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131 Cards in this Set
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Advanced Language Development
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Adolescent years - Age 12 to adult
Middle and high school Have mastered basic skills of the developing language period and achieved some of the goals in the language for learning stage Beginning to develop skills in the following areas: Formal operational thought Advanced literate language skills |
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What do you need to remember about age when thinking about developmental stages?
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A person's age may not necessarily match up with his/her developmental level
eg: A high school student with a severe disorders may still be at the developing language stage and assessment needs to be appropriate for this developmental level. Functional assessments should be done to determine communicative needs in the student's environment. |
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What are the new skills that normal adolescents are learning during the period of advanced language?
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Primarily concerned with the development of language for more intensive social interactions.
Language is at the literate end of the oral-literate continuum with abilities related to critical thinking |
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Vocabulary acquisition at the advanced language stage
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Advanced adverbial conjuncts: similarly, moreover, rather
Adverbs of likelihood: definitely, possibly Adverbs of magnitude: extremely, considerably Precise technical terms related to curricular content: bacteria, abscissa Verbs with presuppositional (regret), metalinguistic (predict, infer) and metacognitive (hypothesize) components Words with multiple meanings (run for office vs. run the office) Words with multiple functions (hard stone, hard water, hard feelings) |
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What new syntactic skills do children in the advanced language development stage acquire?
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growth inside sentences (intrasentential) - increases in sentence length.
growth between sentences (intersentential) - more frequent and effective use of conjunctions and other forms of cohesive devices |
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What are the new pragmatic skills that children in the advanced language development stage acquire?
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Begin to use and understand language that has a figurative, rather than literal, function.
Puns, sarcasm, metaphors, similes, proverbs, idioms, slang Communication for purposes such as persuasion, negotiation and establishing social dominance. Talk itself is the “major medium of soc. interaction” (used to be a shared activity) |
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How does school work change in secondary school?
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More written forms - metacognitive and metalinguistic activity
New forms of discourse - expository, persuasive Formal operational thought - nonverbal and critical thinking skills, analogical/inductive reasoning, deductive reasoning |
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What is formal operational thought?
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It refers to cognitive processes such as critical thinking, math and verbal reasoning
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What are literate language skills?
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1. Vocabulary: advanced adverbs (similarly, moreover, definitely), precise and technical terms (abscissa), verbs with metacognitive connotation (hypothesize)
2. Growth in syntactic skills, pragmatic skills and the ability to use expository writing. |
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How does the development of formal operations affect language use?
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Metacognize - find ways to organize your thinking
Use critical thinking and deductive reasoning Use poetic forms (metaphors, similes) Secondary ed expects all of these skills |
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What is involved in student centered assessment in the advanced language stage?
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Students need to become part of the agenda and can help in the decision of which area to assess (student motivation is crucial).
Clinician should explain what behaviors they are going to test, how, & why Goal of assessment = cooperative partnership b/w teen & clinician It is important to tell the teen that his/her communication skills are important not only for success in school but also in communicating with peers. |
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What are the sources of referral for adolescents?
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Screenings (though this is not the preferred way)
Teachers and counselors A checklist can be given to the teachers and students. |
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What is executive functioning?
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Formal operations such as planning and decision making
Closely tied to metacognitive skills |
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How can we market our role to adolescents?
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SLP can arrange for students to get credit for work done with the SLP.
Call work "communication effectiveness" or "communication studies" rather than "speech". Students need to know that skills for potential future employment can be improved |
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Standardized tests in the advanced language stage
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They may not be sensitive enough to address all of the problems encountered in the adult lang. phase
Criterion testing needs to take place. |
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Criterion-referenced assessment in the advanced language stage
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A good place to start is a conversational sample and a writing sample
Students in the AL stage may have word-finding problems, limited vocabulary and pragmatic errors in conversation In writing they indicate limited use of complex sentences However, they have mastered basic oral language skills and can write more or less grammatical sentences, spell with some degree of accuracy, organize some sequence of thoughts. |
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How can word retrieval difficulties be documented in adolescents?
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Word definitions are a good measure of vocabulary skills: Requires knowledge of superordinate and subordinate categories.
-Many tests exist @ this stage just like L4L e.g. Rapid Automatized Naming Task, One-word Pic Vocab Test (but it is important to supplement this with a speech sample) -Teacher may have put this in their referral as a problem -You may notice this when getting your speech sample |
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How can understanding of figurative language be analyzed?
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It can be taken out of curricular literature.
Check the student's interpretation of similes, metaphors, idioms and proverbs. |
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How can you assess word finding difficulties?
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Assess receptive versus expressive vocabulary.
