...that would indicate the same impairment. For an impairment like specific language impairment (SLI) there is no agreement upon the label that would fit most on the child’s difficulties. This essay would give an overview of the importance of using one specific label which would refer to a certain condition and present a few labels that are currently being used. Diagnostic labeling As it is seen from the literature, diagnostic labels have advantages and disadvantages on identifying the individual’s difficulties. For Bishop (2013), by giving the person a diagnostic...
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...The article Lexical-Semantic Organization in Children With Specific Language Impairment written by Li Sheng and Karla K. McGregor wanted to determine whether children with specific language impairment (SLI) show deficits in lexical-semantic organization, and if so, whether these types of deficits were corresponding with their delay in vocabulary size and whether the deficits affect all children with SLI (Sheng, 2010 p. 147). They started off the study by testing the hypothesis that children with SLI have deficient lexical-semantic organization when compared to their age-matched peers (Sheng, 2010 p. 155). The researchers used a repeated word association task to acquire an estimate of lexical-semantic organization and compared performance between...
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...Integration of Working Memory Training Working memory has been a growing topic of interest in the field of Speech Language Pathology. It affects all aspects of children’s development, including speech, language, reading, and classroom success. Working memory deficits are prevalent in people with schizophrenia, attention deficit hyperactivity disorder (ADHD), traumatic brain injuries, learning disabilities, specific language impairment (SLI), and intellectual disabilities (Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010). With the rising awareness of how working memory deficits can effect children’s development, the question of whether speech language pathologists should assess and treat these deficits has been asked more and more. Assessing and treating working memory deficits are key and can help many different populations improve in their speech and language development. Assessment for working memory deficits and working memory training should be standard and included into the normal regime. The following paper will touch on what working memory is. As well as how a deficit in working memory can effect children’s development, whether they are typically developing children, or children with other disorders. Some assessment options and then training techniques of working memory will be introduced as well. What is Working Memory? Working memory requires the ability to attend to new information, retain incoming information, and manipulate the...
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...Integrating Domain Specific Needs The creation of domain-specific modeling is a widely accepted tool to prepare for integration of domain-specific needs within an organization. Modeling is an accepted tool in software development and considered essential in the successful development and implementation of technology projects. These models use domain-specific language extensions to help expose attributes of the domain used by an organization. Domain-specific models offer input for the creation and mapping of the integration of computer requirements within the system. Decisions occur and are driven by the domain-specific modeling that reveals the specific needs of requirements (Center for Domain Specific Computing, 2009). Many computer languages are domain-specific and not written for general purpose. A domain-specific language (DSL) offers application-oriented and specialized purpose tailored to the needs of the domain and the applications required. There is no approach widely accepted as the best tool for developing domain-specific languages as each domain has its specific needs based on the organization. A DSL offers tailored solutions to domain specific problems. Often DSL’s provide increased productivity, reduce programming expertise requirements, and reduce maintenance costs. Though DSL development can be costly the benefits can often outweigh the risks and reduce costs. Language development applications and toolkits offer assistance in creating DSLs (Mernik, Heering, &...
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...Psychopathology Specific Learning Disorders Table of contents Index Pages Introduction 3 Diagnostic criteria 4 Aetiology 11 Differential diagnosis 14 Comorbodity 16 Prevalence 16 Prevention and Treatment 17 Prognosis 18 Multicultural factors 19 Social factors 19 Conclusion 20 References 21 Stupid Slow Stubborn A tiny fragment of words used, labels for children and people with specific learning disorders. If only they understood Introduction The most basic definition of a specific learning disorder/disability according to Gould (2005) cited in Rörich (2008) is when a learner has an average to above average intelligence, with normal vision and hearing, and receives the same teaching experiences as other learners his age. He, however, underachieves. He is unable to keep up with his peers and generally cannot cope with the demands of the school (pp16). Margari (2013) defines SLD’s as that which are characterizations of academic functioning that are below the level that would be expected given their age, Intelligent Quotient and grade level in school, and interfere significantly with academic performances or daily life activities that require reading, writing or calculation skills. The gist of it, is that specific learning disorders are neurodevelopmental/cognitive disorders that Hulme and Snowling (2009,pp22) define as “typically characterized...
