of literate language

• language use

  • functional flexibility

  • conversational abilities

  • narrative development

language form

• phonological development

  • children make progress in their morphophonemic development

  • using sound modifications when joining certain morphemes: matches/watches

    • vowel shifting: decide-decision, sane-sanity

    • using stress and emphasis: hot dog vs hotdog

• morphological development

  • derivational prefixes → un: unhealthy, dis: disengage

  • derivational suffixes → -hood: childhood

  • more difficult derivational suffixes → -y, -ly

• complex syntax development

  • noun-phrase postmodification with past participle: a dance called the waltz

  • complex verb phrases using the perfective aspect: Stephanie has arrived from Vancouver

  • adverbial conjunctions: only, consequently

  • passive voice construction: the fish were caught by an experienced fisherman

language content

• lexical development

  • children learn words in at least 3 ways

    • direct instruction

      • learning the meaning of a word directly from a more knowledgeable source

    • contextual abstraction

      • using contact clues to determine meanings of unfamiliar words

    • morphological analysis

      • analyzing the derivational morphemes of unfamiliar words to infer their meanings

• understanding of multiple meanings

  • children become able to provide multiple definitions for words with several similar meanings but they have particular difficulty understanding the secondary meanings of words that bear little to no relation to the primary meaning

• understanding of lexical and sentential ambiguity

  • homophones: same sound, different meaning

    • bear weight vs brown bear

  • heterographs: homophones spelt differently

    • to vs two vs too

  • homographs: spelt the same way but have different meanings

    • row a boat vs row of homes

  • heteronyms or heterophones: spelling same, sound different from each other

    • record player vs record a movie

  • homonyms: same spelling, same sound, and different meaning

    • bat (animal) vs bat (baseball)

• development of literate language

  • 4 specific features of literate language

    • elaborated noun phrases

    • adverbs

    • conjunctions

    • mental and linguistic verbs

language use

• functional flexibility

  • expository discourse

  • persuasive discourse

• 10 higher level functions required of school age children

  • to instruct

  • to inquire

  • to test

  • to describe

  • to compare and contrast

  • to explain

  • to analyze

  • to hypothesize

  • to deduce

  • to evaluate

• conversational abilites

  • staying on topic longer

  • having extended dialogues with other people that last for several conversational turns

  • making a larger number of relevant and factual comments

  • shifting smoothly from one topic to another

  • adjusting the content and style of their speech to listener’ thoughts and feelings

• narrative development

  • recounts

    • telling a story about personal experiences or retelling a story they have already heard

  • accounts

    • a type of personal narrative, however, they are spontaneous

  • event casts

    • similar to how sportscaster narrate during an event, describe the event as it is occurring

  • fictionalized stories

    • invented narratives that usually have a main character who must overcome a challenge or solve a problem

• elements of mature narratives

  • including multiple episodes

    • can go back and forth in time as they narrate

  • story grammar

• narrative development

  • appendages

  • orientations

    • elements that provide details

  • evaluations

    • ways to convey character perspectives to the listeners

factors contributing to individual achievements in language in school ages and up

• language and gender

  • women

    • more polite words

    • more questions

    • rising intonation

    • use more eye contact

    • change topics less frequently

  • men

    • more goal directed

    • less questions

    • falling intonation

    • less eye contact

    • change conversational topics

• language and aging

  • tip of the tongue effect

  • naming accuracy

assessment types

• formative evaluations

  • measure language development process

• summative evaluations

  • measure language production

• screenings

• comprehensive evaluations

• progress monitoring assessments

assessment of language form

• measurement of phonological development

  • Goldman-Fristoe Test of Articulation-2 (GFTA-2)

• measurement of syntactic development

  • language samples

    • advanced syntax

  • elicitation procedures

    • complex syntax

  • judgment tasks

    • language structure

  • standardized measures

    • test of language development- intermediate, fourth edition)

assessment of language content

• measurement of lexical development

  • peabody picture vocabulary test fourth edition

  • test of word knowledge

• measurement of abstract relational meaning

  • language samples

    • language transcripts

  • elicitation procedures

    • following directions

    • retelling stories

    • completing metalinguistics exercises

  • measurement of figurative language

    • elicitation procedures

    • interview style procedures

    • picture selection task

assessment of language use

• children’s communication checklist version 2

• the test of pragmatic language second edition

• conversational skills rate scale

what is the connection between language and culture?

