R eview Several new resources Fogle PT 2023 Essentials of communication sciences and disorders 3rd ed Burlington MA Jones amp Bartlett Learning RoseberryMcKibbin C 2022 ID: 998810
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1. Language Theory and Development: A Review
2. Several new resources:**Fogle, P.T. (2023). Essentials of communication sciences and disorders (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
3. Roseberry-McKibbin, C. (2022). ** Multicultural students with special language needs: Practical strategies for assessment and intervention (6th ed.). Oceanside, CA: Academic Communication Associates.Roseberry-McKibbin, C., Hegde, M.N., & Tellis, G. (2024). Advanced review of speech-language pathology: Study guide for PRAXIS and comprehensive examination (5th ed.). Austin, TX: Pro-Ed.www.proed.inc
4. Hwa-Froelich, D.A. (2023). Social communication development and disorders (2nd ed.). Routledge.Levey, S. (2024). Introduction to language development (3rd ed.). Plural Publishing.
5. I went to a fabulous conference in Richmond, Virginia:**Kathryn Phillips (special ed and psychology background)Effective Strategies for Managing Challenging Behaviors and Teaching Executive Functioning Skills: ASD, ADHD, Anxiety, Sensory Processing
6. PowerPoint OutlineI. Review of TheoriesA. Cognitive Theory (Piaget)B. Social Interactionism (Vygotsky)II. Review of Relationship of SSD to SLIIII. Review of Typical Developmental Milestones A. Infant B. Toddler C. Preschool
7. Before we dive in…this slide is not on the exam What’s the very latest terminology?**Language ImpairmentSpecific Language ImpairmentLanguage DisorderPrimary Language ImpairmentDevelopmental Language Disorder** (in 2020, 2021, 2022, 2023 journals)
8. Spicer-Cain et al. (2023). Early identification of children at risk of communication disorders: Introducing a novel battery of dynamic assessment for infants. American Journal of Speech-Language Pathology, 32, 523-544.
9. Park et al. (2020). Bilingualism and processing speed in typically developing children and children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 64 (5), 1479-1493.**They remind us that DLD is a neurodevelopmental disorder where language abilities fall significantly below age expectations in the absence of any known causes such as hearing loss, intellectual disability etc.
10. Park et al. 2020—in addition to low language skills, these children have:
11. Always remember the Big 5 in language:**SyntaxMorphologyPhonologySemanticsPragmatics
12. Recent statistics**ASHA LeaderThe number of American school children receiving special education services is risingMore of them are being served in mainstream classrooms
13. ASHA Leader--for special education:**Most common dx: specific learning disabilityNext: speech or lang impairment, other health impairment (OHI), autism, and intellectual disabilityGrowth in autism diagnoses most prominent
14. A. Cognitive Theory**Jean PiagetEmphasizes cognition, or knowledge and mental processesLanguage acquisition is made possible by cognition and general intellectual processesTwo forms: strong cognition hypothesis and weak cognition hypothesis
15. Strong cognition hypothesis:**Cognitive abilities are prerequisites to language skillsLanguage will absolutely not develop without these cognitive abilitiesCognitionlanguage
16. Weak cognition hypothesis:
17. Piaget’s stages of cognitive development:Sensorimotor (birth-2 years)
18. https://www.youtube.com/watch?v=NjBh9ld_yIoObject permanence 2Youtube video
19. Preoperational (2-7 years)
20. Concrete Operations (7-11 years)
21. Formal Operations (over 11 years)↑
22. Clinical implications of the cognitive theory:**If cognitive development is sufficient for lang. development, language therapy is unnecessaryCognitive growth will automatically facilitate language growthcognitionlanguage
23. **Clinicians must assess and treat cognitive precursors to language and facilitate development of these precursors before working on language itselfSo, with a very young child, you would work on symbolic play and object permanence before you tried to have a child say her first word
24. Levey 2024:
25. B. Social Interactionism Theory**Language function, not structure, is emphasizedLanguage develops as a result of children’s social interactions with the important people in their livesVygotsky (Russian psychologist): language knowledge is acquired through social interaction with more competent and experienced members of the child’s culture
26. Levey, 2024:
27. This is why I believe….**That multiage child care is so importantMark’s language development skyrocketed when, at 3, he left a small homecare of children his own age and entered a large preschool that also had an elementary aftercare program
28. Children benefit greatly from being around older kids! **
29. Specifically, Vygotsky emphasized:
30. According to social interactionism theory:**Children first learn language in interpersonal interactions, then use this language to structure thoughtLanguage develops because children are motivated to interact socially with others around them
31.