May be problems if expressive vocab. scores are lower than receptive vocab. |
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How would you assess syntactic comprehension in a teenager?
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Students in the AL stage should be able to comprehend all the sentence types in the language.
If a standardized test (such as the CELF or OWLS) indicates low score on receptive syntax, then intervention should proceed to increase comprehension. |
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How can we assess productive syntax in the AL stage?
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Be sure to use forms/contexts that increase the likelihood of eliciting advanced language (toward the literate end)
Two methods: T-unit length and clause-density |
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How can we assess T-unit length?
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T-units from a sample narrative need to be counted for number in the sample and their length in words, and then be compared to a criterion
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How do you assess clause-density?
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The density of clauses within sentences
A ratio of the total number of clauses in T-units, divided by the total number of T-units in a sample. |
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What are three areas of pragmatic functioning?
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Conversational skills
Classroom discourse Narrative skills |
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What are four critical areas of conversational skill (according to Brinton and Fujiki)?
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Topic Maintenance
Responsiveness Relevance Informativeness |
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What are the areas of classroom discourse?
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Following directions
Arriving prepared Using class time productively Making up missed assignments Using courtesy with teachers and peers Working cooperatively in student groups Appearing interested in class Participating in class |
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How can internal responses be assessed?
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By questioning students about a story read from their literature curriculum.
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How can inferencing skills be assessed?
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Direct questioning of a student about a passage read
Can project a character's behavior in the story into the here and now situation. |
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What is involved in summarizing text?
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Memorizing all the events
Understanding how they are all connected Logically sequencing events Selecting the most salient information |
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If students have problems beyond your scope of practice, what do you need to do?
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Refer them to a school counselor
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What should our main focus be in intervention at the secondary level?
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No longer attempting to "cure" a disorder. Instead, we will probably try to provide compensatory strategies
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What kind of content is meant by the term "Content Mastery"
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Curricular content
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How can you address content mastery as an SLP?
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SLPs may not have the expertise to teach mastery in specific content areas
But...May teach the students how to learn using a learning strategies approach |
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What are the criteria for including students in a learning strategies approach?
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Average range of intelligence
reading and oral-language skills at 4th grade level or higher |
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Functional curriculum (as opposed to academic curriculum)
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The ability to convey and comprehend meaning in a variety of language modalities (instructions, conversations, interpersonal conflicts)
Functional language skills need to be part of intervention for adolescents since many of them won't continue into post-secondary studies |
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What are two goals of intervention in the AL stage?
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Remediating basic language deficits
Teaching learning strategies |
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What are some word retrieval strategies?
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Paying attention to words from different perspectives
-Phonological properties (# of syllables) -Semantic relatedness to other similar words, spelling, morphological structure (root and affixes) |
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How can figurative language be addressed?
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Checking advertisements and identifying how language is used there. Students can make up their own advertisements.
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What is verbal reasoning?
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Analogies, syllogistic argumentation, logical persuasion
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How can verbal reasoning be taught?
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Breaking down the components of an argument or analogy, picturing it, explaining the parts, then putting the parts together again in a logical order.
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How can classroom discourse and narrative skills be addressed in intervention?
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Scripts can be discussed, written, acted out
Teaching listening strategies Helping the student become an advocate for him/herself |
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What variables constitute good conversation?
How can you address these areas in intervention? |
Giving/requesting information
Persuading listeners Shifting topics Can provide "hosted talk shows" where the students can address all of these parameters |
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What are two skills that can improve conversational skills?
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Communicative rituals
Identification of appropriate topics |
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What are the disadvantages of the clinical pull-out model?
What is a better alternative? |
It could stigmatize the student and deprive him/her of useful classroom time.
Pull-out / Sit-in: Pulling out a group of students |
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Consultation and collaboration at the secondary level?
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Consulting with all of the teachers may be difficult
SLP can suggest modifications and accommodations |
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Modifications
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Include how the material is presented to the student with LLD
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Accommodations
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Refer to how the student is catered to in the classroom (e.g. shortening assignments)
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What are some modifications that can be made in the classroom?
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Slowing presentation rate
Providing wait time for answers Restating/rephrasing the question Highlighting an outline Relating new info to old info Providing many visual cues |
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What is the ITP?
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Individual Transition Plan
Used to identify the goals we target for students 16 to 21 who need to leave school and transition to another setting Students with their families need to be consulted on what would be the best realistic goals for post-secondary plans |
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What is bicultural education?
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Teaching a person to successfully take part in two (or more) sets of cultural styles
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What is an example of Native American cultural differences that may impact a student's performance in school?
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Individuals are encouraged to give very thoughtful answers and take time to think before speaking.