• language does not exist apart from culture

• people learn about language through their culture (ex. pragmatics such as interaction styles and speech registers) and about their culture through language (ex. vocabulary to describe culturally specific phenomena

communicative accommodation

• highly child-centered

  • taking the perspective of the child by adult to foster the child’s understanding and production of speech in communicative exchanges

  • using child-centred topics

• highly situation-centered

  • the adult expects the child to accommodate to activities and persons within specific communicative situations

  • using registers appropriate for each situation

how do languages evolve and change?

• dialects

• pidgins

• creoles

dialects vs accents

• dialects are regional or social varieties of language that differ from one another in terms of their pronunciation, vocabulary, and grammar

• accents are varieties of language that differ solely in pronunciation

dialects

• develop during prolonged period in which people are separated by geographic barriers such as mountains, rivers, or by social barriers such as social-class differences

• almost all languages have a variety of dialects

  • everyone speaks some dialect, or variety of a language

• people who speak different dialects of a language can understand one another

Rosenthal (1974) research

• participants

  • 3-5 years old (N=136), whites and African american

• each child had the opportunity to play with 2 talking Magic Boxes (Kenneth and Steve) that each wanted to give the child a present; however, the child could only pick one box from which to receive the present

• the child listened to each box describe the present it wanted to give and then was able to choose

  • one box spoke using African American vernacular dialect (Kenneth)

  • the other spoke using GAE (Steve)

• results

  • ¾ of all children reported that Steve had nicer presents and nearly 4/5 perceived that Steve “talks better”

American English regional dialects

• dialects

  • southern

  • northern

  • midwestern

  • western

• several factors contributing to the maintenance of American English regional dialects

  • language contact

  • population movement

  • expanding transportation and communication networks

  • shifting cultural centres

maintenance of American English regional dialects

• language contact

  • the process whereby speakers of a language other than English scape the pronunciation, grammar, and vocabulary of English in the surrounding area

  • ex. the influences on English of immigrant populations from Asia

• population movement

  • the migration of persons from one dialect region to another

  • this can affect the maintanece of a dialect in one of 2 ways

    • the dialect may begin to disappear

    • may become more pronounced

• expanding transportation and communication networks

  • this can affect a regional dialect in the same two ways

    • may vanish or become more proununced

  • such networks have an impact on once-isolated regions, which now host tourist from many dialect regions of the country

• shifting cultural centres

  suburban areas are now becoming influential in the development of dialects just ass large urban areas once were

  • ex. California English introducing words such as dude and awesome

American Southern Dialects

• differ in phonology, grammar, and lexicon

• pronounce the vowels /ε/ and /I/ the same way: pin and pen sound the same (pin)

• unique grammatical constructions

  • y’all

  • all y’all

  • might could, might should

  • fixin’ to

• found in Texas, South Carolina, etc

American Northern Dialects

• distinctive phonological features

  • dropping postvocalic “r” sound: “cah” for “car'“

• grammar

  • use combinations such as you all, you guys, youse for second person plural pronoun

• found in New York, New England

American Midwestern Dialects

• phonology

  • tend to merge the vowel sounds in the Don-Dawn, hot-caught, or caught-cot into a single vowl sound (caught-cot merger phenomenon)

• grammar

  • need/want/like + past particle

    • ex. needs changed, wants fed, likes scratched

• found in Ohio, Illinois

American Western

• share features with northern and southern counterparts

  • eg. have single vowel for caught and cot

• exhibit front back vowels:

  • totally sounds “tewtally” or “dude” sounds like “diwd”

Canadian dialects

• general Canadian English (GCE)

  • close to GAE but either way distinct Canadian features (natural Canadian English)

