Finke exam #1

Word Comprehension

Fast mapping is the process of rapidly learning a new word simply from the contrastive use of a familiar word and an unfamiliar word Examine: in a preschool classroom, an experimenter drew a child attention to two blocks: asking the child to get the magenta block, not the pink one From the simple contrast, the child inferred that the name of the color of the requested object was magenta. ...they know the color pink, so whatever the block that is not pink they now know is magenta After a single exposure to this novel word, about half the children showed some knowledge of it a week ;after by correctly picking the magenta color chip from a array of paint chips The children's ability to connect new words to familiar words so rapidly that they cannot be considering all possible meaning for the new word

what are some non-speech ways we communicate?

Gestures, signs, symbols, facial expressions (not driven by language, but by culture), body language

factors that can impact L2 learning

INTRINSIC: Age Cognition Personality Motivation Learning strategies EXTRINSIC: Educational environments Home environment Feedback Opportunities Teaching/teachers

implications of language abilities for school-aged children

In elementary school and beyond, language strongly influences... Academics Peer and social relationships Self- esteem

successive bilingualism

L2: "second language learners" Child learns first language in infancy Learns the second language later in childhood (3 years old or older) Diverse group of learners Consider: Age Exposure to L1 and L2 Age: ability to acquire second language may decline as children approach adolescene But.... If the second language is introduced while the first language is still developing, progress in first language may stop or there may be regression in that language Home Family members language use Interaction with peers School Age at school entry- likely a critical variable Ability of school staff to support development in each language

Language across the lifespan

Language continues to develop- unless presence of a problem Adults expand language including adding specialized vocabulary related to experiences, jobs, hobbies, life!

Marc Fey 1986

Language disorder is: A significant deficit in the Childs level of development of the form, content or use of language Not much different from the ASHA definition Does not provide us anymore information about how to determine what a "significant deficit" is. A "significant deficit" relative to what? What is the basis for comparison?

systems model assumptions

Locus of problem... is in the mismatch of child skill to available supports/resources in environment Assessment should.... Assessment should.... Intervention should.... make changes in/to the environment and the people within it to support child's skills during goal setting (targets = environment)

descriptive-developmental model: assumptions

Locus of problem... is rooted in the functional difficulties across certain skills/behaviors, irrespective of what "etiology" the child brings - if the child has an articulation problem, doesn't matter if it comes from cleft palate or Down syndrome Assessment should.... Intervention should.... use knowledge about development during goal setting - what would we expect to emerge next? (child-based, driven by developmental norms)

categorical model: assumptions

Locus of problem... results from some specific underlying disorder within the child or in the environments within which the child lives Assessment should.... Intervention should.... use knowledge about the disorder category during goal setting - what is the core deficit here that needs to be remediated? (targets = child-based, driven by etiology)

Descriptive-Developmental Model

Model focus - descriptive presentation of skills/challenges: For example, if the child has an articulation problem, doesn't matter if if comes from cleft palate or Down syndrome - what matters is the problem with articulation. Assessment of problem: We need to do a thorough assessment of all language domains, across multiple settings/partners, in order to build a profile of where there are strengths and where the vulnerabilities lie. Solution in the Developmental-descriptive model: Work on the areas found to be in need of support, using developmentally appropriate targets (what tends to emerge next). Assumptions of this model We need to determine where children are in developmental sequence in order to determine appropriate intervention goals. This is where our understanding of typical language development becomes critical!!

2010 Census

More than 50% of the growth in the total US population between 2000 and 2010 was because of increases in the Hispanic population 35.3 million in 2000 to 50.5 million in 2020 Hispanic people comprise 16% of the total US population Non-Hispanic population grew 5% between 2000 and 2010

Because of our broad definition of language disorder:

Naturalistic assessment procedures provide ecological validity (more like the real world). Tell us more about how the child actually uses language in their natural environments Formal assessment measures allow us to compare the child's abilities with other children. In terms of Expression and Comprehension In terms of Form (syntax, morphology, phonology), Content (semantics) and Use (pragmatics).

