The document discusses the overlap between autism spectrum disorders (ASD) and specific language impairment (SLI), and the challenges in diagnosing these conditions. It outlines that language abilities in ASD are heterogeneous, with some individuals demonstrating normal language skills while others exhibit language impairments. Multiple factors like executive function, central coherence, social skills, and non-social language learning abilities likely contribute to the variation in language development for those with ASD. Effectively characterizing language phenotypes across different disorders could help explain the sources of impairment and variability.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
How is specific language impairment identified?RALLICampaign
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
1. Specific language impairment (SLI) can occur in bilingual children as well as monolingual children, and bilingualism does not cause SLI. Signs of SLI are the same across languages and include difficulties with word learning, sentence understanding, and explaining things.
2. Code switching between languages is normal for bilingual children but may make assessing SLI difficult. It is important for assessors to distinguish between typical code switching and actual language errors that could indicate SLI. Difficulties linking words across languages may signal SLI.
3. While bilingual children may lag behind monolingual peers in one language alone, having vocabulary difficulties in both languages could indicate SLI. Sil
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
How is specific language impairment identified?RALLICampaign
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
1. Specific language impairment (SLI) can occur in bilingual children as well as monolingual children, and bilingualism does not cause SLI. Signs of SLI are the same across languages and include difficulties with word learning, sentence understanding, and explaining things.
2. Code switching between languages is normal for bilingual children but may make assessing SLI difficult. It is important for assessors to distinguish between typical code switching and actual language errors that could indicate SLI. Difficulties linking words across languages may signal SLI.
3. While bilingual children may lag behind monolingual peers in one language alone, having vocabulary difficulties in both languages could indicate SLI. Sil
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Pragmatic language impairment in relation to autism and SLIDorothy Bishop
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
This document contains a reference list of 8 sources related to the topic of how specific specific language impairment (SLI) is as a diagnosis. The references examine SLI in relation to autism spectrum disorders, motor impairments, attention-deficit/hyperactivity disorder, and developmental dyslexia. Several of the references were authored by Dorothy Bishop and analyze the validity and boundaries of SLI as a clinical diagnosis.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
Reading List 2016; "Why do some children find language so hard to learn?"Dorothy Bishop
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
How is specific language impairment identifiedDorothy Bishop
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Speech and language disorders (2008) Bishop & NorburyDorothy Bishop
1. The document discusses speech, language, and communication, and how they are related but distinct. Speech is a subset of language, and language is a subset of communication.
2. It provides examples of three child cases (Emma, Thomas, and Jack) to illustrate differences between speech, language, and communication abilities.
3. When assessing children for potential speech, language, or communication disorders, practitioners should consider each domain separately since problems in one do not necessarily mean problems in another. Informal interactions can provide insights into a child's expressive and receptive language abilities.
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
Specific learning disability with impairment in reading is characterized by difficulties with word recognition, decoding, and comprehension. It is caused by deficits in phonological processing and other cognitive processes involved in reading. Signs include inability to recognize letters and sounds, difficulty connecting letters to sounds, and poor reading fluency. Assessment involves testing for deficits in phonological awareness, rapid naming, and other reading-related skills.
Neurodevelopmental disorders: are our current diagnostic labels fit for purpose?Dorothy Bishop
Slides from a talk given at University of Western Australia on Tuesday 2nd October 2012, This lecture was co-hosted by the ARC Centre of Excellence in Cognition and
its Disorders and the Institute of Advanced Studies, University of Western Australia
The effect of an extra sex chromosome on language developmentDorothy Bishop
This document summarizes research on the effects of sex chromosome trisomies (XXX, XXY, XYY) on language development. It finds that children with these trisomies are more likely to have educational difficulties affecting language compared to siblings, though effects are relatively mild. Specific language impairment, autism, and other communication problems are more common in children with extra sex chromosomes. However, there is also large individual variation. The document hypothesizes that extra copies of genes on the sex chromosomes like neuroligins may multiply the effects of other genetic risk factors on language development.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
specific language impairment is language impairment and delay in children. language has 5 components like morphology, syntax, phonology, semantics and pragmatics. any deficit in these components can lead to specific language impairment.
early intervention for language disorder is always recommended for faster recovery and better outcome results.