  • spoken in Vancouver, Toronto

• atlantic Canadian english

  • spoken in New Brunswick, Nova Scotia, Price Edward Island, Newfoundland

  • influences from Irish and Scottish

    • “aye” for “yes”

• newfoundland english

  • spoken in Labrador and Newfoundland

  • “bayman”

    • someone from rural fishing communities

• quebecois French influence

  • influences from French

  • “deppaneur” for convenience store

• western Canadian english

  • spoken in Alberta, Saskatchewan, Manitoba

  • vocabulary influenced by indigenous populations

• northern Canadian English

  • Yukon, Nunavut

  • has its own vocabulary and syntax

• indigenous English vaireties

  • unique features

  • spoken by indigenous people

African American vernacular English (AAVE)

• African Americans begin to form pidgins, which were combinations of their African languages and the European languages they were exposed to

  • reduced consonant clusters: Old becomes ol, west becomes Wes

  • delete the suffix: 50-cents become 50 cent, she drives becomes she drive

  • phonological inversion: ask becomes aks

pidgins

• a simplified type of language that develops when speakers who do not share a common language come into prolonged contact

• pidgins typically use the lexicon of the more dominant of the two languages and the phonology and syntactic structure of the less dominant language

creoles

• pidgins become creoles when speakers pass them down through generations as a first langauge

• creoles continue to evolve and become more elaborate and stable with each new generation of native speakers

bilingualism and multilingualism

• bilingualism

  • a term that describes the process whereby children essentially acquire two first languages

• multilingualism

  • many young children around the world acquire more than two first languages

bilingualism

• simultaneous bilingualism

  • the child acquires two or more languages from birth or simultaneously

• sequential bilingualism

  • the child acquires two first languages but the difference is that he/she learns the two first languages in succession, usually developing within the first 3 years, before proficiency with only one of the languages

simultaneous bilingualism

• simultaneous bilingualism occurs in one of two contexts

  • majority ethnolinguistic community

    • a child acquiring both English and French in Montreal

  • minority entholinguistic community

    • spanish in US

Bilingualism: 2 systems or one?

• unitary language system hypothesis

  • a single language system that combines lexical items from both languages children are acquiring

• dual language system hypothesis

  • bilingual children establish two separate language systems from the outset of language acquisition

code switching

• speakers who have more than one language alternate between the languages

  • interautterance mixing

    • mixing attention within a single utterance

  • interutterance mixing

    • mixing attention between utterance

reasons for code switching

• to fill in lexical or grammatical gaps

• for pragmatic effect

  • to emphasize the importance of what they are saying, to convey emotion, or to quote what someone else said in another langauge

• bilingual children may engage in code switching according to the social norms of their community

second language acquistion (SLA or L2 acquisition)

• the process by which children who have already established solid foundation in their first language to learn an additional language

developmental processes and influences characterizing L2 acquisition

• transfer

  • the influence of one’s L1 oh their L2 development

• interlanguage

  • speakers create a language system called an interlanguage that represents the learners evolving second language knowledge, patterns and rules

• overgeneralization

  • refers to situations when a learner incorrectly overextends or applies rules in the L2: using the past tense ending -ed with irregular verbs: we drinked it

• avoidance

  • when a learner avoids using sounds, words or grammatical constructions they find to be difficult or does not know

attitudes and polices regarding dual language instruction

• English as a second language

  • occurs when a person who speaks a first language other than English then learns in the context of an English speaking country such as English or United states

• English as a foreign language

  • children, adolescents and adults learn English in a non-English speaking country

4 early stages in L2 development

• home language stage

  • children use their home language (L1) in the classroom with other children and adults

• nonverbal period

  • children produce little to no language as they begin to acquire their L2 receptively

• telegraphic and formulaic use

  • children begin to imitate other people, use single words to label items, and use simple phrases that they memorize

• language productivity

  • children begin to create simple S-V-O sentences and they rely heavily on the vernal all-purpose verbs, or GAP verbs, make, do, go

nurture inspired theories- contrastive analysis

• principles

  • L1 acquisition and L2 acqusition are similar processes both of which benefit from imitation, practise, repetition and reinforcement of language behaviour

