Quiz
Language Disorders
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1A [blank_start]language[blank_end] [blank_start]disorder[blank_end] is the impaired comprehension and/or use of spoken, written (graphic) and/or other symbol systems.
- Alanguage
- Bdisorder
2Language Disorders may involve:
The form of language (P[blank_start]honology[blank_end], M[blank_start]orphology[blank_end], S[blank_start]yntax[blank_end])
The content of language ([blank_start]Semantics[blank_end])
The function of language ([blank_start]Pragmatics[blank_end])- Ahonology
- Borphology
- Cyntax
- DSemantics
- EPragmatics
3[blank_start]Syntax[blank_end]: rules of sentences
[blank_start]Morphology[blank_end]: rules of words and smallest unit of meaning
[blank_start]Phonology[blank_end]: rules of sounds and how they go together
[blank_start]Semantics[blank_end]: vocabulary
[blank_start]Pragmatics[blank_end]: how to use language to communicate with others- ASyntax
- BMorphology
- CPhonology
- DSemantics
- EPragmatics
4[blank_start]Language Delay[blank_end]: An abnormal slowness in developing language skills that may result in incomplete language development. Delay implies that child may catch up.
[blank_start]Language Disorder[blank_end]: (see previous page) Disorder implies that the child may not catch up with peers and the gap often widens over time.
[blank_start]Language Difference[blank_end]: Variations in speech and language production that are the result of a person's cultural, linguistic, and/or social environment.
[blank_start]Specific Language Impairment (SLI)[blank_end]: Significant receptive or expressive language impairments that cannot be attributed to any general or specific cause or conditions
[blank_start]Receptive language[blank_end]: What the listener understands
[blank_start]Expressive Language[blank_end]: the words, grammatical structures, and meanings that a person produces.- ALanguage Delay
- BLanguage Disorder
- CLanguage Difference
- DSpecific Language Impairment (SLI)
- EReceptive language
- FExpressive Language
5Which typically comes first?
- AReceptive Language
- BExpressive Language
6Red Flags of Possible SLI in [blank_start]Children[blank_end] [blank_start]Under[blank_end] [blank_start]5[blank_end]:
Slow development of speech sounds
Does not say "Mama" or "Dada" by 12-18 months of age.
Significant late appearance of first true words (after 18 months of age)
Significant late use of two-word combinations (after approximately 30 months of age)
Restricted vocabulary in both comprehension and production
Reliance on gestures for getting needs met
Infrequent use of verbs and poor development of verbs
Lack of yes-no responses to questions
Difficulty initiating interactions with age peers
Difficulty with turn-taking in conversations
Difficulty rhyming words
Difficulty naming letters- AChildren
- BUnder
- C5
7Language Problems Noted in [blank_start]School[blank_end] [blank_start]Aged[blank_end] [blank_start]Children[blank_end]:
Phonological Problems
Morphological and Syntactic Problems
Semantic Problems
Metalinguistic Problems
Pragmatic Problems- ASchool
- BAged
- CChildren
8[blank_start]Phonological Problems[blank_end]:
typically, easily recognized through screenings or teacher referral.
Often difficult to understand.
[blank_start]Morphological and Syntactic Problems[blank_end]:
Often evident by 3 to 4 years of age.
Usually noted through their decreased mean length of utterance (MLU).
Often speak in short, incomplete sentences.
Use simple declarative sentences.
Problems in this area affect pragmatics.
[blank_start]Semantic Problems[blank_end]:
More often have difficulty with adjectives or description words, as well as concepts.
Often also has difficulty with literacy skills.
These children will sometimes have word-finding problems which is characterized by:
Unnatural pauses or latency during speech
Fillers (um, uh)
Nonspecific words (thing, stuff)
Substitution of desired word for less desired word
Use of excessive pronouns that leave the listener uncertain of who or what is being referred to.
Repetitions of a word or phrase until the desired word is recalled
Topic avoidance
Circumlocutions (using a description when a specific word can't be recalled)
Difficulty with confrontation naming (having a bunch of pictures and having the child name each picture)
[blank_start]Metalinguistic problems[blank_end]:
refers to the ability to think about and eventually talk about language.