1) Some children have difficulties using language for social purposes that increase risks for social, emotional, and academic problems. This condition, called social (pragmatic) communication disorder, is controversial due to unclear diagnostic criteria and challenges assessing social communication.
2) The inclusion and exclusion criteria for social (pragmatic) communication disorder in the DSM-5 are unsupported, as children often have additional language and cognitive impairments. Intervention programs aim to improve social understanding, language skills, and social experience to reduce negative outcomes.
3) Better assessments are needed to evaluate social communication abilities and treatment effectiveness given the links between structural language, pragmatics, and social behavior.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Pragmatic language impairment in relation to autism and SLIDorothy Bishop
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
This document contains a reference list of 8 sources related to the topic of how specific specific language impairment (SLI) is as a diagnosis. The references examine SLI in relation to autism spectrum disorders, motor impairments, attention-deficit/hyperactivity disorder, and developmental dyslexia. Several of the references were authored by Dorothy Bishop and analyze the validity and boundaries of SLI as a clinical diagnosis.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
Reading List 2016; "Why do some children find language so hard to learn?"Dorothy Bishop
Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
How is specific language impairment identifiedDorothy Bishop
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Speech and language disorders (2008) Bishop & NorburyDorothy Bishop
1. The document discusses speech, language, and communication, and how they are related but distinct. Speech is a subset of language, and language is a subset of communication.
2. It provides examples of three child cases (Emma, Thomas, and Jack) to illustrate differences between speech, language, and communication abilities.
3. When assessing children for potential speech, language, or communication disorders, practitioners should consider each domain separately since problems in one do not necessarily mean problems in another. Informal interactions can provide insights into a child's expressive and receptive language abilities.
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
Specific learning disability with impairment in reading is characterized by difficulties with word recognition, decoding, and comprehension. It is caused by deficits in phonological processing and other cognitive processes involved in reading. Signs include inability to recognize letters and sounds, difficulty connecting letters to sounds, and poor reading fluency. Assessment involves testing for deficits in phonological awareness, rapid naming, and other reading-related skills.
Neurodevelopmental disorders: are our current diagnostic labels fit for purpose?Dorothy Bishop
Slides from a talk given at University of Western Australia on Tuesday 2nd October 2012, This lecture was co-hosted by the ARC Centre of Excellence in Cognition and
its Disorders and the Institute of Advanced Studies, University of Western Australia
The effect of an extra sex chromosome on language developmentDorothy Bishop
This document summarizes research on the effects of sex chromosome trisomies (XXX, XXY, XYY) on language development. It finds that children with these trisomies are more likely to have educational difficulties affecting language compared to siblings, though effects are relatively mild. Specific language impairment, autism, and other communication problems are more common in children with extra sex chromosomes. However, there is also large individual variation. The document hypothesizes that extra copies of genes on the sex chromosomes like neuroligins may multiply the effects of other genetic risk factors on language development.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
specific language impairment is language impairment and delay in children. language has 5 components like morphology, syntax, phonology, semantics and pragmatics. any deficit in these components can lead to specific language impairment.
early intervention for language disorder is always recommended for faster recovery and better outcome results.
1) Some children have difficulties using language for social purposes that increase risks for social, emotional, and academic problems. This condition, called social (pragmatic) communication disorder, is controversial due to unclear diagnostic criteria and challenges assessing social communication.
2) The inclusion and exclusion criteria for social (pragmatic) communication disorder in the DSM-5 are unsupported, as children often have additional language and cognitive impairments. Intervention programs aim to improve social understanding, language skills, and social experience to reduce negative outcomes.
3) Better assessments are needed to evaluate social communication abilities and treatment effectiveness given the links between structural language, pragmatics, and social behavior.