• implications for L2 instruction

  • performing structural analysis by identifying aspects of L1 and L2 differ

  • the learner would then focus on practicing the aspects of the L2 that differ so as to avoid reinforcing behaviours or habits from the L1

nature inspired theory- universal grammar

• principles

  • its underlying premise is that an innate, species, specific module is dedicated solely to language and not other forms of learning

• implications

  • UG has implications for understanding the errors L2 learners make as they acquire their second language and for the natural order by which they acquire specific language structures

nature inspired theories- monitor model

• principles

  • the acquisition-learning hypothesis

    • acquired system

      • unconscious system

    • learned system

      • conscious system where they understand the rules of the language

  • the monitor hypothesis

    • relate and connection between the acquired and learned system

  • natural order hypothesis

    • acquire grammatical structures in a natural and predictable sequence

  • input hypothesis

    • move forward in competence by receiving input that is slightly ahead of their current state of grammatical knowledge

  • affective filter hypothesis

    • filters that may prevent L2 learning

      • negative attiude, poor self confidence, anxiety

• implications

  • teachers must help ensure that students’ affective filters are “down” and not “up”

  • teachers should ensure that the input they provide is comprehensible in order to push students to increasingly higher levels of competence in their L2

interactionist theories- cognitive theory with attention-processing model

• principles

  • automaticity

    • learners can acquire language without truly thinking about it

  • meaningful learning

    • assimilate new information into their existing memory structures

  • anticipation of reward

    • act or “behave” is anticipation of a reward

  • intrinsic motivation

    • the process of learning is motivating within itself

  • strategic investment

    • personally invests time, effort and attention

• implications for L2 instruction

  • avoid overwhelming students with excessive focus on grammar, phonology, and discourse

  • designing instruction to align with students interests and academic/career goals

  • oral praise

  • activities to promote conversations with native speakers

  • consider students learning preferences

interactionist theories- interaction hypothesis

• principles

  • L2 learning rest on the communicative interactions between the learner and others

• implications

  • teachers should have students practise using language with both peers and nonusers in a range of context to support language development

what is a language disorder?

• individuals who exhibit significant impairments in the comprehension and/or production of language in form, content, and/or use, have language disorders

• this impairment must be significant enough to have an adverse impact on an individuals social, psychological, and educational functioning

language disorders vs language differences

• language disorders

  • involve difficulties or impairments in the development, comprehension or use of language

• language differences

  • refer to variations in language that arise from cultural, regional or social factors

  • these differences are considered normal and are not indicative of a language disorder

common signs of language disorders: preschool

• language difficulties

  • omission of grammatical inflections (-ing), possessive (‘s), past tense verbs and auxiliary verbs

  • problems forming questions with inverted auxiliaries

  • difficulties with group conversations

  • difficulties sustaining turns in conversation

  • difficulties comprehending complex directions and narratives

  • difficulty with oral resolution of conflicts

  • slow development of and errors with pronouns

  • longer reliance on gesture for meeting needs

  • immature requests

  • shorter sentence length

  • difficult initiating with peers

common signs of language disorders: elementary grades

• language difficulties

  • word-finding problems accompanied by pauses and circumloctions

  • difficulty maintaining topics

  • problems providing sufficient information to listeners

  • naming errors

  • difficulty recognizing the need for conversational repair

  • poor narrative cohesion

  • slower processing speed in language comprehension

  • problems with figurative and nonliteral language

  • difficulty requesting help or clarification

  • difficulty responding to indirect requests

  • problems with abstract language concepts

  • difficulty providing details

common signs of language disorders: adolescence

• language difficulties

  • expressing ideas about language

  • redundancy

  • immature conversational participation

  • word-finding difficulties

  • inappropriate response to questions or comments

  • inadequate sense of limits or boundaries

  • difficulty requesting help or clarification

  • socially inappropriate discourse with peers and adults

  • poor social language

  • difficulty expressing needs and ideas

  • difficulty providing details

  • frequent pauses, hesitations, or repetitions when speaking

  • problems providing sufficient information to listeners

  • difficulty initiating conversations with peers

  • problems with organizing complex information in oral and written language

  • delays in responding during conversations and other language tasks

late language emergence (LLE)

