Exam 2 Study Guide SPA 2001 Content from Chapters 4 5 9 7 13 Chapter 4 Childhood Language Impairment Key Terms MLU mean length of utterance Fast mapping Specific language impairment Key Concepts Developmental expectations in language form content and use across pre language toddler preschool and school age language periods Associated disorders and related causes of childhood LI Associated disorders and related causes include Intellectual disability learning disability autism spectrum disorder traumatic brain injury neglect abuse other environmental factors First words checklist for early language development 7 predictors Language variation Dynamic assessment Print awareness Decoding Phonological awareness Phonics Reading fluency Vocabulary Reading comprehension Articulation Phonology Phoneme Vowel consonant Distinctive features Childhood apraxia of speech Sound errors may include Substitutions omissions distortions and additions Intelligibility Stimulability Typical vs atypical disfluencies in speech Developmental stuttering Neurogenic stuttering Phases of developmental stuttering Assisted Unassisted AAC Access Output Scanning Direct Selection Voice Output Symbol types Iconicity of symbols used 5 Literacy impairment 9 Articulation Phonological Disorders 7 Fluency disorders 13 AAC How areas of language within language form content use influence areas of literacy development Differences between spoken and written language Role of the articulatory system in speech production Developmental expectations in speech sound development across pre language toddler preschool and school age periods of development Associated disorders and related causes Fluent speech vs stuttering Onset development Lifespan issues for children and adults who need AAC Related conditions and situations where AAC might be necessary Multiple choice 20 True false 15 Matching Short answer based on case studies Chapter 4 MLU mean length of utterance we can describe children s language development by calculating the average MLU By age 3 most utterances contain a subject and verb Articles adjectives auxiliary verbs prepositions pronouns and adverbs are added Adult like negative interrogative and imperative sentences What and where followed by who which and whose then by when why and how By the end of preschool children form compound and complex sentences Bound morphemes are added Fast mapping process where a child infers the meaning of a word form context and uses it in a similar context at a later time Fast mapping enables preschool children to expand their vocabularies quickly by being able to use a word without fully understanding the meaning 2 yrs 300 words 3 yrs 900 words 4 yrs 1 500 words Learning relational words and phrases Specific language impairment language impairment in the absence of hearing oral structural or functioning cognitive or perceptual deficits Typical nonverbal intelligence but deficits in a variety of nonverbal tasks Language performance is significantly lower than nonverbal intelligence Affects more males than females Increased prevalence in families Do not have perceptual difficulties May have marked deficits in working memory Suggests limited capacity for language processing Associated disorders and related causes include Intellectual disability learning disability autism spectrum disorder traumatic brain injury neglect abuse other environmental factors Intellectual disorder Substantial limitations in intellectual functioning Significant limitations in adaptive behavior Originates before age 18 Newer severity ratings are based on the amount of assistance needed for daily tasks Causes can be biological or socioenvironmental Various processing deficits Severity can be based on IQ and ranges from mild to profound Learning disabilities Heterogeneous group of disorders manifested by significant difficulties in the development and use of listening speaking reading writing reasoning or mathematical abilities 75 have difficulty learning and using symbols 3 of all individuals have LD Six categories of characteristics 80 have some form of reading problem Possible biological and neurological factors Socioenvironmental factors Language Characteristics All aspects of language can be affected Deducing language rules is difficult Cluttering Overuse of fillers and circumlocutions associated with word finding difficulties rapid speech and word and phrase repetitions along with lack of awareness Can occur in some children with LD Autism spectrum disorder Incidence is 1 in 88 children Motor patterns rocking fascination with spinning objects Certain routines objects foods clothing Adverse reactions to some sounds or textures Boys are 5 times more likely to exhibit ASD characteristics Most have IQs above 70 Overall processing is gestalt 25 also exhibit ID Primary causes are biological Eye and face detection processing may be delayed watch videos of autistic children and how they use eye gaze gestures etc Language Characteristics Communication problems are one of the first indicators 25 60 remain nonspeaking Often lack typical intonation Deficits in pragmatics persist Brain inury Immediate or delayed echolalia Some use entire verbal routines called formuli Those how have good language might still misinterpret the subtleties of conversation Can result from TBI stroke congenital malformation convulsive disorders or encephalopathy TBI Diffuse brain damage as a result of external force Among children the most common form is TBI Approximately 1 million children and adolescents in the US have experienced TBI Variables include site and extent of lesion age at onset and age of the injury Exhibit a range of cognitive physical behavioral academic and linguistic deficits Social disinhibition Language Characteristics Language problems are evident even after mild injuries Some deficits pragmatics remain long after the injury Language comprehension and higher functions such as figurative language and dual meanings are also often impaired Language form is relatively unaffected Word retrieval naming object descriptions and narration may be difficult Neglect and abuse Approximately 900 000 children in the US are maltreated each year Child mother attachment is more significant in language development than maltreatment Lifespan Issues o Recurring physical psychological and emotional problems o May abuse their own children later Language Characteristics o Pragmatics is the greatest difficulty o Less talkative o Less likely to