Language Impiarment 

Disorder: won't just go away, something is inherently wrong with the child

same as impairment

Disabilility: term used with the parents, educational term

Delay: nothing in the name that doesn't suggest that it can't be cured

Phonology: influenced more by impairment then delay because use phonology to convey meaning

Morphology: impacted more if impairment unless delay due to second language learning

Syntax: impacted more if impairment unless delay due to second language learning

Pragmatics: impacted by both delay and impairment just differently

ex: delay due to second language culture infleucnes use of pragmatic

impairment prevents a person from learning all communication intents

Semantics: imfluenced by both delay and impairment

with delay not given the opportunity to learn the word

-impairment have difficultly with the rate at which words can be learned

Primary disorder: there is no known cause for the language impairment so the language is impaired in the absence of other condition

Secondary: other conditions lead to language impairment

for ex: autism

Slow Expressive Language Development (SELD): problems with the development of expressive language

Early Language Delay (ELD): problems with both expressive and receptive language development in the early stages

using language in all its forms

using language to learn

1. Phonemic awareness: ability to break sounds into their individual compnents

2. Phonic: sound letter correspondence

3. Fluency: move readily through lines of text

4. Vocab knowledge: types of words in lexicon

5. Comprehension: make meaning of what is read

SLPs have knowledge and can help with PA, learning new vocab, and comprehension

Don't have a lot of knowledge of phonics but able to use in life

To learn and gather information

At first use phonics and PA skills to learn individual words but then begin to read for the holistic meaning

If kids can't understand the small bits they are not going to be able to grasp the meaning because it is above their processing capacity

Narrow: focus on phonics and PA skills (the building blocks)

-easy to work on because know the problem

Broad: focus on comprehension and the holistic meaning

-difficult to work on because depends on the kids world knowledge and world view

-can help with by exposing the child to new vocab so can buld reference

-reading story to child and ask comprehension questions so can build world knowledge

-orthographically constructing meaning

-punctuation helps to clarify the constuction of meansing

-more formal

-different organizatonal structures

-everything infleucnes everything else

-spelling

-Literate writing is the more complex use of language

-Reading different types of books and how well kids read can help them branch into more complex writing

-Read a passage and go over the construction to help kids with writing skills

-meaning comes from multiple words and multiple organization of text put together

-meaning not limited to one work

-draw infrence

-gain meaning for the larger whole

-genetic link to language impairments

-ask the mom questions to gather information

ex: anyone struggle in school, difficulties with reading, how did the sibling do in schoot etc

-can expect parents to know the difference between speech and language but only to a certain extend

-use info of how mom replied to gather what they know about child and if certain things should be covered in parent education

-gather information on birth: premature, O2 deprevation, exposed to any drugs

-provides information about whether there may be delays or if a disorder exsists

-socioeconomic statue

-second language learner

-abuse

-LI comes intrisically from child so enviromental factors can't cause imapirment but can contribute to it

- kids with LI will have problems with education

-discuss if child has suddenly began to struggle (matthew effect), how kid doing compared to sibling, talk to teachers, observe, bring in samples of child's word

-if delayed in several milestones may be indicative of disorder

-therefore, cant be SLI because other causes knowns

-if everything is fine can't rule out SLI or language delay

-ability to understand the underlying components of a language

-NWR (non word repetition) tasks

-auditory memory: remembering strings of didgets or random words

-however, familiarity with words infleucnes ability to remember them

- abilities that allow for child to take on language learning tasts

Fast Mapping (FM): ability for a kid to map the meaning of a new word onto its referent

Quick Incidential Learning (QUIL): take things that happen in learning enviroment and how quickly can kid figure out meaning

Dynamic Assessment (DA): how many trials are provided before the kid is able to get something

-how much effort is put in

-what can the kid do with a language

-how do they progress in that language

-what the kid knows about aspects of the language

-Standarized: specific set of protocol so that it can be given over and over again the same way, doesnt mean norm referenced

Norm Referenced: the individual given the task is compared to a group of other individuals

-normal variation: all children perform differently so there is a range of performance

-all norm referened tests are standarized

-concept of normal variation

-describing a child's realative standing with peer

Standar score: a number that represents a particular standar deviation from the mean

