Language Impairments: Evidence-Based Interventions
Language Impairment Interventions
Evidence-Based Interventions for Pediatric Language Impairments
Evidence-Based Interventions for Pediatric Language Impairments
So strong is the genetic impulse driving language acquisition that all children will learn to speak some form of language (Sousa, 2011, p. 28, 196). This fact suggests that the remaining question confronting children, parents, educators, and society is how well these skills are learned. Problems encountered along the way, however, can sometimes have a significant impact on a child's ability to communicate with others, both now and as adults. The greatest challenges are those faced by children with speech and language disorders. To better understand the language problems confronting otherwise developmentally normal children the recommended interventions, especially from an educator's point-of-view, will be examined and discussed in this research paper.
Neurological Correlates of Language Development
Comprehending how a speech or language disorder in a child could develop and impact their academic performance requires a basic understanding…...
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References
Deniz Can, D., Richards, T., & Kuhl, P.K. (2013). Early gray-matter and white-matter concentration in infancy predict later language skills: A whole brain voxel-based morphometry study. Brain and Language, 124(1), 34-44.
Ratner, N.B. (2013). Why talk with children matters: Clinical implications of infant- and child-directed speech research. Seminars in Speech and Language, 34(4), 203-214.
Schuele, C.M., Spencer, E.J., Barako-Arndt, K., & Guillot, K.M. (2007). Literacy and children with specific language impairment. Seminars in Speech and Language, 28(1), 35-47.
Snowling, M.J. & Hulme, C. (2012). Interventions for children's language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34.
Manifestation of speech and language disorders in children with hearing impairment compared with children with specific language disorders" examined the relationship between language deficits among children with hearing impairment (HI) compared to those with specific language impairment (SLI). By studying the receptive language skills of 5 and 6-year-old children with HI and SLI the researchers concluded that the receptive language skills of children with HI were more impaired. They also asserted the importance of phonological short-term memory impairment in both children with HI and SLI, although the basis of which can be traced to different causes. Finally the authors concluded that deficits in language ability that are caused by hearing impairment affect receptive language skills more than expressive ones.
When a child grows up with a hearing impairment it often affects the child's ability to speak. The severity of speech and language disorders caused by hearing impairment has been found…...
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References
Keilmann, Annerose, Patrick Kluesener, Christina Freude, and Bianka Schramm. (2011).
"Manifestation of speech and language disorders in children with hearing impairment compared with children with specific language disorders."
On the other hand, severely autistic or impaired individuals could need an extensive laptop aid that will help them in communicating. Both age, mobility, and need have to be calculated carefully.
3. Describe two types of speech disorders, how they can affect the child in the classroom, and some of the interventions used for students with speech disorders.
One simple type of speech disorder is stuttering. This is a very common disorder where the flow of speech is often disrupted by repetitions and pauses that the speaker cannot control. Another type of speech disorder is Dysprosody which occurs, when an individual cannot control how the intensity, timing and rhythm of speech occurs. Speech disorders in general affect students tremendously because they feel that they cannot fit in with the class environment. It limits their participation, social engagement and general involvement within the learning environment. There are many different intervention methods for…...
The focus of academics continues to focus on finding a cause and on developing reliable interventions for children suffering from this condition. It is important to begin intervention as early as possible so that incorrect speech patterns do not become ingrained. In addition, it is important to make certain that other learning complications do not develop as a result of SLI.
The research conducted by ice, Wexler, & Cleave (1995) helped to draw attention to SLI as being different from other language deficiencies. Their work helped to identify and define SLI as its own subset of language delay symptoms. This important step led the way for research that explored causality and intervention. SLI is typically associated with deficiencies in verbal skills. However, research into non-verbal skills was also suggested by these and other study results. This avenue will help to further define and distinguish SLI from other language delays.
eferences
Bishop, D.,…...
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References
Bishop, D., Bright, P. & James, C. et al. (2000). Grammatical SLI: a distinct subtype of developmental language impairment? Applied Psycholinguistics. 21-92): 159-181.
O'Brien, E., Zhang, X., & Nishimura, C. et al. (2003). Association of specific language impairment (SLI) to the region of 7q31. American Journal of Human Genetics. 72 (6): 1536-1543.
Rice, M., Wexler, K., & Cleave, P. (1995). Specific Language Impairment as a Period of Extended Optional Infinitive. Journal of Speech and Hearing Research. 38: 850-863.
Sajanrimi, N., Suhonen, E., & Kontu, E. (2008). Verbal and non-verbal development in SLI children after early intervention. Early Child Development and Care. 02 May 2008. Abstract.
