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Language-based learning disability

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a heterogeneous group of disorders characterized by significant difficulties in the acquisition and use of speaking, reading, writing, reasoning, listening, or math abilities.

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ABNQ students

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(Almost But Not Quite): usually SLI, flying under the radar

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Soft Signs

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o visual-motor deficits o phonological deficits o history of ear infections or otitis media (with or without effusion) o high allergy rate o high rate of headaches o developmentally delayed speech o left handedness

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Clinical Findings of LBLD

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-Phonological deficits - Writing deficits - Semantic deficits - Pragmatic deficits

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circumlocation

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roundabout evasive language

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LBLD Phonological deficits

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Phonological awareness, phoneme to grapheme, literacy skills, segmentation tasks, syntax

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LBLD Writing deficits

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antonyms, synonyms, organizing words, figurative language problems, problems with confrontational naming

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LBLD Semantic deficits

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Low MLU, baby talk, specificity, substitution naming, circumlocation

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LBLD Pragmatic deficits

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poor group work, fewer questions, ADD signs, topic maintenance, easily led by peer pressure

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Etiology of SLI

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unknown

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SLI

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significant limitations in language functioning that cannot be attributed to deficits in hearing, oral structure and function, or general intelligence.

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Definition of (C) APD

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an observed deficiency in one or more of a group of mechanisms and processes related to a variety of auditory behaviors.

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Six processes for CAP:

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o Sound localization/lateralization o Auditory discrimination o Auditory pattern recognition o Temporal Aspects of Audition o Temporal resolution, ordering, integration, and masking o Auditory performance decreases when there is a comprehension of sound o Auditory performance decreased when sound was decreased.

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Treatment of auditory processing disorders

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o Training in interhemispheric transmission o Modification of the environment o Auditory training o Compensatory strategies o Cognitive therapy

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Phoneme-grapheme correspondence

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realizing that a written letter makes a certain sound; related to phonological awareness (Stage I, 5-7 years)

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Scripts

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scenarios designed to facilitate language development and the application of language skills to reading (stage II, 7-9 years)

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Early indicators of reading and spelling disabilities

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o Late talkers o Don't combine words by 24 months o Delayed phonological skills - using patterns way past age of baby-talk (5-6) o Less sensitive to rhyming words o Familiarity and ability to complete nursery rhymes and songs

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• Problem areas for readers in trouble

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o Visually decoding printed, graphic words o Trouble integrating visual and auditory input o Poor grammar o Poor comprehension o Poor short term memory

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Hyperlexia

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when children with a higher than normal ability to decode words and have good word recognition skills, but have poor comprehension; often seen in children with Autism

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Dyslexia

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characterized by good comprehension but poor word recognition; difficulty learning to read due to a neurological deficit; often accompanies ADD/ADHD

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Discrepancy criterion

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helps determine is a disorder is a language-based learning disability or dyslexia; used when there is a measurable difference between a child's achievement and the expected achievement on IQ testing.

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Phonological processing

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the understanding of the sound system of a language

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Phonemic awareness:

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the ability to recognize that words are made up of sounds and understanding differences between phonemes

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Phonemic segmentation

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the act of breaking down words into sounds by counting syllables, pronounciation tasks, adding or deleting syllables, and changing phonemes around in words

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Phoneme synthesis

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the act of combining sounds presented in isolation into a word

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Consultative/collaborative model for Early Reading Instruction

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o SLPs are usually part of a team that collaborates to serve these individuals with reading disorders o By encouraging activities that build literacy skills, such as reading to the children at home, we in return help facilitate these children into improved language, reading, and spelling skills. This in turn increases comprehension and reading and writing skills. o Equally important is teaching phonological awareness.

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Ways to enhance phonological knowledge

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o Read aloud to the child on a regular basis o Encourage story-tellinf and reading wordless books o Sing songs o Have the child answer questions o Use puns, idioms, and figurative language o Point to letters and words as you read them o As you read, let them fill in repetition words or fill in missing information o Let them form sentences by arranging cards with words on them.

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Lindamood Phoneme Sequencing Program (LiPS)

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o 1st three levels are for kindergarten users o Includes mouth form cards depicting oral production plus the label and corresponding phonemes, the vowel circles, colored blocks, and letter tiles o Syllable construction and reading charts are also included o Uses a multimodality approach to facilitate reading and spelling skillso o Uses auditory, visual, tactile, and kinesthetic information to develop these reading and spelling skills

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Multimodal approach

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an approach to therapy that incorporates information from all sensory systems to teach a conceptual element

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Role of the SLP in diagnosing and treating developmental reading and spelling disorders

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Assist in early identification

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• Definition of ADD and ADHD:

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o Not a behavior management problem o Not a learning disability o Not an auditory processing disorder o Not a random label for a child that can't sit still o Inability to maintain focused, selective attention o Thought to be related to disruptions I transmission and metabolism along subcortical pathways connecting the midbrain to the prefrontal lobe