Percentile Rank: proportion of the population that score lower then the person

Do not use age equivalency scores because not the same in terms of delay

- 68% of population will fall +/- 1 SD away from mean

-13% of pop will fall -1 to -2 SD from mean

-1.25 SD = 10%

16th percentile = standard score of 85 or -1SD

2nd percentile = score of 70, -2 SD

standard score of 81 imporant for child language

- by automatically setting the standard deviation you can determine the prevalence of the condition

-2 to 3% prevalence something to be wary of because not real prevalcne just relates to the population that scored that way on the test

- does not tell anything magical about how well child will do in real life situation

-does not provide enough exemplars to test childs true abulity

Standard Error of Measurment: the score falls inside a range

To make sure the score is in a range you can increase the confidence interval (+/- 10 good range)

if there is overlap between expressive and receptive language score know that score in range just dont know if expressive or receptive problem

-if there is no overlap then know if have expressive or receptive problem

- want to use MA because demonstrates child's true cognitive ability

Verbal IQ is not a test of IQ because requires language knowledge so really a test of language ability

Use performance IQ to get true IQ score

Must have certain cognitive processes to be able to determine language processing

If slow down child proceses better

Ability to remember numbers

Repeat nonsence syllables

Ability to differentiate between two sound

-Vocab: what words you see in kids lexicon

What the child knows

- Have issues with metalingustic skills

-Syntax and grammer

- If kid has high MA but then their LA matches their CA still have impairment because they have the mental capacity to have greater language ability

How inhibited will a child be because of their language impariemtn due to the social standard placed on language

High social standard put on the ability to be able to read so if unable to do so will be inhibited in society

First word: 8 to 16 months, wide range

18 to 24 month: 150 to 300 words

-very low vocab (5 words) genetic link: danger sign

24 to 28 months: need only a few exposure to new word to grasp meaning, language spurt, types of words expands, using more spefic purpose verbs

-Need at least 50 words to be able to do anything with language

-2 word combos are essential for the development of syntax

Age 3: show understanding of noun and verb grammatical morpheme use

Age 4: not clear about milestones because depends on experience

"Matthew effect": good language users continue to grow while more language users fall further behind 

-Is there a characterisitc that identifies a child as being language impaired

-Sensativity= % of children correctly identified as impaired

-Specificity= % of normally developing kids identified as unaffected

Clinical markers is not a normal distribution idea

1. Verb Morphology: LI kids sturggle with verb forms

typically developing kids develop use of all verb forms by age 5

LI kids typically still don't meet adult model at age 7

2. NWR tasks: looking at phonological processing abilities

hard task for young kid but Gray, Klee, and Stokes trying to develope tasks for 2/3 year olds

Shirburg came up with NWR tasks that involved beginning consonats and vowels to avoid phono skills being tested

Factors that increase the odds of a child having a language impairment

family history of speech, language, and litracy issues

Mother provides the greatest language stimulation for the kid

Edu level is an indicator of SES

Higher levels of edu indicate less likely to have impairment

low educated mother select low educated fathers

-biggest indicator of SES and mother's education

-seen so often in language delay that is doesnt help determine impairment

- look at proportion of GAP verbs vs. specific verb

-age at which child uses 2 word combination

-prematurity not necessarily cause LI but linked to other conditions that may cause LI

1. Purpose: what do we want to know

2. Optimal/maximum performance vs. usual/normal performance

-single picture words get normal performance because kid able to talk around tasts they cant do

-multi picture stimuli stress the kids language sample

3. Context

Interactants, settings, materials

4. Ellicitation procedures

5. lenght and amoung: 50 to 100 utterance perfect amount

6. Utterance segmentation: use C-Units if elliptical responses (conversation) T-Unit for written

7. Anaylsis Procedure: SALT of DSS (longer speech sample)

MLU, TTR

Mazes: kids with LI use these more frequently

1. use as a method to obtain language sample

-able to control context so understand what kid says

2. Look at story grammar and narrative complexity

3. Stress the language sample

1. tell familiar story

2. retell story(use 3rd party to get details included)

3. aids to telling story

4. preparation time

5. story generation

Kids with language impairments may start off pretty well when telling narrative

demands of language build up as you continue with narrative and you typically find that kids with LI begin to break down