taking turns

Parents having a conversation with a 6-week-old infant still involve taking turns. To help children along, parents often carry both sides of the conversation to demonstrate how the roles of speaker and listener alternate. Soon after 1-year-olds begin to speak, parents encourage their children to participate in conversational turn-taking By age 2, spontaneous turn-taking is common in conversations between children and adults By age 3, children have progressed to the point that if a listener fails to reply promptly, the child repeats his or her remark in order to elicit a response

language development 1-2 hyears

Receptive 12 months: understands 50 words, 18 months: understand 200 words Follows simple directions within common routines Identifies simple body parts Points to named objects or pictures Listens to simple stories/rhymes Expressive 12 months - uses up to 3 words, (more every month) 23 months - uses about 200 words! Overextend and underextend meanings Emerging 2 word combinations Emerging question use - "where mommy?" "what's that?" Repeats words they overhear

language development at 2-3 years

Receptive 24 months - understands 500-700 words 30 months - understands up to 900 words Can acquire 1-2 new words per day Variety of vocabulary expands - nouns, verbs, adjectives, pronouns, etc Follows 1-2 step directions Understands some concept pairs (hot/cold) Expressive Vocabulary explosion - up to 570 words at 30 months Has a word for almost everything 2-3 word utterances Increased grammatical structure of sentences Limited topic imitation Speech is understood by familiar listeners most of the time Often asks for or directs attention to objects by naming them Repeats words they overhear

language development 7-12 months

Receptive Looks in direction of sounds Recognizes words for common objects Enjoys early games/rituals Expressive Uses speech for attention Babbling

language development 3-4 years

Receptive Understands 1000+ words Can acquire 4-6 new words per day Understands "wh" question forms - what, where and who Follows multi-step directions within routines Increased ability to comprehend stories, explanations and conversations Expressive Hard to measure expressive vocabulary because it is so big! Combines 4 + words Relays personal experiences but may leave out relevant details Expanded conversational topics as the world expands Best at talking of the here and now

language development 4-5 years

Receptive Understands 2500-3000 words (nearly adult like language systems) Increased conceptual knowledge including time words, complex emotion words More precision in vocabulary Answers simple questions about stories Follows multi-step directions in new situations Understands conversation about their lives - preschool, home, etc Expressive Lengthy sentences with detail Can tell a simple story with few grammar errors May still produce errors with irregular forms (plurals, past tense) Improved story telling but a limited filter of what is important More confident to initiate topics

language development 4-6 months

Responsive to tones of voice May be interested in non-speech sounds Can indicate urgency/excitement with vocalizations (squealing/laughter, etc.) Rituals and games set predictable routines and expectations They will also stop making sounds to listen to their caregivers' voices

language transfer/interference

Sometimes characteristics of L1 can influence L2 It is important to consider whether errors seen in English could be a result of transfer The greater the differences between the two languages, the more negative the effects of interferences are likely to be Example: In Spanish that adjective follows the noun, "the girl pretty" instead of the "the pretty girl" English changes the verb from the change of subject (I walk. She walks.), some Asian language keeps the verb for constant cross subjects, so adding /s/ to the third person may be difficult

systems model

Systems perspective Problems may be the result of difficulties in the relationship of the speakers or some other environmental factor. Not all solutions involve changing the child Systems model: Model focus: So imagine we have a child who can't speak, but who can express himself perfectly well using a voice-output communication system (AAC) in which he selects pictures that match to his intended message. With the AAC device, this child has a means to overcome his communicative disability. Assessment of problem: Now, this child wants to go to the playground, but doesn't want to carry around the bulky device. But, without the device his voice is gone, right? Suddenly he seems communicatively disabled on the playground, where he wasn't 5 minutes ago in the classroom. The environment (playground) is mismatched to his skill. Solution in the systems model: Put an AAC display in the playground. Now he can express what activity he would like to do, by touching the playground display rather than carrying around his bulky tabletop device. The change here is in the environment, not the child.

syntax

The arrangement of words and phrases to create well-formed sentences in a language.