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Three categories of symptoms of ADD

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o Control and regulation of attention o Impulsivity o Activity

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Seven Fragile Control Systems

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- Focal Control - Mental Effort Control - Associative Control - Appetite Control - Behavior Control - Affective Control - Quality Control

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Focal Control

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ability to select what is important and attend to it

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Mental Effort Control

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working at concentration results in mental fatigue

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Associative Control

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control that enables a person to maintain a conversation by participating

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Appetite Control and delayed gratificaiton

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ability to delay gratification and to maintain acts when response isn't there

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Behavior control

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impulsive behavior due to poorly organized CNS

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Affective Control

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inappropriate affect, or expression of emotion

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Quality Control

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the person' ability to give a reason for their actions

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Eight Diagnostic categories

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o Cognition o Processing o Achievement o Language o Attention o Behavioral o Medical o Social and Environmental

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Three Main Goals for Treatment of ADD

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1. SLP should give the patient and family important information up front 2. SLP must facilitate acceptance of the plan and future compliance 3. SLP must optimize the placebo effect - make sure there are real results from teachers, parents, etc.

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Treatment of ADD

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o SLPs should consider a cognitive behavioral treatment plan for children with ADHD o Address language skills (analyze tasks, categorize and sort ideas, prioritize, acknowledge cause/effect) o Child's work level must be monitored for difficulty

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Main areas of management

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o Academic o Behavior o Medical o Social o Memory

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At what grades do children make the leap from decoding to reading for comprehension?

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B. Third to fourth grade

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Children who resent in the clinic with difficult in organizing word meanings, underdeveloped lexical systems, and word retrieval problems would be exhibiting a BLANK deficit.

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A. Semantic

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Which of the following are considered soft signs that may be indicators of a language-based learning disability?

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E. A, B, C, D left-handedness, visual motor deficits, letter and number reversals, phonological deficits

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Children with SLI frequently have difficulties with math in the later elementary years because -

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D. All of the above It takes more steps to perform the calculations, they have difficulty retrieving previously memorized material, and they have problems with underlying mechanisms such as conceptual knowledge.

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Which of the following are typically indicative of children with SLI?

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D. All of the above difficulty with bound morphemes, increase mean length of utterance due to tangenital conversations, and failure to combine words by 18-24 months of age

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T/F: Children typically outgrow language-based learning disabilities by the time they are adolescents

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False

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T/F: At school age, delays may persist as disorders either because of the nature of the delay or because of ineffective remediation during the preschool years

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True

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T/F: Children who have difficulties with reading, spelling, and conversational speech rarely have difficulties with writing because this taps a different part of the brain

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False

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T/F: Children with language-based learning disabilities frequently have poor conversational repair strategies

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True

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T/F: Children with auditory processing disorders typically have normal pure-tone hearing thresholds

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True

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Which of the following statements characterizes learning syntax by a child with a reading disability?

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B. They have a slow rate of learning syntax

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Which of the following statements is true?

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C. The temporal bank of the planum temporale translates sound into meaningful language.

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Which of the following methods of reading instruction is a multimodality program of reading instruction that incorporates mouth-form cards, the vowel circle, syllable construction, and reading charts?

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A. LiPS

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Which of the following is not based on the Orton-Gillingham program of reading instruction?

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D. Laubach Method of Reading Instruction

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At what age do children typically learn about phoneme-grapheme correspondences and learn to decode?

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B. 5-7 years of age

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T/F: Children's familiarity with nursery rhymes is a strong predictor of being a successful reader.

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True

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T/F: Accuracy-disabled readers are those children who, despite having decoding skills at grade appropriate alevels, still have markedly poor reading.

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False

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T/F: There apparently is a genetic basis for reading disabilities.

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True

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T/F: Based on fMRI studies, cognitive and behavioral deficits commonly associated with dyslexia have not been linked to problematic activation patterns in posterior and anterior language regions of the brain.

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False

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T/F: In graduated prompting, assessment and treatment of reading disabilities occur concurrently.

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True

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Which of the following groups represents behaviors or skills that are typically problematic for children diagnosed as having ADHD?

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D. Poor problem-solving skills, poor auditory skills, poor sequencing skills, poor pragmatic skills

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Which of the following represent the areas of management of children with ADHD?

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B. Academic, medical, social

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T/F: ADHD is just a learning disability

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Fase

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T/F: Medications for ADHD are physiologically addictive.

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False

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Attention needed to complete a specific activity, usually under a time constraint, is -

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B. Selected Attention

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Memory needed to sufficiently focus on information to develop a memory band is -

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D. Vigilance

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Difficulty with the BLANK control system results in the child with ADHD having difficulty with delaying gratification.

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A. Appetite control

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Inability to select what is important is due to problems with which control system?

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C. Focal Control

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T/F: ADHD is one of several caused of reading disabilities.

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False

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Which of the following statements is not true?

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A. There is no genetic basis for ADHD

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