M5 Receptive Language

THE FOCUS OF M5 IS ON THE UNDERSTANDING OF LANGUAGE/RECEPTIVE LANGUAGE 

 

{Developmental / Acquired Language Disorders} 

  • Our pediatric and adult clients typically have developmental or acquired language disorders 
  • Developmental disorder are present from birth or occur prior to the onset of normal language acquisition, you may also hear the term "congenital," (which means  "born with") 
    • Your born with it 
  • Acquired Language disorders involve the loss or interruption of language function due to illness or trauma 
    • Happens later in life 

 

{Receptive Language} 

  • Sometimes you will hear the terms language processing, auditory comprehension, listening comprehension and they are often interchangeable with receptive language 
  • Language Processing is often used interchangeably with Receptive Language skills 
  • Language comprehension or receptive language – understanding language 
  • Language Processing – the ability to attach meaning to an auditory signal using the linguistic system 

 

 

{Top Down therapy model} 

  • Speech Pathologists use this method most often 
  • The gestalt method or the "whole" - the person gets the message by quickly using language knowledge and experiences to then help them decipher the meaning 
  • Stresses comprehension 
  • Focus is on semantic knowledge 

 

MAKE SURE YOU GO BACK AND THINK ABOUT THESE TERMS THAT YOU SHOULD ALREADY KNOW FROM THE PRIOR SEMESTER, IT SHOULD BE REVIEW 

 

{Semantics} 

  • Involves the meaning of individual words and the rules that govern the combination of word meanings into logical phases 
  • This is usually the first component of language that therapists address 
  • Difficulties would be seen in reduced vocabulary, categorizing, word retrieval and figurative language comprehension 
    • So the comprehension of these things 
    • Comprehending vocabulary: synonyms, antonyms, different attributes about vocabulary 
    • Being able to categorize and understand how things are alike or the same and how they are different 
    • Being able to retrieve words and then understanding all of that figurative language that is different than out concrete language 

 

{Morphology} 

  • Involves the structure of words and the construction of individual word-forms form the basic elements 
  • Difficulties with morphology would be seen with – plurals, verb tense, (past, present, progressive), possessives 
    • They might not be using those, or they are using them incorrectly 

 

{Syntax} 

  • Involves the rules governing the order and combination of words in construction 
    • That overall sentence structure 
  • Difficulties would be seen with negation, interrogatives, relative clauses 
  • Syntax is that sentence order and construction and how we formulate sentences, and morphology deals more with those word endings and how we change meeting those plurals and possessives 

 

{Receptive Language Disorders Goals May Adress - } 

  • When you see receptive language disorders, you're going to see a variety of different types of goals and it's hard to separate receptive vs.. Expressive and we'll talk more about this in future modules are we go through 
  • But we are thinking purely of receptive language disorders, the understanding of language, the listening comprehension abilities, the auditory comprehension abilities  
  • We are going to see goals that are probably going to be addressing these types of areas: 
  • Following direction skills 
    • Being able to follow one – two step directions multi-step directions 
    • Directions related or not related 
  • Understanding vocabulary 
    • So what are synonyms, antonyms 
    • What are multiple meaning words 
  • Attending to a task, activity, lesson 
    • Having that understanding and the ability to attend 
  • Memory-recall of information 
  • Understanding basic concepts 
    • In, on, over, around, in front of 
  • Understanding the grammatical portion of language 
    • The pronouns, morphology, syntax 

 

{Common Receptive Language Goal targets} 

*(goals will be written more specific) these are general goals for both children and adults* 

  • Client will be able to follow one step directions 
  • Client will be able to follow multi step directions 
  • Client will be able to sort items into different categories 
    • Being able to identifying the category when given items 
  • Client will be able to identify common household (classroom) items 
  • Client will be able to recall three important details from information given 

 

{Remember} 

  • As an assistant you will be following the direction of your SLP 
  • The SLP will provide you with directions or goals 
    • They will be creating the treatment plan with the goals, directions, and steps you will need to do 
  • On occasion, you may have an SLP that allows you to create your own activities that correlates to the student/client's goals 
  • You will not be deciding what to work on 
    • Just the activity to address the goal he/she had chosen 
  • You are not making independent decisions and must continually work with the SLP to determine how to proceed 
  • You must also make sure you discuss any therapy problems with the SLP immediately