Lecture_Chapter_2_Part_III_03-04-25

LANGUAGE DISORDERS

Information Processing

• Definition: Involves how individuals process information which is critical for language development.

INFORMATION PROCESSING (EXECUTIVE FUNCTION)

Four Steps of Information Processing:

1. Attention: Automatic brain activation focusing awareness.

2. Discrimination/Perception: Ability to identify stimuli amidst competing stimuli.

3. Organization: Categorizing information for storage and later retrieval.

4. Memory/Retrieval: Retrieving stored information.

Related Concepts:

• Transfer/Generalization: Applying learned material to new contexts.

• Levels of Processing:

  • Bottom Levels: Involve perceptual analysis (Discrimination).

  • Top Levels: Associate new information with existing knowledge.

• Working Memory: Temporary storage for processing information.

• Executive Function: Refers to cognitive processes regulating thought, action, and emotions, involving working memory, cognitive flexibility, inhibitory control, planning and organization, self-monitoring, and regulation.

WHAT IS EXECUTIVE FUNCTION?

• Cognitive Processes: Regulation of thought, action, and emotions involving:

  • Working Memory

  • Cognitive Flexibility

  • Inhibitory Control

  • Planning and Organization

  • Self-Monitoring and Regulation

Environmental and Psychological Factors Affecting Executive Function

• Chronic Stress and Trauma: Disrupt brain development and executive function.

• Substance Use and Exposure: Impacts from prenatal exposure to substances altering executive functioning.

• Mental Health Disorders: Conditions like anxiety and depression hinder focus and emotional regulation.

CHALLENGES IN ADOLESCENTS WITH EXECUTIVE FUNCTION DEFICITS

• Planning and Organization: Difficulty with planning tasks.

• Impulsivity: Issues with self-regulation.

• Problem-Solving: Challenges in flexible thinking.

• Academic Tasks: Struggles with tasks like written expression and comprehension.

EXECUTIVE FUNCTION DISORDERS AND LANGUAGE IMPAIRMENTS

• Challenges in:

  • Verbal organization and expression

  • Social communication

  • Understanding abstract language and inferences

  • Memory for spoken and written information

  • Many adolescents with executive dysfunction also face language-related struggles.

SPEECH-LANGUAGE PATHOLOGY AND EXECUTIVE FUNCTION

• Support Areas for Adolescents:

  • Verbal reasoning and problem-solving

  • Organization of spoken and written language

  • Memory strategies for learning

  • Social communication and self-advocacy skills

LANGUAGE DISORDERS

Definition and Impact

• Definition: Difficulties in acquiring, understanding, or using language affecting speaking, listening, reading, and writing.

• Impact: Influences academic performance, social interactions, and emotional well-being.

• Prevalence: Common in childhood, varies in severity and patterns.

CATEGORIES OF LANGUAGE DISORDERS

• Broad Groupings: Divided into unexplained and co-occurring conditions.

• Normal Curve: Language abilities can be understood on a continuum from low to high.

LANGUAGE DISORDERS ASSOCIATED WITH OTHER DISORDERS

• Language impairments may arise due to:

  • Autism Spectrum Disorder (ASD): Affecting language organization and comprehension.

  • Attention-Deficit/Hyperactivity Disorder (ADHD)

  • Intellectual Disabilities

  • Hearing Impairment

  • Neurological Conditions: Impact processing and production of language.

CLASSIFICATION BY LANGUAGE DOMAINS

1. Expressive Language Impairment: Difficulty producing verbal expression.

2. Receptive Language Impairment: Challenges in understanding language.

3. Mixed Language Impairment: Affects both expressive and receptive skills.

4. Pragmatic Language Impairment: Issues in social language use.

QUALIFYING TOOLS FOR LANGUAGE DISORDERS

• Standardized Assessments: Tests, checklists, and observational measures.

• Developmental Milestones: Comparing skills against typical benchmarks.

• Discrepancy Analysis: Gaps between language abilities and cognitive skills.

• Exclusion Criteria: Ruling out other causes, assessing functional impact.

ADDITIONAL CONSIDERATIONS

• Bilingualism & Cultural Factors: Understanding language differences in diverse backgrounds.

• Environmental Influences: Impacts of socioeconomic status and enriched language environments.

CRITERIA FOR LANGUAGE IMPAIRMENT

• Common Benchmark: 1.5 standard deviations below the mean.

• Standardized Test Criteria: Must include assessments in evaluations; some use stricter criteria of 2 SD below the mean.

KEY DISTINCTIONS IN TERMS

• Language Impairment: An umbrella term for deficits in language skills due to various causes.

• Specific Language Impairment (SLI): A neurodevelopmental disorder with primary language difficulties not explained by other factors.

LANGUAGE IMPAIRMENT CHARACTERISTICS

Social and Behavioral Impact

• Challenges in peer relationships, self-esteem, emotional regulation, and behavioral issues.

• Children with SLI often perceived negatively by peers and educators.

LANGUAGE IMPAIRMENT: Causal Factors

• Biological Factors: Brain activation patterns, genetic links.

• Social-Environmental Factors: Not solely caused by poor environmental input.

PROCESSING FACTORS IN LANGUAGE IMPAIRMENT

• Executive Function and Working Memory: Critical for language learning; difficulties in memory can affect processing.

SOCIAL COMMUNICATION DISORDER (SCD)

Characteristics

• Deficits in social communication abilities, often co-occurring with other disorders.

CONCLUSION

• Language impairments can have lasting effects on academic, social, and emotional functioning.