R. Owens, 5 th Edition Chapter 2: Language Impairments Harold Johnson Michigan State University September 11, 2009

Study Question: What constitutes a language problem? –Language Problem: Definition: any behavior that consistently impedes an individual to understand, or be understood, i.e., communication breakdowns Course “Q&A” Additional Student Responses: –Kjl;kj

Owens: language problems due to an individuals difficulty with one or more of these... –perceive 'x‘ –attend, respond & anticipate 'x‘ –use symbols –use syntax –interact & communicate with others

Study Question: What, beyond the presence of a disability, are the causes of language problems? –Student Responses:

Owens: Language problems within and across disabilities: –Mental Retardation/Intellectual Disability 1. language problems common...frequently cause behavior problems 2. Table 2.2 p. 28, common language characteristics 3. difficulty with 'presupposition' 4. utterances are shorter, simpler and more concrete 5. restricted vocabulary 6. inappropriate social behavior during interactional exchanges, i.e., problems with “register” shifts 7. difficulty in knowing which interpersonal behavior to attend to and which to ignore 8. difficulty recalling learned information –Student’s experiences in interacting with such individuals?

Language Learning Disability –1. has normal or near normal intelligence –2. exp. difficulty in learning/using symbols –3. six major categories: motor; attention; perception; symbols; memory; emotion –...Note: problems are due to perceptual, vs. sensory –4. frequently associated with hyperactivity [ADHD] –5. emotional and behavioral problem occur frequently –6. demonstrate difficulty w/ the 'give-and-take' of conversational exchanges –7. p. 36, Table Language characteristics of children with language learning disability –8. organization of learned information is often inadequate for efficient retrieval/use

Specific Language Impairment –...defined as "significant limitations in language functioning that cannot be attributed to deficits in hearing, oral structure and function, or general intelligence." p. 41 –...demonstrate difficulty in: 1. learning language rules 2. register shifts for different contexts 3. vocabulary development 4. accomplishing desired conversational goals + maintaining, vs. shifting topics 5. poor social skills 6. inconsistently use situational and linguistic information to decode meaning 7. p Table Language characteristics of children with specific lang. imp.

Autism Spectrum Disorders –demo both hyper and hyposensitivity to stimuli –...includes Asperger's syndrome...characterized by lack of linguistic or cognitive disorder, average, or above average intelligence, and the inability to understand rules of social behavior, plus often display a very limited range of topical interest –pragmatics and semantics elements of langauge are the most impacted –p. 53, Table Lang characteristics of children with ASD

Brain Injury –language impact determined by the site of the injury –p Table Language characteristics of children with traumatic brain injury –...often found to be unable to see relationships, make inferences and solve problems

Child Abuse & Neglect (CA/N) –types of neglect and abuse: –physical neglect - abuse –emotional neglect - abuse –sexual abuse –p. 59, Table Language characteristics of children who are neglected and abused Deaf Education “Community of Learners Concerning CA/N”Deaf Education “Community of Learners Concerning CA/N” –Explore & discuss

Children who are deaf/hard of hearing (d/hh) Common Language Characteristics –Variables When the child lost their hearing The degree and type of hearing loss The age at which they began to receive early intervention services and appropriate amplification The age at which they began to have consistent and meaningful access to effective language models, either spoken or signed The presence of any additional disabilities The degree of parental involvement, understanding, and acceptance of the child’s differences The quantity, quality, and diversity of enjoyable, age appropriate interactions the child experiences The level of expectations for the child to succeed The quality of the child’s PreK-12 educational experiences

Children who are deaf/hard of hearing (d/hh) Common Language Characteristics –Patterns: Receptive & Expressive Less vocabulary More concrete language Restricted sentence structures Limited conversational sophistication Inadequate communication repair strategies Poor reading skills Fewer opportunities and reasons to use and develop sophisticated language