• Heaps: random information
• Sequences: some order of what happens
• Primitive narratives: have a beginning and then some sequences, some knowledge of structure
• Unfocused chains: no theme but chains are sequential, lack cause and effect
•  Themes/morals emerge: emotions and motivations are happening to the characters 

• True narratives

• Descriptive (preschool): no temporal or causal links
• Action sequence (preschool): setting statement, action statements, chronological but not causally related
• Hansel and Grettle lived in the forest and a big bad witch lives in the forest (description)
• Hansel got lost in the forest ( action statement) and the big bad witch boiled the kids
• Don’t get the why: why was the witch so mean, why did they get lost à don’t get the cause

• Reaction sequences (preschool): setting statement, initiating event, several action statements in direct cause effect order (no goal directions)

• Abbreviated episodes (6 years)- setting and 1. Initiating statement plus consequence 2. Event statement plus consequence; goal direction explicit or implicit
• Consequence/reasons present

• Complete episode (7 to 8 years) setting and 2/3 initiating event, internal response, attempt followed by consequence; goal direction obvious
• Multiple embedded episodes, a lot of characters

• Complex episode (11 years) multiple episodes
• Interactive espisode

-Marry structure language with the structure of the narrative

Micro: the language itself, used to express macro

Macr: the stroy grammar

- a good language user is both assertative and responsive to the language used

-language impaired kid won't be assertative with language

-request info

-request for action

-comment

-performatives

- reponses to request for info

-responds to request for clarification

-responds to assertative and performative

-initiate topic

-maintain topic

-extend topic

1. nonword repetition

-LI kids get through 3 syllables and then break down

2. Audiotory memory

-RAN (random automatic naming)

3. sequence commands

-need to be able to follow 4/5 commands to get through in life

***good to determine if culturally diverse kids have language impairment or difference

- not a task of auditory memory but a task of syntax and morphology (language knowledge)

-no matter the sentence is the kid doesnt have syntax and morphological skills wont be able to remember it

- fast mapping and quick incidential learning

how do we get at what kids know vs what they are exposed to

-cant use real words because what happens if kid not exposed to them

-use nonsense words (ex:wog) to demonstrate morphological knowledge

can also be used with fast mapping by makign up nonsense scenarios

-space between adult level and kids current level

-if give enough assistance can move kid to next level and closer to adult model

-if taking too long to learn something it is outside the kids zone of proximal development

3 types of dynamic assessment

1. test, teach, retest

2. gradual prompting

-type of mini teaching

-how much help a kid needs to learn

3. limits testing: give formal test and then provide assistance and retest to see if kid does better

-provide some info as to what might be effective in treatment

*all of these can be standarized

- want to be in middle with medium amount of teacher effort with medium amount of student reponsiveness

--> means kid will be able to learn with assistance

-minimal teaching effort needed dont work on because kid will be able to learn on their own

-high teaching effort with low response activity outside zone of proximal development

standard: mainstem dialect of the language

nonstandard: have influences of other languages

vocab can depend on the culture a child grows up in and their enviorment

frequency of particular vocab words can depend on the culture a child grows up in

culture influences how a person perceives the world

if culture behind a language is so different then it doesnt matter if the person learns the language they still wont understand the language concepts

-get info about culture before doing treatment

-just because see variation dont assume disorder but look to see if variation seen in others with similar culture

rarely will a child be profienct in two languages even if bilingual

-adult models dont have equal proficency

-deal child being raised by hearing parents who learned ASL the parents are not expert models for the child

important to know profile because influence decision on treatment

if a kid is a proficent language users then they meet the age level expectations of their foregin language

to determine if proficent work with parents, translator and observe the kid

kids who can code switch are proficent because this is a complicated task

1. kids need time to learn a language

2. ESL kids will look like language impaired kids

3. reading is the easiest to transfer

4. writing is the most difficult to transfer

5. can learn language at a old age it will just be harder

6. if you dont use a language you will lose it

7. literacy rich enviorments help kids learn a language

-verb morphology is a good predictor of impairment if english first language

-no good for second language users because other languages do not have as complex of a verb system so not as much concern for errors

- to determine if have impairment find features common in both languages/dialects

compare syntax and morphological variations to determine non-constrastive grammatical forms

