LANGDISORDERSB5

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• Keywords and Concepts:

  • Everyone

  • Synta

  • Boom Cards

  • Evoices

  • Shen

  • Data

  • PECS

  • Mint

  • Phonics

  • Aspirate?

  • Articulate

  • Tperasers

  • Ahhh

  • Sem

Page 2

Understanding Language Development

• Chapter 1: Language from Birth to 5

• Key Areas of Language:

  • Morphology

  • Phonology

  • Semantics

  • Syntax

  • Pragmatics

• Expressive Formal Assessment:

  • Important for evaluating language skills in children.

• Developmental Language Disorders (DLD):

  • A communication disorder impacting understanding and use of language, distinct from ASD.

  • Characteristics include risks of emotional and social issues, potential dyslexia.

• Language Disorder Definition: Impairment in comprehension and use of spoken/written language.

• Teaching Methods for DLD:

  • Association Method: Focus on teaching language in context, especially for aphasic children.

• Types of Language Problems:

  • Expressive or Motor Aphasia

  • Receptive Aphasia

• Chomsky’s Transformational Grammar Theory:

  • Importance of CNTNAP2 gene in language disorders linked to neurological activity.

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Language Deficits in Children with DLD

• Children with DLD often omit morphosyntactic markers.

  • Common errors include:

    • Omission of past tense -ed

    • Singular -s and verb 'be'.

• Phonological Processing Issues:

  • Ability to produce and remember speech sounds, critical for constructing meaningful messages.

• Content and Use of Language:

  • Children may have difficulty with:

    • Naming labels

    • Learning new vocabulary or figurative language.

• Assessment Considerations:

  • Assessments typically utilize a child's mental age over chronological age for evaluating DLD.

• Genes Implicated in DLD:

  • Current research indicates a genetic impact on DLD children.

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Cognitive Models of DLD

• Auditory Processing Issues:

  • Children with DLD frequently exhibit auditory deficits.

• Limited Processing Capacity:

  • Children struggle with longer, more complex sentences as processing demands increase.

• Nonword Repetition Task (NWR):

  • Assesses phonological short-term memory, reflecting a child’s ability to handle syllable length.

• Bottom-Up Model of Language Processing:

  • Prior knowledge of language access influences input processing.

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Course Objectives & Language Disorders

• SPA 6402 Language Disorders:

  • Objectives include activating prior knowledge regarding language development and communication disorder impacts.

• Defining DLD Characteristics:

  • Need to understand the variability in DLD diagnosis.

• Language Aspects:

  • Form, Content, Use:

    • Form: phonology, morphology, syntax.

    • Content: semantics.

    • Use: pragmatics.

• Importance of Language Assessment:

  • Focus on who can receive services.

  • Address eligibility differences between public vs. private sectors.

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Understanding Language Disorders

• Language Disorder Definition: According to ASHA (1993), it is an impairment in comprehension/use of communication systems.

• Components of Language:

  • Form: Phonology, morphology, syntax.

  • Content: Semantics.

  • Use: Pragmatics.

• Receptive Language & Expressive Language:

  • Receptive: Understanding spoken/written language.

  • Expressive: Using spoken/written language.

• Metalinguistics & Metacognition Definitions:

  • Metalinguistics: Ability to discuss language.

  • Metacognition: Awareness of own thought processes.

• Diagnosis vs. Eligibility:

  • Distinguish between diagnosing a language disorder and establishing eligibility for services.

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Language Systems Overview

• Key Terms:

  • Morphology: Study of word structure.

  • Phonology: Sound system rules of a language.

  • Syntax: Rules defining sentence structure.

  • Semantics: Meaning system of language.

  • Pragmatics: Functional language use in social contexts.

• Language Understanding:

  • Receptive language refers to understanding spoken/written language.

  • Expressive language involves production of spoken/written language.

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Public vs. Private Sector in Language Services

• Public Sector Services:

  • Government controlled, available in schools and early intervention programs.

  • Governed by Federal laws and regulations.

    • Part C: Early intervention for infants/toddlers.

    • Part B: Services from ages 3-21.

• Private Sector Services:

  • For-profit entities that are not state-controlled (private practices, hospitals).

• Eligibility Categories:

  • Children can receive diagnosis-based services or eligibility based on individual assessments.

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Etiology of Language Disorders

• Factors Influencing DLD:

  • Biological: Genetics, complications during gestation/birth.

  • Cognitive: Auditory processing issues, attention deficits.

  • Environmental: Trauma and neglect.

  • Behavioral: Observed behaviors of children.