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...SPHY 202: Language Disorders (Acquired) 2 Assessment 2: Case Study MEDICAL DIAGNOSIS: Sustained a left-sided MCA CVA involving lateral frontal lobe TIME POST-ONSET: 6 months SPEECH LANGUAGE DIAGNOSIS: Broca’s aphasia characterised by severe difficulties with expressive language skills involving both verbal and written modalities. ------------------------------------------------- Background Ruby is a 39-year old woman who lives at home in the UK with her husband and two children, 9 and 7 years old. Ruby was first admitted to hospital on the 1st of February 2014 following right side weakness in upper and lower limbs, aphasia and an associated fall getting out of bed in the morning. She was found to have an acute left sided middle cerebral artery infarct involving the lateral frontal lobe. The pre-central gyrus was also involved and damage possibly extends to the lateral fissure and subcortical structures. This has resulted in a right-sided hemiplegia affecting her upper limb primarily. No preceding significant medical history. Ruby has previously spent 2 weeks in a specialist stroke unit and then 3 months in a rehabilitation unit during which she received treatment from physio, OT and speech pathology. Include client demographic information; include information about previous intervention details social history, premorbid level of function, and any other relevant medical or allied health intervention details to date. Language Assessment Ruby’s communication...
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...social interaction, and uncontrollable repetitive behaviors. All of these can have different degrees of severity. Symptoms tend to emerge between the ages of two or three 1 in 68 American children are on the autism spectrum Autism is associated with intellectual disability, issues with motor coordination and attention Other characteristics often associated with autism are: resistance to environmental change and / or change in daily routine unusual responses to sensory experiences In some cases, those with autism excel in math, art, and music Deaf-Blindness Deaf and blindness are impairments in hearing or an impairment of sight. It can also be a combination of the two. This impairment often restricts access to communication, the environment, and people. Both can be caused by birth defects, disease, and injury Both can create difficulties in communication With either impairment, students have the ability to excel in many subjects Developmental Delay Developmental delay is a condition of a child being less developed mentally and / or physically than is considered normal for its age. Often called “developmental milestones” Can be caused by genetics, complications of pregnancy and birth, and environmental issues Often observed with children who are born premature There are five developmental areas evaluated: Cognitive development, Physical development, Communication development, Social or emotional development, Adaptive behavior or skills development Emotional...
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...receive, and/or understand a message For example visual and/or hearing impairments can act as barriers to effective communication. These barriers mean that the person has difficulty is seeing written communication, such as a letter or email, and/or hearing spoken word conversations, for example between a care worker and a patient in a day care centre when the two are discussing future care plans, leading to possible misunderstandings, or embarrassment to the person with the hearing/visual impairment and they cannot fully understand the care worker if the care worker is not aware of, or not seeing to, the persons additional needs. These needs can be seen to by speaking clearly and slowly, and/or repeating, rephrasing what has been said, to help people understand what is being said to them. Time should be given to the message receiver; so that they can digest the information they have received and think about how they want to respond. Electronic devices can also be used, such as text phones, telephone amplifiers and hearing loops, and it is important to give the individuals using the devices enough time to use it whilst communicating. An induction loop system helps deaf people hear sounds more clearly by reducing or cutting out background noise. Conditions such as cerebal palsy, Down's syndrome, and autism tend to limit a person's ability to interpret other people's non-verbal communication, such as body language, and their ability to communicate verbally. In a care setting these...
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... Abstract The purpose of this paper is to explore the differences in cognitive and executive functioning between autistic and typically developing (TD) children. The articles used assess different forms of cognitive function and executive function. It is hypothesized that individuals with autism will show impairments in executive function, prospective memory, inhibitory function, cognition, sensory-motor, and language when compared to TD individuals. Multiple measures were used to assess participant’s abilities with working memory, executive function, development, memory, awareness, and cognitive function; some of these measures were self-reported. One study by Rosenthal et al. (2013) found that older children with autism spectrum disorder show executive function impairments with age, meaning that different impairments are noticeable at different ages. In contrast, Iwanaga et al. (2000) found differences in cognitive function between Asperger’s syndrome and high functioning autism. The results of some studies found specific impairments are related to age. The findings from these studies suggest that children with autism show executive and cognitive function impairments, have difficulties with prospective memory, and show lack of awareness; children with autism are unfamiliar with familiarity. Differences in Cognitive Function between Autistic and Typically Developing Individuals Cognitive and executive functioning, or lack of, has been seen in individuals with autism....
