Language Differences & Disorders #3
31 important questions on Language Differences & Disorders #3
1) Working with caregivers & others
2) Child is working directly with SLP
*Family Focused- best practice
*Select treatment approaches that have shown to be effective practices
2) Direct Approach
-Functional for child & family activities
-Enhance child's ability to communicate
-In a variety of settings
-Effectively
-Should focus on language (Use, Content, Form)
1) Work on 1 thing at a time until reached that criteria
2) Work on several goals at a time, if one goal achieved, you move on to next
3) Work on set of goals for designated set of time, then work on set of goals for another designated set of time, then go back to the first one. You are cycling between goals
2) Horizontal
3) Cyclical
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The Process
1) SLP will provide model and the kid will imitate
2) The SLP's role in imitation
3) Expanding on what the child said
4) Providing a new topic
2) Modeling
3) Expansion
4) Conversation
-Vocabulary
-Topic Oriented
-Mode
-objects/toys/everyday items
-Pictures/photos
-Arts & Crafts
-Books
Concepts
1)Things like soft and hard
2) 1, 2, more or less
3) Opposites like big and little
4) Up & Down, next to
Objects
5) Using an object and placing it somewhere
-Role playing
-Arts & Crafts
-Barrier games: You have 2 pictures and pieces to place on the pictures. Say where to put the pieces. Take the barrier down and see if the pictures match.
1) Quality
2) Quantity
3) Polar
4) Directional
5) Positional Placement
-MLU
-Word Order (Questions & Statements)
-Word Endings (Tenses & Plurals)
-Model
-Auditory Bombardment
-Use of blocks for word number
-Requesting (word order)
-Pronouns
-Subjective: I/he/she/it
-Objective: me/him/her
-Possessive (his/hers/theirs)
-Model
-Auditory Bombardment: Keep doing different trials and drilling it in their head
How does the child communicate?
What do we look at?
-Conversational turn-taking
-Answering questions
-Asking questions
Appropriateness of the conversation
Several of the activities already mentioned
-With varying approaches
-Turn-taking
-Hiding objects
-Playing games
How does the child transfer what was learned?
From the therapy room
-Home
-School
-Environment
-Voluntary, enjoyable, purposeful, and spontaneous
-Creativity expanded using problem solving skills, social skills, language skills, physical skills
-Helps expand on new ideas
-Helps children adapt socially
-Helps with emotional problems
*Provides opportunities to develop physical, fine, and gross motor abilities
1) Playing by yourself (imaginary friends)
2) Playing side by side with someone, but not interacting
3) Playing with one or more children
-Motor/physical Play
Forms of Play:1) Solitary Play
2) Parallel Play
3) Group Play
Tends to develop first and predominate up through the second year with child moving through stages of increasing maturity
-Non interactive parallel play
-Simple social play with turn-taking of at least 3 turns
-Complementary/reciprocal social play with reversal of a play action of another/constructive play
AKA Fantasy Play
-Tends to develop later
-Children above 32 months of age will engage in all forms of social and social pretend play
-Solitary pretend play
-Simple social pretend play
-Cooperative social pretend play or games with rules
1) Child A performs fantasy, child B imitates action
2) Child A performs fantasy, child B responds
3) A child performs a fantasy action and directs the action to the partner-via eye gaze, nonverbal gesture
4) Child names pretend action
2) Join
3) Nonverbal recruitment
4) Verbal recruitment
-SLI is diagnosed after age 4
-Children show signs of language learning deficits in early years are called late bloomers not necessarily SLI
-Child with SLI looks normal across board, just having trouble acquiring and maintaining language
-Late bloomers usually catch up
-Intervention will help them
-Children with SLI will have no other problems or disorders
-Good prognosis with intervention
-If no other condition persists
-Other signs of disability from birth to 18 months
-Lack of social smile
-Lack of developmentally appropriate play activities
-Reduced use of gestures, over reliance of gestures
-Impaired learning of speech sounds
-Late talkers
Show signs of difficulty with other aspects of language
-Child exhibiting difficulty learning new words is a sign of SLI
-May not display the explosive increase in acquiring new words between 18-24 months
-May overextend his vocabulary (overextension)
Ex: All women are mommy
-May under extend vocabulary (under extension)
Ex: Having trouble categorizing
-This tends to stand out the most
-Speak in shorter less complex and less varied sentences
-Production tends to omit various grammatical morphemes
-Sequence of developing them is the same
-Reglar: plural morphemes & allophone variations
-Possessive morpheme
-Present (ing)
-3rd person singular
-Forms of auxilliary
-Forms of copula
-Tense inflection
-Irregular plural forms
-Irregular past tense forms
-Singular/plural distinctions
-Singular/plural distinctions of aux. and copula
-Subject case marking
Difficulty in this area manifests itself in the following ways:
-Assertiveness
-Responsiveness
-Passivity
Cultural
Behavioral and social
SLI kids may have difficulty with discourse skills
Ex: They will change the subject and not stay on topic
They will also have difficulty with written skills
-50-75% have difficulty with reading
Difficulty with verbal working memory
-Non words
-Real words
-Digits
-Sentences
-These findings are also found in children
-These are also found in children who are adopted from another, non-English speaking, country
-Manifest themselves during the school years
-Some children may not exhibit these disabilities in the early years of school
The disorder may manifest itself in the imperfect ability to
(listen, think, speak, read, write, spell, math)
May affect- listening, reading, writing, math & reading skills
Language- Learning disabilities are in one or more of the psychological processes involved in: understanding & using spoken/written language
1) Understanding & using spoken/written language. Problems with syntax & semantics are good predictors of future reading disabilities
2) Manifest themselves at various points in the development of communication from pre-school
2) Language-Based Learning Disabilities
A single disorder that manifests itself in different ways at various point in development as communication context and learning tasks change
-Yet there is no clear determination of language
-learning disabilities
-It becomes more difficult to determine this as the child reaches the older years- beyond 10
1) 3 phonological processing skills: Phonemic Awareness
1) Identifying sounds in words
2) How many sounds are in words
3) How sounds blend in words
2) Difficulty with Rapid Serial Naming
-Naming a series of words e.g. list all animals you can think of
3) Phonological Coding
-Matching sounds to the letter names
-What meaning do sounds carry
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