Language Disorders From Infancy Through Adolescence

Front 1

Define normative give example of criterion used

Back 1

Normative deficit is one that is so that it is noticed by ordinary people (non professional) it effects how the person functions socially and academically (adaptive dysfunction criterion)

Front 2

Neutralist

Back 2

In addition to being noticable in language form and meaning in communication it has to score significantly below expectations on a standardized or norm-referenced test (standardized criterion)

Front 3

Criteria of normative and neutralist deficit

Back 3

systems used by medical and mental health professionals worldwide to classify disorders require BOTH of these criteria be met for the child language disorder to be diagnosed
(a child must both score significantly low on standardized testing and be perceived as having a communication problem, by a nonprofessional to be labeled as language disordered

Front 4

Why are both normative and neutralist considered nescesary to make the diagnosis?

Back 4

Both are necessary because of the validity of standarized testing and the believe that informal assessment is of greater ecological validity.

Front 5

Give and support your opinion about what constitutes a "significant deficit" in language performance.

Back 5

I personally believe that a significant deficit in language performance is what interfers with a persons ability to communicate clearly their wants and need from being perceived by an nonprofessional and the use of standardized testing helps the professional in assessing where the communication failure exist in their language disorder.

Front 6

Which criterion would result in identifying more children as language disorder: the 10th percentile or more that 1 standard deviation below the mean?

Back 6

A standardized test does not define how low a score needs to fall to qualify a child for services. Where as below the 10th percentile, corresponds with a standard sore of 80(1.25 SD below the mean) as a middle-ground position.

Front 7

Name and describe the domains of language. Describe an imaginary client who had a deficit in each domain. What would his/her language be like?

Back 7

FORM- syntax, rules for grammatic lang, morphology,structure of words and phonology, systematic uses of sound (an articulation client)
CONTENT- semantics, knowledge of vocab, and about objects and events (language word finding comprehension.
USE- pragmatics,-the goals of lang. in it's use of content and it's rule to achieve goals and carry out cooperative conversations(Autistic child)

Front 8

Discuss the pros and cons of using chronological age referencing in defining language disorders.

Back 8

The use of chronological age helps to define where a child should be in language development however not every child's mental ability falls within this range. Language development is closely related to a child's mental capability. So to compare a 8 yr old with the mental ability of a 3 yr old would provide us with an unrealistic expectation when developing interventions

Front 9

What are two disadvantages of using nonverbal mental age referencing?

Back 9

1. There isn't a standard point of reference in existances for defining language disorders using nonverbal mental age
2. Nonverbal assessments are rarely pure measures of nonverbal abilities.

Front 10

Name the disciplines involved in early studies of language disorders in children.

Back 10

neurology, psychitrics, pediatrics are some of the disciplines involved in the early studies of language disorders in children.

Front 11

Discuss changes in the 1950s that influenced the course of clinical practice in language disorders

Back 11

Until 1950 most associated language learning and its disorders as a related syndrome of another disorder and that developmental disorders of language paralleled those seen in adults with acquired aphasias.

Front 12

How did the study of normal language development influence practice in language pathology?

Back 12

By compiling information on normal language development it became possible for language pathologist to describe a child's language behavior in detail and to make specific comparison to what is normal on a variety of forms and functions. The gathering of this information also served as a curriculum guide for planning intervention.

Front 13

What are the implications of calling a child with a language problem delayed? Deviant?

Back 13

In the use of the term delayed it seem that the LI is just that of a younger child but will later develop into normal language.
The term deviant may implied that language development is not only slower but different in a qualitative way.

Front 14

What is the role of the term childhood aphasia in discussing child language disorders?

Back 14

The term childhood aphasia was used to describe children who in the absence of other disorders, failed to learn language normally.

Front 15

Discuss synonyms for language impairment, explaining which you would use in your clinical practice and why.

Back 15

I would use an umbrella term like language impairment and through further assessment would then determine a more appropriate dx.

Front 16

What is the evidence for a genetic component in language disorders?

Back 16

The evidence for a genetic component is that SLI tends to run in families

Front 17

What are some of the brain differences seen in children with language disorders?

Back 17

Some of the differences that we may see in children's brains with language disorders is smaller and more symmetrical brain hemispheres.

Front 18

What is FOXP2?

Back 18

FOXP2 acts as a chief executive officer in that it is involved with controlling the genetic programs of cells.

Front 19

Where is the communication disorder "located" in a systems model of language disorders?

Back 19

The communication disorder of a systems model does not assumes that the communication problems are "in" the child but rather are in the relationship between communication partners.
Not all solution is in changing the child but some is in changing the environment

Front 20

Define the categorical approach to language disorders. What categories are usually included in this approach?

Back 20

The categorical approach classifies organized language disorders on the basis of syndromes of behavior that the accompany and is basically a medical model.
Categories can be mental retardation, hearing impairment, autism, other behavioral /emotional conditions, neurological damage etc

Front 21

Explain the difference between "top-down" and "bottom-up" processing.

Back 21

With the bottom-up processing, lower level processes provide input necessary to the function of higher-level processes. they work in the context of prior knowledge. the top-down is concept-driven and bottom-up is data-driven

Front 22

How does prior knowledge influence performance on tests of processing capacity?

Back 22

Prior knowledge will influence a test on processing capacity due to the fact that if the information is familiar to child it is easier to associate it to already known information.

Front 23

What are the implications for language assessment and intervention of a descriptive-developmental model?

Back 23

The descriptive-developmental model aka communication-language approach,is more useful for diagnosing problems in the acquistion of language, detailing the parameters of these problems, and deciding what to do about them.
this model addresses the entire range of language performance, including form, content, and use.

Front 24

Name a population that the "systems Model would serve best?

Back 24

A child with a dialect difference, a child with severe disabilities because we are more concern with child's ability to send and receive messages to important people in their lives.

Front 25

What is the specific disabilities model?

Back 25

The idea in this model is to teach to the child's strengths and either remediate or work around the weaknesses.