CDO 340 1 Exam Review 2

• The ability to perceive sequenced acoustic events of short duration.
• The ability to attend actively to, to be responsive, and to anticipate stimuli.
• The ability to use symbols.
• The ability to invent syntax from the language of the environment.
• Enough mental energy to do all of the above simultaneously.
• The ability to interact & communicate with others.

being able to perceive sound

ability to hold a sentence in your mind, interpret the sentence coming in, and anticipate more

written language is symbols/symbolic

being able to come up with the meaning of the word based on the context that it is used in

• attention - automatic activation of the brin orientation that focuses awareness and focus
• discrimination - the ability to identify stimuli from a field of competing stimuli
• organization - categorization of info for storage and retrieval
• memory - storing and retrieval of info

• an active system for temporarily storing and manipulating info needed in the execution of complex cognitive tasks (learning, reasoning, comprehension)
• 7 plus or minus 2

• performed consciously and intentionally uses extensive brain resources
• limits how much you can process

• inforation processes operate automatically
• supports access to high levels of function
• allows management of sophisticated langauage tasks (speaking, reading, writing)

• less complex stimuli
• perceptual analysis

• elaborate stimuli
• associating new information with knowledge already stored

• significant limitations in language functioning that cannot be attributed to deficits in hearing, oral structure and function or general intelligence.
• Cognition is normal, ONLY language skills are impaired

• performance IQ above 85
• a low verbal IQ
• in most, expressive language is more impaired than recepive language
• auditory processing disorder may be present (deficit in verbal working memory)

Learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition & use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to CNS dysfunction, & may occur across the lifespan. Problems in self-regulatory behaviors, social perception, & social interaction may exist with learning disabilities but do not by themselves constitute a learning disability.

They both can be manifested in a difficulty with language in many forms and often are associated with an IQ that is higher than their actual abilities.

• expressive and/or receptive
• typically have a language delay
• general language deficits: learning language rules, registering diffferent contexts for langauge, constructing word-referent associations for vocab growth

• aka - discrepancy criterion
• most common criteria used in north america to identify LLD and SLI
• Cognition is used as the point of reference against skills in some other area.
• Looking for a discrepancy between intellectual functioning and achievement.
• In SLI is a discrepancy between intellectual functioning and language. In LD it is a discrepancy between intellectual functioning and one of the following: listening/speaking, reading, writing, math, or reasoning.

• The idea that cognition is the point of reference against skills in some other area is a very old and traditional idea.
• Public law 94-142 requires the use of an IQ score to identify someone as disabled
• Looking for a discrepancy between achievement and intellectual functioning
• Cognition drives language and it is a one way street – this is an OLD idea that we should NOT agree with or follow. This causes children to be disqualified if there is not enough of a gap between a child’s cognition and their language abilities. There language abilities must be below their cognition in order to qualify, which disqualifies so many children.
• Research says that we can make huge gains in language abilities with an SLP even if their cognition is below.

• substantial limitations in present functioning
• significant subaverage intellectual functioning, existing concurrently with related limitations in two or more adaptive areas
• manifests before age 18    
• The language disorder can be the single most important factor in the disorder.

• Mild 52-68  89%
• Moderate 36-51   6%
• Severe 20-35   3.5%
• Profound 19 and below   1.5%

• communication, self help, self care, basic life skills, leisure, health, and safety
• These things enhance the definition to make it clearer as to who needs services.

• Some of language needs attributed to low intellectual functioning
• The language disorder can be the single most important factor in the disorder.
• Research says that we can make huge gains in language abilities with an SLP even if their cognition is below.

