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Specific Language Impairment (SLI)
- presence of a significant lang impairment without co-existing diagnoses of hearing loss, cognitive deficit, neurological or motor impairments
- 7% of school age children present with SLI
- more prevalent in males
- more likely to have a family member with lang impairment than TD
- need intense and focused stimulation
**determined by the deficits they don't show
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Major Characteristics of SLI
- lang test score at least 1.25 SD below the mean
- nonverbal IQ in the normal range (85+)
- normal hearing
- no oral abnormalities
- normal social ability
- no neurological disorder
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Language Disorder DSM-5 Classification
classifies children with receptive, expressive, or mixed language disorder
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Major Deficits in SLI
**morphosyntax (verbs, possessives, pronouns, complex syntax and vocab)
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Associated Problems of SLI
- difficulty processing speech, may be to rapid and miss high frequency markers like /s/ (trickle down effect)
- phonological impairment
- problems with interactive communication
- more likely to be diagnosed with ADHD
- trouble into adulthood
- trouble writing and spelling
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Social Communication and SLI 3 Treatment Paradigms
- social interaction with peers
- peer confederate training
- sociodramatic script training
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Social Interaction With Peers
- use lang skills to improve interactions with peers
- group play and projects (contribute to the scenarios appropriately)
- responding appropriately to bullying by reporting to an adult
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Peer Confederate Training
- a peer supports, models, and cues the client in daily social interactions
- may be pullout after school or push in
- permission needed from parents and teachers
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Sociodramatic Script Training
- learn and act out script to learn language and appropriate social behaviors
- good for SLI because they typically have a strong imagination
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Social Communication Skills
- peer entry (recognize in entry is welcome or not)
- answering, asking, commenting encouraged in convo
- conflict negotiation
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Peer Mediated Intervention Strategies Young Children
- ID problem behavior
- teach appropriate behavior
- support practice
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Peer Mediated Intervention Strategies School-age Children
- teach/encourage understanding of others' emotions
- practice established social routines
- use and understand "hidden communication" (gestures, body lang, tone, etc)
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Assessment for Children with SLI
- complete in depth lang sample analysis
- norm-referenced tests (like PLS)
- criterion-referenced tests (determine specific skills)
- parent-child play and book reading
- curriculum based assessments to gauge academic concepts
**pinpoints specific needs and gives a better understanding of their language skills
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Parent Child Interaction Assessment
- social interaction theory
- kids more likely to use complex lang in familiar routines
- parents employ scaffolding strategies
- play may reveal cognitive development (Piaget)
- documents target behaviors and the events that cause them (behaviorist)
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Curriculum Based Lang Assessment
- assess lang skills
- ID skills needed for academic success
- ID needed instructional modifications
- results in meaningful intervention goals
- collab between teacher and SLP
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Enhanced Milieu Training (EMT)
- beginning lang learners
- naturalistic, child centered
- aims for responsive conversational skills in everyday communication contexts
- parents trained as primary language teachers
- focus of vocab devel and early semantics
- use mand-model, time-delay, and incidental teaching strategies
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Mand-Model
- asking a direct question that the child responds to (what is this?)
- model the response in child utterance is incorrect
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Time-Delay
- give them time to process the answer before modeling
- add additional information and then ask the question again (this is a banana. the banana is yellow. what is this?)
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Incidental Teaching
- use naturalistic teaching opportunities
- give more info about the target (teach about the ball. say it louder and in different tones. state what it does - bounce, roll. state the color. repeat the vocab word - ball)
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Conversational Recast Training
- facilitates grammar development
- engage in play like routines
- focus on a specific language target
- modify a child's sentence while maintaining the meaning using wither expansion OR extension
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Expansion
- student elaborates on simple sentence produced by the clinician
- adult repeats child utterance but adds words to make it an adult form
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Extension
adult add additional info related to ongoing event
- K: baby night night
- P: yes, the baby is sleepy. night night baby
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Sentence Combining
- improves ability to use complex grammar
- assess/teach grammatical skills in oral and written lang
- shows how words can be put in different patterns
- school-age though college
- Level I evidence
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