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What are some examples of Asian-American cultural differences that may impact a student's performance in school?
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Direct eye contact is to be avoided
Repeated head nodding is to be used a lot It's rude to say "no" or "I disagree" |
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Language Disorder
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A significant discrepancy in language skills from what would be expected for a client's age and developmental level.
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Language Difference
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A rule-governed language style that deviates from standard usage of the mainstream culture
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What are our choices if a child is found to have a language difference?
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1. Do nothing
2. Address the difference by collaborating with the ELL and the classroom teacher, lending them our expertise |
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True/False: Dialects are not rule governed.
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False
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Dialects
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Regional or cultural variations within a language used by a particular group of people
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High-Context Communication
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Most info is in the physical context
Plans and the future are not much discussed, routines are taught through observation. Individuals are discouraged from standing out from their peers. |
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Low-Context Communication
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Most information is verbal, learning is through words, future planning is prioritized
Mainstream American culture is low-context |
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Narratives in low-context cultures
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Tend to be "topic-centered"
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Narratives in high-context cultures
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Tend to be "topic-associated"
Story parts are tied to each other through association but the listener has to infer the person, place and time relevant to the narrative |
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How can you decide if the student has a disorder or a difference?
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Ask parents or other family members if they are culturally appropriate.
You can do a dynamic assessment and language processing evaluation Need to test the student using the language in which they are most proficient. We need to determine language dominance to perform non-biased testing -Can do this through observation and/or the use of structured questionnaires |
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What do you need to remember when using an interpreter?
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They need to be skilled in language and literacy and understand the differences of cultural appropriateness
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What is the problem with using standardized tests for children who are CLD?
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Tests that are appropriate for many different languages are not available. Even if they are, their validity is questionable (they may be normed on a specific dialect of a language)
But they can be used as criterion-referenced tests for diagnostic (but not qualifying) purposes Standardized tests can be modified, including omitting culturally biased questions, but this must be noted in the report |
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Parent-Child Comparative Analysis Procedure
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Administer the same test to the parent and the child and then compare their performances
If they differ, compare to age expectations according to developmental charts If still different, it may be indicative of a lang. disorder |
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What could comparing a speech sample in both the home language and English indicate?
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If similar errors are made in both languages, and they are significantly different from acceptable, a possibility exists that there is a disorder. If, however, the performance in the home language is superior to that of English, it appears there is a problem of LEP.
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Early integration with the CLD child
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Should be in the native language, with gradual transition to English
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What are the options when the SLP does not speak the child's native language?
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In-service training
Consultation Paraprofessional Training |
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In-service training by the SLP to ESL and classroom teachers
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Focus on issues in language development, the importance of interaction for language acquisition, dynamic assessment, criterion referenced testing, etc.
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What are some important facts to remember about learning second languages?
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Acquiring two languages does not cause problems for typically developing children
Parents need to continue speaking to their children in their dominant language If there is a language disorder, then it exists in both languages |
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Consultation as service-delivery for bilingual students
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Curriculum-based activities can be designed for the whole class and then translated into the client's home language
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Training paraprofessionals for bilingual students
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Bilingual paraprofessionals need to be trained to deliver services to the bilingual child
Child-centered activities are best. |
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What if no one in the area speaks the client's home language?
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The clinician may need to deliver intervention in English
This should only be used as a last resort option Indirect language stimulation with the environment carefully planned with culturally relevant items to manipulate and talk about would be the method of choice. |
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Multicultural teaching techniques
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Classroom activities should focus on high context such as cooking, oral presentations, reading complete stories before asking questions
Giving CLD more time to answer questions Encouraging CLD children to compare their culture to mainstream culture Narratives can be told and re-told |
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Are mass screenings a good place to start when assessing this age group?
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No, it is not usually a good use of the SLP's time
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When assessing semantics beyond a standardized test, what areas are important to look at?
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1) “Literate lexicon”
2) Word retrieval 3) Word definitions 4) Word relations 5) Figurative language 6) Semantic integration 7) Verbal reasoning |
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Literate lexicon
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words needed to produce & understand lg @ literate end of oral-lit lg. continuum
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contextual abstraction
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infer meaning of a word from linguistic cues surrounding it
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Middleschoolers with LLD are more likely to make morphological errors in their _________ samples than in their _________ samples
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Written
Spoken |
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Which context elicited students' most advanced level of syntactic production?
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Persuasive writing
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What 3 aspects of syntactic and morphological production at the advanced language stage need to be assessed?
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T-Unit length
Use of subordination (clause density) Use of higher level structures |
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What is meant by advanced language development?
