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Pediatric Language EXAM 1 - Language Impairment Categories
Terms in this set (38)
Persistent difficulties in the acquisition and use of language across modalities due to deficits in comprehension or production that include the following: Reduce Vocabulary (use), Limited Sentence Structure (Form), Impairments in Discourse (Use)
-Onset of symptoms is in the early developmental period
-Language abilities are substantially and quantifiably below those expected for age resulting in functional limitations
-Difficulties are not attributable to to other sensory impairment, motor dysfunction, or another medical or neurological condition, and are not better explained by intellectual disability or gloabl developmental delay
Expressive Language Disorder and Mixed Expressive-Receptive Language Disorder
NO LONGER DSM categories
-Do not use these terms as diagnostic categories of childhood language impairments
-Still likely to see in reports for several years
Specific/Primary Language Impairment
-Impaired language abilities in the absence of other abnormalities
-Trouble with working memory, attention, problem solving, and phonology
-WNL: Nonverbal IQ, Hearing, Oral structure/Function
-No evidence of history of: Ear infections, neurological dysfunction, birth trauma, impaired reciprocal social interaction
1) Form, 2) Content, 3) Use
1) ________ most affected in SLI through:
-Difficulty with grammatical markers (morphology)
-Delayed phonological rule development and aplication
-Less efficient use of syntax
2) ____________: some difficulty with vocabulary use and development
and 3) _________: some problems with conversational skills
May speak slowly with frequent disruptions.
Skills that are sub-clinically delayed in children with SLI
Executive function, attention, memory, motor skills
For social (pragmatic) communication disorder, deficits in using communication for _____________ such as greeting and sharing in a manner that is appropriate for the social context.
For social (pragmatic) communication disorder, children have difficulties with ________ to match needs of listener, such as speaking in a classroom than on a playground, talking differently to child than an adult, overly use of formal language.
For social (pragmatic) communication disorder, clients would have difficulties following rules for _____ and _____ (such as taking turns, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction).
For social (pragmatic) communication disorder, clients would have difficulties understanding ______ or what was not explicitly said (e.g., idioms, humor, metaphors, multiple meaning that depend on the context for interpretation)
Social (Pragmatic) Communication Disorder
For _______________, the deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.
Social (Pragmatic) Communication Disorder
For________, the symptoms are not attributable to another medical or neurological conditions or low abilities in domains of word structure and grammar, and are not better explained by AUTISM, ID, global developmental delay, or another mental disorder.
For ASD, deficits in ________, ranging, for example, abnormal social approach and failure of turn taking, reduced sharing of interests, emotions or affect; to failure to initiate or respond to social interactions.
Nonverbal communicative behaviors
For ASD, deficits in__________ used for social interaction, ranging for example, poorly integrated verbal and _______ communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to total lack of facial expressions
For ASD, deficits in developing, maintaining, and understanding______, ranging, from difficulties adjusting behavior to suit various social_______; to difficulties in sharing IMAGINATIVE PLAY or in MAKING FRIENDS; to absence of interest in peers
Stereotyped or repetitive motor behaviors
_____________, use of objects, or speech for ASD (e.g. simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases)
Sameness; Routines; Patterns
For ASD, insistence on ________, inflexible adherence to______, or ritualized________ or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food everyday)
For ASD, highly restricted, fixated______ that are abnormal in intensity and _______(e.g. strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest)
For ASD, __________ to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement)
social demands exceed
For ASD, symptoms must be present in the early developmental period (but may not fully manifest until _________ ______ limited capacities, or may be masked by learned strategies in later life)
For ASD, symptoms cause clinically significant impairment in ________, _______, or other important areas of current functioning.
-Impacting their everyday life.
Intellectual disability; social communication
These disturbances are not better explained by ____________, or global developmental delay. ________ and Autism Spectrum Disorder frequently co-occur; to make comorbid diagnoses of ASD and __________, ________ should be below that expected for general developmental level.
Intellectual Impairment; Language Impairment; medical
According to DSM-5, a diagnosis for ASD should specify if it is:
-with or without accompanying ________
-with or without accompanying ________
-Associated with a known __________ or genetic condition or environmental factor
Social communication impairments; Restricted repetitive patterns of behavior
Severity is based on_______
Specific Learning Disorder
-Consolidation of separate learning disorders (e.g., Reading, Mathematics, or Written Expression Disorder)
-Persistent difficulties in those areas during schooling
-For specific learning disorder, symptoms may include inaccurate or slow and effortful, reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning.
-Diagnosis does not depend on "gap" or discrepancy between achievement and overall _____
Current academic skills must be ________ average range of scores in culturally and linguistically appropriate tests of reading, writing, or mathematics.
The individuals must significantly interfere with _______ achievement, occupational performance, or ADLs.
For reading disorder/dyslexia, significant deficit in ________ recognition despite adequate instruction and general cognitive abilities.
-a specific learning disability that is neurological in origin
-Characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities
For dyslexia, these difficulties typically result from a deficit in ________ component of language that is unexpected in relation to other cognitive abilities and provision of effective classroom instruction.
A disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains.
1) Intellectual Functions
2) Adaptive Functioning
3) Onset; Developmental Period
For ID, three criterion have to be met:
1) Deficits in_________, (e.g. reasoning, problem-solving, planning, abstract thinking, judgment, academic learning and learning from experience, and practical understanding)
2) Deficitis in ________that result in failure to meet developmental and sociocultural standards for personal INDEPENDENCE and social responsibility.
Clinical Assessment; Intelligence Testing
Intellectual Disability must use _________ and individualized, standardized _________ to confirm these deficits.
Without ongoing support, the adaptive deficits in ID limit functioning in ______ or more activities of daily life (e.g. communication, social participation, and independent living, and across multiple environments such as home, school, work, and recreation).
Specifiers for Intellectual Disability
1) Age of Onset
3) "Associated with..."medical condition and/or, genetic condition and/or, environmental factors"
Levels of Severity with ID
Mild, Moderate, Severe, Profound
ID is no longer defined on the basis of ______ scores.
-They are defined based on _________ functioning, which is what determines the level of supports required.
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