Cognition-language relationship is inconsistentlanguage = cognition (50%) this has resulted in children not qualifying for SLP services language comprehension & production < cognition (25%) language comprehension = cognition but language production is lower than both (25%)

• Pragmatics
• -Gestural & intentional developmental patterns similar to normal but delayed gestural requesting.
• -May take less dominant conversational role
• Semantics
• -More concrete word meanings & slow vocabulary growth
• -More limited use of a variety of semantic units
• Syntax/Morphology
• -Same sequence of general sentence development as children developing typically
• -Shorter, less complex sentences
• -Rely on less mature forms (more capable)
• -Same order of morpheme development as preschoolers developing typically
• Comprehension
• -Poorer receptive language
• -Poorer sentence recall
• -More reliance on context to extract meaning

• Attention
• -difficulty scanning & selecting stimuli to which to attend
• Discrimination
• -difficulty identifying relevant stimulus cues Organization
• -Individuals with MMMR have difficulty developing organizational strategies to aid in storage & retrieval
• Memory
• -Poorer recall
• If you give them a purpose or reading, it will improve their ability to comprehend.

• pervasive developmental disorder – not otherwise specified
• this is a milder form of autism

• Pragmatics – Key!
• Difficulty with joint attention
• Gaze aversion
• Difficulties with conversation
• Limited communication functions
• Echolalia & Perseveration
• Asocial monologues

• Semantics
• -Limited vocabulary – know really surface level meanings of words Word retrieval difficulties & difficulty with questions
• Syntax/Morphology
• -Morphological difficulties
• -Superficial construction of sentence forms
• -Less complex sentences
• Phonology is least effected & variable needs
• Comprehension is impaired
• -Especially in connected discourse

People with autism do not know how to use their semantics and syntax flexibly to say the same thing different because they only have a shallow understanding of the sentence make up and definitions.

• More than half have IQs below 50
• Approximately 25% are between 50-70
• Approximately 25% are above 71

when someone repeats all or part of something that they have heard. Ex) a person being able to play out the entire “The Price is Right” show, but they have little understanding of the words that they are using.

when someone does not want to change the topic, but a topic change is needed.

talking to yourself / talking for you. Not meant to be a communication exchange, just a person talking for themselves.

Being able to fluently read, but they have no comprehension.

• A behavioral disorder characterized by overactivity and an inability to attend for more than a very short period
• Marked by inattention, impusivity, & hyperactivity

• Up to 45% of children with ADHD have at least one other psychiatric disorder
• Between 20-30% of children with ADHD have at least one type of LD
• Up to 65% eventually have a diagnosis of oppositional defiant disorder

Traumatic Brain Injury (Hypoxia)

Cerebral Vascular Incident

• occurs through out the brain
• deficits are more sever in this area
• ex) car accidents

• occurs in one specific area
• better prognosis
• ex) having swelling on one point of the brain

swelling on the brain

• Pragmatics
• -Difficulty organizing ideas, staying on-topic, making appropriate comments
• Form
• -Sentences lengthy & fragmented
• Semantics
• -Difficulty with word retrieval
• Comprehension
• -Difficulties linked to inattention and processing speed
• -Auditory & text comprehension impaired
• -Difficulty with sentence comprehension (not using syntax to assign meaning).
• Expressive Speech or Language Problems
• -Difficulty forming phonemes, words, sentences
• -Dysarthria or cognitive processes impaired
• Receptive Language Problems
• -Inability to follow-directions, process auditory information
• Cognitive-Communicative Disorders
• -Deficits in linguistic & non-linguistic cognitive processes (e.g., attention & impulsivity)

There can be difficulty at every language level because there is such a huge range of severity

• Expressive Speech or Language Problems
• Difficulty forming phonemes, words, sentences Dysarthria or cognitive processes impaired
• Receptive Language Problems
• Inability to follow-directions, process auditory information
• Cognitive-Communicative Disorders
• Deficits in linguistic & non-linguistic cognitive processes (e.g., attention & impulsivity)
• These people may have two type of dysarthria at least.
• These people can be more severe and over more processes.
• Language output, attention, perception, impulsivity, disorganized thinking, poor problem solving and judgment.

• Negative social environment
• Medical & health problems
• Biological factors

• Not the direct cause of the communication problem, but context influences development
• The longest term affects to a child typically occur after emotional abuse rather than physical.

• nAll aspects of language affected
• Less talkative
• Fewer conversational skills
• Shorter utterances & conversations
• Deficient verbal & reading ability