Chapter 9: Language Differences and Disorders

• unique speech register used by adults in western cultures to talk to infants from birth 
• characteristics:
•    high overall pitch
•    exaggerated pitch contours
•    slower tempos in comparison to adult-directed speech
• simplfying characteristics of id are not present in all cultures
• id speech of different cultures ranges in its communicative accomodation from highly child-centered to highly situation-centered

• dialects are regional or social varieties of lang that differ form one another in terms of pronunciation, vocab, grammar
•    develop over a prolonged period when people are separated by geographical or social barriers
• everyone speaks some dialect or variety of a lang
• in general people who speak different dialects of a lang can understand on another

varieties of lang that differ solely on pronunciation

standard american english

• in england it is received pronunciation
• children develop the perceptions of higher status sounding english at an early age and it is perpetuated throughout life

children selected the talking box that spoke GAE (GENERAL AMERICAN ENGLISH) because it talked better

• African American Vernacular English
• phonological differences: consonant cluster reduction
•     old=ol', west=wes', deletion of suffix-s= she drive and possessive suffix 's=my sister ca
• grammatical differences: distinctions between habitual
•     anita be working, (reg) temporary- anita working (at the time)
• phonological inversion
•     /ask/=/aks/

• simplified type of lang that develops when speaker who do not share a common lang come into prolonged contact with another lang
• have no native speakers, used as a 2nd lang, particularly in situations where they are conducting business with one another
• utilize the lexicon of the most dominant of the 2 langs and the phonology and syntactic structure of the less dominant lang
•    Hawaiian Pidgen=ENglish and Philippine langs

people who acquire 2 or more langs throughout the course of their lives

the process whereby children essentially acquired 2 first langs

acquire more than 2 first langs

• acquire 2 or more langs from birth, or simultaneously
•    receive lang input in 2 or more forms from parents, grandparents, other close relatives or childcare providers

• group that speaks a lang that the majority of people in an area value and assign high social status
•    generally persons share cultural and ethnic backgrounds 
•    official or unofficial "standard" in the community

• a group that speaks a lang that few people in the community speak or value
•   may have lower social status
•   may receive little or no institutional support

• learn tow first langs in succession, usually within the first three years of life before developing proficiency in the first of the two langs
• some kinds of advantages and setbacks as children who acquire multiple langs simultaneously, depending on their status in a major or minor ethnoliguistic community

• mastering one at a time
• children are not bilingual until they successfully differentiate between the 2 langs

• mastering two at a time
• does not presuppose that children move through stages whereby they come to differentiate between two langs
•     bilingual children establish 2 separate lang systems from the outset of lang acquisition
• research favored

• or code mixing
• speakers alternate btw langs when they have more than one lang in common

• alternation occurs within a single utterance possible two words as opposed to a sentence 
• yeah, ok

alternation occurs within one sentence

alternation occurs btw utterances

alternation occurs btw sentences

interutterance mixing more than intrautterance mixing, especially in the 1-word and 2 word stages of development

• fill in lexical or grammatical gaps
• lack translation equivalent for a word, no matter whether using more proficient or less proficient lang
• pragmatic effect
• social norms of their community

• sla
• the process by which children who have already established a sold foundation in their first lang (L1) learn an additional lang
• sla usually does not occur in school, either as the majority lang for a community or as a foreign lang

• during L2 acquisition, speakers create lang system called interlang
•    includes elements of L1 and 2 plus elements not found in either lang
•    by combining lang from L1 and 2 you create lang that does not exist

occurs once the interlang stops evolving and L2 learners reach a plateau in their lang development

• to become permanently established in the interlanguage of a second lang learner in a form that is deviant from the target lang norm-continues to appear regardless to further exposure to the target lang
•    learn to refer to the changed word even after you have acquired the actual word in both langs

• learning english after they have L1
• english as an additional lang (EAL) when they speak two or more langs learns english
• english language learner (ELL) used in schools to designate child with limited english proficiency

lang diff: normal variability we see among children in their lang development

• failure to provide needed therapy when appropriate-they don't outgrow it
• over-identification of minority students-stigma out of classroom disproportionality

• a cultural community's approach to socializing children can influence the amount and quality of lang that children experience in their home and community
• ex: seen and not heard, eye contact, socialization: children don't talk unless spoken to etc

• asha says:
• language disorder is present when an individual exhibits-
•   "impaired comprehension and/or use of a spoken, written, and/or other symbol systems. The disorder may involve:
•    1. the form
•    2. the content
•    3. the use or function of language in communication in any combo

• 1. the extent to which lang difficulties has a negative impact on social, psychological, and educational functioning
• 2. the extent to which lang difficulties may represent a lang differences
• 3. the extent to which lang difficulties are significant enough to be considered disordered

• born with a lang disorder: delays in obtaining critical lang precursors in the first year of life
•    1. babbling
•    2. gesturing

• slow to achieve important early lang milestones
•    1. speaking 1st word
•    2. combining words into sentences
•    3. initiating conversation with adults or peers, toddlers tend to interpret non-literal lang as literal

• 1. struggle with academic skills that rely on lang proficiency, including reading and writing
• 2. problems with complex lang tasks
•    using and understanding figurative and abstract lang

