Language Disorders & Differences #1
31 important questions on Language Disorders & Differences #1
-skills of children with intellectual disabilities vary with cognitive levels and life experiences
-in the early stages of development children with intellectual disabilities & typically developing children tend to communicate with declarative gestures to communicate
- to enlist 'help'
- 'gain attention'
-role taking appears to be more related to social maturity (both groups)
First words: semantic roles expressed in simple sentences
-single word utterances combining semantic roles
-naming significant objects, persons and events in their daily expereinces
MLU: 1.0-2.0
Age: 12-26 months
Modulation of meaning
-emerging of grammatical morphemes
-present progressive, prepositions, plural, irregular past, possessive
MLU: 2.0-2.5
Age: 27-30 months
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Development of sentence form
-noun phrase elaboration and auxiliary development
-noun phrases elaborated in subject and object positions
-auxiliary verbs allowing more mature interrogatives & negatives
MLU: 2.5-3.0
Age: 31-34 months
Emergence of complex sentences
-embedding sentence elements
-object noun phrase complements, wh- questions, relative causes
MLU: 3.0-3.75
Age: 35-40 months
Emergence of compound sentences
-conjoining sentences
-conjoining two simple sentences
MLU: 3.75-4.50
Age: 41-46 months
(regular) 's'
ex: eat cookieS
Came, went, fell, broke
ex: he WENT outside
('s)
ex: Jimmy'S car
A, the
ex: billy throw THE ball
(be verbs preceding another verb)
am, is, are, was, were
ex: the boys ARE EATING
Ex: i'M eating
ex: she'S jumping
ex: they'RE playing
-dependent on cognition
-use is a function of cognition & its acquisition is dependent on underlying cognition processes
During stage, child learns about himself and his environment through motor and reflex actions.
Thought derives from sensation and movement.
child learns he is separate from his environment- his toy continues to exist even though they be outside the reach of his sense
You can modify behavior by using the senses
During stage, Applying his new knowledge of language, child begins to use symbols to represent objects
He also personifies objects.
Better able to think about things & events that aren't immediately present.
Has difficulty conceptualizing time.
Thinking is influenced by fantasy & assumes others see situations from his viewpoint.
Takes info. and changes it in his mind to fit his ideas.
Use neutral words, body outlines and equipment a child can touch to give him an active role in learning
During stage, accommodation increases.
Child develops ability to think abstractly & make rational judgements about concrete or observable phenomena.
Giving child opportunity to ask questions & explain things back to you allows him to mentally manipulate info.
This stage brings cognition to its final form.
Person no longer requires concrete objects to make rational judgements.
He's capable of hypothetical & deductive reasoning.
Teaching for adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives
-neurophysiologic factors
-early language sequences
-synergistic 'demands'
-developmental domains
-emotional and environmental factors
-omission of grammatical inflections
-slow development of and errors with pronouns
-shorter sentence length
-problems forming questions with inverted auxiliaries
-immature requests
-difficulty with group conversations
-difficulty with oral resolution of conflicts
-longer reliance on gesture for getting needs met
-difficulty initiating with peers
-difficulty sustaining turns in convo
-difficulty comprehending complex directions and narratives
Those that are carried on genes
-may be acquired, as when a gene undergoes a mutation, or they may be inherited
Refer to deviations of the genes that are located on the chromosomes
-they also may be inherited or acquired
-"a disorder of the number or structure of the chromosomes as they are distinctively arranged for a particular individual"
A disorder where many of the anomalies are actually secondary disorders, caused by a single anomaly which sets off a chain reaction of changes in developing embryo that result in other anomalies.
The presence of multiple anomalies in the same individual with all of those anomalies having a single cause
-"trisomy 21"-three chromosomes on the 21st pair
-facial characteristics are obvious
-oral cavity is smaller
-fissures on tongue
-hand crease
-receptive language is more intact than expressive language
What is a set of 'red flags' that is most typical of a disruption of content or semantics?
Use of "cocktail party speech" could be indicative of what?
A child who has knowledge and ideas about events and objects, can communicate ideas, but often used gestures because he has difficulty learning conventional codes for expressive language has a disruption in...
Students who exhibit a language difference are considered to be language disordered? T or F
Use of limited functions of language is indicative of pragmatic disorder.
T or F
Written language is more lexically dense than spoken language
Writing is more functional whereas speech is more referential
Which law first mandated free and appropriate public school education for children aged 3-5 years with handicaps?
The question on the page originate from the summary of the following study material:
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