005 Week 7 Developmental Language Disorders-DLD (1).pdfRasheedBoo
Eliza has struggled with language since a young age, having trouble following directions and speaking in coherent sentences. Her teacher recommended an evaluation, where she was diagnosed with a developmental language disorder (DLD). DLDs refer to difficulties learning, using, or understanding spoken or written language, and affect around 5-7% of children. Children with DLD have trouble finding words and putting sentences together correctly, despite average intelligence, and may struggle with receptive, expressive, or mixed language disorders. Proper identification requires comprehensive evaluation by a multidisciplinary team.
The document discusses key components of language acquisition including phonology, morphology, syntax, semantics and pragmatics. It also outlines common language disorders seen in school-aged children such as improper word use and meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. Assessment tools used to diagnose language disorders are identified as the CELF-5, PLS-5 English and Bayley-III. Strategies to support students with language disorders include reinforcing communication attempts, using picture cards and gestures, speaking correctly, and being patient and aware of the student's abilities. The relationship between linguistically diverse learners and language disorders is also examined.
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
This document discusses communication disorders and difficulties in learners. It defines communication, speech, and language and how they differ. There are two main types of communication disorders - speech impairments and language disorders. Speech impairments include articulation disorders, phonological disorders, fluency disorders, and voice disorders. Language disorders can be expressive, receptive, or a combination. Comprehensive evaluations are used to identify communication disorders and include case history, hearing tests, language samples, and observation. Children with communication disorders often struggle with expressive and receptive language skills and may display behavioral issues. Adaptations like Universal Design for Learning can help support these learners.
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
Please note that these slides are for people who want to get an idea of what neurodevelopmental learning needs are. I have referenced relevant sources and credited them for their work.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
The document discusses language disorders and difficulties, including definitions, theories, components, and challenges students may face at different grade levels. It provides strategies for teaching language skills and increasing comprehension and production. Examples of language activities are given to target specific linguistic structures and skills. The use of self-correcting language materials is also mentioned.
This document provides an overview of language development and theories of language. It discusses typical stages of language acquisition from birth to age 3. Definitions of key terms like language, communication, speech are presented. The biological, cognitive, and environmental/operant theories of language development are summarized. Skinner's analysis of verbal behavior as operant behavior is outlined, distinguishing it from nonverbal behavior. Examples of verbal versus nonverbal responses are given.
To make a ppt on language disorder is to produce awarness about language disorders in children.How they feel difficulty in communicating in social areas.Why special needs person feel anixty.depression and hesitation during communicate.
Not all disabilities result in language deficits. For those that do,.docxpicklesvalery
Not all disabilities result in language deficits. For those that do, there are often common characteristics of how language is affected by that particular disability. Educators should be familiar with the language deficits that are common within each disability category, as well as the interventions that are often used in school settings to assist with them.
Using this topic’s readings, research the following disability categories:
Learning Disabilities
Intellectual Disabilities
Autism
Auditory Impairments
Acquired Language Disorders
Using the “Language and Speech Disorder Matrix,” for each disability category:
Describe characteristics of common language deficits.
Include 1-2 examples of instructional or classroom intervention strategies that can be used to provide optimal learning opportunities.
Rationalize your instructional or classroom intervention strategy choices.
Provide 1-2 recommendations for at-home activities that parents/families can implement.
Support your work with 2-3 scholarly resources.
.
This document provides information about speech, language, and communication needs (SLCN). It defines the roles of specialist speech and language therapists and teachers in supporting students with SLCN. It notes that approximately 10% of students have SLCN and 5-7% have them as a primary difficulty. The document discusses factors that can impact language development, both inside and outside of the child, and provides strategies teachers can use to support students with receptive language, expressive language, speech, and social language skills.
The Linguistics of Second Language Acquisitionkashmasardar
This document provides an overview of different linguistic approaches to second language acquisition (SLA) that have been influential. It begins with early approaches like contrastive analysis, error analysis, and the monitor model. It then discusses more internal approaches focused on learners' creative construction of language, including interlanguage, morpheme order studies, and universal grammar. Finally, it covers functional approaches to SLA involving an external focus on the communicative functions of language, such as systemic linguistics, functional typology, function-to-form mapping, and information organization. The document analyzes each approach and discusses their problems and contributions to the field of SLA.
