Communication and Language Impairment - Chapter 1
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Questions and Answers

What is the primary purpose of communication according to the functional approach?

  • To exchange gifts
  • To engage in arguments
  • To satisfy wants and needs (correct)
  • To memorize information

    • Language impairment only refers to developmental disorders.

    False

    What approach contrasts the functional approach in terms of therapy for language impairment?

    Traditional structured behavioral approach

    ___ involves how well the client uses their newly acquired language skills in their everyday communicative environment.

    <p>Generalization</p> Signup and view all the answers

    Match the following components with their definitions:

    <p>Pragmatics = Communication goals and adjustments made for understanding Functional approach = Focus on real-world communicative effectiveness Language impairment = Deficits in spoken or written language Generalization = Use of skills in everyday environments</p> Signup and view all the answers

    Which of the following describes a problem with the behavioral approach to language intervention?

    <p>Inadequate for meaningful use</p> Signup and view all the answers

    The functional approach to assessment and intervention ignores the child’s natural environment.

    <p>False</p> Signup and view all the answers

    What role do parents and classroom teachers play in the functional approach?

    <p>They are involved in therapy.</p> Signup and view all the answers

    Which of the following best describes theory of mind?

    <p>Recognizing that others have their own thoughts and feelings.</p> Signup and view all the answers

    Children with DLD struggle with social perception skills more than children with autism.

    <p>False</p> Signup and view all the answers

    How do children with DLD typically handle conversations?

    <p>They have difficulty initiating conversation and may give inappropriate responses.</p> Signup and view all the answers

    Children with DLD have lower _______ vocabularies compared to their typically developing peers.

    <p>receptive</p> Signup and view all the answers

    What is lexical competition in the context of semantic knowledge?

    <p>Competing words activating our brain to predict a target word.</p> Signup and view all the answers

    Fast mapping of new words occurs differently for DLD children compared to typically developing children.

    <p>False</p> Signup and view all the answers

    DLD children often experience naming problems due to their limited _______ knowledge.

    <p>semantic</p> Signup and view all the answers

    Match the following characteristics with the corresponding group:

    <p>Children with DLD = Slower naming abilities Typically developing peers = Quicker language comprehension Both groups = Similar fast mapping of new words Children with autism = More difficulty with theory of mind</p> Signup and view all the answers

    What is an important consideration when training language features for a client?

    <p>The language feature must be relevant to the client's daily environment.</p> Signup and view all the answers

    Context generalization refers to using targeted language skills in everyday contexts.

    <p>True</p> Signup and view all the answers

    Name one type of cue that can be used in language training to facilitate communication.

    <p>Visual cue</p> Signup and view all the answers

    Training should occur in a location where the child will be using the language for best ________.

    <p>carry over</p> Signup and view all the answers

    What is the central executive function responsible for in cognitive processes?

    <p>Determining cognitive resources needed</p> Signup and view all the answers

    Which of the following is not one of the six abilities required for language learning?

    <p>The ability to memorize poetry</p> Signup and view all the answers

    What is a common characteristic of children with DLD in terms of verbal expression?

    <p>They tend to use more filler words.</p> Signup and view all the answers

    Working memory is solely responsible for long-term storage of information.

    <p>False</p> Signup and view all the answers

    Attention is a crucial step in the information processing model for effective communication.

    <p>True</p> Signup and view all the answers

    What are the two broad groupings of children with language disorders?

    <p>Children with unexplained language problems and children with co-occurring conditions affecting language development.</p> Signup and view all the answers

    Children with DLD have a greater developed memory for language rules compared to typically developing children.

    <p>False</p> Signup and view all the answers

    List one of the steps in information processing.

    <p>Discrimination</p> Signup and view all the answers

    Children with developmental language disorders often exhibit low academic achievement and are at risk for _____ disorders.

    <p>reading</p> Signup and view all the answers

    Language facilitators are typically ________ who aid in improving a child's communication.

    <p>adults</p> Signup and view all the answers

    What type of memory is primarily associated with performing sequential tasks?

    <p>procedural memory</p> Signup and view all the answers

    Match the training method to its description.

