Introduction
Receptive and/or expressive impairment impacting form, content, and/or use
Language Disorder
Define intellectual disability
•Substantial limitations in intellectual functioning
•Significant limitations in adaptive behavior consisting of conceptual, social, and practical skills
•Originating before age 18
Define learning disability
•A general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reading, or mathematical skills
•Are intrinsic to the individual
Individuals with SLI exhibit lower performance in _____ but ____ performance is within normal range.
language
intellectual
Pragmatics
Identify one way we know when speech or language is disordered
1. Calls attention to itself
2. Interferes w/ communication
3. Causes listener or speaker to be distressed
What is the most impaired area for individuals with ID?
Language
•Motor
•Attention
•Perception
•Symbol
•Memory
•Emotion
Identify two pragmatic characteristics of SLI
•May act like younger children developing typically
•Less flexibility in their language when tailoring the message to the listener or repairing communication breakdowns
•Less effective in securing a conversational turn
•Those with receptive difficulties most affected
•Inappropriate responses to topic
•Narratives less complete and more confusing
Define echolalia
Repetitive utterances
Define discrimination
The ability to identify stimuli from a field of competing stimuli
Describe two characteristics of an individual with ID pragmatics and semantics
Pragmatics
•Delayed gestural requesting
•May take less dominant conversational role
•Able to infer communication intent from gestures
Semantics
•More concrete word meanings
•Slow vocabulary growth
•More limited use of a variety of semantic units
Describe an individual with LD motor and attention
Motor:
•Hyperactivity
•Have difficulty attending and concentrating
•May include poor sense of body movement, poorly defined handedness, poor hand-eye coordination, poorly defined concepts of space and time
Attention:
•Short attention span and inattentiveness
•Easily distracted by irrelevant stimuli and easily overstimulated
Describe an individual with SLI's syntax and morphology
•Co-occurrence of more mature and less mature forms
•Fewer morphemes, especially verb endings, auxiliary verbs, and function words (articles and prepositions) than younger MLU-matched peers
•Tend to make pronoun errors, as do younger MLU-matched peers, but tend to overuse one form rather than making random errors
Identify three characteristic of an individual with ASD
•Failure or delay in developing gestures or speech
•Seeming noninterest in other people
•Lack of verbal responding
•Poor social interaction
•If verbal, speech is wooden and robotic, lacking normal intonation
•May demonstrate immediate or delayed echolalia
•Even if language structures seem intact, difficulties with the appropriate social use of language or pragmatics persist
Memory retrieval may be limited and dependent upon: (provide 2)
environmental cues
the frequency of previous retrieval
competition from other memory items
the age of the learned information
•Shorter, less complex sentences with fewer subject elaborations or relative clauses than mental-aged matched peers
•Sentence word order takes precedence over word relationships
•Reliance on less mature forms, though capable of more advanced
Describe the language characteristic of an individual with LD
May have difficulty with the give-and-take of conversation and with the form and content of language
Synthesizing of language rules seems to be particularly difficult which, results in delays in morphological rule learning and in the development of syntactic complexity
Have poor understanding of literal meanings and as they age, they experience difficulties with multiple and figurative meanings
Word finding is a particular problem
Retrieval difficulties may result in more communication breakdown, characterized by repetitions, reformulations, substitutions of indefinite pronouns (it), empty words, delays, and insertions
Describe the semantics of an individuals with SLI
•First words and subsequent vocabulary development occurs at a slower rate
•Poor fast-mapping of novel words
•Naming difficulties may reflect less rich and less elaborate semantic storage than actual retrieval difficulties
•Long-term memory storage problems are probable
Describe an individual with ASDs difficulties during onversation
•Difficulties initiating a conversation or in responding to initiations of others
•Difficulty with the give and take of conversation and with taking turns appropriately
•May fail to contribute new, relevant information to the topic and may repeat previously mentioned topics or previous utterances or fail to link their utterance to prior ones resulting in sudden and inexplicable topic changes
•Range of intentions is limited
•Conversations contain inappropriate, irrelevant, bizarre, or stereotypical utterances
Identify and define the two types of synthesis that incoming linguistic information undergoes
Simultaneous: related to higher thought and separate elements of the message are synthesized into groups so that all members are retrieved simultaneously
Successive: Occurs one at a time, Language is processed at the unit level rather than holistically
Provide disorder examples for:
genetic and chromosomal?
maternal infections?
toxins and chemical agents?
nutritional and metabolic causes?
gross brain diseases
Down Syndrome
Rubella and Measles
Fetal Alcohol Syndrome
PKU
Tumors and Measles
Identify two difficulties for individuals with LD in regard to their comprehension
•Wh- question confusion
•Receptive vocabulary similar to that of chronological-age-matched peers developing normally
•Poor strategies for interacting with printed information
•Confusion of letters that look similar and words that sound similar
Identify and provide an example of the two biggest deficits for individuals with SLI
Morphological inflections : Verb endings and auxiliary verbs pose a particular problem as does pronouns
Verb morphology: Auxiliary verbs, infinitives, verb endings, irregular verbs offer persistent problems for both preschool and school-aged children
Identify four pragmatic characteristics of an individual with ASD
•Deficits in joint attention
•Difficulty initiating and maintaining a conversation
•Limited range of communication functions
•May perseverate or introduce inappropriate topics
•Immediate and delayed echolalia and routinized utterances
•Few gestures used; misinterpretation of complex gestures
•Overuse of questions, frequent repetition
•Frequent asocial monologues
•Difficulty with stylistic variations and speaker-listener roles
•Gaze aversion, seeming use of peripheral vision