initiating a conversation

The first attempt to deliberately communicate typically emerges at 10 months Usually by touching or pointing to an object while simultaneously looking at another person At 1 year, infants begin to use speech to communicate and often initiate conversations with adults First conversation are about themselves but this rapidly expands to include objects in their world By preschool, children begin to adult their messages to match the listener and the context School-age children speak differently to adults and peers Preschool children give more elaborate messages to listeners who are unfamiliar with a topic than to listeners who are familiar with it

english language learners in schools

The percentage of school students in the US who are ELL was higher in 2017 than in 2000 National average was 10.1% in 2017 National average was 8.1% in 2000

language explosion

The point in children's language development, between 1.5-6 years of age, where vocabulary increases very rapidly and most children have mastered the major aspects of language. The rate of children's vocabulary development is influenced by the amount of talk they are exposed to The more speech that is addressed to a toddler, the more rapidly the toddler will learn new words

silent period

The quiet period when a child is first exposed to a new language During this time, the child is focused on listening and understanding Silent does not always equal disorder! Can last from 3-6 months with significant individual variation Generally, younger children tend to have longer silent periods Classrooms that are engaging, nonthreatening, and honor a child's native language can help risk-taking related to communication and the ability to learn

disorder, disability, impairment

These are probably the three most common current terms Although the word "disorder" feels like it may have some of the same baggage as "deviance," it is still fairly broadly used (as even the title of your textbook would suggest). It is preferred because it includes either deviant or delayed development. Some people prefer disability or impairment. Either are acceptable.

DSM-V (2013) and ICD-11 (2019)

These diagnostic manuals require that both the normative and neutralist criteria be met in order for a language disorder to be diagnosed. These are the systems that are used by medical professionals around the world to classify disorders. There may not always be a standardized test with adequate psychometric properties (reliability and validity) for all age levels and/or aspects of language. As a result of this argument, in this class we will focus on assessment that incorporates both standardized and naturalistic assessment measures

categorical model

This approach organizes language disorders on the basis of diagnosis (diagnostic category). It is the same as the Medical Model This model focuses on finding similarities between children with the same diagnostic label. Categorical (etiological) model: Model focus - identifying underlying etiology. Examples of labels include: Trisomy 21 (Down syndrome) Hearing loss (APD, sensory...) Autism Fetal alcohol syndrome disorder (FASD) Assessment of problem: The first priority is to identify the underlying disorder. Focus is on finding out "what the child has." Does this child have Down syndrome? FASD? Solution in the categorical model:

why we communicate

Wants, needs, desires! Everyone deserves the ability to express themselves. Its a way to feel connected to others Task-analysis method: what reasons do we communicate? An AAC researcher found 4 reasons: wants/needs, information transfer, social closeness (fun and play), social adequacy/politeness (how are you, hi, etc)

difference

We are often tempted to use this for our clients because it seems softer or less harsh, BUT. For example, a typically-developing Spanish-speaking child whose English language skills are behind those of his/her peers has a language difference, not a language disorder. In this case, educational supports would be delivered by an ESL (English as a second language) teacher, not an SLP. A child who has both language difference and language disorder would receive both ESL and SLP services

deviance

We don't generally use this term clinically because of its negative connotations... However, it is technically descriptive of some patterns that we see - that is, there are some children whose language development truly deviates from normative developmental trajectories. In general, I suggest you avoid this term expect when talking to colleagues or other professionals, and only when describing patterns that are truly divergent from the norm.

language loss

When ELL students are educated in mainstream English environments, they may receive much more input in English than their L1 Proficiency in L1 may be lost if it is not reinforced and maintained If L1 proficiency is lost, this is known as subtractive bilingualism

child language disorders

You will need to have a definition of what a language disorder IS and what it IS NOT so that you can determine in clinical practice who needs services and who does not. Problem: there is a variation in the definitions used within the field

Additive Bilingualism

achieving high levels of proficiency in both languages is encouraged

example of morphology difficulties

adding the z or s sound to make the word plural, problem with inflections

language development at birth

baby reacts to loud sounds by startling or waking. Baby produces sounds that indicate pain or pleasure

language development at 0-3 months

baby will Turn to watch your face when you speak Respond to comforting tones Use differentiated cries

bilingualism

can speak 2 languages fluently

Language

conventional symbols

example of syntax difficulties

incorrect word order, poor narrative skills

Language Difference

is a term that refers to language characteristics that arise from differences in the home language!

Successive (or sequential) bilingualism:

kinda same thing, indicates a child learned one language and then a child is being exposed to another language soon after. Example: child comes to school speaking a home language, and then they learn English so they can participate in school

In second language learning

language plays an institutional and social role in the community. It functions as a recognized means of communication among members who speak some other language as their native tongue.