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...Scientists do have some ideas of what the causes are but not a specific, identified cause. In the instance of genetic causes, they haven’t identified the specific gene that has the defect to cause autism, but they are researching to see if there are abnormal gene patterns that could have been inherited. There are also environmental factors that can increase the risk of a child having autism, such as the mother’s age during the pregnancy. Contrary to popular belief, one environmental factor that does not have an affect on a child’s risk of having autism is vaccines. Multiple research studies, such as the 2013 research conducted by the CDC, have proven that there is no connection between autism and vaccines. Although there are not definite causes, certain disorders can increase the risk of having autism such as Fragile X syndrome, tuberous sclerosis, Angelman...
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...educational resource is appropriate for most of the student population. The video is for third grade math so that makes it appropriate for early childhood. The video gives gradual instructions with visual aids, which can help students who have learning disabilities. The videos on Kahn academy are appropriate for gifted and talented students because the video is based on what the students is learning and what they know. This video is appropriate for students who have challenging behaviors because the video is active and can keep a students interest. The video is appropriate for English language learners because on the website you can choose a variety of languages to hear it in. The video on third grade math warm ups is not appropriate for students with hearing impairments because it does not have closed captioning as an option. The video was not appropriate for students with visual impairments because the video shows different math activities in step-by-step instructions. If a student cannot visually see the steps, I am not sure that the video will help them. Overall, I think that the Kahn academy video would be appropriate for most of the students. The second educational resource that I chose was the Scholastic website as a multi media file. This site has a variety of lessons that teacher’s can use with their third grade students. The lesson that I chose for this evaluation is called, Dinosaurs real or make believe. This question game lets the students...
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...Observation Chart for Specific Disabilities Plan your classroom observations to include all disabilities. Complete the chart below with the information that you learned during your observations. You may also use your Dictionary of Developmental Disabilities Terminology for additional information. Disability Age Placement Specific comments and accommodations Hearing & Visually Impaired Language & Speech Disorder Speech disorder- development delay, phonological disorder, speech defect, difficulty with pro annunciation, the student does not use developmentally expected speech patterns. Language disorder- disabilities of reception, integration, recall and or production of language. This delayment and disability maybe spoken, written, or both. (p 583, Turnbull and Turnbull, shank and Leal) 8 3rd grade -regular Ed Mary was in a regular Ed 3rd grade class. Her modification was that she was aloud extra time to verbally respond in class. She went to see a speech therapist once a week. The therapist worked on her pronunciation of specific sounds. Spanish is her first language but it was determined that her disorder was not due to being second language learner but rather because of developmental delayment. The speech therapist worked on one sound per lesson and then evaluated her progress at the end of the lesson to make sure she has mastered that specific sound, if she had...
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...related to Language Education Introduction In this unit you are going to study curriculum documents related to Language Education. Upon completion of this unit you should be able to: paraphrase the language policy for schools with specific reference to medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of a particular language. All language policies...
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...Semantic Memory Cognitive Psychology Annotated Bibliography Farah, M. J., McClelland, J. L. (1991). A computational model of semantic memory impairment: Modality specificity and emergent category specificity. Journal of Experimental Psychology, 120 (4), 339-357. The authors relate semantic memory, brain damage, and the knowledge of living and non living things. Overall, the author’s trace the relationship between the retention and loss of specific semantic memory capacities in cases involving brain damage. According to the authors, semantic memory is a part of the brain that is mandated with representation of knowledge in two major forms. These forms the authors call visual knowledge and functional knowledge. According to the authors, these two categorizations of semantic memory also present how the brain’s knowledge of living and non living things is achieved. Here, the authors state that knowledge of living things is usually achieved through the visual dimension of semantic memory while visual knowledge of non-living things is usually achieved through the functional dimension of semantic memory. According to the authors’ findings from the first experiment, whenever there is brain damage to the section of visual semantics, then there is damage to one’s knowledge relating to living things. The authors, in another experiment, also identified that whenever there is brain damage involving the functional semantics...
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...Phonological deficits execute a notable role in theories of both dyslexia and Specific Language Impairment. Within the science on word blindness, there is a prevalent concurrence that phonological deficits are the immediate source of the reading impairment, at least for a majority of dyslexic people (Vellutino, 1979; Frith, 1985; Snowling, 2000). Even alternate theories recognize a phonological lack as a decisive negotiator between other constituent and reading impairment (Tallal, 1980; Nicolson et al., 2001; Stein, 2001). With consideration to Specific Language Impairment, at least two prominent theories depend on phonological deficits: either as a negotiator between noncontiguous auditory processing and broader speech impairment (Tallal and...
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