• having a slow start in langauge

• children with LLE, also called late talkers, are usually identified at about 2 years of age

  • two word combinations emerge at 2 and create struggles for these children

• need to receive intervention to promote their language skills, whether delivered in the home environment or in a clinical/school-based setting

primary language impairment

• a significant language impairment in the absence of any other development difficulty, affects about 7-10% of children older than 4 years

• because this disorder is specific to language, it is commonly called specific language impairment (SLI)

secondary language impairment

• language disorders resulting from or secondary to other conditions is more difficult to estimate

  • intellectual or cognitive disability

  • ASD

who identifies and treats children with language disorders

• 2 types

  • direct services

    • diagnosing language disorders and providing treatment to children with disorders through clinical and educational interventions

  • indirect services

    • screening children for the possibility of language disorders and referring them for direct services as well as counselling for parents on approaches to supporting language development in the home environment

• careers that identify and treat

  • speech language pathologists

  • psychologists

  • general educators

  • special educators

  • early interventionists

  • audiologists

  • development pediatricians

  • othorhinolaryngologists (ENT’s)

speech language pathologists

• screening for possible language disorders

• conducting evaluations

• diagnosing language disorders

• developing and administering treatments

psychologists

• conduct basic and applied research on human perception, thinking, and memory

• screen for and diagnose impairments of language

general educators

• identifying children in the classrooms who may show signs of difficulty with language within the educational context

• one of the most important referral sources for children with suspected language disorders

special educators

• deliver general and specialized interventions geared toward helping children with disabilities

• design, deliver, and monitor Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs) hat specify educational intervention and annual goals for children with identified language disorders

early interventionists

• professionals with specialization in intervention for infants and toddlers

• work directly in families homes

• window of opportunity period

  • when language is learnt best and most effectively

audiologists

• identifying, assessing and managing disorders of the auditory, balance and other neural systems

• work closely with SLPs and other professionals in the design of interventions

otorhinolaryngologist

• ear-nose-throat physicians (ENTs)

• diagnosis and management of language disorders that result from injury or illness of the ear, nose, or throat

  • otitis media

    • infection of the middle ear

major types of child language disorders

• specific language impairment

• autism spectrum disorder

• intellectual disability

• traumatic brain injury

• hearing loss

specific language impairment

• also called primary language disorder

• a developmental disability in which an individual shows a significant impairment of expressive or receptive language that cannot be attributed to any other causal condition

• have typical hearing skills, normal intelligence, no obvious neurological, motor, or sensory disturbances such as brain injury

• many children with SLI have some areas of strengths and weaknesses

  • many have a history of slow vocabulary development

  • show considerable difficulties with grammatical production and comprehension that begin during toddlerhood and continue through school age

  • tend to have difficulty adjusting academically

  • most have long term difficulties with language achievement

causes of specific language impairment

• biological or genetic factors predispose a child to SLI

• children who have immediate family members with language impairment are more likely than other children to develop SLI

• risk factors that may increase a child’s vulnerability to SLI

  • environmental

    • abuse and neglect

  • physical

    • prematurity, malnutrition

autism spectrum disorder

• difficulties with social-emotional reciprocity

• difficulties with non-verbal communicative behaviours

• difficulties developing and maintaining relationships with others

Austin spectrum disorders perspectives

• Neurodivergent perspective

  • individuals with ASD have unique ways of thinking, perceiving, and interacting with the world

  • embracing and celebrating neurological diversity, acknowledging that ASD is just one variation of the human experience

  • understanding and accommodating the strengths and differences of individuals with ASD rather than viewing their neurodevelopmental traits as deficits

  • interventions and support strategies to build on strengths, promote independence and enhance quality of life

• deficit mode perspective

  • focuses on the challenges, limitations, and differences associated with ASD

  • traits viewed as deficits of impairments that need to be treated

  • attempt to make children “more normal”