    <p>Drill therapy = Structured and repetitive practice. Naturalistic training = Incorporating training in everyday interactions. Visual cues = Using images or symbols to prompt responses. Verbal cues = Providing spoken prompts to guide communication.</p> Signup and view all the answers

    DLD is more prevalent in boys than in _______.

    <p>girls</p> Signup and view all the answers

    Which of the following is NOT a factor for Developmental Language Disorders (DLD)?

    <p>Social media usage</p> Signup and view all the answers

    Match the following communication disorders with their characteristics:

    <p>DLD = Memory-based deficits and syntax issues SCD = Difficulties in social communication skills Working Memory Deficit = Problems in holding and processing information Executive Function = Skills involved in planning and executing goals</p> Signup and view all the answers

    What must be done to ensure effective generalization of learned language skills?

    <p>Train in various contexts with different people.</p> Signup and view all the answers

    Children with DLD often have no neurological problems.

    <p>True</p> Signup and view all the answers

    Using frequently occurring words from a child's environment is critical in language training.

    <p>True</p> Signup and view all the answers

    Which statement is true regarding the processing capabilities of children with DLD?

    <p>They struggle with both receptive and expressive language.</p> Signup and view all the answers

    What is a significant risk factor for children with Developmental Language Disorders?

    <p>Bullying</p> Signup and view all the answers

    What kind of reinforcement is most effective for encouraging communicative behaviors?

    <p>Natural reinforcement</p> Signup and view all the answers

    The ability to process and remember information about people in social situations is known as _____ cognition.

    <p>social</p> Signup and view all the answers

    The socio-environmental factors are the primary cause of DLD.

    <p>False</p> Signup and view all the answers

    How does DLD affect a child's sentence comprehension?

    <p>It leads to poor sentence comprehension.</p> Signup and view all the answers

    Match the following characteristics with their descriptions regarding DLD:

    <p>Form = Primary aspect of language adversely affected Pragmatics = Difficulty expressing emotions Statistical Learning = Use of frequency information to learn rules of language Risk Factors = High risk for reading disorders and bullying</p> Signup and view all the answers

    The ability to categorize information for easy retrieval is known as ________.

    <p>organization</p> Signup and view all the answers

    What is the role of a language facilitator in therapy?

    <p>To adapt conversations for successful communication.</p> Signup and view all the answers

    The first stop for information storage is _______ memory.

    <p>short term</p> Signup and view all the answers

    Children with DLD may process language more slowly because they exhibit difficulties in which area?

    <p>Statistical learning</p> Signup and view all the answers

    Children with DLD can catch up to their peers without any form of intervention.

    <p>False</p> Signup and view all the answers

    What factor may indicate an increased risk for DLD?

    <p>Family history of DLD</p> Signup and view all the answers

    Mental energy is not required for effective language processing.

    <p>False</p> Signup and view all the answers

    Children with SCD typically have no difficulties with rigid adherence to social communication rules.

    <p>False</p> Signup and view all the answers

    What cognitive difficulties may indicate processing problems in children?

    <p>Poor working memory, poor attention, poor organization/retrieval.</p> Signup and view all the answers

    What types of challenges do children with SCD face in social situations?

    <p>Difficulty communicating for social purposes</p> Signup and view all the answers

    Language disorders, when not due to anatomical, physiological, or intellectual problems, are referred to as _____ language disorders.

    <p>developmental</p> Signup and view all the answers

    Children with DLD often struggle with _______ controlling what to focus on.

    <p>selective attention</p> Signup and view all the answers

    What effect does labeling have on children with language disorders?

    <p>It ensures they receive necessary help.</p> Signup and view all the answers

    Match the following errors with the type of learning they represent:

    <p>Verb endings problems = Morphological errors Inhibition control issues = Attention deficits Poor use of verbal signals = Conversation breakdowns Difficulty with figurative language = Comprehension issues</p> Signup and view all the answers

    Language characteristics in children with DLD may include starting to use phrases at an accelerated pace.