Simultaneous bilingualism

learning 2 languages at the same time. Example: a child growing up in a family where mom and dad speak different languages, and they are committed to teaching their child both languages growing up at the same time

example of semantic difficulties

might find it difficult understanding and use descriptive words including adjectives

speech

not all language takes the form of speech (computer, signs, etc are other forms of communication)

categorical model

organized language disorders on the basis of the diagnosis, focus is finding out what the child has

normative

significant deficit relative to environmental expectations How a child performs in contexts with different demands Noticeable to non-professionals (like parents) Has a negative impact on real life functioning

neutralist

significant deficit relative to norm-referenced expectations Standardized tests Does not account for ethnic, cultural, or social norms or expectations

pragmatics

the appropriate use of language in different contexts politeness terms ("ma'am" vs "dude" ... "tu" vs "usted") contributing to conversations (interruptions, turn taking) choosing conversational topics (and how you negotiate that) conversational space

semantics

the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning figurative (nonliteral) speech: its raining cats and dogs or is it literally raining cats and dogs category structure sarcasm

phonology

the study of speech sounds in language phonemes phonological rules (cats) /t/ is a voiceless stop consonant /t/ and dogz... these are different because the features of the sounds influence the sounds that come after them.. cats is voiceless and dogz is voiced prosody (suprasegmental). We use innovation often. "You want a bike?" "You wanna bike" what is the request actually about? Is it about a noun or an activity? — the exact same words/morphemes are produced, but the different placement of pause changes the number of women being referenced. Pause is another example of prosody — " woman, without her man, is nothing" "women- without her, man is nothing"

morphology

units of meaning involved in word formation

examples of phonology difficulties

using speech sounds in the wrong place

Rhea Paul (2007)

"Children can be described as having language disorders if they have a significant deficit in learning to talk, understand, or use any aspect of language appropriately, relative to both environmental and norm-referenced expectations for children of a similar developmental level." (p. 4).

In foreign language learning

, language plays no major role in the community and is primarily learned in the classroom.

delay

- Can be acceptable for very young children, IF we think the child is actually likely to catch up (on their own or with intervention) - For many children this is a long-term rather than a short-term possibility. We don't want to dash parents' hopes for their children, but we do want them to have reasonable expectations. We might also use the term "____" when reporting test results to describe how far behind a client is in a certain area.

descriptive developmental

1. focuses on describing the child's current language functioning

systems model

1. not all of the communication problems are in the child

when to refer

A formal referral to special services is only justified after it has been determined that a child's behavior and performance cannot be explained solely by language or cultural differences, the acculturation process, or the learning environment.

Determining if a Dual Language Learner is Developing Typically

A true language impairment will be evident in BOTH languages Weakness in one is likely a feature of incomplete mastery of that language. (Barlow & Enriquez, 2007). Best match for assessment will be educators and health care providers who speak the same language as the child.

infant directed speech

Adults speak slowly and with exaggerated changes in pitch and loudness and elongated pauses between utterances Infant-direct speech may attract infants' attention more than adult-directed speech because its slower pace and accentuated changes provide the infant with more salient language cues

Models of Language Disorder

As we saw in our discussion of definitions of language disorder, often in our field, there is more than one perspective on the same concept. This is also true for how we think about the components of language. Last time we focused on: Syntax Morphology Phonology Semantics Pragmatics ...now we will talk about this one (Bloom and Lahey): Form Content Use

Why use the Bloom & Lahey's form/content/use model?

Bloom & Lahey's model better shows us how the domains of language interact: Language knowledge or competence requires the integration of content, form, and use! Bloom & Lahey's model is very functional:

communication

Broadest area within our scope of practice. Requires a sender and receiver, it can be speech or non-speech. Conveying a message from one person to another. It doesn't have to be oral...writing! Expressing ideas

language development 5 years old

Can carry on conversations about everyday subjects Love jokes and riddle Able to state name, address, age and birthday Can describe objects by function May understand time concepts but cant tell time yet

codeswitching

Changing languages within and across utterances Codeswitching may be seen in new language learners as well as in fluent bilinguals

Subtractive Bilingualism

Child's first language is replaced by the second language

language development by 6 months

Children should: Vocalize with intonation Respond to tones of voice--happy, angry At 6 months - if an infant hears either "mommy" or "daddy", they look toward the appropriate person.