Language disorder
Terms
undefined, object
copy deck
- Form
- structure of langauage morphology phonology syntax
- Content
- Semenatics relationships
- Use
- pragmatci closely intertwined one problem may ruslt in another.
- Deficit in form
- Ideas about tthe worl and ability to communicate are more advanced than linguistic abilities. Nonverbal or use phonology synatx and morphology that are not complex enough.
- Form gramatical morphology
- child may have difficulty with ed and plural and possesive
- Word order form
- usually correct somtimes children have difficulty with movement required in ?s
- Form relationships between clauses
- temporal/causative also relative clauses.
- Deficit in content
- child produces well artic, grammatically correct and socially approp. utter that don't make sense. Child does not have knowledge for meaningful conversation
- Content affect
- limited lexicon, inabilty to see others as more than one one. and overextensions.
- Deficits in use
- using language purposefully, varying content and form for diff situations, consideration of others, selecting, introducing, maintianing, and changing topics, using appropriate nonverbals, speech acts, ellipsis, revisions, narrative cohesion.
- Speech acts
- Label, call, greet,acknowledge, interrupt, agree, comment, deny, exclaim, question, answer yes/no, repeat, protest, refuse, request.
- ellipsis
- conversation device so don't have to repeat everything USE
- Revisions conversational repair
- segassaurus--what?--dinosaur w/ big spikes. USE
- narrative cohesion
- connecting one utterance w/ previous one. USE
- deficit interaction between form, content, and use of language
- may have some development in some areas but little/no connection between forms used and the content and meaning.
- Characteristics in deficit of all three
- speech may not be meaningful resulting in sterotypic speech: complete utterances and rhymes and songs w/o understanding relationship between wors and meaning.
- Talking w/ no interaction between three
- making up meaningless words/or using words that don't understand. well know words in wrong context. answer ? w/ off topic answers, do all the talking, break conversational rules.
- SLI
- combination of normal intelligence and language impairment falling more than 1.25 SD below the mean/ 10% below.
- Breakdown in lang comp
- sound waves--neural signal--auditory attn-auditory perception-auditory discrimination-auditory memory-decoding sound-word-sentence-meaning.
- breakdown lang production
- concept and seq of concepts-selection of syntax/lexicon/phonology-motor planning/artic-feedback--speech
- Mild hearing loss
- 26-45 dBHL subtle expressive & receptive problems
- Mod hearing loss
- 46-65 dBHL poor vocabulary, difficulty with morphological markers with high freq sounds, delay with functional words
- Severe hearing loss
- 66-85 dBHL Variation in speech and language skills
- profound hearing loss
- 85+ dBHL sp. & lang will not develop spontaneously. Canonical babbling may be late or not occur
- Profound Loss Hearing Loss & Language
-
Overuse of nouns and verbs
Limited to simple sentence structure
Reduced no. of words
Pragmatics-may not follow social rules of turn-taking, maintaining conversation, & not able to repair communication breakdowns - Types of hearing loss
-
Conductive Loss:
Otitis media:
Acute otitis media:
Serous otitis media: - Otitis media
- middle ear disease
- Acute otitis media
- inflammatory disease of the middle ear
- Serous otitis media
- chronic condition (OME-otitis media with effusion
- Use of PE (equalization tubes)
-
aerate the middle ear
Impact depends on age of onset, length of episodes and number of bouts
May affect speech perception
Effect on language controversial - IQ
-
the score is an indication of the person’s potential.
The average IQ is by definition 100 Half of the population has IQ's of between 90 and 110. - Intelligence
- Made up of the skills logical reasoning, problem solving, critical thinking, and adaptation.
- Intelligence make up
- logical reasoning, problem solving, critical thinking, and adaptation.
- Verbal Scale
- specific knowledge, vocabulary, expressive language and memory skills
- Performance scale
- visual-spatial abilities, fine motor coordination, perceptual skills, and in some
- Logical reasoning
- previous evidence to reach a conclusion
- problem solving
- going from a given state to desired goal: means to an end
- critical thinking
- mental process of evaluating and analyzing : taking knowledge/learned skills from one sit. and applying to another.
- Info processing challenges for MR
- Do not process info same way as matched typically developing peers in attn. discrimination, organization, transfer, and memory.
- Attention
- difficulty selecting stimuli to attend to especially auditory.
- discrimination
- difficulty differentiating between sounds/sights
- organization
- difficulty organizing info into categories
- transfer
- difficulty transferring info from one situation and applying to another
- memory
- difficulty w/ auditory memory words, phrases, and grammatical units.
- Mental retardation
- Significant subaverage general intellectual functioning existing concurrently with related limitations in two or more of the following applicable adaptive areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work⬝
- Mild MR
- 52-68 90%
- Moderate MR
- 36-51 6%
- Severe MR
- 20-35 3.5%
- Profound MR
- 19 or below 1.5%
- Cause MR
-
Often unknown
Born with very small brain (microcephaly)
or brain that does not grow or fucntion correctly
Problem with Chromosomes Eg. Down syndrome
Mother malnourished
Brain damage before during or after birth
German measles in early pregnancy
Hydrocephalus
Meningitis (brain infection)
Head injuries
Other causes: eg. Brain tumor, lead poisoning, pesticides, some forms of muscular dystrophy - Language MR
-
Language development follows a path similar to typical development but at a a slower pace. Some differences:
reliance on less mature
forms overuse of some forms - Aspergers
- typical language, but extreme differences in social language
- PDDNOS
- not all characteristics of autism, but my have MR or delay
- Autism
-
may have mr or delay Affects 1 in 500 children.
