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Early Diagnosis
SLD 2
| Term | Definition |
|---|---|
| Language Delay | Language acquisition in the expected sequence, but at a slower than normal rate. May or may not catch up with peers (changes into something else over time; may close, widen, or plateau) |
| Identifying a Delay | Profile of strengths/weaknesses, tracking receptive/expressive skills, look at lang. skills relative to cogn. skills, formal (standardized) and informal testing |
| Language Disorder | Language skills in the areas of form, content, or use, are not consistent with what is typically seen in children of a similar age and a similar cultural and linguistic background. |
| Identifying a Disorder | Assess receptive and expressive language skills (look for atypical profile of skills), use formal and informal testing |
| Language Difference | Communication behaviors meet the norms or the primary speech community, but not Standard English |
| Basis for Language Difference | Race/ethnicity, SES, education, cultural differences (different uses of form, content, and use; use of narratives and turn taking) |
| Pros of Early Diagnosis | Reduces anxiety of not knowing, access to services & therapy, work proactively, develop realistic expectations, provides support, protects child's self esteem |
| Cons of Early Diagnosis | Places limitations on expectations, may harm child's self esteem, may affect parents' view of child, danger of over-medication/misdiagnosis |
| False positives lead to | Receive an inappropriate label, may be stigmatized, low expectations, misdirected services |
| False negatives lead to | Denial of necessary support and services |
| Client centered intervention | Child selects materials and sets pace; clinician facilitates form, content, use within child-selected activities |
| Clinician directed intervention | Clinician selects activities and materials; structures tx for frequent practice of target skills for form, content, and use |
| Early Intervention | for children 3 years and younger: may prevent a disorder from developing and reduce severity of a disorder |
| Individual treatment best suited for | Form and Content |
| Group treatment best suited for | Use |
| Late talker | a toddler (between 18-30 months) w/ good understanding of language, typically developing play skills, motor skills, thinking skills, and social skills, but limited spoken vocab. Specific diff. with spoken or expressive language. |
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100000299709410
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