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30 Cards in this Set
- Front
- Back
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3 Elements of Language according to Brown
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Productivity: lang. is generative, we take a finite set & make infinite combinations
Semanticity: language is symbolic & referential; refer to objects & events Displacement: no confinements of time & space; can talk about decontextualized topics; we can talk about anything – past, future, far away places |
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3 Domains of Language and Subdomains
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FORM = signal
Syntax Morphology Phonology CONTENT = meaning Referential (lexicon) + Relational (associations, categorizations) Knowledge Semantics USE = function/social Pragmatics |
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Examples of Sensorimotor Experiences that Influence Content Knowledge
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Cause and effect
Object permanence |
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Grice's four maxims
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Quantity = too much/too little talking
Quality = say what you believe to be true, evidence of it being true Relation = relevant Manner = be clear (not ambiguous), |
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Strong Cognition v. Weak Cognition Hypotheses
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Strong Cognition
- Thought BEFORE Language, Cognition drives language. - We need thinking in place before language starts being acquired. - Cog. = Necessary + Sufficient: Thinking is ALL we need in place. - Language can never exceed cognition. LAE < MA Weak Cognition - Thought WITH Language, Cog. gives first entry to lang. but not linguistic rules. - We need to learn language separately after so that we can learn linguistic rules. - Cog. = Necessary but Insufficient: Thinking needed but its not ALL we need. - LAE < or = MA |
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Interactional Hypothesis – What developmental possibilities exist between LA & MA?
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- Language age can be greater than, equal to, or less
than mental age. - COGNITION + LANGUAGE ARE UNIQUE BUT HIGHLY RELATED - Common underlying structures & mediated by social interaction (playing) - Interactional says the 2 systems are not that different, but they are subgroups of something greater |
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Primary vs. Secondary Language Disorder
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Primary = language deficits are biggest challenge
Secondary = language impairment has to do with some other disorder (something else is going on such as Autism, Down’s) |
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"Delay" is a term that assumes...
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get there eventually; will reach milestones but takes more time; catch up and be typical
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Normative v. Naturalist Criteria
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Normative Criteria: deficit affects how the child functions in the world
- If everyday people notice a language problem, it is enough reason to treat it - Otherwise there is a risk we notice it early and ignore it Naturalist Criteria: deficit shown by language difference being significant lower than expected on norm-referenced measurement, standardized tests |
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Problems with using standardized tests for children birth-3 years old?
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Don’t have enough with good reliability, validity, sensitivity, specificity (psychometric properties)
Poor ecological validity (naturalness) Static nature of material (pointing to picture and answering, language is dynamic) |
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“Significant Deficit” means…
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On at least 2 TESTS within language assessment battery, standardized test scores of:
Below 10th percentile, Standard score less than 80, more than 1.25 standard deviations below the mean |
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Diagnostic Criteria for EI Services in NY…
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At least 2 SDs below mean in one or more areas
-OR- At least 1.5 SDs below mean in two or more areas For communicative domain, must include both expressive and receptive aspects. Other domains are cognitive, physical, social-emotional, adaptive. |
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Discrepancy-Based Criteria + Examples
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Relates language abilities to child’s developmental level in some other area. Must be tested non-linguistically.
Examples: Chronological Age, Mental Age. How old is child cognitively? How does he function in motor skills? Intralinguistic Profiling – measure range of areas, compare, target skills in lowest area to bring in line. |
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Systems Model – Focus of Tx & Who May Benefit Most
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FOCUS: How can we change the environment and reduce handicapping conditions?
Tx modifies environment. (how environment interacts w/ impairment) People with severe disabilities may benefit most. Also used when cultural/dialectal variables are involved |
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Categorical Model – why is relevant to language disorders?
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1. This is essentially a medical model, based on syndromes
- We try to identify similarities among children w/language learning disabilities; once we find some, we label the condition! - Unfortunately, diagnosis is NOT etiology 2. BILLING comes from this model! Use w/insurance companies 3. Can communicate w/other medical professionals |
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Descriptive-Developmental Model – typical lang. development is clinically relevant because…
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1. Children’s language is different from adult language.
2. Language is different between younger and older children. 3. Helps determine where child falls in developmental progression. States that the child will follow typical sequence. Where is he now? Target above that. We can’t always find the cause, so we have to collect details about where the child is in his development and use the typical sequence as a guide for tx. |
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Evaluation vs. Assessment
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Evaluation: establish eligibility for services
Assessment: more info on communicative function, needed supports, & strengths/needs |
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Language Screening – Purpose
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Determines if child needs a full evaluation
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3 Questions for Ongoing Assessment
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1. Is more change needed?
2. Is more change possible? 3. Can changes be achieved without costs that outweigh its benefit? (family goals) |
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Diagnostic Process – Main Focus
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Goals:
1. Does the child have a significant communication deficit? 2. Describe deficit across all domains The focus is on COMMUNICATION, NOT the Dx! - Don’t get hung up on a term when working for this age group. - We are concerned more w/Tx than etiology! |
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Active Participation of Caregivers During Evaluations important because…
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1. help/collaborate with SLP
2. more info about strengths and needs, “what does your son do well?” 3. builds a consensus – same page as caregiver 4. get child out of tx more quickly – it is more cost efficient |
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5 Activities for Caregivers as Partners during Assessment
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1. observations (record and use as data collectors)
2. assistance 3. interpreting 4. strengths and positive qualities 5. review reports |
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4 Questions for Case History
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1. WHAT is the problem?
2. WHEN did it start? 3. Does it VARY? 4. How does ENVIRONMENT interact with problem? |
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Ethnographic Interview - Goal and Q Types
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Goal: Descriptive interview to have participants talk about things of interest to them AND cover matters of important to us with them using their own concepts and terms
5 Types: 1. Grand tour requests big open Qs 2. Mini-tour requests follow-up Qs 3. Example Questions “Can you give me a specific time when…” 4. Experience Questions “Tell me about a time she refuse to talk at all” (more atypical) 5. Native-language Questions Qs that use their own words/terms |
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Family Concerns/Priorities in Evaluation
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Use open-ended questions in an informal interview to figure out:
1. family’s understanding of why there is an eval 2. concerns 3. priorities 4. resources |
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Language Production Evaluation
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Look at the child’s:
1. Imitation skills --> vocal patterns, gestures 2. Phonological development --> influences content, phonology is better predictor than age a. learn words with sounds they can make b. sounds in infant’s babble used in first words c. late talkers tend to have small phonemic inventory, vocalize less, simpler syllable structure 3. Lexical development --> vocab. size 4. Semantic relations --> word combinations |
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Interactive Readiness
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Imporant in Eval. because: If child is not ready, they will not perform. Info will not be ecologically valid, child won’t participate or can become uncomfortable.
Examples: Eye contact Shared space Giving/showing/receving Vocalizations/verbalizations |
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Intentionality emerges… between 8-12 months
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Intentionality emerges… between 8-12 months
8-12 mo. gestures + vocalizations 11-18 mo. gestures + word-like forms 18-24 mo. word combinations!!! |
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4 Types of Play
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1. Object
What does he do with a car? Functionally using it? (drive) 2. Social does he include others? 3. Affective Motivational does he show mood/emotion? Flat affect? Enthusiasm? facial expressions? 4. Symbolic pretend play. Representational. |
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Transactional Model
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Assumes caregivers are child’s world
Caregivers are the PRIMARY INFLUENCE ON CHILD DEVELOPMENT Mediate tx effects through relationship between caregiver and child |
