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33 Cards in this Set
- Front
- Back
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Chp 16
Language Delay |
implies that children may have a slow start at developing language but that they will eventually catch up w/ their peers. aka "slow talkers" and "late bloomers"
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Chp 16
Language Disorder- ASHA definition |
A language disorder is impaired comprehension and/or use of spoken, written, and/or other symbol systems. The disorder may involve (1) the form of language (phonology, morphology, and syntax), (2) the context of language (semantics), and/or (3) the function of language in communication (pragmatics) in any combination. WE WORK W/ BOTH RECEPTIVE AND EXPRESSIVE LANGUAGE
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Chp 16
Language Difference |
Expressive language affected by cultural and linguistic diversity is not a disorder- its a difference
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Chp 16
Specific Language Impairment (SLI) (including age limit) |
Specific language impairment (SLI) is significant receptive and/or expressive language impairments that cannot be attributed to any general or particular cause or condition and are seen in preschool children.
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Chp 16
ELL - English Language Learner |
a term that refers to children living in the United States who begin learning English as a second language through systematic interactions with the educational system and broader English-speaking community (the term also may apply to children who immigrate to other English-speaking countries).
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Chp 16
L1 |
L1= Language one =Primary language
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Chp 16
Culture |
The philosophies, values, attitudes, perceptions, religious and spiritual beliefs, educational values, language, customs, child-rearing practices, lifestyles, and arts shared by a group of people and passed from one generation to the next.
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Chp16
Prevalence |
The number of individuals diagnosed with a particular disorder at a given time.
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Chp 16
Incidence |
is the rate at which a disorder appears in the normal population over a period, typically 1 year.
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Chp 17
Heterogeneous |
Consisting of dissimilar or diverse individuals or constituents
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Chp 17
Range in severity of language disorders |
Mild, Moderate, Severe, and Profound
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Chp 17
Range in severity of language disorders: MILD |
Mild language disorders have some effect on a child's ability to perform social or educational situations but do not preclude participation in normal, aged-appropriate activities in school or community.
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Chp 17
Range in severity of language disorders: MODERATE |
Moderate language disorders involve a significant degree of impairment that necessitates some special accommodations for the child to participate in mainstream community and educational settings.
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Chp 17
Range in severity of language disorders: SEVERE |
Sever language disorders usually make it difficult for a child to function in community and educational activities without extensive support.
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Chp 17
Range in severity of language disorders: PROFOUND |
Profound language disorders imply that the child has little or no ability to use language to communicate and is unable to function in community and educational activities.
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Chp 17
Context |
The immediate environment of the speaker and listener, including past experiences each brings to the communication encounter
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Chp 17
Dialogue |
(discourse, conversation, connected speech) The continuous or connected verbal expression of information, thoughts, or feelings during social interactions among people.
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Chp 17
"Red flags" that may indicate a SLI |
Significant late appearance of a child's first word (i.e. after approx 18 mos), Significant late use of two word combinations (i.e., after approx 30 mos), Reliance on gestures for getting needs met, Infrequent use of verbs and poor developmental of verbs, Lack of yes-or-no responses to questions, difficulty with rhyming words, difficulty with naming letters, difficulty initiating interactions with age peers, and Difficulty with turn-taking during conversations.
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Chp 17. Morphological and syntactic problems in young children
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Problems usu evident at 3 yrs of age. OMISSION of: plural morphemes such as s and z,possessive morphemes such as s, present progressive such as -ing, 3rd person singular "he plays ball for he play ball", various forms of auxiliaries (ex: is, are), omission of various forms of copulas (daddy big for daddy is big, they hurt for they were hurt) past tense such as -ed, irregular plural forms foot for feet, irregular past tense form of verb forms "he goed home " for "he went home", omission of conjunctions (and & but), Confusion of singular and plural forms "they goes home" for "they go home", confusion of articles "a" and "the" often w/ other morphological and syntactic errors, AND confusion of prepositions, such as in for on "cat on box" for "the cat is in the box".
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Chp 17
Vocabulary and Semantic Problems |
-Often not saying their first words until 18 mos or later- slow at developing additional vocab approx 20 words by 24 mos. ARE AT RISK OF LANG IMPAIRMENTS. -Most children have dramatic incr of new words btwn 18-24 mos.Children w/ SLI not negligible incr during this time. Impairments may be able to name objects but no adj. Chldrn w/ specific SLI have difficulty understanding abstract concepts and expressing their wants, needs, thoughts, and feelings = results in frustration and bx outbursts.
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Chp 17
Dialogue or Discourse Problems |
(Discourse, conversation, connected speech) Children w/ SLI typically have difficulty having convo w/ other children and or adults which they have to understand each word that is spoken. And understand overt and the covert meaning. Child's response is most likely to be delayed, incomplete, and inaccurate. Parents feel like they are playing 20 quest. when trying to obtain info. These children are usu brief; sometimes listeners end a conversation not knowing quite what was said or understood.
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Chp 17
Narrative Problems |
Children w/ SLI have particular difficulty relating narratives for a variety of reasons: - Limited vocab - diff w/ morphology and syntax - diff relating to the sequence of an experience - difficulty recalling specific memories of an experience, and - diff w/ organization of info to relate to experience. RELATING is most difficult for children w/ SLI
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Chp 17
Pragmatic Problems |
Children with SLI tend to initiate conversations less than normal kids do, and when they do initiate it is often at the wrong time w/ inappropriate ways of attracting listener's attention (e.g. Shouting). Difficulty knowing how to gain access into convo and appear as rude. Diff sustaining topics over several convo turns, often abruptly trying to change a topic. They usu don't ask for clarification. Diff engaging in convo, socially interacting w/ peers, and negotiating play. TEND TO BE passive conversationalist. unassertive in initiating convo but may respond appropriately if others do the initiating.THEY are inactive communicators who neither initiate readily nor respond easily.
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18
language disorders |
an impairment of receptive and/or expressive linguistic symbols (sounds, morphemes, words, semantics, syntax, or pragmatics) that may range from mild to profound difficulty comprehending what is said or verbally expressing wants, needs, thoughts, information, and feelings that may interfere with normal emotional, social, educational, and occupational development.
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language- learning disability |
An impairment of receptive and/or expressive linguistic symbols that affects learning and educational achievement and consequentially, possible occupational and professional choices, in addition to emotional and social development.
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Metalinguistics |
The ability to think about and eventually talk about language
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developmental disability (intellectual disability/ mental retardation) |
A disability that originates before 18 years of age and is characterized by significant limitations both in intellectual functioning and in adaptive bx as expressed in conceptual, social, and practical adaptive skills.
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Adaptive behavior |
The ability to act as independently and responsibly as other people of the same age and cultural background; includes conceptual skills(e.g. language and money concepts) social skills (following rules and pragmatics),and practical skills (dressing appropriately and work skills).
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IQ (intelligence quotient) |
An estimate of intellectual status in terms of an index determined by dividing the mental age(MA) in months by the chronological age (CA) in months of reducing the result to a percentage.
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Down Syndrome |
chromosomal cause of development disabilities, w/ severity levels from mild to moderate rage.
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Phonology
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The sounds used in a language and the rules for combining the sounds
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Morphology
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The study of the smallest units of meaning (morphemes)
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Syntax
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Each language has a grammar- that consists of rules for now words are arranged in sentences.
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