A sample of 25 intelligible utterances obtained during an observation in the clinic, in which Jay played and interacted with his mother, provided the basis for the language analysis. The following assessments were conducted: MLU, DSS, Correct/Incorrect Form Analysis, and Type Token atio.
Mean Length of Utterance (MLU). Although oger Brown's five stages of language development differ from the scoring used in the MLU interpretation in this paper, Jay is scores within normal limits in this second version, also. Brown describes a MLU score of 3.0 to 3.75 as Stage IV of language development, which corresponds with an approximate age of 35 to 40 months. Jay has reached 41 months of age at the time of this evaluation, which puts him in Stage V of language development, with corresponding ages of 41 to 46 months. Jay's MLU score is 3.5, which may be interpreted to indicate that Jay is moderately behind…...
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References
Rice, M.L., Smolik, F., Perpich, D., Thompson, T., Rytting, N., and Blossom, M. (2010, April). Mean length of utterance levels in 6-month intervals for children 3 to 9 years with and without language impairments. Journal of Speech, Language, and Hearing Research, 53(2), 333 -- 349. doi: 10.1044/1092-4388(2009/08-0183) PMCID: PMC2849178 NIHMSID: NIHMS120034
Language Autism
Language and children with autism:
Sources of cognitive deficits
Deficits in language development are one of the most commonly-noted, early signs a child may be autistic. Autistic children often fail to meet appropriate developmental milestones in language. High-functioning autistics or individuals with Asperger's Syndrome usually do not show developmental delays in using language, but may communicate in an inappropriate manner. "Autism is diagnosed on the basis of three primary areas of impairment: social functioning, language and communication, and repetitive and stereotyped patterns of behavior, interests or activities...esearch on autism and other neurodevelopmental disorders suggests that the social and communication impairments are unique and specific deficits, that define the autism phenotype" (Tager-Flusberg 2006).
The extent to which social and communicative impairments in autism are interlinked remains hotly debated. It is generally agreed upon and noted by researchers and parents alike that there is a wide spectrum of difference in terms of language deficits…...
If language is like food, then the ingredients are its words; the cooking process is its grammar; the nutritional value is its semantics. Some sentences are simple staples like rice and beans. Others are primarily aesthetic, finely crafted, and honed over time like a French sauce. Like the ingredients in any dish, the words of a language depend largely on geography. At the same time, we borrow words from other cultures just as we may borrow ingredients from other cuisines. Spanglish is like fusion food. Some cooking processes are rigid, time-consuming, and complex like proper grammar; others are looser and more flexible like everyday speech. There are some dishes you would serve your mother and others that are too spicy for her. Some language is long-winded and without substance; some is meaty; some is so packed with goodness that you return it again and again.
Ascription to the rules of…...
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Done, D.J. Crow, T.J. Johnstone, E.C. Sacker, a. (September 1994) Childhood Antecedents of Schizophrenia and Affective Illness: Social Adjustment at ages 7 to 11.BMJ, 309:699-703.
Teacher appraisal using the national child development study was utilized to examine differences between normal individuals and those who exhibit adult psychological disorders. "At the age of 7 children who developed schizophrenia were rated by their teachers as manifesting more social maladjustment than controls (overall score 4.3 (SD 2.4) v 3.1 (2.0); P...
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Harrison contends that there is a growing body of data, though as yet inconclusive, with regard to control and repeatability that shows some differences in brain MRI between patients with and without mood disorders. Interestingly the areas of the brain that are shown to be affected in those with mood disorders, such as bipolar disorder are areas of the brain which control language function, not in its source but in its ability to be transmitted by the patient. This could indicate some correlation, in behavioral indices where patients with bipolar disorder report a sense that they cannot think straight or communicate their thoughts effectively. "The neuropathology is postulated to contribute to the pathophysiology and dysfunction of the neural circuits which regulate mood and its associated cognitions, behaviours and somatic symptoms."
Done, D.J. Crow, T.J. Johnstone, E.C. Sacker, a. (September 1994) Childhood Antecedents of Schizophrenia and Affective Illness: Social Adjustment at ages 7 to 11.BMJ, 309:699-703.
Teacher appraisal using the national child development study was utilized to examine differences between normal individuals and those who exhibit adult psychological disorders. "At the age of 7 children who developed schizophrenia were rated by their teachers as manifesting more social maladjustment than controls (overall score 4.3 (SD 2.4) v 3.1 (2.0); P
Initiating joint attention related to activity in the frontal-cortical system, especially the left hemisphere and responding to joint attention to the parietal lobes. Heimann et al. (2006) found that that deferred imitation and joint attention both influence the development of language and communication skills in infancy. Deferred imitation at nine months was the strongest of the predictors of nonverbal communication at 14 months, but the predictive power increased significantly in situations when deferred imitation and joint attention were used together.
ecently studies have been conducted with other areas of cognitive behavior. For example, de Villiers (2007) has been looking at the association of language and what he calls Theory of Mind. Theory of Mind refers to the folk psychological theory humans use to predict and explain others' behavior on the basis of their internal workings: feelings, intentions, desires, attitudes, beliefs, knowledge and point-of-view. In other words, people have to create…...
