Language Disorders Ii Chaper 4

Front 1

Why should etiology of a disorder not be a primary determiner in clinical decisions about children with LDs?

Back 1

1. same etiology manifests itself in different language deficits
2. children do not always fit into one clinical diagnostic classification, for example may be MR and HI
3. Child's diagnosis doesn't dictate the type of program to follow (we child has autism this doesn't tell us if we should use AAC or speech for communication)

Front 2

What are reasons that knowledge of etiology would be helpful?

Back 2

1. for qualifying child into a school program, even if SLP didn't give the diagnosis
2. knowing the classification gives pointers to the areas we need to assess
3. we need to know these diagnostic categories to be able to read clinical reports on clients with medically- defined etiologies

Front 3

What is the definition of MR/ID?

Back 3

significant limitations in both intellectual functioning AND adaptive skills relative to the persons own culture

Front 4

What is the degree of retardation defined by?

Back 4

the level of support needed

Front 5

what are the categories of the different degrees of MR?

Back 5

- intermittent
- limited
- extensive
-pervasive

Front 6

what is NSMR

Back 6

non specific MR, does not have a known etiology, not part of a syndrome.

Front 7

in NSMR what are cognitive skills attributed to?

Back 7

- lower IQ
- attending less to various properties of stimuli

Front 8

About ____% of MR cases have lg commesserate with cognitive level

Back 8

50

Front 9

____% of MR cases have comprehension equal to mental age but poorer expressive language

Back 9

25

Front 10

____% of MR cases have both comprehension and production at a level that is poorer than mental age

Back 10

25

Front 11

Morphology and syntax are similiar to mental age matched performance up to what point?

Back 11

an MLU of 3

Front 12

What is the order of morpheme acquisition with MR?

Back 12

the order is the same as typical

Front 13

After an MLU of 3 what happens with sentences produced by those with MR (in general)?

Back 13

they are simpler/less complex and shorter

Front 14

Is articulation better or worse than mental age-matched with MR?

Back 14

worse, but with similiar development of phonological processes

Front 15

what is learned more easily in children with MR- syntax or vocabulary?

Back 15

vocabulary. It is mostly concrete.

Front 16

In children with MR pragmatics are ________ to mental age match

Back 16

similiar

Front 17

Down Syndrome

Back 17

- chromosomal abnormality of trisomy 21
- characteristic facial features: hypotonia, heart and respiratory problems, articulation and intelligiblity issues
- otitis media is common leading to especially severe articulation problems oftentimes

Front 18

What is the language profile of Down Syndrome children?

Back 18

- vocab less impaired than grammar
- semantic development relative area of strength
- syntax lags behind other levels of development, but continues to develop into adolescence

Front 19

What is the discrepancy criterion?

Back 19

there had to be a discrepancy between mental age and language profile, in the past SL services denied becuase of this

Front 20

Why is it important to have intervention in children with MR?

Back 20

- language intervention is facilitative
- TOM is deficient
- progress continues into later years
- if speech fails to develop AAC recommended

Front 21

What is the most common form of inherited MR?

Back 21

Fragile X syndrome

Front 22

What is fragile X syndrome?

Back 22

a genetic disorder that results from a fragile X chromosome caused by a gene that tends to mutate due to a DNA fragment

Front 23

What is the incidence of Fragile X?

Back 23

1:4,000 in males, 1:8,000 in females

Front 24

What happens with Fragile X in females?

Back 24

50% have MR, the rest have LD
- females who do not have the full mutation are carriers of the gene

Front 25

What happens with boys with Fragile X?

Back 25

they exhibit MR between mild to moderate levels

Front 26

Why might it be hard to identify Fragile X?

Back 26

there are lesser dysmorphic features than in DS

Front 27

What other problems might boys with Fragile X have?

Back 27

- they usually demonstrate anxiety, social withdrawal, hyperactivity or impulsivity
- several cases of ASD have Fragile X, in which case there will be hypersensitivity, unusual hand movements, sensorimotor disturbances

Front 28

With Fragile X there is usually a __________ __________ of cognitive skills

Back 28

uneven profile

Front 29

What are the relative strengths and weaknesses in those with Fragile X

Back 29

strength: vocal/verbal production
weakness: symbolic play, gestures

Front 30

Why is it especially important that Fragile X children recieve early intervention?

Back 30

individuals decline when they get older

Front 31

Williams Syndrome

Back 31

- due to deletion on chromosome 7
- dysmorphic features (upturned nose, wide mouth, small chin)
- very friendly personality with mild/moderate MR

Front 32

What is the language profile with Williams Syndrome

Back 32

language onset is slow and then there is catching up. Special because language is better than cognitive skills.

Front 33

Prader-Willi Syndrome

Back 33

- loss of gene function in chromosome 15
- characteristic physical features: small hands, short stature, truncal obesity

Front 34

What are the language problems associated with Prader-Willi syndrome?

Back 34

- poor oral motor and articulation skills are a hallmark along with pragmatic issues like turn taking, staying on topic, etc.

Front 35

What can be the affect of cocaine in utero?

Back 35

delays in expressive language and cognitive functioning, physical risks such as heart attacks and predilection towards HIV/other infections

Front 36

What are the effects of maternal alcohol abuse?

Back 36

- FAS
- fetus cannot metabolize alcohol, causes cell damage
- communication development affected secondary to maternal neglect and abuse

Front 37

Why is the diagnosis for FAS not easy to establish?

Back 37

must ascertain that there was maternal alcohol use during pregnancy

Front 38

What must we keep in mind with treatment for those with FAS?

Back 38

- must be family-centered otherwise will not have beneficial effects
- help must be extended to the parent as well as child
- help must be given in fostering good parenting skills

Front 39

What are the two categories Paul divides psychiatric disorders that affect communication into?

Back 39

- behavioral-socioemotional disorders
- pervasive development disorders including ASD

Front 40

What are the different behavioral-socioemotional disorders discussed in Paul?

Back 40

- conduct and oppositional disorders
- ADHD
- anxiety and affective disorders
- selective mutism

Front 41

What are the four types of brain damage that can affect communication?

Back 41

1. focal lesions
2. aphasia secondary to seizures
3. brain damage secondary to infection/radiation
4. traumatic brain injury

Front 42

What is more compromised in acquired communication disorders- comprehension or production?

Back 42

comprehension

Front 43

What are the recovery stages with acquired communication disorders?

Back 43

1. mute
2. either sparse language or fluent excessive speech
3. improvement in language functioning with either minimal word finding issues or confused, disorganized language

Front 44

When recovering from acquired communication disorders what should be address in intervention at each stage?

Back 44

early: residual functions like motor and vision
middle phases: highly structured treatment addressing pre-morbid functions
- late: re-integrating home and school functions

Front 45

What does re-integration into the classroom require (after a head injury etc)?

Back 45

both adaptations and various modifications of the curriculum and teaching self-monitoring skills addressing executive functions