Exam #1 Study Guide PDF

Exam #1 Study Guide Key Concepts Language vs. Speech vs. Communication ​ Language: A structured system of symbols (spoken, written, or signed) used for communication. ​ Speech: The physical production of sounds. ​ Communication: The broader process of exchanging information, includ...

Exam #1 Study Guide Key Concepts Language vs. Speech vs. Communication ​ Language: A structured system of symbols (spoken, written, or signed) used for communication. ​ Speech: The physical production of sounds. ​ Communication: The broader process of exchanging information, including gestures and body language. Properties of Language ​ Rule-governed ​ Socially shared ​ Arbitrary symbols ​ Generative and dynamic Language Development Principles ​ Follows predictable sequences ​ Varies by culture and environment ​ Influenced by biological and social factors Three Major Areas of Language & Five Parameters ​ Form: Phonology, Morphology, Syntax ​ Content: Semantics ​ Use: Pragmatics Language Disorders Definitions & Perspectives ​ ASHA, Paul, DSM-5: Commonalities include difficulties in comprehension and/or production. ​ Naturalistic vs. Normative Perspectives: ○​ Naturalistic: Measurable deficits in language ability. ○​ Normative: Impact on everyday life and communication. Types of Language Disorders ​ Developmental Language Disorder (DLD): Language difficulties not associated with another condition. ​ Specific Language Impairment (SLI): Difficulty acquiring language with no known cause. ​ Language-Based Learning Disability: Difficulty in reading, writing, and spelling. ​ Co-occurrence: DLD can exist alongside ADHD, ASD, and other conditions. Key Linguistic Characteristics of DLD ​ Form: Difficulty with grammar, verb tense, and sentence structure. ​ Content: Limited vocabulary and word retrieval issues. ​ Use: Challenges in conversation and storytelling. Diagnosis & Best Practices ​ Why cognitive referencing is inappropriate: Language ability should not be compared to IQ. ​ WHO ICFDH Model: ○​ Impairment: Structural or functional abnormality. ○​ Disability: Activity limitation. ○​ Handicap: Participation restriction. ​ Warning Signs: Late talking, difficulty following directions, limited vocabulary. Language Difference V.S Disorder: A language disorder exists if communication is considered below expected levels by the individual’s cultural community operates outside the norms of acceptability for that community calls attention to itself or interferes with communication within that community results in functional impairments for the client Language difference is a rule-governed style that deviates in some way from standard usage in mainstream culture. Not indicative of limitation in the capacity to learn language There is no data to suggest that children from CLD backgrounds wouldn’t/couldn’t have a language disorder. Cultural & Linguistic Diversity (CLD) Key Terms ​ Pluralism: Recognition of multiple cultures. ​ Culture: Shared beliefs, customs, and behaviors. ​ Cultural Responsiveness vs. Competence vs. Humility: Adapting, understanding, and acknowledging cultural differences. Bilingualism ​ Simultaneous vs. Sequential: Learning two languages from birth vs. learning a second language after the first. ​ CILF vs. FALF: ○​ CILF: Conversational language (2-3 years). ○​ FALF: Academic language (5-7 years). ​ Code-Switching: Alternating between languages. ​ Language Difference vs. Disorder: Disorder affects both languages. ​ Family Language Practices: Encouraging bilingualism is beneficial. Assessment & Treatment in CLD Populations ​ Dynamic Assessment: Measures learning potential. ​ Best Practices: Use culturally appropriate tests, consider dialectal variations. ​ Working with Interpreters: Provide training and clear communication. Intellectual Disability & Syndromes ​ Definition: Significant cognitive and adaptive deficits. ​ Two Areas of Deficits: Intellectual functioning & adaptive behavior. ​ IQ Cutoff: Below 70. ​ Know Syndrome Table Information. Assessment & Intervention ​ How to Analyze Assessment Results: Identify appropriate recommendations. ​ Best Practices for Testing CLD Children: Culturally fair tests, dynamic assessment. ​ Best Practices for Treating CLD Children: Culturally and linguistically appropriate interventions. World Health Organization (WHO) International Classification of Functioning, Disability, and Health ​ Impairment- “Any loss or abnormality of psychological, physiological, or anatomical structure or function” ​ Disability- “Any reduction in a person’s ability to address the needs of daily living, this can change in different situations or stages of life” ​ Handicap- “Any social or occupational disadvantage a person suffers because of an impairment or disability. This is affected not only by the person’s impairment or disability but by the attitudes and biases of others with whom the person comes in contact Syndromes ​ Down Syndrome: Most common non-inherited genetic disorder; Trisomy 21 most common ​ Williams Syndrome: Etiology is congenital, but not hereditary; Overly friendly & lack social restraint; ​ Fragile X Syndrome: Most common inherited genetic cause of ID; More prevalent in males ​ Prader-Willi Syndrome: genetic not inherited