Populations

True

• 1. Helmer Myklebust (1971)
• 2. Paula Menyuk (1964)
• 3 Lois Bloom (1967)

• 1. Congential Aphasia
• 2. Hearing mutism

• 1. Receptive or expressive developmental aphasia
• 2. Developmental Dysphasia
• 3. Language learning disabled (LLD) or langugage learning impaired.

• 1. Specific language delay
• 2. Developmental language disorder
• 3. Childhood aphaisa
• 4. Minimal brain dysfunction
• 5. Subclinical brain damage

Language impairment is defined as a combinations of normal intelligence (IQ greater than 85) and language impairment.

(a composite language measure falling more than 1.25 SD below the mean)

1% or 1 in 100

7%-8%

• 1. Subject age
• 2 Assessment tools
• 3. Diagnostic criteria

recovery of "late talkers"

15%

half

So half do not= 7-8% incidence of SLI

True

True

Parent, aunt, uncle with SLI in the family seem to be at greater risk in having SLI.

20%-40%

False

• higher in monozygotic twins- means from one egg.
• dizygotic- 2 separate eggss

Prevelence slightly higher in boys than girls.

boys 8% girls 6%

1.7

Answer (B)

True

False

Rates are higher

• 1. African-American
• 2. Native American
• 3. Hispanic
• 4. Caucasian-White

• Low SES
• socialeconomic status

• Low birth weight
• Low income
• Low maternal education

Low birth weight

True

their limited access to appropriate services.

(Tallal)

- basically SLI people have problems with their auditory processing abilities.

(Leonard)

- meaning the morphological inflections at the end of sentences do not stand out to SLI people. ???? on my notes so be cautious.

Does not explain the purely expressive type where comprehension of language features is intact.

1. Missing or aberrant elements of underlying linguisitc elements ("universal grammar") that comprises their linguistic competence.

2. Does not explain the slowness of vocab development in so many of SLI children prior to two years that is not related to grammatical development (neither does the perceptual deficit account)

Normal Distribution Account

1. That SLI Children are not impaired, they are simply at the lower end of the normal distribution of language abilities.

2. If language ability is an aggregate of different abilities- allows for sub-average performance in various aspects of language. ?? not sure what this means.???

3-5%

3

pure receptive type

Holistic Approach- meaning multi demensional.

• 1. Standardized Tests - receptive vs. expressive
• 2. Language samples
• 3. Informal observations

True

• 1. Hearing Impairment
• 2. Cognitive impairments (normal nonverbal intelligence)
• 3. Autism Spectrum disorders
• 4. Motor impairment (CP)
• 5. Selective Mutism
• 6. Environmental deprivation, neglect or abuse

• 1. Delay in expressive language after 24 months.
• - documented through observ/lang samples
• - limited vocabulary
• - shorter than expected utterances
• 2. Otherwise normal intelligence
• 3. typically early develpoment in gestures, play, phonology, imitation, social interaction
• 4. Formal Testing reveals expressive and possible receptive skills depressed by at least -1.5 SD

Landau-Kleffner Syndrome

• neurological disorder
• aphasia

the inability to understand or express language.

5 and 7

- develop normally by then lose their language skills for no apparent reason.

with SLI, children start out as "late talkers" and continue to lag behind their peers.

with LKS, they are not late talkers, they are developing at a normal rate, then start to decline

• 1. Dificiencies in symbolic play, rule learning, complex reasoning, and memory skills- suspected by not consistently confirmed.
• 2. Slower rate of processing **** frequently have slower response time n percetual processsing tasks.
• 3. Delayed processing at phonological levels
• 4. Limited short term memory - problems with retrieval of info. from other memory systems and problems with processing and storage of information.
• 5. Significantly greater trouble repeating longer and non-word than shorter non-words
• 6. Have greater difficulty comprehending long sentences, irrespective of whether such sentenes are simple or complex
• 7. Difficulities at phonological level, slowed word processing, memory and comprehension may contribute to dyslexia.

• 1. Behavior will be fairly typical of normally developing peers.
• 2. Possible less social interaction, withdrawl, or inhibition
• 3. May require a higher level of partner attention in verbal exchanges.

• 1. Social behaviors and interaction frequently affected through depressed initiation and discourse skills
• 2. Verbal initiations may rely more heavily on routinized activities that are repetitive and predictable in their linguistic elements.

• 1. Less sensitive to conversational initiations
• 2. Find group activities and collaboration challenging
• 3. Less likely to name a "best friend" indicating lowered perception of their own friendship status with others.
• 4. Bullying - high correlation with low number of friends and high peer rejection which are often associated with being bullied.

• 1. Difficulty clarifying their questions or requests
• 2. Clarifications may be limited to exact repetitions or are linguistically undifferentiated.

• 1. Limited vocabulary - slow to develop, particularly new "action words"
• 2. difficulty with abstract words- especially with terms related to space, quanity, time or quality
• 3. difficulties with multiple-meaning words
• 4. problems with word retrieval- may use fillers, (um, so, well))

• 1. Telegraphic forms when younger- shorter MLU persists
• 2. May only produce phrases and incomplete sentences
• 3. Difficulty identifying the referent in partner's questions
• 4. Difficulty using and comprehending complex and compound sentences.

• ***Morphology***
• 1. Frequently omit bound morphemes
• 2. Tendency to omit articles and pronouns in subject position.
• 3. Greatest difficulty with language forms that are phonetically weak, sparse or irregular.

• 1. Difficulty with assertiveness - tend to be withdrawn
• 2. Responsiveness= difficulty reading others emotions
• 3. Discourse
• 4. Narrative Skills - difficulty with narrative structure, story components, effective use of pronouns and significantly fewer connectives.

• 1. Deficits in print conventions, phonological awareness, metalinguistic abilities, narrative abilities that underlie reading abilities.
• 2. Persisting difficulty with reading and writing that frequently lasts into adulthood.

• True
• a variety of specialist may be involved

• 1. Incidental/Milieu Teaching
• 2. Focused Stimulation
• 3. Self-Talk
• 4. Parallel Talk
• 5. Expansion
• 6. Extension
• 7. Mand-Model
• 8. Recasting

• Settings, play therapy, unstructured
• - interactions that arise out of everyday routines to cultivate communication and natural responding.

• Clinician repeatedly models the targeted structure during a supporting activitey.
• (bombardment)

Clinician describes his or her own activities while playing with the child.

Clinician comments on the child's activities

Clinician expands incomplete utterances into grammatically more complete structures.

• Build ups and Break downs. ex blue blocks
• - Clinician comments on child's utterances adding new semantic information.

Clinician uses attractive materials to interest the child then mands (requests) a response from the child to obtain materials.

• Clinician repeats child's utterances wihle recasting (reformulating) it into different grammatical form. (ex. sentences are recast as questions)
• ex. the boy is running
• is the boy running
• what is the boy doing?
• - rephase helps with grammatical structure.

True

• -Some Catch up
• -some continue to exhitbit depressed language skills compared to their other skills
• -chldren who have not caught up continue to exhitbit reading difficulties even into adolescence and adulthood.

40-75%

reading

True

lower

False - they tend to by shyer

True

poorer, less

depressed, social

• 1. Early onset and identification
• 2. Early intervention
• 3. Absence of other disorders (ex.no stuttering)
• 4. Family Support
• 5. Being Female