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Wk5 - Communication and Learning Disorders (Language / Speech Sound…
Wk5 - Communication and Learning Disorders
Definition
Learning Disability
Learning Problems
(criteria: no intellectual disability / perceptual-motor deficits)
Difficulty encoding, retaining or communicating
information
Normal Language Development
12 Months:
Listens when spoken to / recognise names of familiar objects / responds to request / speaks a word or two / can't discriminate speech sounds (phonemic units) outside own language.
2 Years +:
Vocabulary expands exponentially / multiple words utterances
6 months:
Responds to no, changes in tone / more babbling phonetics / use sounds or gestures to comm. needs / differentiates own language from other languages
By 4 - 5 years:
Speaks clearly and fluently / constructs long detailed sentences / most sounds pronounced correctly
3 months:
Looks at speaker + smile if familiar voice / Respond to comforting tones / repeat sounds 'coo and goos'
Distinctions in Language
Types of Languages
Receptive Language
(understanding of other's words / develops first)
(Broca's Area)
Expressive Language
(generate language + grammar rules + facial expressions + gestures)
(Wernicke's Area)
Broken Down
Grammar
(rules about combining words > sentences)
Pragmatics
(How language is used)
Phonology
(sound system)
Semantics
(meaning of language)
Phonemes
(distinct units of sounds = overlap + create language)
Phonological Capabilities
Phonology
(ability to learn + store phonemes / rules = create lang)
Phonological Awareness*
(impt for development of language + reading skills)
Ability to
detect
rhyme and ailteration
Capacity to
combine
phonemes /
segment words
into phonemes
Recognition of relationships
between sounds + letters
Communication Disorders in the DSM-5
Speech Sound Disorder
Childhood-onset fluency Disorder
Language Disorder
Social (pragmatic) communication disorder
Language / Speech Sound Disorder
Speech Sound Disorder
DSM-5 Criteria
Problems with Speech Production
Impairments
(limitations in effective communication)
Onset in early developmental
Exclusionary condition / diagnosis
Definition:
Delay in articulating sounds + unintelligible speech quality + difficulty controlling rate of speech + problems persist past normal developmental range
Language Disorder
DSM-5 Criteria*
Onset in Early developmental
Impairments
(functional limitations in comm. / social / academics)
Difficulties in acquisition + use of language
Reduced vocabulary
Limited sentence structure
Impairments in discourse (ability to explain / describe using language)
Exclusionary condition / diagnosis
(not better explained by other conditions)
Biological Explanation
Genetics
It's
heritable
(50 - 75% children have family history of LD + twin adoptions studies)
Bishop et al. (1999)
- Found temporal processing differences =
environmental
factors
Brain
Functional Connectivity problems
= Deficits in phonological awareness + segmentation
Reduced
left temporal region
activity = ability to control phonemes = phonological problems
Definition:
Deficits in expression + limited vocab, short sentence, simple grammar + onset + delayed language
Environmental Explanation
Constant middle ear infection
(otitis media) in critical period
=
early language problem
Absence of it = more neurological and long lasting causes
Cognitive Explanations for Both
Temporal Processing Deficit
(processing info + rapid sequence)
Deficit in Phonology
(difficulty in representing + processing phonemes)
Prevalence
Boy-girl ratio: 2:1
Above negative behaviour if ADHD / Social difficulties
Affects 7% of preschoolers
Interventions
Speech pathologist
Computer + teacher assisted instruction = good results
Usually goes away on its own (after 6)
Build child's strengths into treatment program
Childhood-onset Fluency Disorder (stuttering)
Causes
Genetics
(70% variance)
Environmental Factors
(remaining variance - e.g. premature birth)
Not caused by emotional issues / anxiety
(no evidence)
Intervention
Psychological Treatment
(speak slowly + simple + no pressure with complicated sentences)
Contingency Management
(Fluency = positive consequences / Stuttering = negative consequences)
Therapy recommended if
Parent or child
concerned
with problem
Child shows
facial / vocal tension
Frequent
stuttering (sound + syllable repetitions)
Definition
(DSM-5: onset + exclusionary + impairment)
Repeated + prolonged pronunciation
(interfere comm.)
Disturbance in fluency, time + pattern of speech
(inappropriate for age + language skills)
Causes Anxiety
(avoidance in situations)
(IMPAIRMENT)
Prevalence
3:1 boys than girls
80% stop stuttering at age 5 + in school for 1yr
Starts age 2 - 7, peaks at 5 (3% affected)
Social (pragmatic) Communication Disorder
Definition:
Difficulties in
social
communication (verbal + non-verbal) / following
rules
for language or storytelling / Understanding
ambiguity
not explicit language
S(P)CD VS. ASD
S(P)CD
Deficits in
comm.
(social purposes)
Impairment to
change comm. to match context
/ needs of listener
Difficulties following rules
for convo
ASD
Deficits in
non-verbal communicative behaviours
Difficulties
adjusting behaviour to suit
social context
Failure
of normal back-to-forth convo
It's ASD without repetitive/restricted behaviours
Specific Learning Disorder
SLD + Impaired Reading
Prevalence
(2 - 10% + more boys than girls + high comorbidity with ADHD (30 - 70%))
Explanations
Cognitive
Deficit in phonology = representation / impairment in storage / retrieval of sounds
Blocks assess to high-order processes
Biological
60% heritable
Cell abnormalities in brain
Definition
(inability to distinguish sounds in words + more effort + lack critical language skills)
Definition
May have more than 1 learning disorder
Difficulties with academic skills
(struggle is more obvious with higher demands exceeding limited capacity)
Significant discrepancy = expected achievement + IQ
SLD + Impaired Mathematics
Prevalence
(2 - 8% / comorbitiy with reading disorder (43%) / ADHD (31%)
Explanations
Cognitive
Slow procedural knowledge acquisition
Limited establishing = knowledge base for maths
Difficulty in general principles / concepts
Genetic
Familial Patterns
(relatives have = more likely)
Moderate Heritability
(.3 - .45)
Generalist Genes Hypotheses
(same gene = maths and reading ability)
Definition
(Deficits in calculation, reasoning abilities - developmental dyscalculia / understanding concepts)
Prevention + Intervention
(no medical treatment exists)
Early identification + intervention
*
Prevention: training using phonological awareness activities (early age)
Focus: educational + psychosocial methods
Effective reading instruction focus: phonemic decoding + fluency in word recognition skills