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References
Bowerman, M., & Levinson, S. C (2001). Introduction. In M. Bowerman & S.C. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press.
Delgado, C.E.F., Mundy, P., Crowson, M., Markus, J., & Schwartz, H. (2002). Responding to joint attention and language development: A comparison to target location. Journal of Speech, Language, and Hearing Research, 45, 715-719.
A de Villiers, J. (2007) Interface of language and theory of mind. Lingua 117 1858-1878
Doherty, M.J., 2006. The development of mentalistic gaze understanding. Infant and Child Development 15, 179-186.
..set of critical stages for normal psychologic development." (2001) Kandel relates that prior to formal studies being conducted on material deprivation: "...a few anecdotal examples of social isolation were collected by anthropologists and clinicians. From time to time children had been discovered living in an attic or a cellar, with minimal social contact, perhaps spending only a few minutes a day with a caretaker, a nurse or a parent. Children so deprived in early childhood are often later found to be speechless and lacking in social responsiveness." (Kandel, 2001) According to the National Joint Committee on Learning Disabilities in the work entitled: "Issues in Learning Disabilities: Assessment and Diagnosis": Diagnosis, assessment and treatment must be in the nature of 'differential diagnosis' in making identification between varying disorders, syndromes and other factors that impact the acquisition of the skills of listening, speaking, reading, writing reasoning or mathematical abilities." (National Joint Committee…...
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Bibliography
Kamhi, a.G. (1984) Problem Solving in Child Language Disorders. Language, Speech, and Hearing Services in School Journal. Volume 15. October 1984.
Federici, R.S. (1999) Neuropsychological Evaluation and Rehabilitation of the Post-Institutionalized Child. Presented at the Conference for Children and Residential Care, Stockholm, Sweden May 3, 1999. Neuropsychological and Family Therapy Associated.
A de Valenzuela, JA (1999) the Social Construction of Language Competence: Language Socialization in Three Bilingual Kindergarten Classrooms. University of New Mexico. Dissertation Synopsis.
Thanasoulas, Dimitrios (2001) Language and Disadvantage - Article 70 - the Weekly Column. 2001 August.
Neuroscience and Linguistics
LINK AND COMMONALITIES
The Language-Ready rain
Linguistics authorities oeckx and enitez-urraco (2014) Theorize that modern man possesses a language-ready brain structure, which earlier homo species did not. This, they believe, came as a result of developmental changes shown by a more globular braincase in modern man from the time of the split of species from the Neanderthal-Denisovans. The development changes were primarily in the cortical level, accompanied by anatomical changes in the sub-cortical level, which resulted in this globularity. Modern man's resulting capacity for language can be gleaned from and explained by the functional consequences of these changes. These experts point to the thalamus, which is mainly responsible for the uniquely evolved language and human cognition of modern homo sapiens (oeckx & enitez-urraco)/
oeckx & enitez-urraco (2014) isolated a probable gene, which could be strongly influential in the unique development and connectivity of the thalamus as well as the evolution of…...
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BIBLIOGRAPHY
Boeckx, C and Benitez-Burraco, A. (2014). The shape of human language-ready-brain.
Vol. 6 Article 292, Frontiers in Psychology: Boeckx and Benitez-Burraco: Research
Gate
Ge, J. et al. (2015). Criss-language differences in the brain network subserving intelligible speech. Proceedings of the National Academy of Science: National
Globalization of eating disorders by Susan Bordo takes us through how the craze of having small bodies as opposed to having big and voluptuous has spread all over the world.it gives us details on how this phenomena has spread in many countries even those whose women t never took interest on having small bodies and their cultures loved women that were big and voluptuous. There are different advertisements with each keen on convincing a particular audience on a certain product the advertiser wants to sell. The first one is a GAP advertisement for selling clothes, the second one for Carlsberg an alcoholic drink, the third one is of MAC products the fifth is on sketchers, the sixth is on body fragrances and the last one is on milk at the same time trying to persuade the audience on the benefits of milk on ones body. The essay and advertisements…...
treatment of any victim of trauma can be circuitous and nebulous at times due to the many factors, implications and issues involved. Even with that being the case, there are ways to do it, with time and directed effort being the key item to focus on. hen it comes to the subject of children, however, a good amount of care, diligence and alternative methods, at least as compared to adults, is necessary to heal and address the aftereffects and results of trauma. hat follows in this document is a summary of fifteen different sources that all focus on cognitive therapy for children after the latter has been exposed and subjected to trauma, whether it be acute or prolonged.
