CDI445 Final8

Developmental Language Disorder Flashcards

Front: What does DLD stand for?
Back: Developmental Language Disorder.

Front: Is DLD a common reason children are referred for therapy?
Back: Yes. DLD is one of the most common reasons children are referred for therapy.

Front: How is DLD diagnosed?
Back: DLD is diagnosed based on exclusion criteria, meaning other possible causes of language impairment must be ruled out first.

Front: What must be ruled out before diagnosing DLD?
Back: Other causes such as hearing loss, intellectual disability, neurological disorder, ASD, Down syndrome, or another known diagnosis.

Front: What type of language difficulty must a child have for DLD?
Back: The child must have difficulty with receptive and/or expressive language that is likely to persist.

Front: What nonverbal IQ score is mentioned as part of DLD criteria?
Back: A nonverbal IQ of 70 or higher, indicating no intellectual disability.

Front: What must be true about hearing for a DLD diagnosis?
Back: The child must have normal hearing.

Front: Can DLD co-occur with other difficulties?
Back: Yes. DLD can co-occur with difficulties in attention, motor control, speech, executive function, or auditory processing.

Front: What does it mean that DLD is “unexplained”?
Back: It means the language disorder is not caused by another diagnosis but may still persist beyond preschool and affect school or job success.

Terminology Flashcards

Front: Why can DLD terminology be confusing?
Back: Practitioners may use different terms such as specific language impairment, late language emergence, language disorder, or social/pragmatic disorder.

Front: According to the DSM-5, what qualifies a child for a language disorder?
Back: Persistent difficulty with expressive and/or receptive language that is substantially below age expectations.

Front: What is social pragmatic communication disorder?
Back: A disorder for children who have difficulty with the social aspects of language but do not meet criteria for ASD.

Front: What does SLI stand for?
Back: Specific Language Impairment.

Front: How has the term SLI been used historically?
Back: It has historically been used in research to describe the language skills of children with DLD.

Front: What is a key difference between SLI and DLD?
Back: SLI includes specific IQ requirements, while DLD does not have the same IQ specificity.

Front: What does LLE stand for?
Back: Late Language Emergence.

Front: Why is the term late language emergence sometimes used instead of DLD?
Back: Because not all children with early language delays continue to have language impairment as they get older.

Front: What percentage of children with late language emergence may go on to have long-term language impairments?
Back: About 25–50%.

Prevalence and Causes

Front: What is the prevalence of DLD?
Back: About 7.5%.

Front: Is there a clear gender relationship in DLD?
Back: Research is mixed. Some studies find males are more likely to have DLD, while others find no correlation.

Front: What male-to-female ratio has been reported in some DLD research?
Back: About 1.22:1, with males more commonly identified.

Front: What genetic factor has research identified related to DLD?
Back: A gene locus linked to speech and language impairments.

Front: Does environment play a role in language development?
Back: Yes. A child’s environment also plays a role in language development.

Major Characteristics of DLD

Front: What is the primary difficulty for children with DLD?
Back: Morphosyntax.

Front: What is morphosyntax?
Back: Morphosyntax refers to grammar involving both word forms and sentence structure.

Front: What verb forms may be difficult for children with DLD?
Back: Third-person singular -s, past tense -ed, copula verbs, and auxiliary verbs.

Front: What are copula verbs?
Back: Linking verbs such as is and are.

Front: What are auxiliary verbs?
Back: Helping verbs that support the main verb, such as is, are, was, do, or have.

Front: What articles may be difficult for children with DLD?
Back: The and a.

Front: What possessive form may be difficult for children with DLD?
Back: Possessive ’s, such as “Mom’s coat.”

Front: What pronoun difficulty may children with DLD have?
Back: They may have difficulty using pronouns correctly.

Front: What is the “trickle down effect” in DLD?
Back: A primary deficit in morphosyntax can affect other areas of language and academic ability.

Multicultural Considerations

Front: Why are multicultural considerations important when diagnosing DLD?
Back: Some language differences may be mistaken for language errors if the SLP does not understand the child’s dialect or language background.

Front: Which dialect is mentioned as being at risk for DLD misdiagnosis?
Back: African American English, or AAE.

Front: Why might children who speak African American English be misdiagnosed with DLD?
Back: Some AAE language patterns may be viewed as errors if the diagnosing SLP does not understand AAE.

Front: What is an example of an AAE feature mentioned in the PowerPoint?
Back: Plurality, such as “There are two book.”

Trickle Down Effect Flashcards

Front: How can DLD affect vocabulary development?
Back: Children with DLD may have smaller vocabularies and difficulty learning new words.

Front: How can DLD affect word combinations?
Back: Children with DLD may produce word combinations later than their peers.

Front: What kind of verbs might children with DLD rely on?
Back: High-frequency verbs such as want, get, and like.

Front: How can DLD affect verb learning?
Back: Children with DLD may use a smaller variety of verbs.

Front: How can DLD affect pragmatic development in younger children?
Back: Younger children with DLD may be less likely to initiate topics.

Front: How can DLD affect pragmatic development in older children?
Back: Older children with DLD may have difficulty entering peer group conversations and making conversational repairs.

Front: What are conversational repairs?
Back: Attempts to fix communication breakdowns, such as clarifying or rewording a message.

Front: Are phonological impairments common in children with DLD?
Back: Yes. Children with DLD more frequently have phonological impairments.