• lang delay: connotation that children exhibiting probs with lang development are having a late start with lang development and can be expected to catch up with their peers 
•    1. many children with lang disorders do not catch up with their peers over time
• language impairment and lang disorder: most accurate representation of a child exhibiting lang difficulties
•    1. describing children experiencing significant challenges in lang development relative to other children   
• Language disability: suggests that a child’s language difficulties are exerting a significant, negative impact on daily-living activities or functions
• language disability: suggests that a child's lang difficulties are exerting a significant, negative impact on daily-living activities or functions
• language learning disability: older children with lang disoders who experience difficulties with academic achievement in areas associated with lang, such as reading, writing and spelling

• significant impairment of lang in the absence of any other developmental difficulty
•   commonly called specific lang impairment or SLI

• lang disorders resulting from other conditions
•    common types include: mental retardation, autism, traumatic brain injury

• speech lang pathologist
•    screen for lang disorders
•    conduct evaluations
•    diagnose lang disorders
•    develop and administer treatment to remediated disorders
• psychologists
•    oversee treatment and diagnosis for traumatic injuries
• general ed
•    include teachers
•    teachers identify children who may have an issue
•    knowledgeable about where a child stands
• special ed
•    lead teacher in classroom serving primarily students with disability
•       itinerant teacher-slp, has no classroom
• early interventionists
•    professionals with specialization in intervention for infants and toddlers
• audiologists
•    specialist in identifying, assessing and managing disorders of the auditory, balance and other neural systems
• developmental pediatricians
•    expertise in managing complex disorders that impact various aspects of development in young children
• otolaryngologists
•    close collaborators in diagnosis of lang disorders

• Primary Disabilities: 5 conditions typically associated with language disorders among children and adolescents:
•    -Specific language impairment
•    -Autism spectrum disorder
•    -Mental retardation
•    -Traumatic brain injury
•    -Hearing loss   
• Specific Language Impairment (SLI)

• statistical approach that attempts to organize data into meaningful clusters of scores
•    identify subgroups of SLI by statistically analyzing the scores of children with SLI on a range of lang tasks, to include phonological, syntactic, morphologic, semantic, and pragmatic measures
• some have difficulty with expressive and receptive lang while others have a more focal impairment in one area or the other

• umbrella term that includes: autism, childhoold disintegrative disorder, asperger's syndrome, and pervasive development disoorder (PDD)
•    Impact 1 in 500 children with higher prev for boys

• severe developmental disability with symptoms that emerge before child is 3
• 3 conditions for diagnosis:
•    -impaired social interactions
•    -moderate to severe impairment of communication skill
•       -echolalia=stereotypical repetitions of specific words or phrases in greeting or remembering sort of situations (hello, my name is Rod and partner repeats the sentence)
•    -restrictive, repetitive and stereortypical behaviors and interests
•       -childhood disintegrative disorder
• severe developmental disability with symptoms that emerge before 3

• formally mental retardation 
• condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period

• significant limitations in intellectual functioning
• significant limitations in adaptive behavior

• Most children with ID exhibit at least 1 mild impairment of language     
• Delays in early communicative behaviors and are slow to use their first words and produce multi-word combinations
• Children with mild MR may have well-developed oral language skills with only minor difficulties with abstract concepts, figurative language, complex syntax, conversational participation, and communicative repairs
• Children with more severe forms of retardation will display more significant deficits in language expression and comprehension
•    -Some never learn to express themselves through verbal means
•    -Augmentative and alternative communicative (AAC) device

• traumatic brain injury
• damage or insult to brain tissues sometime after birth
• young children, adolescent males, and elderly are the greatest risk, males twice as like to be affected than females
• severe injury is accompanied by a coma of 6 hours or more
•    -result from infection, disease, and physical truama
•    -common causes in children: abuse, intentional harm, accidental poisoning through ingestion of toxic substances, car accidents, and falling

• closed head injury in which brain matter is not exposed or penetrated
•    -car accident
•    -shaken baby syndrome
•    -

• brain matter exposed through penetration, as would occur with a gunshot wound
• CHI AND OHI the immediate injury to the brain is often accompanied by secondary brain injuries that result from the primary trauma
• injury to brain usually damages the frontal and temporal lobes of the brain, which house the centers for much of our executive and lang functions

• the severity
• the site of damage
• the characteristics of the child before the injury occurred

language use or pragmatics

• discourse
•    fragmented language 
•    difficult to follow what they are talking about
•    word retrieval issues
• tbi may also affect cognitive, executive and behavioral skills
•    difficulty with sustained attention
• referred to as an invisible epidemic

• physical condition in which an individual is unable to detect or distinguish the full range of sounds normally available to the human ear
•    result from pernatal, perinatal, or postnatal damage to any one of the structures that carry auditory info from the external world to the brain centers that process auditory info

damage to the outer or middle ear

damage to the inner ear or auditory nerve

• bi-both ears
• uni-one ear

• apd
• hearing loss that results from damage to the centers of the brain that processes audittory info
• heterogeneous group based on type of loss and timing and severity of the loss

• hearing loss present at birth
•    -about 50% of cases have unknown reasons
•    -more prevalent causes include genetic transmission, in-utero infections, prematurity, pregnancy complications and trauma during birthing process

• hearing loss that occurs after birth 
•    -prominent causes include: noise exposure, infection, use of ototoxic medications, and chronic middle ear infections

acquired after birth but before the child has developed lang

acquired sometime after the child has developed lang

• timing of the loss
• severity
• age of identification
• exposure to lang input

• new approach to intervention for children 12 months and up with severe to profound hearing loss
•     surgical implantation of a receiver-stimulator (in hollowed portion of mastoid bone)and electrode array (in the cochlea), which accompany external hardware worn by the user (mic, speech processor, transmitter, power supply)