Child Language Quiz 1

Child Language Development Quiz 1 (50 points)

• Write out definition on 5 vocal terms (day 1 terms)
• 13 true and false
• 8 multiple choice
• 5 short answer
• Vocabulary matching section

The language areas: definitions for categories under form, content, and use

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• Form-Content-Use language model- formulated by Lois Bloom and Margaret Lahey (1978) to explain how language is connected​   * “Lahey (1978) proposed that language disorders are caused when there is a disruption in language form, content, use or a combination”​

Form

• Syntax- the rules that pertain to the ways in which words can be combined to form sentences in a language​. (think order of word)
• Morphology- study of the rules that govern how morphemes, the minimal meaningful units of language, are used in a language (ASHA)​ (think free and bound)
• Phonology​- study of the speech sound (i.e., phoneme) system of a language, including the rules for combining and using phonemes. (Think individual sound)

\ \ Content

• Semantics- “the system that governs the meanings of words and sentences​” (Think sentence / vocab structure)

\ \ Use

• Pragmatics-”the rules associated with the use of language in conversation and broader social situations” (ASHA) (think social skills)

\ \ \ \ \ Information regarding DLD

\ DLD (Developmental language Disorder) - neurodevelopmental condition that impairs spoken language, is long-standing and, is not associated with any known causal condition. The applications of the term’s specific language impairment and DLD differ in breadth and the extent to which identification depends upon functional impact. (ASHA 2020).

• (Note DLD may be referred to as SLI)

\ Form with DLD

• Form- deficits in grammar are hallmarks of DLD across languages
• Children with DLD often omit morphosyntactic markers of grammatical tenses in spontaneous speech
• Older children with DLD have difficulty producing –wh questions

\ Content with DLD

• Children with DLD tend to have poor vocabularies

\ Use wit DLD

• Those with DLD tend to have less social impairments than ASD

\ \ \ Language Disorders

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• Language Disorder- impairment in comprehension and/or use of spoken, written, and/or other symbol system (ASHA)
• A language disorder may involve form (phonology, morphology, syntax), content (semantics), and/or pragmatics
• It is part of the naturalist perspective, “the impairment is characterized as a deviation from the average level of ability achieved by a similar group of people”   * Positive: Covers broad range of behaviors, focuses on those language behaviors that increase the risk for adverse outcomes   * Negative: does not help the practioner decide what differences in language behavior constitute an impairment or what level of impairment intervention is warranted
• “Lahey (1978) proposed that language disorders are caused when there is a disruption in language form, content, use or a combination”​   * Persistent errors in older children are an indicator of a language disorder

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• Tomblin 2008- “a language disorder results in an unacceptable level of risk for undesirable outcomes” (p. 95)   * A language disorder should only be diagnosed when it interferes with the child’s ability to meet societal expectations now or in the future

\ History Lesson

• Language disorders date back to the late eighteenth and early nineteenth century
• Gall (1825) was one of the first to describe children with poor understanding and use of speech
• Samuel T. Orton (1937) father of the modern study of child language disorders   * Utilized importance of neurological and behavioral descriptions   * Connections between disorders of language learning and difficulties in the acquisition of reading and writing

\ Child Language Disorders

• We utilize separate terms speech, language, communication to help identify the strengths and needs of our client’s
• Impairments in speech, language, and communication often occur in the context of another developmental disorder (DD) with a recognized label (i.e., ASD, Down syndrome, etc)
• When impairments are not associated with a related disorder many professionals, including SLP’s, will struggle to label them when a child is in need
• Can have impairments in just one area or a combination   * Example: A child with a speech sound disorder (SSD) restricted range of sounds, impacts overall communication, but can have typical language development   * Examples: A child can have ASD and not require speech/language services

\ Key outcomes of assessment

\ - The key outcome of assessment is understanding and description of how an individual’s strengths and weaknesses affect their level of adaption to everyday living

\ \ Info on slides regarding ID

\ Intellectual Disability- An intellectual disability is a neurodevelopmental condition that develops in childhood. It affects your capacity to learn and retain new information, and it also affects everyday behavior such as social skills and hygiene routines. People with this condition experience significant limitations with intellectual functioning and developing adaptive skills like social and life skills.

• An IQ test determines whether a person has an intellectual disability. IQ scores lower than 70 indicate an intellectual disability. The severity of the condition can range from mild to profound
• Intellectual Disability: Definition, Symptoms, Traits, Causes, Treatment (verywellmind.com)

\ Multidisciplinary teams

\ Multidisciplinary assessment

- SLP

- Audiologist

- ENT

- Geneticist Learning Disabilities/literacy specialist

- Neurologist

- Nutrition specialist (feeding problems)

- Occupational therapist

- Parents

- Pediatrician

- Physical therapist

- Psychiatrist

- Psychologist

- Special educator

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• As part of a multidisciplinary assessment you may complete testing in a one-on-one setting with the client and reach out to other providers OR you could all be in the same evaluation together.
• In a school setting you are likely to complete testing alone, in EI it could go either way.

How norm-referenced assessments assist practitioners

\ Standardized tests

• Norm-referenced tests developed by devising a series of items that are given to large groups of children with normal language development and then computing acceptable range of variation in scores for the age range covered by the test

\ Norm-referenced assessments

• Compares an individual’s abilities to those of his or her peers.
• Provides a snapshot of a child’s ability at a point in time
• Children with a language impairment will perform below-average using an assessments “typical” ranges
• Used to analyze if a child has a language impairment
• Have statistical properties that identify group differences

\ What sort of recommendations we make for services

• Recommendations   * Is speech/language intervention warranted?     * Frequency, duration, group, individual, combination   * Statement of goals for intervention, based on assessment data     * Long and short-term goals     * At times only LTGs are provided   * Suggestions for methods to approach activities and reinforcers based on observations during assessment     * What are they interested in that would motivate the student during weekly therapy     * Suggestions to teachers and/or parents about language development or what they can start doing right now to help the child

Sometimes for recommendations there are Clinical conference- which is when you meet with the team and possibly the child to review findings

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