-watch kids in a variety of settings

• touching of hair considered to be affectionate, especially between adult and child
• uninvited touching between man and women considered to be harassment
• direct eye contact maintained during listening but not during speaking
• public behavior should be emotional constrained

• touching of hair is offensive
• direct eye contact maintained during speaking but avoided during listening
• public behavior may be emotionally intense
• interuption of another speaker during convo is considered approproate

• Touching occurs commonly during conversatin
• direct eye contact may be considered disrespectful
• a small distance is maintained between speakers in convo
• parent-child conversation is directive no collaborative

• touching is more acceptable between members of the same sex
• blackslapping is considered offensive
• men and women don't shake hands
• children tend to wait to participate unless requested by the teacher
• being singled out may cause distress
• children are socialized to listen more then speak, and speak in a soft voice

• learning through quiet observation is valued
• group teaching that encourage each child to speak are disfavored
• "wait time" (amount of time speakers give person to respond) is longer
• individual humility and group harmony are valued
• displaying knowledge in front of others may be uncomfortable

• Example: southern, brooklyn
• produces variation in:
• phonology (ex: use of vocalic /r/)
• rate of speech
• syntax (ex: use of y'all)
• use of gestures
• use of specific words or idioms
• vocal intensity
• voice quality (ex: nasal)

• Example: Black English Vernacular, Spanish Influenced English
• Produces variation in:
• distance between speaker and listener
• morphology (ex: use of plural marker)
• phonology (ex: use of theta)
• rate of speech
• stress and intonation
• syntax (ex: use of copula)
• use of specific words or idions

• Example: formal, informal, caretaker
• Produces variation in:
• distance bewteen speaker and listener
• eye contact
• lexical specificity
• rate of speech
• stress and intonation
• syntax (simple vs. complex)
• use of gestures
• use of speciic words or idioms
• vocal intensity

• example: every individual speaker
• produces variation in:
• rate of speech
• stress and intonantion
• use of gestures
• use of specific words or idioms
• vocal quality

• see where kid is having variations
• look at the rules/standards for that dialect in terms of verb usage
• compare dialect and SAE to look at features that are obligated to be used in both
• NOT CONTRASTIVE
• Test kid in non-constrastive features because of obligation so if kid doesn't due it have idea that impairment exsist

• kids orientation to how we are going to assess a kid depending on what their culture believes in
• may need to change things to determine what the kid knows and what is going on

• clinician needs to do reasearch on culture and dialect so they have knowledge on what is considered appropriate
• need to be sensative to where difference may be

• anticipate particular responses or lack of resonpses
• particular expectation of how long you give a kid to respond before making assumption that kid doesn't know
• some cultures have longer wait times

• assume particular parts of the assessment are going to be difficult while others are harder
• give bias because cultural kids don't behave the same way
• overgeneralize results

• use non-constrastive features, features common in both dialects
• what in your test battery might have bias against a particular culture

language is dying out

language dies when not written

great pragmatic issues

• can use to stress the system but can't use for story schema because schema can vary among cultures
• also, need to look at child's exposure to narratives and practice creating narratives

• Narratives are NOT culturally unbiased
• Story grammars in different cultures can be composed differently
• topic centered vs. topic associated

• DYNAMIC ASSESSMENT IS ESSENTIAL
• obligation
• Must assess ability to learn language
• are their features that suggest the kid struggles to learn language regardless of the language and culture
• Need to assess language processing
• Move away from assessing language knowledge once discover child has knowledge
• observe the child interacting with peers
• assertative and responsive
• Zone of proximal development

• CLD kids can have lang impairments at the same rate as SAE kis
• certain gene pool
• SES status influences prenatal care

• give the child language learning tasks not part of dialect and not part of Englsih
• Nonsense words
• syntactic rules and morphological rules

• cognitive and language processing underpinning
• allow the kid to learn a language
• can kid repeat non-words
• Memory for commands

• IQ needs to be based on nonverbal means
• However, nonverbal IQ using problem solving, which can be influenced by culture
• Need to look at test and see what the tasks were and se if there are any cultural bias

• family centered
• are you proficent in the language?
• try to work with interpretor (often try to help kid through scaffolding)
• might do intervention in english vs. native lang
• who is going to pay for intervention