  • overlooks the strengths and unique perspectives contributing to stigma and discrimination

causes of autism

• organic brain abnormality

• strong biological basis

• certain prenatal and perinatal complications

• parental age

intellectual disability

• significant limitations in intellectual functioning

• significant limitations in adaptive behaviour

• children with ID

  • show delays in early communicative behaviours

  • slow to use their first words

  • difficulty producing multiword combinations

  • have more difficulties and need extra supports

• children with mild ID

  • may have well developed oral skills

  • minor difficulties with abstract language and figurative language

    • ex. producing complex narratives

  • able to participate fully in society and to develop strong social relationships with few adaptive limitations

causes of intellectual disability

• result of an injury, brain abnormality or disease

• prenatal damage to the developing fetus due to chromosomal abnormalities or maternal ingestion of toxins accounts for the majority of causes (30%)

• pregnancy and perinatal problems

  • fetal malnutrition, prematurity, anoxia, viral infections (10%)

• sensory deprivation or the presence of autism

• medial conditions such as trauma, infection, and poisonings

• heredity

traumatic brain injury (TBI)

• damage or injury to an individuals brain tissue sometimes after birth

  • closed head injury

  • open head injury

    • most often frontal and temporal lobes

• causes

  • intentional harm (being hit in the head)

  • car accidents and falls

  • abuse

  • accidental poisoning through ingestion of toxic substances

hearing loss

• a physical condition in which an individual cannot detect or distinguish the full range of sounds normally available to the human ear

types of hearing loss based on the location of auditory damage

• conductive loss

  • damage to the outer or middle ear

• sensorineural loss

  • damage to inner ear or auditory nerve

• auditory-processing disorder (APD)

  • damage to the renters of the brain that process auditory information

• congenital hearing loss

  • present at birth

• acquired hearing loss

  • occurs after birth

• pre lingual hearing loss

  • after birth but before language development

• post lingual hearing loss

  • after language development

the impact of hearing loss on a child’s development

• timing of the loss

  • at what age was it lost

• severity of the loss

  • how severe? unilateral or bilateral

• age of identification

  • at what age was it lost

• exposure to language input

  • how much language exposure do they receive

cochlear implants

• an intervention for children ages 12 months and older with severe to profound hearing loss

• requires surgical implantation of a receiver-stimulator and an electrode array

sign language

• alternative to cochlear implant

• visual-manual modality to convey meaning

• natural language just like spoken language

• uses hand movements, facial expressions, body language and other visual cues

• varies across different regions and communities

• evolve within deaf communities and are passed generation to generation. same linguistic properties of spoken language

• mode of communication for deaf and hard of hearing individuals

prevalent causes of hearing loss

• family history of congenital hearing loss

• low birth weight

• ototoxic medications

• bacterial menegistis and other infectious diseases

• mechanical ventilation for 10 days or longer

• presence of syndrome associated with hearing loss *ex. Down syndrome)

• head trauma

identification and treatment of language disorders

• case history and interview

  • administering a questionnaire and interviewing the Childs parents

• comprehensive language assessment

  • criterion-referenced tasks

    • examine performance level for a particular task

  • norm referenced tests

    • compare levels of language to a sample of same aged peers

  • observational measures

diagnosis

• involves

  • type of impairment, affected domains, and severity

  • includes a prognosis report

treatment of language disorders

• treatment targets

• treatment strategies

• treatment contexts

treatment targets

• long term objectives

  • specificy the long term goal of treatment

• short term objectives

  • series of intermediate goals that when achieved ultimately lead to the desired long term objective

treatment strategies

• how treatment targets are addressed

  • focused stimulation

    • younger children

    • used in play based interactions to entice the child to use the word

  • comprehension monitoring

    • used in older children (elementary)

    • uses a barrier task, child must pause to ensure the listener is following their instructions

  • strategy training

    • teaching specific ways to approach a linguistic task by following specific steps

treatment context

• setting where treatment targets and strategies are used

  • home based interventions

  • classroom interventions

  • clinic interventions