Children with mild to moderate sensorineural hearing loss are at higher risk for language difficulties compared to normal hearing children. Based on parental reports and language assessments:
- Around 40% of children with hearing loss had difficulties with phonology, while 15-17% had deficits in vocabulary, grammar, and reading comprehension.
- About 15% of children with hearing loss met the criteria for a clinically significant language deficit.
Those children with hearing loss and language deficits tended to have lower nonverbal skills and were more likely to have a family history of language problems compared to children with hearing loss but no language deficits. Early identification of hearing loss and access to intervention can help reduce risks to language development.
This document discusses different approaches to second language acquisition including psycholinguistic, sociolinguistic, neurolinguistic, and classroom-based research approaches. It addresses key questions in each area, such as how the first language influences second language learning, the role of social factors, how the brain processes new languages, and how instruction impacts the acquisition process. The document also reviews specific theories and findings regarding factors like age differences, sources of learner errors, the role of comprehensible input, and the impact of grammar instruction.
This document discusses different aspects of communicative competence. It defines grammatical competence as knowledge of rules of morphology, syntax, and semantics. Discourse competence is the ability to connect sentences into coherent discourse. Sociolinguistic competence requires understanding of social context for language use. Strategic competence refers to strategies for compensating for communication breakdowns. It also outlines different language functions, such as instrumental, regulatory, representational, and others. Functional syllabuses focus on tasks like introductions or asking for information. Discourse analysis examines the relationship between language forms and functions. Pragmatics considers the effect of context on language. Nonverbal communication conveys important cultural messages through kinesics, proxemics, artifacts, touch
Similar to Prof. Norbury Lecture: 'Overlap between ASD and SLI: diagnostic challenges. (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Prof. Norbury Lecture: 'Overlap between ASD and SLI: diagnostic challenges.
1. overlap between autism
spectrum disorders (ASD)
and specific language
impairment (SLI):
diagnostic challenges
Professor Courtenay Frazier Norbury
Royal Holloway
University of London
1
2. why is there so much variation in
core language skills within ASD?
2
3. outline of the session
• overview of language profile(s) in ASD
• does autism cause language impairment?
• is language impairment a co-morbid (co-
occurring) condition?
• multiple factors that contribute to variation in
language development within ASD. 3
4. Language
Phonology
the sounds of
language
Syntax/morphology
the rules that control
sentence formation and
word endings (plural,
past tense)
Semantics
the meaning of
individual words &
words in context
Pragmatics
the social use of
language in
context & social
exchanges
4
7. ‘normal’
range
= omnibus test of language production and comprehension (grammar)
= receptive and expressive vocabulary (semantics)
= articulation/phonology
= non-sense word repetition (memory and phonology)
language in ASD is hetergeneous
(Tager-Flusberg & Joseph, 2003)
7
8. ‘specific’
language
impairment
“pragmatic” language skills
are extremely variable!
structural language impairments
are universal
deficits in
morphosyntax
and grammar
weaknesses in
semantics and
word learning
limitations in
verbal short-term
and working
memory (poor
non-word
repetition)
8
9. what is the relationship between
autism spectrum disorders and
specific language impairment?
