OPTA 215 (Speech and Language Acquisition and Pediatric Speech and Language Disorders)
Three models of communication
-oral
-written
-Gesture
Language Acquisition Therories: Nature
-language is a innate ability
-innate understanding of noun/verb/grammer
-innate knowledge of syntax
Language acquisition Theories:
-Learned by operant conditioning
-Learned through interinteractions with caregiver
-social enviroment and cognitive influence aquisition
Development periods; Birth -12months
- no words increase around 3-50 word by 12 months
- can point
- no exppressive vocab
- learn semantic and pragmatics
Development periods: 12- 14 months
receptive vocab 500 word
expressive grows 1-250 word by second bday
preliteracy skills: Holding books up and looking at them while being read to
preschool: 3-5 years
expressive vocab aprox 2000 word
able to stucture sentences still make errors
beginning to for compound complex sentences
narrative develop
School Years
- Literacy
- Figurative language; Metaphors,Similes,Humor
Form Disorders
- Difficulty learning: Sounds, Syllables, Prosodic aspects of words (phonological impairment),Grammatical endings (morphological impairment). Sentence structure (grammatical impairment)
-*Note: during typical development, children often make many of these errors until predictable ages
Content Disorders
-Decreased vocabulary knowledge
-Difficulty retrieving meaning of words they do know
-Phonological errors, saying “kitchen” for “chicken”
Use Disorder
-Failure to make eye contact
-Less turn taking
-Less joint attention
-Difficulty maintaining a conversation
Information Collected by SLP in assesments?
-Hearing evaluation
-Interview with caregiver
-Timeline of milestones
-Assessment of demands of communication (social, environmental etc.)
-Assessment of intraoral facial structures and function
-Assessment of sensory development
Types of language impairmed population
-Late talkers
-Specific language impairment
-Autism Spectrum Disorder
-Down Syndrome
Etiology of Down's Syndrome
-Genetic disorder
-Causes intellectual disability
-1 in 700 live births
-Extra copy of chromosome 21 (called trisomy 21)
-Only linked causal factor is higher maternal age
Hearing skills
-⅔ of children with Down syndrome have conductive hearing loss, sensorineural hearing loss or both
-Can be mild to moderate and in one or both ears
More susceptible to otitis media due to narrow auditory canals and differing facial features
-Also causes difficulty in language
Oral motor skills
-poor speech intelligibility, dysarthric, reduced speed, range of motion and coordination of the articulators
-thought to be due to structural differences: small oral cavity; missing, poorly differentiated or extra oral musculature
Cognative Skills
-moderate to severe intellectual disability
- memory impairment
Social Skills
-some have normal social skills
-some have similar social skills as those with autism (difficulty with social norms, turn taking, eye contact etc.)
Prelinguistic vocal development and early nonverbal communication skills
-early vowel and consonant sound development is typically developing
-less use of nonverbals than a typically developing child
Phonology
more errors than typical children
Syntax
there is difficulties
Pragmatics
express messages that are less clear, don't go as in depth topics
Relationships between literacy, language and cognition
if they have poorer literacy skills, usually have poorer language and cognition, the seem to be related
Intervention
language intervention should aim to improve function in communication, academic, social and vocational goals
Scaffolding
include visual cues from note cards and verbal prompts and models of how to combine sentences. Words, phrases, and conjunctions are written on note cards, and the clinician and child create conjoined sentences by manipulating the note cards and saying them aloud
Substitution
The most common type of misarticulation is the speech sound substitution. Most people recognize this type of speech problem when a child substitutes a “th” sound for an “s” as in thoup for soup. speech sound errors need to be addressed as a problem rather than dismissed as a cute way of talking. Other common sound substitutions include wfor r, as in wabbit, or y for l, as in yamp, the device that provides light in the house.
Omission
occur at the end of a word and often occur in multiple words. When the child omits sounds in multiple words, it becomes extremely difficult for an untrained or unfamiliar listener to determine what the child is saying. For example, the mom asks her child, “Where’s the ball?” and the child responds, “I pu i i the bo.” In the same room, the child’s grandmother asks, “What did he say?” and the mom responds, “He said I put it in the box.” This type of misarticulation makes it difficult to understand what the child was saying, making his speech sound unintelligible, or difficult to understand.