Language-Based Learning Disabilities in the School-Age

Population

Chapter 9

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

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

Learning Disabilities

• Heterogeneous

• Subgroups can be ________ deficits ________ deficits Children with ____ General _____________ impairments

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

• _____% 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

Impacts on Children

• Problems with _________ environments _________ environments _________ environments Impacts on __________ Impacts on __________

Definition of Learning Disabilities

• Page 390 - original definition of LD

• Page 392 – new definition of LD

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

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

• 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

At Risk

• __________ illiterates

• High school __________

• _______

• Academic __________

• _____ and impoverished

• Poor early ______ and _______ skills

• Poor __________ awareness

• Abused and _________ children

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 ___________

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

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

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 ______________

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

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

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

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

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 _______________________

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

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

Let’s Talk

• Review Case Study (pg 429-432) if time allows