CDS 621 - Chapter 1

complex, dynamic system of conventional symbols used for thought and language 

*If it doesn't grow, it dies (new words added)

*Pronunciations change too (ex. when and win were not always pronounced the same)

transfer of information from sender to receiver to achieve a purpose 

*includes facial expressions, body language, etc.

the articulation, rate of speech sounds, and quality of the individual's voice (verbal)

• Difficulty understanding or expressing a symbol system
• ex) hearing and not understanding, problem with symbol system - learning rules for forming and understanding speech, sign, or written language 

*Receptive Language always come first; must receive to produce

*If receptive problem, probably expressive one too.

• use the same sequence and mechanisms at a slower pace
• ex) phonological processes 

*treatment methods vary

• SIMPLY DIFFERENT 
• Evident in bi-lingual homes
•      - looks like little to no grasp of the second language 
•      - may not have mastered skills in both languages 

• *Do not over/under ID bi-lingual/bi-dialectal
• ex) is the difference caused because of bilingualism, disorder, or both?

• 1. The acoustic level of communication function 
• 2. The motor system required for communication 
• 3. The linguistic component of communication 

*The linguistic component is the focus of this book/class

• Form (Syntax, Morphology, Phonology)
• Content (Semantics)
• Use (Pragmatics)

• Sound system of a language
• Rules that govern sound combos

• The structure of words 
• The construction of word forms

• Word order and combo to form sentences
• Relationship among the elements within a system

Meanings of words and sentences

Combines form and content in functional and socially appropriate communication

• Evidence from one well-conducted randomized trial
• Systematic review (look @ data already done and compare) or meta-analysis of high quality randomized, controlled trial 

Highest Level, most difficult to obtain 

• no disorder is the same, especially client behaviors from day to day
• vast difference of severity fit into one classification 
• too many factors (environment, exposure)
• funding
• development might take over and they no longer qualify
• ethics requires us to deliver the best therapy (no placebos)

Similar finding demonstrated from non-standardized experiments (with good experimental design) from several different researchers 

• groups not very large w/ small age range 
• not randomly selected

Well designed non-experimental studies (correlational and case studies)

• non experimental 
• describe treatment over time (times vary)

• Expert committee report, consensus conference, clinical experience of respected authorities 
• Experts look at data and give their opinion

what the client presents (behaviors, case history, etc)

Research Studies, expert opinion

find a process that would get the study rated at the highest possible 

Avoid Bias

• was the group a god match for the test?
• what could use/cause bias
• can you do a blind study? (subjects do not know treatment specifics)
• Double blind study (subjects and administrator do not know treatment specifics)