Language-Based Learning Disabilities in the School-Age Population Chapter 9

DEFINITIONS Learning Disability: Any one of a heterogeneous set of learning problems that affect the acquisition and use of ________, speaking, writing, reading, mathematical, and ________ skills. Presumed to be due to ______ _______________ dysfunction Language-Based Learning Disability: A _____ disorder that manifests itself in different ways at various points in development as ______________ contexts and ___________ change

SLP’s Role SLP is responsible for________ and ________ language-based learning disabilities Not all learning disabilities are ____________ Children with non-language-based learning disabilities should be referred to other ____________: OT, PT, school psychologist, or education for remediation

Learning Disabilities Heterogeneous Subgroups can be  ________ deficits  Children with ____  General _____________ impairments

Language-Based Learning Disabilities Most language-based learning disabilities (LLDs) manifest as ______ or _______ or both Most LLDs are extensions of speech and language delays and disorders occurring during the _________ years

_____% under 18 years of age with learning disabilities These children can go undetected due to subtle deficit “ABNQ”- “___________”  These children manage to _______ with their classmates, particularly in the language-based portions of academics  These children ___________: cognitive impairments, moderate to severe language delays, or physical or sensory impairments that interfere with language and social interactions  They _______ specific language and learning disabilities that interfere with their educational and social progress

Impacts on Children Problems with  _________ environments  Impacts on __________

Definition of Learning Disabilities Page original definition of LD Page 392 – new definition of LD

Difference between language disorder and learning disabilities Language disorder _______ the learning disability Language-learning disability is a single disorder that manifests itself _________ abilities, narratives, and classroom discourse, figurative language use and written language skills

Curricular demands based on Language Preschool – language development and ______________ growth Kindergarten to 2 nd grade – basic skills needed for ______ and ________  Learn about phoneme-grapheme correspondence  Spelling, oral and written, and begin math skills 3 rd and 4 th grade – _____________  Recall skills within specific subjects

5 th to 6 th grade – acquiring knowledge in the _______ areas that were introduced previously  Increase reliance on metalinguistics, metacognitive skills, meaning from context, to analyze abstract language 7 th to 9 th grade – should be able to read popular _________.  Foreign languages

At Risk __________ illiterates High school __________ _______ Academic __________ _____ and impoverished Poor early ______ and _______ skills Poor __________ awareness Abused and _________ children

Clinical Findings Phonological Deficits  Speech that is _______to understand  Due to a simplification of the manner in which sounds are _______  ________ and graphomotor deficits  Difficulty processing the ______________ association  Difficulty with ___________

Semantic Deficits Children establish meaning by combining features that are ______ and _________ in the environment. Difficulty organizing ____________  A result of underdeveloped lexical skill Difficulty with ________ the name of an item  Circumlocution Word ____________ Difficulty _______ something that has been described to them

Syntactic Deficits Lack of early _____________ is the first sign of delay Decreased ____ Constant _________ of learning syntax These children have difficulty with ______ Often more ________ delays than ________ Poor sentence ____________ Exhibit _________ deficits

Pragmatics Pragmatic deficits tend to often be ______ than content and form deficits May have _______ linguistic skills but poor ability to ___________ in an appropriate manner in a variety of settings. Pragmatic deficits may be more linguistic than social  Poor ___________ repair  More _______ in a group and ask few questions  Possible overuse of _______ starters  Difficulty with ______________

Classroom Issues with Students with SLI Emotional Regulation: The ability to control one’s ______ and express them __________ based on the myriad components of a setting Participation in _______________  Those activities that involve the ______ participation and cooperation of the members of a group

Auditory Processing _____% of school aged children have Auditory Processing Disorder Processes identified as being impaired are:  Sound ___________ and lateralization  Auditory ______________  Auditory _______ recognition  _______ aspects of audition Temporal integration Temporal masking Temporal resolution Temporal ordering

 Auditory performance decreases with ________ acoustic signals  Auditory performance decreases with degrading acoustic ________  Children who exhibit signs of LLDs or reading and/or spelling disorders should be referred to an _________ to rule out auditory processing disorders  Children who have poor academic achievement, behavior problems, phonological deficits, ADHD, or problems with oral language should be referred for _____________ testing

Response to Intervention (RTI) RTI emphasizes the use of ___________ intervention for students who are ______ for academic failure Collecting _____ that documents students’ _______ in response to intervention serves as the basis in identifying students who truly have a ____________ (rather than underachieving student or inadequate instruction) Key element of RTI is ____________ when students first experience academic difficulties

RTI Service Delivery _________ Implementation of intervention in the _______ education setting Implementation of a ______________ instructional/intervention trial Monitoring student’s _____________ to trial intervention Determine true disability and placement in _______________________

RTI Focus RTI focuses on _______________ Enables educators to identify students using a _________, _________ problem-solving approach to assess actual student performance Does not rely on ________ test scores RTI measures a student’s ___________ ___________ then uses that data to develop an appropriate __________ or intervention process based on evidence-based teaching methods

RTI Funding Individuals with Disabilities Education Improvement Act (IDEIA-2004) allows schools to use up to ___% of special ed funds to provide “additional academic and behavioral support” to students who do not meet the qualifications to receive special education, but who most likely _______ succeed in the general education classroom

Let’s Talk Review Case Study (pg ) if time allows