CSD TEST 2!

visual modes

the use of _________ _________ of communication:

• reading & writing

not; encode; decode; comprehend

reading and writing are ________ just speech in print

• must be able to _______ and _______ as well as _______

60%

what percent of children with language impairment may have difficulties with literacy?

pre literacy

those struggling with literacy may lack ________ skills

adulthood

literacy deficits can occur in _____________:

• ilteracy

• acquired loss of language from neuropathology such as dementia and aphasia

dementia and aphasia

acquired loss of language from neuropathology examples

decoding

segmenting a word into its component sounds and blending together to form a word

• phonological skills essential

phonological awareness

knowledge of sounds, syllables, and structure of words

phonemic awareness

ability to manipulate sounds (blending, segmenting)

• related to reading and spelling skills

text comprehension

• syntax, morphology, semantics, pragmatics needed for comprehension

• language and experience needed to interpret message

emerging literacy

during early speech and language development, children learn skills that are important to the development of literacy

social interaction

emerging literacy begins within ___________ __________

• ex. shared book reading

good language

children with __________ ___________ seem to enjoy reading and pretending to read

around age 4

notice phonological similarities and appreciate rhyming

kindergarten-2nd grade

develop basic decoding skills

third grade

reading becomes more automatic or fluent

• shift from learning to read to reading to learn

dyslexia

• poor word recognition and decoding

• problems with phonological processing

hyperlexia

• poor comprehension

• typical to above average decoding

true

true/false children with language impairment are at risk for reading impairment

language impairment

children with ____________ _____________ are at risk for reading impairment

language impairment

• begin with less language and have difficulty catching up

• poor comprehension because of lack of language knowledge

• poor metalinguistic skills

metalinguistic skills

the ability to think and discuss language

assessment (& intervention of developmental reading)

begins with

• questionnaires, interviews, referrals, and screening

• reading assessment

reading assessment

• standardized reading assessment

• oral language samples

• analysis of miscues

• written story retelling

phonological awareness

• rhyming

• segmentation

• substitution

• blending

segmentation

stall without saying /s/

substitution

change /k/ sound in cat to /h/

blending

/b/ /a/ /t/

word recognition

• consider cultural and linguistic background

• observation and interpretation is extremely important

• curriculum-based measures

• should be done with and without clues

• note all errors, error types, & attempts to sound out words

cultural; linguistic

it's important to consider ____________ and ____________ background

observation; interpretation

_____________ and ________________ are extremely important

curriculum-based assessment (CBA)

evaluation process that makes use of academic content selected directly from the material taught

text comprehension

• assess oral language & knowledge of narrative schemes and text grammar schemes

• standardized tests

standardized tests

should be supplemented by other naturalistic observation/measures

aphasia

"without language"

aphasia

• affects over 1 million people in the US

• a language disorder that is acquired sometime after an individual has developed language competence

• range in severity (related to cause, location/extent/age of brain injury, age/general health of patient

fluent aphasia

• word substitutions, neologisms, and often verbose verbal output

• often posterior lesions in the left hemisphere

• e.g. wernicke's aphasia

neologism

• "speech, utterance"

• a new word whose meaning may be known only to the patient using it

• e.g. planker/comb; pinwad/light

confluent aphasia

• slow, labored speech, word retrieval & syntactic problems

• telegraphic speech (function words omitted)

• site of lesion often in or near the frontal lobe

• e.g. broca's aphasia

stroke

• the primary etiological factor

• affects half a million Americans annually

• approximately 100,000 become aphasic each year

stroke

a condition caused by blockage (ischemic) or bursting (hemorrhage) of an artery

ischemic stroke

obstruction blocks blood flow to part of the brain

hemorrhagic stroke

weakened vessel wall ruptures, causing bleeding in the brain

traumatic brain injury (TBI)

disruption in normal functioning caused by a blow or jolt to the head or penetrating injury

traumatic brain injury (TBI)

leading causes of ___________:

• falls

• motor vehicle accidents

• blows to the head

• assaults

2.8

_______ million people sustain TBI annually

• contributing factor to 1/3 (30%) of injury related deaths in the US

males

do males or females sustain TBI more?

TBI; pragmatics

________________:

• affects orientation, memory, attention, reasoning/problem solving, executive function (a set of mental skills required to plan and achieve goals)

• most disturbed area is _________

• deficits may include: speech, voice, swallowing

• psychosocial/personality change

dementia

intellectual decline due to neurological causes

• additional deficits: poor reasoning/judgment, impaired abstract thinking, inability to attend to relevant information, impaired communication, personality changes

dementia; 15%

___________: language functions most dependent on memory are affected

• about _____% of elderly experience it -- 20% respond to treatment

cortical and subcortical

2 types of dementia

cortical dementia

arise from a disorder affecting the cerebral cortex

cortical dementia

the following are examples of what?

• alzheimer's disease

• pick's disease

subcortical dementia

result from dysfunction in the parts of the brain that are beneath the cortex

subcortical dementia

the following are examples of what?