Front: What percentage of children with DLD may have phonological deficits?
Back: Up to 40%.

Associated Problems

Front: What information-processing issue is associated with DLD?
Back: Children with DLD may have capacity limitations in cognitive processing resources.

Front: How can processing limitations affect children with DLD?
Back: They may be slower at naming pictures or recognizing words.

Front: What is a nonword repetition task?
Back: A task where a child repeats made-up or nonsense words.

Front: Why are nonword repetition tasks used with DLD?
Back: They can show difficulty with language processing and phonological memory.

Front: What attention-related disorder can co-occur with DLD?
Back: ADHD.

Front: What percentage of children with DLD also meet criteria for ADHD?
Back: About 22%.

Reading and Writing Issues

Front: What percentage of children with DLD experience reading problems?
Back: About 80%.

Front: How are DLD and dyslexia related?
Back: DLD and dyslexia are linked because both can involve language and phonological processing difficulties.

Front: What phonological awareness skills may be difficult for children with DLD?
Back: Detecting, segmenting, and blending word sounds.

Front: How can phonological awareness difficulties affect reading?
Back: They can make decoding words more difficult.

Front: How can DLD affect writing?
Back: Children with DLD may make frequent grammatical errors and have difficulty writing complex sentences.

Front: What written grammar issue is common in children with DLD?
Back: Errors in written verbal morphology.

Front: What type of sentences may be difficult for children with DLD to write?
Back: Complex sentences.

Logan Case Study Flashcards

Front: What grade is Logan in?
Back: Logan is in 2nd grade.

Front: What diagnosis does Logan have?
Back: Developmental Language Disorder.

Front: What area of language is difficult for Logan?
Back: Morphosyntax, especially complex sentences with causal conjunctions.

Front: What are examples of causal conjunctions Logan struggles with?
Back: Because and if.

Front: What science topic is Logan’s class studying?
Back: States of matter: liquid, solid, and gas.

Front: What science vocabulary might be difficult for Logan?
Back: Condense, evaporate, hypothesize, and investigate.

Front: What language skills are needed for science inquiry?
Back: Vocabulary, sentence comprehension, explaining cause and effect, asking questions, making predictions, and giving rationales.

Front: How might Logan’s morphosyntax deficits affect semantic development?
Back: Difficulty understanding complex sentence structures may make it harder for him to learn new vocabulary and concepts.

Front: How might Logan’s morphosyntax deficits affect pragmatic development?
Back: He may struggle to explain ideas, follow group rules, interact with peers, and participate in class discussions.

Front: How could a clinician support Logan’s academic skills?
Back: By teaching science vocabulary, supporting complex sentence use, modeling cause-and-effect language, and helping him practice explaining predictions.

Zachary Case Study Flashcards

Front: How old is Zachary?
Back: Zachary is 10 years old.

Front: What grade is Zachary in?
Back: Fifth grade.

Front: How is Zachary described socially?
Back: He is social and well-liked by his peers.

Front: What are Zachary’s interests?
Back: Rap music and video games.

Front: What verbal instruction difficulty does Zachary have?
Back: He does not easily follow coaches’ verbal instructions.

Front: How does Zachary respond when conversations change from his favorite topics?
Back: He loses interest when the conversation changes to unfamiliar or less preferred topics.

Front: What reading difficulty does Zachary have?
Back: He is a slow reader and does not easily comprehend what he reads.

Front: When did Zachary begin decoding grade-level text?
Back: In third grade.

Front: How is Zachary’s writing described?
Back: His writing consists of simple sentences and is produced slowly.

Front: How does Zachary participate in classroom discussions?
Back: He generally does not participate.

Front: What might be an underlying cause of Zachary avoiding unfamiliar topics?
Back: He may have language weaknesses that make unfamiliar topics harder to understand, discuss, and respond to.

Front: What classroom-based assessments might help gather information about Zachary?
Back: Language samples, reading comprehension tasks, writing samples, classroom observations, curriculum-based assessments, and teacher/parent interviews.

Front: What information could be provided to Zachary’s parents?
Back: Information about how language difficulties can affect reading, writing, verbal instruction following, conversation, and classroom participation.

Front: What educational or communication goals might help Zachary?
Back: Goals for reading comprehension, complex sentence production, written language, following verbal directions, topic maintenance, and participating in classroom discussions.

Quick Review Flashcards

Front: What is the main language weakness in DLD?
Back: Morphosyntax.

Front: Which language areas can be affected by the trickle down effect?
Back: Semantics, pragmatics, phonology, reading, writing, and academics.

Front: What does DLD often affect in school?
Back: Academic performance, reading, writing, vocabulary learning, classroom discussion, and social communication.

Front: Why is DLD considered persistent?
Back: Because language difficulties are likely to continue beyond preschool and may affect school and job success.

Front: What is one reason DLD can be missed in older students?
Back: Older students may be well behaved or socially liked but still struggle with reading, writing, comprehension, and classroom participation.

Front: Why should SLPs be careful when diagnosing children from different dialect backgrounds?
Back: Dialect differences should not be mistaken for language disorders.

Front: What is one academic area strongly linked to DLD?
Back: Reading.

Front: What is another academic area strongly linked to DLD?
Back: Writing.

Front: Why is phonological awareness important for children with DLD?
Back: It supports decoding, spelling, and reading development.