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Language usually learned from age 12 to early adulthood
Major skills of language development have been mastered Skills still "wobbly" |
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What literate language skills are learned during the advanced language development stage?
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Elaborate/expand meanings of known words
Understand deviations (muscle; muscular) Understand homonyms, synonyms, antonyms Literate language vocab forms |
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How does the development of formal operations affect language use?
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It allows for critical thinking
Organizing thoughts, planning, logical reasoning Helps to understand the intent in a person's oral or written language |
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What are some of the new demands of the secondary classroom?
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Students are exposed to different kinds of discourse: expository, persuasive
More decontextualized Several different teachers during the day, all with slightly different classroom expectations |
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How can students be involved in the assessment process?
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Student can do self-assessment and state which areas are the most difficult for him/her.
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Why is student involvement in the assessment important?
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There needs to be some kind of connection between the student's goals and the SLP's
You need to have buy-in from the student. If they are motivated to meet their own goals, there will be greater chance of success. |
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How are the students in the AL stage referred?
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Through screening, teachers, counselors, self-referral
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How can we market our services to AL students?
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Can try to make it a course for credit and call it something like "communication studies"
Students should be told that good communication skills are important for completing school requirements as well as having good relationships with their peers. |
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How can we establish that a student is functioning at the advanced language stage?
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By collecting and assessing a short conversation sample and a writing sample.
Conversations may have word-finding problems, limited vocabulary and pragmatic errors but otherwise accurate. Writing samples characterized by having competence in mechanics, a few complex sentences, semantic content and organization. However, they are less mature and sophisticated than peer writing samples. |
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Methods for assessing the literate lexicon.
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Have the child read a passage and guess the definitions of unknown words based on context.
Artifact analysis (looking at a collection of homework assignments) to identify targets for intervention. |
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Assessing an adolescent student's classroom discourse performance.
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Classroom observations may embarrass the student.
May do an audiorecording or interview classroom teachers. Directly ask the student. Assess basic and critical listening skills. |
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Methods of assessing syntactic production.
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Assess syntax from narrative tasks since those samples will elicit more complex sentence forms.
Cartoon strips with words whited out Wordless picture book story re-telling |
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How are conversational skills assessed?
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By analyzing these areas:
Initiation and responsiveness Turn-taking and repair Topic structure Cohesion/coherence |
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Narrative analysis at the advanced language level
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It's better to focus on aspects of narrative that cause the greatest difficulty: internal responses, plans, motivations, inferences, summaries, cohesive ties, literate language forms
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In the descriptive-developmental model of language disorders advocated in Paul’s book, etiological category is not the primary determiner of clinical decisions about children with language disorders
Why? |
(1) same etiology manifests in different lg. deficits
(2) children do not always fit into one clinical diagnostic classification (MR+HI, for example) (3) child’s diagnosis does not dictate the type of program to follow (use AAC or speech for non-verbal autism) |
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Can you think of examples where knowledge of etiology would be helpful?
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(1) For qualifying a child into a school program, even if SLP did not give the diagnosis (e.g. in MR, for example, both IQ and adaptive behavior must be significantly below the norm for the diagnosis to be conferred).
(2) Knowing the classification gives pointers to areas we need to assess. (e.g. in high functioning autism we may look into assessing pragmatic skills). (3) We need to know these diagnostic categories to be able to read clinical reports on clients with medically-defined etiologies. |
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What is the recent name change for mental retardation?
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Intellectual disability
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What is the definition for Mental Retardation (ID)?
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Significant limitations in both intellectual functioning AND adaptive skills
Limitations in adaptive skills must be relative to own cultural group |
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What defines the degree of retardation in MR?
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The level of support needed
-Intermittant -Limited -Extensive -Pervasive |
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What is NSMR?
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Non-Specific Mental Retardation (unknown etiology)
cognitive skills are not only attributed to lower IQ, but to less attending to various properties of stimuli |
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What percentage of people with MR have lg. commensurate with cognitive level?
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About 50%
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What percentage of people with MR have comprehension equal to mental age but poorer expressive language?
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25%
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What percentage of people with MR have comprehension and production levels below mental age?
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25%
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In MR, morphology and syntax are similar to mental age-matched performance up to MLU = ____
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3
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Order of morpheme acquisition with people with MR, is ____________.
Articulation is _______ in people with MR. |
Same as typical
worse |
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In people with MR, sentences are usually __________.
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Shorter, less complex, simpler
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In people with MR, __________ and ___________ are similar to people with the same mental age.
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development of phonological processes
pragmatics |
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In people with MR, ________ is typically learned more easily than _________ and is mostly concrete.
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vocabulary
syntax |
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What are some common syndromes of MR?
