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Class notes Taalontwikkelingsstoornissen 2
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College overzicht per onderwerpLecture 2:
- Overview speech / language
- SLI
- DLD
Lecture 3:
- Organization of lexical-semantic knowledge
- Storage hypothesis vs. retrieval hypothesis
- Word learning (verbs)
Lecture 4:
- Morphological development
- Finite morphology
Lecture 5:
- Narratives
- Strokes (blood vessels)
Lecture 6:
- Social interaction
- Autism spectrum disorders
- Functions of communication / grice’s maxims
- Social pragmatic communication disorder
- PLI
Lecture 7:
- SSD
- Articulatory errors
- Phonological processes
- Psycholinguistic framework
Lecture 8:
- Fluency
- Disfluency
- Stuttering
- Normal disfluency
- Borderline stuttering
- Beginning stuttering
- Cluttering
Lecture 9:
- Pediatric posterior fossa tumor patients
- DELPHI
Disorders in Language Development II
Lecture 2 – Speech and language disorders in children, an overview
Communication: any exchange of information between people using a common code, or
symbol system, understood by those involved
Communication Disorders: interferes with the exchange of meaningful information
Communication Differences: communication abilities that differ form the mainstream culture
Communication Disorder: an impairment in the ability to receive, send, process and
comprehend concepts or verbal, nonverbal and graphic symbol systems (ASHA, 1993)
An inability to understand/use speech and language to relate to others in society.
Can be divided into four areas:
- Language: involves listening, speaking, reading and writing
- Speech articulation: the production of sounds and words
- Voice: the sound produced by vibration of the vocal cords
- Fluency: a disruption in the normal flow or rhythm of speech
,This is indeed a very important distinction to learn. The reason why we look into these aspects
separately is because they can be independently impaired, that is, people may have selective
difficulties with one thing, while doing well with the other aspects.
Let´s start with speech. All aspects of speech (articulation, voice, fluency) are related to
motor execution.
Articulation: Someone who had to remove part of their tongue because of a tumor, as a
consequence, cannot execute certain articulatory movements, and therefore as a
speech problem (in speech articulation). A child that has not learned an articulatory
gesture may have a lisp.
Voice: if you have a cold, your voice may be hoarse. You are still able to articulate
speech sounds perfectly, but the quality of your voice is different.
Fluency: this has to do with the flow of speech (continuity, smoothness, rate, effort).
Someone may be able to articulate all speech sounds, and may have perfect voice
quality, but experience interruptions in fluency (disfluencies).
Now let's discuss language. Language is all about the formulation of the message that we
want to convey - selecting the right words, the right syntactic structure, etc. If someone's
speech is impaired (e.g., the person with part of the tongue removed, or someone who
stutters), they can still show that their language is perfect by writing down the message, for
example. This is why we see it as a different area: it can indeed be independently
spared/impaired, and it has a different nature. While speech is all about physical properties
and physical execution, language is a cognitive skill.
Please note that many people have impairments in both speech and language, at the same
time. But many others, have impairments only in language, or only in certain aspects of
speech. Categorizing their impairments in this way makes it quite clear what kind of
treatment people may need. For example, those with speech disorders do not need treatment
that focuses on aspects of language (e.g., syntax).
Language: message that is contained in speech
Speech: audible representation of language
Speech Disorder: further discussed in following lectures
Language Disorder: impaired comprehension and/or use of a spoken, written, and/or other
symbol systems. The disorder may involve the form of language, the content of language,
and/or the function of language in communication (ASHA, 1993)
Structure and Components of Language
- Phonology: rules regarding how sounds can be used and combined
- Syntax: the way sequences of words are combined into phrases and sentences
- Morphology: the form and internal structure of words
- Semantics: the understanding of language
- Pragmatics: rules that govern the reasons for communication as well as the choice of
codes to be used with communicating
We distinguish comprehension (understanding) and expression (production) of language
Each of the different components of language and abilities to produce and understand
language may be differentially impaired in children with developmental language disorders
Specific Language Impairment: SLI is a language disorder that delays the mastery of language
skills in children who have no hearing loss or other developmental delays. It is also called
developmental language disorder, language delay, or developmental dysphasia. It is one of
the most common childhood learning disabilities, affecting approximately 7-8 percent of
children in kindergarten. The impact persists into adulthood. (NIDCD, 2011)
The specificity problem: SLI implies that the impairments are specific
Language impairment without other developmental delays or weaknesses
Children must have an IQ of 85 or above
Reilly et al. (2014): there are no differences in the patterns of language impairment when
children with high vs low IQ are compared and there is no evidence that high vs low IQ
children with language impairment respond differently to treatmens.
There is no justification for the IQ criterion
, The problem with calling SLI specific is that these children do not meet the diagnosis of SLI,
and are rejected reimbursement for treatment because they do not have a clear diagnosis
Subtypes of SLI: the profiles of children with SLI vary widely
- Expressive vs. Receptive SLI (Edwards & Lahey, 1996)
Deficits in production may be easier to detect
Language production and comprehension deficits may co-occur (Leonard, 2009)
- Grammatical vs. Phonological SLI
Some children may be particularly impaired in one component of language (Bishop et
al, 2000)
Developmental Language Disorder (DLD): New terminology and consensus process
The CATALISE project: reach agreement about how people talk about children’s language
problems
DELPHI method:
- A panel of experts rates and discusses statements about diagnostic criteria and
terminology
- Ratings and other comments given anonymously and online
- Statements are revised based on data to reduce disagreement on ratings
- Panel sees full data and statements again and makes further comments/revisions
New diagnostic criteria: the term DLD should be used for children where:
- Language difficulties create obstacles to communication or learning in everyday life
- Language problems are unlikely to resolve by five years of age
- The problems are not associated with a known biomedical condition (differentiating
conditions)
Relation to speech, language and communication needs (SLCN)
SLCN is a broad category that covers the wide range of conditions affecting speech, language
and communication
Types of SLCN that do not meet criteria for language disorder
- Late talkers: children who tend to make good progress after a late start
- Uncomplicated phonological problems in preschool children
- Language limitations due to lack of exposure to English
SLI vs. DLD
DLD does not require a mismatch between verbal and nonverbal ability
The profile of language skills is not relevant for pha diagnosis of DLD
Lecture 3 – Lexical-Semantic Impairments
One of the first indicators of a DLD is delayed occurrence of the first words (Watkins et al,
1995; Bishop, 1997)
Organization of lexical-semantic knowledge: three levels for each lexical entry (Bock & Levelt,
1994; Dell, 1997)
- The conceptual level / lexical-semantic level: features that, when combined, make up
the meaning of a word
- The lemma level: syntactic information that is known about a given lexical item
- The lexeme level / phonological level: the sequence of phonemes (speech sounds) used
to pronounce that word
Dollaghan (1992) suggests that children with DLDs have the following differences in
organization of the lexical-semantic system:
- Smaller number of entries
- Less information associated with each entry
- Inadequate/fewer connections between entries
Storage hypothesis (Kail et al, 1984): slower vocabulary learning results in less elaborate
representations and fewer connections
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