9
10. • autism + Language Impairment
(ALI) is the outcome of autistic
cognition
– poor social interaction results in
reduced language learning
opportunities
– weak central coherence impedes
learning of language in context
• but must explain how some
children have an ALN (autism +
‘language normal’) profile
SLI Autism
ALI
A B
10
12. autistic
symptoms
language impairment
(standard tests of vocabulary and sentence processing)
autism: language ‘normal’ (ALN)
autism: language ‘impaired’ (ALI)
typically developing (TD)
‘specific’ language impairment (LI)
12
13. autistic
symptoms
language impairment
(standard tests of vocabulary and sentence processing)
autism: language ‘normal’ (ALN)
autism: language ‘impaired’ (ALI)
typically developing (TD)
‘specific’ language impairment (LI)
13
14. direct comparison of language
phenotypes…
• allows identification of features that are
‘universal’ and ‘specific’ to ASD
• allows identification of risk factors that
contribute to language impairment (common
across disorders)
• allows identification of protective factors that
facilitate language acquisition, despite ASD
14
16. • set of functions necessary for
flexible, future-oriented
behaviour
– working memory
– inhibitory control
– attentional flexibility
– planning
• poor executive control could
disrupt language learning
– difficulties with joint attention
– problems inhibiting irrelevant
information to the context
– problems learning rules
– problems planning expressive
language
executive function
16
17. implications
• should be a strong relationship between
executive abilities and language competence
– discrepant findings regarding correlations between EF
tasks and measures of verbal ability
• some do: (Pellicano 2007; Liss et al. 2001)
• some don’t: (B&N 2005; Landa & Goldberg 2005; Joseph et
al. 2005)
• different patterns of relationship may depend in part on
which measures are used
• some studies find associations between poor EF
performance and impaired language status, but not
ASD status (e.g. Bishop & Norbury 2005; Liss et al.
2001)
17
18. Kelly, Walker & Norbury (2013) Developmental Science
• explore eye-movement control in relation to
ASD and language impairment
• ALI = autism + language impairment
• ALN = autism with language ‘normal’
• SLI = specific language impairment
• TD = typically developing
18
22. challenges
• direction of causation is not at all clear:
– one alternative explanation is that language important
to encode the arbitrary rules needed to succeed on EF
tasks (Russell et al. 1999, Zelazo 2004)
– another is that EF and language ability are essentially
unrelated, but that individuals with ASD fail to use
language for self-regulation (Joseph et al. 2005)
• relationship between EF and language seen in
non-autistic populations (e.g. SLI; Henry et al.
2012)
• limited investigation of the developmental
relationship between EF and language (especially
in ASD)
22
24. • tendency to focus on
individual, local elements at
the expense of global, holistic
meaning
• explains apparent skill at
solving certain visuospatial
tasks
• could explain disruptions to
language because need to
integrate different pieces of
information in context
– joint attention
– learning from context
weak central
coherence
24
25. implications
• individuals with ASD, of all ages and abilities,
should be impaired at deriving context
dependent meaning (Happe 1999)
– e.g. homograph task (Happe 1997)
• Lucy was cutting onions. In her eye there was a tear.
• Lucy was climbing fences. In her dress there was a tear.
– inferencing, resolution of ambiguous and figurative
expressions
25
26. challenges
• problems with verbal coherence are not
unique to ASD
– seen in virtually every other disorder where
language is impaired
• good visual spatial skill and poor verbal
coherence do not necessarily go together
• series of studies demonstrate that weak CC
aligns with weak verbal ability, independent of
ASD status (Norbury 2004, 2005, Brock et al.
2008)
26
27. weak verbal ability weak CC?
• Snowling & Frith (1986)
– performance on
homograph task
dependent on language
ability in both ASD and
Developmental Delay
groups
0
1
2
3
4
5
6
7
8
9
SLI ALI ALN TD
Group
Faciliatationdifferencescore
27
29. • failure to orient to social
stimuli early in life:
– reduced fixations to faces/eyes
– reduced preference for child
directed speech
• decreased participation in
social interactions
• poor joint attention
– poor gaze following
core social deficit
poor understanding
of social intention /
theory of mind
disruptions to language
learning / pragmatics
29
30. implications
• all individuals with ASD should show pervasive
language impairments (especially in
vocabulary, which relies on use of social cues)
• should be strong relationship between
measures of “socialness” and measures of
language ability
• all individuals with ASD should show poor
processing of social stimuli, from the earliest
ages/stages
30
31. challenges
• all individuals with ASD should show pervasive
language impairments (especially in
vocabulary, which relies on use of social cues)
– most do, though ~25 - 43% of cognitively able
individuals demonstrate ‘normal’ language skills
on standardised tests (Kjelgaard & Tager-Flusberg,
2001; Loucas et al. 2008)
– vocabulary often one of the better aspects of
language in ASD (Mottron 2004)
31
32. challenges
• should be strong correlation between
measures of “socialness” and measures of
language competence
– Kuhl et al. (2005): toddlers with ASD who
preferred to listen to non-speech instead of child
directed speech
• show decreased ability to distinguish different
meaningful phonemes
• poorer scores on expressive language measures
32
33. Norbury et al. (2009)
• Measured symptom severity and social adaptation
scores in adolescents with ASD who did and did not
have additional language impairments
– Social Communication Questionnaire (SCQ)
– Autism Diagnostic Observation Schedule (ADOS-Module 4)
– Vineland Adaptive Behavior Scales (Socialisation)
• Compared scores to adolescents with SLI
33
37. verbal descriptions of
social scenes
• children with ASD will
look more at
background
• children with ASD more
likely to mention
background items in
output
• children with language
impairments (ALI/LI)
will produce fewer
important sentence
elements
37
40. the story so far
• impaired language development is not causally
related to ASD, nor does it account for variation
in ASD symptomatology
• severity of ASD symptomatology does not fully
account for variation in language ability
• no one cognitive theory of ASD can explain
variation in language phenotype
• perhaps language impairments are not caused by
autism?