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Down syndrome
Chromosomal abnormality (trisomy 21) Characteristic facial features; hypotonia; heart and respiratory problems; articulation and intelligibility issues Otitis media is common leading to esp. severe articulation often times |
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Language in Down Syndrome
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Vocabulary less impaired than grammar
Semantic development is considered a relative area of strength Syntax lags behind other aspects of lg. development, but continues to develop into adolescence |
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Intellectual disabilities intervention
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In the past, speech and language services were denied to individuals with intellectual disabilities because of the discrepancy criterion
Early lg. intervention is facilitative, and so is symbolic play ToM is deficient Progress continues into later years If speech fails to develop, AAC is recommended |
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What is the most common inherited form of MR?
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Fragile X
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What is Fragile X?
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A genetic disorder that results from a fragile X chromosome caused by a gene that tends to mutate due to a DNA fragment
Incidence = 1:4,000 males, and 1:8,000 females In females, 50% have MR, the rest have LD Hard to identify early |
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Who are carriers of Fragile X syndrome?
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Females who do not have the full mutation gene
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At what level do most boys with Fragile X exhibit MR?
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mild to moderate levels
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Symptoms of Fragile X
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Males usually demonstrate anxiety, social withdrawal, hyperactivity, or impulsivity
Several cases with ASD have Fragile X, in which case there will be hypersensitivity, unusual hand movements, and sensorimotor disturbances There usually is an uneven profile of cognitive skills Relative strength in vocal and verbal production coupled with weakness in symbolic play and gestures |
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Identification and intervention for individuals with Fragile X
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SLP’s usually are first to suspect Fragile X because of difficulties with lg. early on.
When coupled with physical features, there is suspicion for the syndrome Because as indiv decline when older, it is important to intervene early |
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Williams Syndrome
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Due to deletion on chromosome 7.
Dysmorphic features (upturned nose, wide mouth and small chin) Very friendly personality with mild-moderate MR Lg. onset is slow and then there’s catching up. Special: lg. is better than cognitive skills |
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Prader-Willi Syndrome
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Loss of gene function in chromosome 15
Characteristic physical features: small hands, short stature, truncal obesity Poor oral motor and articulation skills are hallmark along with pragmatic issues (turn taking, staying on topic, etc.) |
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What are some effects of maternal substance abuse?
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The fetus who cannot metabolize alcohol, causing cell damage
Communication development in the born child, secondary to maternal neglect and abuse |
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What are the clinical implications for FAS?
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Tx for the child must be family-centered, otherwise intervention will not have beneficial effects.
Help must be extended to the parents as well as to the child Help must be given in fostering good parenting skills |
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What are the two types (according to Paul) of psychiatric disorders that affect communication?
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Behavioral-Socioemotional disorders
Pervasive Developmental Disorders (including ASD) |
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Behavioral socioemotional disorders
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include conduct and oppositional disorders, ADHD, anxiety and affective disorders, and selective mutism.
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What are 4 kinds of acquired communication disorders?
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Focal lesions
Aphasia secondary to seizures Brain damage secondary to infection/radiation Traumatic brain injury |
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With acquired communication disorders is comprehension or production more compromised?
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Comprehension
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What are the possible outcomes for people with acquired communication disorders?
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1. mute
2. either sparse lg. production or fluent excessive speech 3. Improvement in lg. function -either with minimal word finding issues -or confused, disorganized lg. |
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Phases of recovery for people with acquired communication disorders
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In the early phases of recovery, intervention should address residual functions (motor, vision)
In middle phases: highly structured Tx addressing pre-morbid functions In late recovery phase: re-integrating home and school functions |
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Re-integration into the classroom for people with acquired communication disorders
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involves both adaptations and various modifications of the curriculum, and the teaching of self-monitoring skills addressing executive functions
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Moebius Syndrome
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Extremely rare congenital neurological disorder which is characterized by facial paralysis and the inability to move the eyes from side to side.
Most people with Möbius syndrome are born with complete facial paralysis and cannot close their eyes or form facial expressions. Limb and chest wall abnormalities sometimes occur with the syndrome. Most people with Möbius syndrome have normal intelligence, although their lack of facial expression is sometimes incorrectly taken to be due to dullness or unfriendliness. |
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Dandy Walker Syndrome
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Congenital brain malformation involving the cerebellum and the fluid filled spaces around it.
Partial or even complete absence of the part of the brain located between the two cerebellar hemispheres (cerebellar vermis). Genetically sporadic disorder that occurs one in every 25,000 live births, mostly in females Variable effect on intellectual development, with some children having normal cognition and others never achieving normal intellectual development |