Annotated Bibliography
Chae, Y., Goodman, G. S., Eisen, M. L., & Qin, J. (2011). Event Memory and Suggestibility in Abused and Neglected Children: Trauma-Related Psychopathology and Cognitive
Functioning. Journal Of Experimental Child Psychology, 110(4),…...
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Walker, D. F., Reese, J. B., Hughes, J. P., & Troskie, M. J. (2010). Addressing Religious and Spiritual Issues in Trauma-Focused Cognitive Behavior Therapy for Children and Adolescents. Professional Psychology: Research & Practice, 41(2), 174-180.
doi:10.1037/a0017782
• One thing that becomes when working in counseling, psychology and with treatment of children is that adherence to procedure and guidelines is important. Even if there is the need for variation and customization along the way, it is still also important to follow the proper patterns and steps. Indeed, there is a step-by-step guideline for the treatment of children that have faced trauma and this absolutely pertains to cognitive behavioral therapy in particular. There are differing cultural and other cues that can be part of the process and one of those things is religion and spirituality. In some cases, the abuse itself centers on religion for one reason or another, such as when a clergy person is the abuser. Even when that is the case, a focus on and use of the pre-existing religious and/or spiritual facets of the child's psyche can be used to assist in recover and treatment in a cognitive behavioral realm.
While no one knows what the future will bring, based upon what the background / significance uncovered, it is clear that a large portion of the population sample will more than likely suffer from some type of eating disorder. This will help to achieve the various aims / objectives of project, which are to assist these people, in realizing that they do have a problem and to seek out effective treatment options. This could be a real challenge, in identifying the problem as one issue, while encouraging someone to seek out help is another matter. As these people, must be able to realize that they have a medical condition and want to be able rectify the situation. The only way that this can occur, is for someone to admit that they are suffering from an eating disorder.
ibliography
Women and Eating Disorders. (2007). Now Foundation. Retrieved from http://www.nowfoundation.org/issues/health/whp/whp_fact2.html
Topic: Identify and define major neurocognitive disorders, mild neurocognitive disorders, and neurocognitive disorders due to Alzheimers disease. Examine the symptoms and treatments for each.Known as dementia in the past, major neurocognitive disorders are defined by a significant decline in cognitive functioning that interferes with individuals daily lives. These conditions adversely affect memory, language, reasoning, and other cognitive functions. Although every case is unique, some of the common symptoms of major neurocognitive disorders include severe memory loss, confusion, and even changes in personality. Treatments focus on symptom management, slowing progression, and enhancing quality of life through medication, psychosocial support, and rehabilitation.Likewise, mild neurocognitive disorder also indicates a decline in neurocognitive functioning that is beyond an individuals normal aging condition, but its symptoms (e.g, memory problems and attention difficulties) do not typically interfere significantly with sufferers daily functioning. The treatments for mild neurocognitive disorders include changes in lifestyle and evidence-based cognitive interventions.Finally,…...
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ReferencesNevid, J. S., Spencer, A. R. & Greene, B. (2018). Abnormal Psychology in a Changing World. Pearson. ISBN.13: 978-0-134-48492-1
Looking at the specifics of your question, we saw that your instructor gave you a great beginning to an outline and that you need specific types of resources for your paper on speech or language impairment. We can help you locate scholarly sources on speech or language impairment and also show you how to expand your instructor’s questions to frame an outline for the paper. You may want to focus on speech or language disorders, or, if you choose to write about both, make sure that you differentiate between them. Language disorders....
Certainly! Here are some ideas for essay topics related to language development:
1. The role of parental language input in early language acquisition 2. The impact of bilingualism on language development in children 3. Language development in children with speech and language disorders 4. The effects of technology on language development in young children 5. The relationship between socio-economic status and language development 6. The benefits of early intervention and speech therapy for children with language delays 7. The development of pragmatics and social communication skills in children 8. The influence of culture on language development 9. The role of play in language acquisition and....
How do caregivers' language input, interaction, and scaffolding contribute to infants' and young children's language development? What are the effects of different types of caregiver-child interactions on language acquisition? How can interventions targeting caregivers improve the language development of children with language delays?
2. The Influence of Socioeconomic Status on Language Development
How does children's socioeconomic status impact their language development? What are the underlying factors that mediate this relationship? What can be done to mitigate the negative effects of socioeconomic disparities on language development?
3. The Development of Bilingualism
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