• multiple sclerosis

• AIDS-related encephalopathy

• Parkinson's

• Huntington's

alzheimer's disease

• affects primarily memory, language, or visuospatial skills

• cause is unknown -- genetic & environmental

• presence of neurofilaments & plaques -- expense damage to hippocampus & cortex

assessment

occurs in many phases as client recovers

• medical history

• interview with client and family

• hearing testing

• direct speech and language testing

• counseling is ongoing

intervention

goal: aid recovery & provide compensatory strategies

• determined by assessment and client/family needs

• conversational techniques

• augmentative and alternative communication

• involve family members

increase; shifting; increase

changes in demographics seen in language, age, and ethnic group:

• __________ in percentage of people for whom English is not the primary home language

• languages being spoken ____________

• ____________ in ethnic diversity

19.2

in 2001, _______ million (40%) children in schools were from culturally and linguistically diverse population

3 million

______ million english language learners in public school

• 11.3% of children on SLP's caseloads were ELLs

• 78% of SLPs have students with limited english proficiency

data

as both arkansas and the united states as a whole have become increasingly diverse, steps have been taken by academic institutions, organizations, government entities, businesses, and individuals to encourage positive multicultural environments

multicultural

used to describe "a society in which people from diverse racial and ethnic backgrounds, socioeconomic groups, age groups, geographic areas, & other variables come together to create a mosaic composed of individuals that form a rich whole

cultural competence

ability of service providers to recognize, honor, and respect the beliefs, interaction styles, and behaviors" of the individuals and families they serve

english language learners

• reasons for over referral: -- insufficient knowledge of English when starting school -- come from different environments & cultural backgrounds than typical US student

• importance of determining a language disorder from language difference

errors of transfer

errors in second language caused by influence of first language

silent period

little to no talking when first exposed to second language

language loss

reduction in skills of first language when learning second language

simultaneous bilingual acquisition

two languages are acquired simultaneously from birth

sequential bilingual acquisition

first language is learned from birth and second language learned at later point

CLD

challenges in serving people with _______ backgrounds:

• low income

• poor diet

• lack of health insurance

• lack of access to medical services

barriers

___________ to service delivery:

• limited english

• lack of transportation

• differing beliefs about what constitutes optimal health care

non biased

_______________ assessment of CLD students who are english language learners:

• critical to test in first language as well as in English

• recommended approach includes: informal, non standardized assessment; thorough case history; observation in natural setting; assess narrative skills; use interpreters

first

non biased assessment of CLD students who are english language learners is critical to test in ________ language as well as English

ELL

intervention for ______ students w/communication disorders:

• does the language disorder affect the student's ability to learn in any language?

• intervention approaches: ideal if provided in both languages; support both social & academic language; methods & materials are culturally appropriate

open

guidelines in providing services:

• evaluate whether family values toward rehabilitation

• be __________ to family's choices & beliefs

cultural; biases

tasks:

• learn about __________ backgrounds of clients & families

• be aware of & work on eliminating our own _________ & preconceptions

• build on the unique strengths, values, & experiences of our clients and families

cultural; linguistic

foundational principles:

• be familiar with fundamental ____________ and ____________ characteristics to void false positives

ethnocentrism

view that members of one's own culture do things the "right way"

cultural relativism

other people's ways of doing things are different yet equally valid

stereotype

fixed, oversimplified image of members of a community

cultural tendencies

patterns of behavior & values that are commonly observed among members of a culture

fluent speech

consistent ability to move speech production apparatus in an effortless, smooth, rapid manner resulting in a continuous, uninterrupted, forward flow of speech

stuttering

involuntary repetitions of sounds and syllables, sound prolongations and broken words

about 1%

what is the incidence of stuttering?

fluent speech vs. stuttering

• some children naturally recover (65-75%)

• maybe genetically linked

• children typically exhibit: hesitations, revisions, interruptions

• increase in disfluent speech beginning around age 2, improving after age 3

65-76%

fluent speech vs. stuttering:

• what percent of children naturally recover?

2; 3

fluent speech vs. stuttering:

• increase in disfluent speech beginning around age ____, improving after age ____

stuttered disfluencies

core behavior emphasizes speech disfluencies as the original and primary source of communicative difficulty experienced by individuals with fluency disorders

• part-word repetition (look at the b-b-baby, let's go out-out-out)

• sound prolongation (g-g-g-g-g-go away)

• block (sssssssssometimes we stay home)

part-word repetition

stuttered disfluencies: which type?

• look at the b-b-baby, let's go out-out-out

sound prolongation

stuttered disfluencies: which type?

• g-g-g-g-g-g-g-go away

block

stuttered disfluencies: which type?

• sssssssssssssometimes we stay home

• inaudible or silent fixation on ability to initiate sounds

stuttered disfluencies

secondary characteristics or accessory behaviors

• eye blinking, facial grimacing or tension, exaggerated movements of head/shoulders/arms, interjected speech fragments

developmental stuttering

more common form of stuttering

preschool

developmental stuttering begins in the ____________ years

• onset is gradual, increasing in severity

content

developmental stuttering usually occurs on ________ words, initial syllables

developmental stuttering

• most common form of stuttering

• begins in preschool years

• onset gradual, increasing in severity

• usually occurs on content words, initial syllables

content words

nouns, verbs

function words

conjunctions and prepositions

content words

does developmental stuttering usually occur on content words or initial syllables?