• Definitions:

  • Developmental Delay: Severe delay across multiple developmental areas.

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Models of Language Disorders

• Module Objectives:

  • Organize language disorders by etiology.

  • Discuss terminology describing language learning deficits.

• Characteristics of DLD:

  • Present common deficits among children with language-learning disabilities.

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Assessing Developmental Language Disoders

• Impact of Five Aspects of Language in DLD:

  • Address different areas of language in treatment (receptive, expressive, semantics, phonology, etc.).

• Age and Severity Considerations:

  • Age of onset and different impacts based on age.

  • Severity considerations for communication impairment.

• Language-Based Terms:

  • Definitions of language disorders, delays, and differences.

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Understanding Developmental Language Disorder (DLD)

• Definition of DLD:

  • Communication disorder affecting language learning; not due to other conditions like hearing loss or autism.

  • DLD impacts speaking, listening, reading, and writing skills.

  • Known as specific language impairment or developmental dysphasia.

  • 1 in 14 children in kindergarten are affected.

  • DLD extends into adulthood.

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Bilingual Language Development

• Simultaneous vs. Sequential Language Acquisition:

  • Simultaneous: Both languages learned before 3 years.

  • Sequential: Second language learned after age 3.

• Developmental Factors Impacting L2:

  • Cognition; Personality; Social/Environmental factors.

• Process of Language Transfer:

  • Syntax and semantics carry over from L1 to L2.

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Language Assessment Principles

• Assessment Models:

  • Biological factors (genetic, neurological).

  • Cognitive factors (perception, information processing).

  • Environmental factors (external experiences).

• Understanding Delays:

  • Difference between language delay and disorder defined.

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Goals of Language Assessment

• Primary Goals:

  • Identify strengths and weaknesses in language abilities.

  • Measure effectiveness of intervention methods.

• Purpose of Assessment:

  • Classification of language struggles through screening, baseline data, and monitoring progress.

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Formative vs. Summative Assessment

• Formative Assessment:

  • Ongoing assessment focused on improving learning outcomes.

• Summative Assessment:

  • Evaluation after learning occurred to gauge overall performance.

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Characteristics of Norm-Referenced Tests

• Overview of Norm-Referenced Tests:

  • Designed to compare individual performance to peer performance.

  • Includes various scores like standard score and percentile ranks.

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Testing Basics

• Raw Score Definition:

  • Number of correct items without any statistical manipulation.

• Importance of Standard Scores:

  • Allows comparison across age ranges/levels.

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Norm-Referenced Tests Key Features

• Comparative Assessments:

  • Standard scores and percentiles provide context for performance.

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Scoring and Interpretation of Results

• Standard Score Classification:

  • Classifies performance into various ranges (e.g. below average, average, superior).

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Percentile Ranks Explained

• Understanding Percentiles:

  • Indicates performance relative to peers (e.g. 75th percentile means better than 75% of peers).

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More on Scoring Metrics

• Understanding Stanine Scores:

  • Ranges from 1 to 9, with 5 as the mean performance score.

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Z-Scores and T-Scores

• Z-Scores:

  • Show how far scores deviate from the mean in terms of standard deviations.

• T-Scores:

  • Transform z-scores, used for interpretation in clinical settings.

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Confidence Intervals and Their Importance

• Setting Confidence Intervals:

  • Describes uncertainty in estimate based on a margin of error.

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Basals and Ceilings in Testing

• Testing Fundamentals:

  • Basal: Starting point for proficiency.

  • Ceiling: Stopping point indicating performance likely to decline.

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Sensory and Cognitive Demands of Assessments

• Factors Influencing Assessment:

  • Consider sensory demands (hearing, vision) alongside cognitive factors (attention, processing speed).

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Measures of Validity and Reliability

• Understanding Validity:

  • Accuracy of measuring the concept intended.

• Reliability Importance:

  • Consistency across assessments and observers.

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Types of Validity Explained

• Construct Validity:

  • Degree to which a test measures theoretical constructs.

• Content Validity:

  • Extent to which test items represent the domain of interest.

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Addressing Subjective Bias in Testing

• Risks of Bias:

  • Various forms of bias can influence test outcomes; implementation of blinding can help mitigate this.

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Choosing the Right Assessment

• Evaluating Psychometric Adequacy:

  • Considerations like sample size, reliability, and validity in test selection.

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Diagnostic Accuracy in Assessments

• Sensitivity and Specificity:

  • Ensuring tests accurately distinguish between those with and without language impairments.

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Key Takeaway Points in Assessment

• Impact of Measures on Client Outcomes:

  • Importance of test selection in achieving meaningful assessments.

