Language Disorders

6 Pages
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Department
Communication Sci & Disorders
Course Code
CSD 212
Professor
Tamayo

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Description
-Developmental lang. disorders -Not all kids have normal lang. development -Must understand what's normal to understand what isn't -Definition: Difficulty w/ comprehension and/or expression of lang. form/content/use -Infants @ risk -Prematurity, long NICU stay -Phys. disabilities, est. conditions -Maternal drug use/teratogens -Extreme privation -Ltd. babbling: not babbling @ 8 mo. -Lack of joint attention w/ parent/caregiver -Late talkers -Toddlers who lag in ability to understand/produce words [email protected] risk for lang. problems -Describing lang. disorders -Type -Delay vs. disorder -Dimension/domain -Form, content, use -Phonology, syntax, morphology, semantics, pragmatics -Modality -Receptive or expressive -Severity -Borderline, mild, moderate, severe, profound -Causation/etiology -Delay vs. disorder -Delay: children perform similarly to younger children (5yo talks like 3yo) -Disorder: aberrant lang. characteristics, not typical of normal development -Phonological disorders -Sounds slow to develop, used in unusual way -Use of phonological process -Cluster reduction: "pider" for "spider" -Velar fronting: "tome over" for "come over" -Final consonant deletion: "ba" for "bat" -Phonological awareness problems -ID words that rhyme, begin/end w/ same sound, blending, segmenting… -Morpho-syntactic disorders -Short, overly simple utterances -Difficulties learning grammar rules -Fragmented sentences -Few morphemes, small MLU -Semantic disorders -Ltd. expressive vocab, slow vocab growth -Trouble w/ abstract concepts, over-reliance on context for meaning -Hard to understand idioms, humor -Difficulty describing things -Difficulty w/ relational terms -Anoma: naming difficulties, word recall deficits -Pragmatic disorders -Difficulty requesting, responding to requests for clarification -Poor flexibility (w/ different listeners) -Difficulty turn-taking, maintaining topics, initiating/completing conversations -Asocial monologues -Narrative difficulties -Autism -Causes of lang. disorders -Neurological/CNS damage -Mental retardation, developmental disability -Diminished/disordered perceptual info -Diminished enviro. (neglect) -Fetal Alcohol Syndrome, drug-addicted newborns -Specific lang. impairment (SLI) -Lang. disorder that can't be attributed to known causation -No deficits in hearing, oral struc./func., gen. intelligence, perception -Characteristics of SLI -Receptive, expressive, or combo -Difficulties: -Extracting regularities (rules) from lang. in enviro. (form) -Registering diff. contexts for lang. (pragmatics) -Constructing word-referent associations for vocab growth (semantics) -Assessment of lang. -Standardized tests -Informal measures -- elicitation of specific forms ("book" vs. "books") -Observation -Lang. samples -- write down exactly what kid says to analyze later -Response to intervention -Birth to 5 intervention -Early intervention (0-3) -Individual Family Service Plan (IFSP) -Committee on Preschool Special Ed (3-5) -Indiv. Education Plan (IEP) or IFSP -Many possible therapy services -PT/OT/ST, special ed, psych., AT, 1:1 aide… -May receive intervention @ 1 of many locations -Home, day care, program/facility… -Therapy approaches -Clinician-centered vs. child-centered: who leads interaction -Ex. of therapy techniques for toddler/preschool -Expansions: adult corrects child, preserving word order -"Doggie eat" -- "The doggie is eating" -Adds grammatical completeness -Extensions: adult adds semantically related comment -"Doggie eat" -- "Yes, doggie is hungry" -Adds more semantic info -Self-talk: clinician talks about what s/he is doing -Child says nothing -Parallel-talk: clinician talks about what child & clinician are doing -Child says nothing -Lang. disorder in educational context -Learning disability -Significant difficulties in listening, speaking, reading, writing, reasoning, math -Dyslexia -Ne
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