Autism encompasses a broad range of brain disorders
80% of children with autism have mr - Rett
- affects only girls
- Autism spectrum disorders
-
Asperger's Syndrome
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
Rett Syndrome (which affects only girls)
Autism - Charateristics Autism
-
may lack speech altogether or may be delayed in their acquisition and use of language
may repeat words (echolalia) in place of normal verbal communication
may recite entire lines of text from books, movies or computer games out of context for no apparent reason
may never develop gestures
may be no response when the person's name is called.
lack of response to verbal requests /impaired comprehension
Characteristics of autism
often confuse pronouns.
unable to interpret facial expressions or emotions.
fleeting eye contact, if any at all.
difficulty transitioning from one activity to another.
lack of interest in socially interactions
aloof or indifferent to other people.
lack of imaginative play
preference to engage in repetitive activities for extended periods of time such as rewinding videos, stacking blocks, or lining up toys
May find it difficult or impossible to hold a conversation or may compulsively steer the conversation to one subject. - Autism impairments
- Autism Spectrum Disorders impair three main areas of human development: speech, communication, and social interaction. These impairments may range from mild to severe.
- down syndrome
-
The most common chromosomal cause of intellectual disability-trisomy 21. Extra chromosome in each cell of the body (47 instead of 46)
Nondisjunction, translocation, mosaicism
1 in 600-800 births (all races affected)
Possible Features: mental retardation, heart disease, hypotonia, slant to eyes, short. - down syndrome language
-
*make fewer nonverbal requests before spoken language starts
*spoken language well below CA expectations, often more delayed than other developmental areas
*semantics: smaller no. of different words
*syntax: few syntactic devices, not able to use mental representations to coordinate ideas with the necessary syntax to express them
*likelihood of learning to read is low. Word recognition better than phonological awareness - Nondisjunction DS
- pair of chromosome one of which did not divide 95%
- Translocation
- chromosome 25 replace 15 4%
- Mosaicism
- not every cell is effected-less severe.
- Apgar score
- measures color, heart rate, respiratory effort, muscle tone, reflex irritability. 0-2 1 min and 5 min. after birth max score-10
- Color apgar
- 0-blue pale, 1-extremities blue, body pink, 2-pink
- Heart rate apgar
- 0-absent, 1-below 100 2-over 100
- respiratory effort
- 0-absent 1-weak irregular, 2-good, crying
- muscle tone
- 0-limp, 1-some flexion of extremities, 2-acitve motion
- reflex irritability
- 0-none, 1-grimace, 2-cough/sneeze
- Genie language
- isolated from language til 13, not capable of speech, withing normal range IQ, normal one and two word stages, never fully acquired language, little activity on left side.
- abuse/neglect stats
-
80%of abused or maltreated infants show attachment disorder symptoms
52% adoptable children have attachment disorder symptoms
Can impact their use of language within relationships - developmental lag
- effect of abuse/neglect: difference between actual behavior, thoughts & feelings of a child and those predicted by his or her real age. May be“stuck’’ at a certain age in one or more areas Eg: 7 year old reading and writing but emotionally like a 4 year old
- Freq/types of abuse
-
60% Neglect (half failure to provide and half failure to supervise)
10% physical abuse
8% sexual abuse
14% emotional, educational, moral/legal abuse
8% other-mental health, domestic violence - reactive attachement disorder
- speech and language delay often will go and talk to anyone
- abused/neglected obritofrontal cortex
-
Underdevelopment of orbitofrontal cortex:
lack of cause-effect thinking inability to accurately recognize emotions in others/lack of empathy inability to articulate own emotions lack of conscience
poor sense of self - abused/neglected brain
- Poorly integrated cerebral hemisphere-smaller corpus callosum emotion regulation, integrated functioning, and social development Toxic effects of stress hormones (neuroendocrine) on the developing brain-permanent damage to hippocampus (critical for memory)
- FAS development
-
Lower verbal comprehension and spoken language skills found in 84 children at 13 mths of age-mothers drank average .24 ounces of absolute alcohol per day (about half a drink)
Looked at amount of prenatal alcohol exposure-related to
identifying letters when not yet reading
processing what they read - FAS brain
-
Reductions in area of corpus callosum
Reductions in size of basal ganglia
Some areas of cerebellum reduced in size - FAS language
-
Younger children –global language deficits-expressive & receptive semantic & syntactic difficulties
Older children: syntactic deficits Poorer ability storing linguistic elements in short term memory
Difficulty with comprehension of single words
Fewer grammatically correct and complete sentences
Difficulty comprehending verbal commands - Brains SLI
- reduced cerebral volume, atypical cerebral asymmetrey, white matter lesions vent. enlargement, thicker corpus collosm.
- Pure language delay
- child will eventually master lang. 100% takes longer than typical child.
- Delay w/ plateau
- acquires lang. late does not cont. to improve/make progress for awhile then stops.