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Unit Five

Unit Five. Language Disorders in Children. Chapter 16. Foundations of Language Disorders in Children. Language Disorder. Impaired comprehension and/or use of spoken, written, and/or other symbol systems May involve form, content, and/or use. Language Delay.

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Unit Five

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  1. Unit Five Language Disorders in Children

  2. Chapter 16 Foundations of Language Disorders in Children

  3. Language Disorder Impaired comprehension and/or use of spoken, written, and/or other symbol systems May involve form, content, and/or use

  4. Language Delay Slower start at developing language but eventually catch up to peers

  5. Language Difference Language affected by cultural and linguistic diversity

  6. Prevalence and Incidence 7 to 8 percent of kindergarten children have specific language impairments with no other complicating conditions 2 percent more boys than girls have specific language impairment (SLI)

  7. Multicultural Considerations • All clients must be respected as individuals with individual cultural and ethnic values • Many children from CLD backgrounds live in poverty • Increases the risk for language problems

  8. Chapter 17 Specific Language Impairments

  9. Severity Levels Mild Moderate Severe Profound

  10. Specific Language Impairments (SLI) Significant receptive and/or expressive language impairments that cannot be attributed to a cause or condition

  11. SLI A complex disorder that may have multiple genetic influences that interact with environmental factors

  12. Red Flags for a Potential SLI First word after 18 months Two word combinations later than 30 months of age Reliance on gestures Limited use of verbs

  13. Red Flags for a Potential SLI Lack of yes/no responses to questions Difficulty with rhyming and naming letters Difficulty initiating interactions with peers Poor conversational turn-taking

  14. Receptive Language • Difficulty understanding and integrating information • Difficultly understanding words

  15. Phonology • May produce unusual phonological errors • Substitutions of t/r or k/b

  16. Morphology and Syntax • Late developing morphology and syntax • Use short, incomplete sentences • Simple, active form

  17. Vocabulary • Small vocabularies • Slow acquisition of vocabulary • Poor word knowledge • Word-finding problems

  18. Discourse/Dialogue • Difficulty having conversations with others

  19. Narratives • Difficulty telling stories or recounting events • Due to limited vocabulary: • Challenges with morphology/syntax • Recalling memories of events • Organization of information

  20. Pragmatics • Initiate conversations less • Difficulty gaining access to conversations • Passive conversationalists

  21. Chapter 18 Language-Learning Disabilities

  22. Language-Learning Disabilities (LLD) • Term SLI is usually changed to language-learning disability when a child enters school • LLD has effects on learning and educational achievement

  23. LLD • Prevalence is 12 to13 percent for 5 year olds • 4.5 percent also have speech disorders

  24. Metalinguistics • Ability to think about and talk about language • Very difficult for children with LLD

  25. Adolescents: Receptive Language • Weak vocabulary • Difficulty with abstract words and words with multiple meanings • Figurative language (slang, jargon) is difficult

  26. Adolescents: Expressive Language • Use low content or no content words • Simple syntax • Violate pragmatic rules

  27. Developmental Disabilities and Language Disabilities • Disability originating before 18 years of age • Significant limitations in intellectual functioning and adaptive behavior • Prevalence is 1 to 3 percent

  28. Classification Systems • AAMR system indicates amount of support for individuals with developmental disabilities • See Table 18-1

  29. Receptive Language • Single word comprehension better than longer utterances • Understand concrete information better than abstract information

  30. Expressive Language • Limited vocabulary • Difficulty with word recall • Don’t initiate conversations

  31. Phonology • Speech unintelligibility is common • Up to 70 percent of children with developmental disabilities

  32. Down Syndrome • Most common chromosomal cause of developmental disabilities • Impaired comprehension and expressive skills • Speech affected by hypotonia and/or macroglossia

  33. Autism • Complex behavioral syndrome that appears by age 3 • Marked absent interest in social interaction • Severely impaired communication • Repetitive, stereotyped movements

  34. Autism • Intellectual disabilities occur in three-quarters of children with autism • Autism is within the broader category of autism spectrum disorder (ASD) • ASD is within category of pervasive developmental disorders (PDD)

  35. Autism: Receptive Language • Receptive language abilities are similar to child’s mental age

  36. Autism: Expressive Language • 50 percent are nonverbal • Echolalia • Automatic repetition of words, phrases, sentences • Used by some • Idiosyncratic language used

  37. Traumatic Brain Injury (TBI) • Acquired injury to the brain • Children tend to have good recovery • May have long-term speech and language deficits • Cognitive impairments may occur • Memory, attention, problem solving

  38. Chapter 19 Assessment and Diagnosis of Language-Learning Disabilities

  39. Purposes of Assessment • Does the child qualify for services • Identification of language problems • Description of patterns of language • Factors associated with language problems • Treatment planning • Prognosis

  40. Approaches to Assessment • Normalist/Psychometric • Naturalistic/descriptive/criterion-referenced

  41. Psychometric • Formal approach to assessment • Standardized tests are administered and interpreted • Tests are normed on a large group of children so comparisons can be made

  42. Criterion-Referenced • Description of a child’s language abilities based on natural observations • Comparison of present performance to past performance

  43. Screening • Brief one-on-one observation and measure of a child's communication abilities

  44. Assessment Protocol • Interview • Formal evaluation • Articulation/phonology • Language • Orofacial structures • Hearing screening • Meeting to review test results

  45. Evaluation of Receptive Language • Single word vocabulary • Morphology • Sentence structures • Following commands • Questions

  46. Evaluation of Expressive Language • Sounds and words • Morphology • Naming • Answering questions • Narrative skills • Conversations

  47. Language Samples • A sample of the child's speech with a clinician and/or family member • Allows for a systematic analysis to determine speech and language competence

  48. Decision Making • Child's strength and weakness • Severity of impairment • Contributors to the impairment • Treatment recommendations

  49. Therapy Approaches • Traditional • Functional • Collaborative • Often used in schools

  50. Evaluation of Bilingual Children • Both languages should be evaluated • If one language is within normal limits, then a disorder probably does not exist • A concomitant disorder may exist

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