Thinking/talking about language
Encompasses the ability to:
recognize and interpret multiple meanings,
make inferences,
interpret figurative language, and
plan and organize sentences, paragraphs, and narratives.
[blank_start]Pragmatic problems[blank_end]:
Difficulty initiating, maintaining, and terminating conversations.
Also show difficulty interpreting nonverbal language.- APhonological Problems
- BMorphological and Syntactic Problems
- CSemantic Problems
- DMetalinguistic problems
- EPragmatic problems
9[blank_start]Multicultural[blank_end] considerations:
The lower the parental level of education, the younger the mother, the greater the family's mobility (moving from city to city), the lower the income, and the poorer the English-speaking ability, the less likely children are to be enrolled in preschool.
This may mean that these children are more behind from day one of school. Add language problems to this and it gets even harder to catch up. Teens who drop out of high school are 3x more likely to live in poverty than those who complete high school and have a greater risk of difficulties with the law.- AMulticultural
10[blank_start]75[blank_end]% of children with learning disabilities have difficulty understanding and using verbal or graphic language.
- A75
11[blank_start]60[blank_end]% of children with language-learning disabilities have a family member with similar problems and for [blank_start]38[blank_end]% the affected family member is the parent.
- A60
- B38
12Assessing Language Disorders
[blank_start]Standardized assessments[blank_end]:
are often used.
They are based on normative data that compare the child other children their own age.
These are typically skewed.
[blank_start]Language Sample[blank_end]:
a client-specific measurement that allows SLP to describe a child's current expressive language abilities in real-life communication tasks.
This’ll be like a conversation with the kid that you record.
[blank_start]Parent interview[blank_end]:
used to get background information.
Other assessments should be completed when possible.
Sometimes you will do this other times someone else will like the special ed coordinator.- AStandardized assessments
- BLanguage Sample
- CParent interview
13The person responsible for making the diagnosis of language disorder is usually the SLP. However, in the school, it is up to the [blank_start]team[blank_end] [blank_start]members[blank_end] in the evaluation to decide how this diagnosis meets the criteria to qualify them for services.
- Ateam
- Bmembers
14Treatment should follow the principles of [blank_start]evidence[blank_end]-[blank_start]based[blank_end] practice. [blank_start]Evidence[blank_end]-[blank_start]based[blank_end] practice means that treatment decisions come from the integration of s[blank_start]cientific[blank_end] evidence (research), [blank_start]clinical[blank_end] experience of experts, and [blank_start]client[blank_end] needs.
- Aevidence
- Bbased
- CEvidence
- Dbased
- Ecientific
- Fclinical
- Gclient
15[blank_start]Specific[blank_end]: Make sure your goals are focused and identify a tangible outcome.
[blank_start]Measurable[blank_end]: You should have some clear definition of success.
[blank_start]Attainable[blank_end]: Your goal should be challenging, but still reasonable to achieve.
[blank_start]Relevant[blank_end]: This is about getting real with yourself and ensuring what you're trying to achieve is worthwhile to you.
[blank_start]Time[blank_end]-[blank_start]Bound[blank_end]: Every goal needs a target date.- AMeasurable
- BSpecific
- CAttainable
- DRelevant
- ETime
- FBound
16Approaches to Therapy:
[blank_start]Traditional[blank_end] Approach:
This is clinician directed.
Requires well-organized therapy sessions and preplanning the structure and sequence of therapy tasks and the materials used.
***This is more like drill, very repetitive.
[blank_start]Naturalistic[blank_end] Approach:
This is often more client directed.
Therapy creates opportunities for a child to use targeted structures in the child's natural environments.
Often free-flowing and flexible.
When it comes to using it in a more naturalistic setting this means more.- ATraditional
- BNaturalistic
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- Description
- Undergrad CD230 Intro Comm Disorders Quiz on Language Disorders, created by Bailey Helbling on 09/11/2021.
- Author
- Bailey Helbling
- Language
- English
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