32. Clinical Implications:
33. II. Relationship of Developmental Language Disorder to Speech Sound Disorders
34. Westby (ASHA Schools Conference—Phoenix):**91-97% of SLPs in the schools treat children with speech sound disorders (SSDs)
35. Often…**SSDs and language impairments coexistLanguage ImpairmentSpeech Sound DisorderSpeech sound disorder
36. Macrae, T., & Tyler, A.A. Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45, 302-313.**
37. Macrae & Tyler:**Compared preschool children with co-occurring SSD and language impairment (LI) to children with SSD onlyLooked at numbers and types of errors in both groups
38. Macrae and Tyler found:
39. Dr. Melanie Schuele, ASHA Schools Conference**Approx. 50% of preschool and kindergarten ch with SSDs have a concomitant DLDTx all our unintelligible children as if they have DLD until we know they don’t
40. III. Review of Typical Infant Language Milestones
41. Between 6-8 weeks of age…**Babies exhibit their first social smile
42. Cooing occurs….
43. In terms of motor milestones…
44. III. 7-12 MONTHS
45. At 9-12 months of age…**Babies often use jargon, or strings of syllables produced with stress and intonation that sound like real speechYoutube baby talk bla bla bla
46. By 12 months of age…
47. First words
48. Joint reference/attention is important:
49. Dialogues are important:**E.g. peek-a-boo and pattycakeThey set the stage for discourse and overall turntaking
50. FIRST WORDS
51. To qualify as a true word:**It needs to occur with consistency in a given context in apparent response to an identifiable stimulusIt should be produced consistently in the presence of the same person, object, or eventIt must bear some phonetic resemblance to a conventional adult word; it can be an approximation of a real adult word
52. In first words…
53. Holophrases
54. There is rapid vocabulary growth:
55. If the child does not have a major language growth spurt between 18-24 months of age…**Probably language delayClinically significant
56. Therapy implication:**
57. Characteristics of Slow/Late Talkers: (Fogle, 2023)
58. Hammer, C., Morgan, P., Farkas, G., Hillemeier, M., Bitetti, D., & Maczuga, S. Late talkers: A population-based study of risk factors and school readiness consequences. Journal of Speech, Language, and Hearing Research, 60, 607-626.**They analyzed data from a population-based sample of 9600 children in the Early Childhood Longitudinal Data Study.
59. Hammer et al. found:
60. Hammer et al:** (exact #s not on test)SES had a huge effect on school readinessLow-SES children were 7x more likely to have low reading scores, 15x more likely to have low math scores, 4x more likely to have learning difficulties, and 3x more likely to have behavior problems
61. Rudolph, J. Case history risk factors for specific language impairment: A systematic review and meta-analysis. American Journal of Speech Pathology and Audiology, 26, 991-1010.**She conducted a meta-analysis of studies that examined the relationship between SLI and risk factors She found 11 risk factors, but 4 case history factors were most strongly associated with a diagnosis of SLI—these were predictive of late talker status
62. Rudolph—4 highest risk factors:
63. IV. MASTERING GRAMMATICAL MORPHEMES
64. Morpheme Age of Mastery** -ing 19-28 mos.Regular plural –s 27-33 mos.Possessive –s 26-40 mos.Past tense –ed 26-48 mos.Regular 3rd person –s 26-46 mos.
65. V. SEMANTIC DEVELOPMENT IN PRESCHOOLERS**A. IntroductionSemantic development is closely related to development in motor, social, and cognitive abilitiesThe better a child’s abilities in those areas, the more language he receives and practices
66. Preschoolers’ vocabularies grow fast:
67. https://www.youtube.com/watch?v=zvMkmahGG1ULanguage Development in Children 3 year Old Vocabulary
68. PowerPoint OutlineI. Review of TheoriesA. Cognitive Theory (Piaget)B. Social Interactionism (Vygotsky)II. Review of Relationship of SSD to SLIIII. Review of Typical Developmental Milestones A. Infant B. Toddler C. Preschool