40
41. so, why is there so much variation in
core language skills within the
autism spectrum?
41
42. • ALI represents the co-morbidity of
SLI and ASD
– separate causal systems that are
themselves correlated.
• ALI overlap is due to causal factors for SLI
being associated with those causing
autism.
– same causal factor yielding different
diseases (Pleiotropy)
• autism and SLI are phenotypic variants of
the same set of genes (Bishop, 2003)
• should expect overlap in both directions
SLI AutismALI
A B
SLI ALI
A B C
Autism
42
43. note: partially overlapping disorders
ASD involves impairment not seen in
SLI (e.g. repetitive
interests/behaviours; regression)
therefore, would not expect identical
patterns of language behaviour, even on
tasks both groups find challenging, or
remarkably similar developmental
trajectories
43
44. the way forward
• a truly developmental approach
– at risk studies so children are assessed over time
• cross disorder and cross cultural comparisons
• unified approach to language assessment and
characterisation of language impairment
• combining behavioural, cognitive,
neurobiological evidence in same cohorts
• intervention studies to test causal hypotheses
44
46. Kuhl (2007) model of language
SOCIALNESS
SPEECH PROCESSING
perception
phonological skill
computational capacity
???????
amongst
many other
things! 46
47. those who develop good language
skills rely on non-social processes
individual differences in non-social
processes could explain variation in
language skill...
47
48. learned 4 new words
(6 exposures to each)
• three measures of
learning:
– recognition
– naming (phonology)
– defining (semantics)
• two time frames:
– immediately after
learning trials
– four weeks later
‘show me the kellow’
48
50. conclusions from this study
• children with ALN very good at learning and retaining
phonological information
– strong prediction that children with ALI will have additional
phonological deficits
– may explain facility with text (non-social avenue to word
learning?)
• unlike peers, children with ALN do not show strong
evidence of consolidating learned information
(see also Henderson, Gaskell, Powell & Norbury, 2014)
– qualitative differences in ASD languagereflect difficulties
integrating new information with existing knowledge
– underlies difficulties with semantic and pragmatic aspects
of meaning?
50
51. ASD (n =13) TD (n = 13) t-value p-value Cohen's d
Age (months) 86.46 85.00 1.02 0.32 0.40
Receptive
Vocabulary
(raw score)
73.54 73.85 0.08 0.93 0.03
Receptive
Vocabulary
(SS)
100.54 102.31 0.50 0.62 0.20
WASI Matrix
Reasoning
51.31 51.77 0.11 0.91 0.05
WASI
Definitions
40.00 51.23 3.05 0.006 1.73
can acquire vast store
of words despite
social limitations
clear qualitative
differences in what
they know about
words 51
52. summary
• single deficit models of ASD cannot explain
the wide variation in language ability that
characterises the disorder
• risk factors for language impairment are likely
to be shared across a number of neuro-
developmental disorders
• disorder specific risk factors also operate,
resulting in rich tapestry of behavioural
outcomes
52