Ch 5 How SLD Manifests in Oral Expression and Listening Comprehension

Allison Gonzales

ULV SPSY 502

Chapter 5How SLD Manifests in Oral Expression and Listening Comprehension

Allison Gonzales

Language Disorder (DSM)

"A. Persistent difficulties in the acquisition and use of language across modalieites (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include the following: (1) Reduced vocabulary (word knowledge and use). (2) Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology). (3) Impairments in discourse (ability to use vocabulary and connect sentences to explain or describe a topic or series of events or have a conversation. (p.42)

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Terms

Speech Language Impairment (SLI)- communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance (IDEA, 2018.)

Specific Learning Disability (SLD)- a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations (IDEA, 2018.)

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Various Scenarios of SLD

Early age identification of SLI

Scenario #1

Scenario #2

Early identification for special needs.

SLD

Students struggling to learn reading decoding and spelling.

Scenario #3

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Etiologies

Genes

• In the area of auditory association, the FOX-P2 gene is isolated in families with SLI which causes deficits in past-tense verb learning.

• In the area of reading, the DCDC2 gene has been associated with influencing neuronal migration, causing circuits to disrupt in people with dyslexia.

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Cognitive Correlates of Language Development

Attention

Working Memory

Executive Functions

Short-term Memory

Processing Speed

Word Retrieval

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• Needed for concentration, focusing, and consciousness. Deficits are correlated with frontal lobe dysfunction often seen in ADHD cases. Affecting listening comprehension.

Attention

• Includes selective attention, cognitive inhibition, control of working memory, and cognitive felxibility. Help individuals to perform complex tasks (i.e. listening, speaking, reading, writing.)

Executive Functions

• Problems with retrieving words from LTM is called dysnomia. Processing speed deficits are correlated with word retreival deficits.

Word Retrieval

Processing Speed

• Affects multiple domians such as memory, reasoning, Deficits may contribute to language disorders, dyslexia, & various reading disabilities.

• Retain spoken language for only a few seconds for comprehension. STM auditory deficits can impede processing and/or more complex sentences and information.

Short-term Memory

• Being able to hold information in the mind in order to process, interpret, or respond to it. Important for interpreting spoken language. Children with SLI may struggle to understand meaning of longer more complex sentences.

Working Memory

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Activity

Pat decided time move life. tired stresses job dreamed travel guide! world, meet new people, experience cultures far lands day's work belief. needed find opprotunity new.life world. miracle, day Pat learned travel agency block home looking travel guide! stop? Sicily! adventures!

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Pat decided that it was time to move on with his life. He was tired of the stresses in his job and had always dreamed of being a travel guide! To be able to see the world, meet new people, and experience the cultures of far away lands all in a day's work would be the beyond belief. He just needed to find the opprotunity and his new life would bring him all over the world. As if by miracle, the very next day Pat learned that the tavel agency just a block from his home was looking for a travel guide! First stop? Sicily! And so his adventure began!

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Assessment

Goals of assessment of oral expression and listening comprehension.

1. Contribution to identification of disability for the purpose of establising eligibility for SPED.
2. Profiling patterns of strengths and weaknesses for intervention planning.
3. Detecting whether the student's scores have changed, when a student has been tested at two points in time for the purpose fo understanding the student's needs or measuring progress.

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Identifying Disability

• Norm-referenced testing is conducted to help determine student's eligibility.
• Observations and testing should be a valid measure of the student.
• Assessment should ideally meausure the student's language content, structure, use of language across all levels.
• IEP teams conclude whether a student meets criteria for a disability and needs Special Education services. They determine appropriate committments the district can make for the student.

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Patterns of Strength and Weaknesses

• S's & Ws's can help to see a relationship of listening comprehension and oral expression.
• Weaknesses in cognitive functions may reflect to language deficits (memory, attentions, exec. functions.)
• Tasks (subtests) that are similar should be used so the comparison is valid.
• Specific interventions can be decided based on S's & W's of the student.

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Documenting Change

• Asessement tests may not be a valid means to monitor intervention or RTI progress, but can be useful for long-term progress (6+ months).
• Testing results should be used with caution:
• Age change: Student moved a bracket on standard norms.
• Students can be monitored by a monitored session that are specific to language such as:
• Asking the student to summarize excerpts from their actual grade-level textbooks.
• Graph progress over time to determine response to interventions.

• Helpful for EL students, who norm-referenced tests are less standardized to.

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Intervention

• Assessing and monitoring progress of students with suspected language disorders, that may manifest to an eligibility of SLD, is essential to prodiving appropriate interventions.

Questions

1. A student who has trouble with reading decoding and comprehension but not with listening comprehension may have...?
1. Intellectual Disability
2. Dysgraphia
3. Dyslexia
2. Which gene is related to past tense verb learning in families with common SLI?
1. DCDC2 gene
2. FOX-P2 gene
3. Both A & B
4. None of the above
3. Cognitive functions can be related to language deficits?
1. True
2. False

Answers

1. C. Dyslexia 2. B. FOX-P2 gene 3. A. True

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References

• Flanagan, D. P., & Alfonso, V. C. (2018). Chapter 5. In Essentials of specific learning disability identification (2nd ed., pp. 145–193). essay, Wiley.

• American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders Dsm-5-Tr.

• Sec. 300.8 (C) (11). Individuals with Disabilities Education Act. (2017, May 2). Retrieved February 11, 2023, from https://sites.ed.gov/idea/regs/b/a/300.8/c/11

• Sec. 300.8 (C) (10). Individuals with Disabilities Education Act. (2018, May 25). Retrieved February 11, 2023, from https://sites.ed.gov/idea/regs/b/a/300.8/c/10

• Bishop D. V. (2006). What Causes Specific Language Impairment in Children?. Current directions in psychological science, 15(5), 217–221. https://doi.org/10.1111/j.1467-8721.2006.00439.x