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Toddlers and Preschoolers with SLI

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Title: Toddlers and Preschoolers with SLI


1
Toddlers and Preschoolers with SLI
  • Chapter 3

2
SLI?
  • Definition
  • Children with significant limitation in language
    development despite adequate hearing, cognition,
    or obvious neurological damage

3
Normal Variation
4
  • 10th percentile is a plausible cutoff
  • -1.25 Standard Deviation from mean
  • 80 standard score
  • Based on norm referenced testing

5
Risk factors for Language Problems
  • Birth factors
  • Chromosomal syndromes
  • Neurological conditions
  • Sociological factors and environmental
    deprivation
  • Prematurity
  • Family history of communication problems

6
Overview of SLI
  • Delay vs. disorder
  • Delay slow but in sequence, uniform, may catch
    up
  • Disorder deviation in rate, sequence or
    component
  • Impairment

7
Subgrouping in SLI
8
Nomenclature
  • Specific language impairment (SLI)
  • Specific language disability
  • Developmental aphasia
  • Developmental language disorders
  • Expressive and/or receptive delay
  • Slow expressive language development (SELD)

9
Neurological Bases
  • Neurological correlates and /or substrates for
    difficulties in language learning and performance

10
Language Knowledge and Access to Language
Knowledge
  • Difficulty in abstracting implicit language rules

11
Cognitive Deficits
  • Deficits in particular aspects of cognitive
    function?

12
Information-Processing Deficits
  • Processing stimuli
  • Speed
  • Working memory
  • Processing auditory stimuli/phonological
    processing

13
Language-Learning Environment
  • Language stimulation or lack
  • Use of Motherese
  • Recasts used less frequently by mothers of
    children with SLI

14
Genetic/Familial Bases
  • Tendency to run in families

15
Prevalence
  • _at_2
  • 10 -15
  • Less than 50 words in vocabulary and no two word
    combinations
  • _at_3
  • 2-5 or 2-12 language delay
  • Differences seen in syntax, morphology and/or
    phonology
  • _at_4
  • 6-9 difficulty with narrative skills
  • Expressive syntax and morphological weaknesses

16
  • _at_5
  • 6.7 to 7.5 with SLI
  • Interpersonal interactions/psychosocial
    difficulties
  • Paul's late bloomer research showed 25 percent
    still had language delays
  • Need to look at narrative skills at 5

17
Considerations and Implications
  • Narrow language skills screened
  • Complex sentences usage and narrative skill for
    preschool children
  • Plateaus
  • illusory recovery and relapse
  • Matthew effect
  • Risk for academic difficulties

18
Spontaneous Recovery??
  • Difficult to predict
  • See chart page 102
  • Vocabulary red flags page 103
  • SLI clinical marker??
  • Verb morphology
  • Nonword repetition
  • The more risk factors present in or associated
    with a young child point to the possibility of
    future language problems for the child. page
    105

19
Language Characteristics of Children with SLI
  • PHONOLOGY
  • Phonological disorder may accompany other
    language disorders

20
  • SEMANTICS
  • Areas of semantic difficulty
  • Smaller vocabulary, slower growth
  • Less lexical diversity
  • Less knowledge about word meanings
  • More exposures needed to learn new words
  • Word finding difficulties

21
  • SYNTAX and MORPHOLOGY
  • Shorter MLU
  • Simple sentences, fewer transformations
  • Omissions/confusions with obligatory elements
  • Subject case marking problems
  • Difficulty with verb morphology

22
  • Pragmatics and Discourse page 114
  • Functions and intention
  • Conversation and discourse
  • Initiation
  • Response
  • Clarifying and repair
  • Adapting messages/code switching
  • Active/passive interaction
  • Note page 115 (Black Hazen, 1990)

23
  • Socialization and Psychosocial Factors
  • It seems that many children with SLI also have
    emotional or behavioral issues.
  • Which one was actually first??

24
  • Narratives
  • Stories are less informative and less mature.
  • See chart 433

25
Intervention
  • Decisions
  • It appears that speech Children with sound errors
    receive intervention at a greater rate that
    children with language problems.

26
  • Indirect intervention
  • Caregiver training
  • Increase opportunities for language learning
  • Change types of response
  • Increase frequency of response
  • Direct intervention
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