Language-Based Learning Disabilities in the School-Age Population

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

2. 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

3. 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

4. Learning Disabilities • Heterogeneous • Subgroups can be • ________ deficits • ________ deficits • Children with ____ • General _____________ impairments

5. 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

6. _____% 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

7. Impacts on Children • Problems with • _________ environments • _________ environments • _________ environments • Impacts on __________ • Impacts on __________

8. Definition of Learning Disabilities • Page 390 - original definition of LD • Page 392 – new definition of LD

9. 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

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

11. 5th to 6th grade – acquiring knowledge in the _______ areas that were introduced previously • Increase reliance on metalinguistics, metacognitive skills, meaning from context, to analyze abstract language • 7th to 9th grade – should be able to read popular _________. • Foreign languages

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

13. 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 ___________

14. 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

15. 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

16. 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 ______________

17. 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

18. 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

19. 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

20. 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

21. 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 _______________________

22. 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

23. 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

24. Let’s Talk • Review Case Study (pg 429-432) if time allows