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Evaluating PPVT Psychometric Properties

• Assessment of Validity/Reliability:

  • Analyzing PPVT for content, criterion-related validity, and reliability metrics.

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Key Limitations in Testing

• Cultural biases affecting accuracy:

  • Consider the diverse language and vocabulary usage across cultures.

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PPVT Key Limitations and Recommendations

• Scope Limitations:

  • Assessment focusing only on receptive vocabulary oversights other critical language skills.

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Therapeutic Goals and Interventions

• Guiding Principles of Intervention:

  • Importance of evidence-based practice in setting intervention targets for children with language disorders.

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Reasons for Intervention in Young Children

• Goals of Language Intervention:

  • Addressing communication barriers and enhancing language acquisition through structured strategies.

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Evidence-Based Practice (EBP)

• Utilizing EBP:

  • Aligning clinical decisions with the best external evidence and internal data.

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Steps for Implementing EBP in Interventions

• PICO Framework:

  • Structuring clinical questions to guide intervention choices and gather evidence.

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Evaluating External Evidence for EBP

• Critical Review of Evidence:

  • Importance of skepticism regarding expert opinions; assessing the quality of external evidence.

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Descriptive-Developmental Lens in Treatment

• Focusing on Language Progress:

  • Emphasizing child’s current language skills against typical milestones for effective target setting.

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Prioritizing Treatment Targets

• Location and Nature of Targets:

  • Focus on obligatory contexts that naturally demand specific morphemes in language use.

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Selecting Appropriate Intervention Strategies

• Choosing Treatment Approaches:

  • Combining different strategies for effective language elicitation based on individual needs.

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Benefits of Clinician-Directed Approaches

• Structure and Control:

  • Benefits of high-structured, clinician-led sessions in maximizing opportunities for language practice.

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Features of Language Facilitation

• Child-Centered Approaches:

  • Utilizing responsive interactions to enhance natural language development opportunities.

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Intervention Strategies for Language Development

• Elaborating on Child-Centered Methods:

  • Techniques like self-talk and parallel talking foster language growth.

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Importance of Language Exposure

• Interventions Built on Child Initiations:

  • Facilitating communication through increased language exposure by responsive engagement.

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Hybrid Treatment Approaches

• Focused Stimulation Techniques:

  • Using structured but interactive methods to promote language skills using relatable context.

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Goal Attack Strategies in Language Therapy

• Managing Multiple Goals:

  • Methods for addressing multiple goals such as vertical, horizontal, and cyclical strategies in therapy.

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Writing Effective Treatment Goals

• Setting Specific, Evaluation-Friendly Goals:

  • Establishing long-term, short-term, and session-specific objectives based on assessment data.

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Monitoring Treatment Progress

• Documentation of Intervention Impact:

  • Importance of continuous data collection for measuring treatment success and client progress.

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Selecting Intervention Targets

• Consideration of Functional Outcomes:

  • Identifying communication goals based on immediate and long-term client needs.

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Specificity in Goal Writing

• Importance of Clarity and Precision:

  • Ensuring goals are observable and measurable for effective assessment.

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Ensuring Continuous Treatment Progress

• Data Collection Responsibilities:

  • Documenting interventions and resulting changes to ensure effective practice and accountability.

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Evaluating Treatment Impact

• Significance of Changes Over Time:

  • Assessing if improvements are substantial and beneficial in the child’s daily life.

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Types of Data for Assessing Progress

• Symmetric vs. Asymmetric Data:

  • Quantitative vs. qualitative data collection methods to evaluate treatment outcomes effectively.

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Establishing Reliable Qualitative Data Sources

• Utilizing Observations and Personal Reports:

  • Collecting qualitative data through varied sources to gain comprehensive insight into client progress.

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Capturing Treatment Data Effectively

• Three Types of Data Focus Area:

  • Treatment, probe, and control data for a well-rounded insight on treatment impact.

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Generalization Data Collection Practices

• Understanding Generalization in Treatment:

  • Assessment of language skills beyond the treatment context to witness true progress and generalization.

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Collecting Generalization Data

• Focus on Naturalistic vs. Structured Sampling:

  • Different approaches to sampling outside treatment sessions for real-life language use.

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Setting Up for Data Collection

• Importance of Data Frequencies:

  • Regular data checks ensure accurate monitoring for progress in flexible and rigorous environments.

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Criteria for Discharge from Treatment

• Conditions for Discontinuing Treatment:

  • Clients can be discharged when goals have been achieved and functional communication is established.