    <p>False</p> Signup and view all the answers

    Study Notes

    Chapter 1 Outline: Functional Language Approach

    • Communication Defined: An exchange of thoughts, feelings, messages, or ideas between two or more people. Methods include texting. Communication's purpose: to express needs, desires, and negate requests.

    • Language Impairment Defined: Developmental, acquired, or delayed disorders characterized by deficits or immaturities in using spoken or written language for comprehension or production. This may affect language form, content, and use.

    • Functional Approach to Assessment and Intervention: Focuses on the overall communicative effectiveness of a child's language. Emphasizes a “communication first” approach in the child's natural environment, targeting and training skills generalizable to daily life. Contrasted with structured behavioral approaches (stimulus-response-reinforcement). Critiques of behaviorism: passive learning, inadequate for meaningful use, lacks generalization. Functional approach promotes more child control.

    • Pragmatics in Intervention: Pragmatics involves speaker goals and listener adjustments to ensure the intended message is understood. Intervention actively engages the child in conversations, using these scenarios to help transfer skills to outside contexts. Involves parents and teachers.

    • Generalization in Intervention:

      • Content Generalization: How training transfers in different contexts. Focuses on utilizing language features in everyday settings.

      • Context Generalization: Using targeted skills in diverse contexts with different people. Therapy mirrors the child's communication environments.

      • Training Variables and Generalization:

        • Training Targets: relevance to daily life.
        • Method of Training: naturalistic simulations of real-life communication.
        • Language Facilitators: adults who enhance successful communication.
        • Training Cues: various visual, verbal (keywords), and other prompts.
        • Contingencies/Reinforcements: use of natural reinforcements.
        • Location: mimicking everyday communication settings.

    Chapter 2 Outline: Language Learning Requirements & Information Processing

    • Language Learning Requires:

      • Perceiving sequenced acoustic events (speech sounds).
      • Attending to and anticipating stimuli (conversation patterns).
      • Using symbols to communicate (words, gestures).
      • Inventing syntax/word order.
      • Sufficient mental energy to combine the above.
      • Interacting and communicating with others.

    • Information Processing Steps:

      • Attention: Focusing on relevant stimuli in a person, place, or time. Crucial for successful processing.
      • Discrimination: Identifying stimuli from competing stimuli.
      • Organization: Categorizing information for retrieval (helps with word retrieval).
      • Memory: Storing and retrieving information. Storage capacity and efficiency increase with age. Retrieval depends on situational cues, frequency, and competing information.

    • Transfer/Generalization of Processing Skills:

    • Levels of Processing:

      • Working Memory: Actively processing information, including storage, access, and retrieval of information.
      • Central Executive Function: Controls cognitive resources and monitors their application during processing. Problems in any area (attention, discrimination, organization) can affect overall language abilities.

    • Diagnostic Categories Unrelated to Other Deficits:

      • Developmental Language Disorders (DLD): Defined by absence of other problems (anatomical, physiological, intellectual) characterized by:

        • Late language emergence.

        • Lower normal nonverbal intelligence in some studies

        • Language Characteristics (Form, Content, Use):

          • Early evidence of impairment.
          • Problems with form (word order, verb endings).
          • Poor statistical learning, difficulty with frequency information in comprehension rules.
          • Problems with pragmatics (initiating conversation, responding appropriately, understanding emotions).
          • Limited semantic knowledge (e.g., naming, vocabulary).
          • Problems with syntax and morphology (complex sentence structures).
          • Memory-based comprehension deficits.

        • Possible Causes: Biological (neurological differences), socio-environmental factors (although probably not the primary reason).

      • Social Communication Disorder (SCD): A neurodevelopmental disorder impacting verbal and nonverbal social communication skills. Characterized by difficulties in:

        • Communicating for social purposes.

        • Modifying communication for context.

        • Following communicative rules.

        • Language Characteristics: Vary with age; Difficulties initiating and maintaining conversations; misinterpreting signals, awkwardness in social communication.

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    Description

    Explore the key concepts of communication and language impairment as presented in Chapter 1. This chapter outlines the functional approach to assessment and intervention, emphasizing effective communication in natural settings. Understand the challenges and goals in addressing language deficits.

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