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Dynamic Assessment of Bilingual and Multicultural Learners in Speech Language Pathology
Trivia Night Answers and Winners
Thank you all who participated in yesterday’s Trivia Night!
Below you’ll find answers to round’s questions as well as the names of winners for each round.
Round 1: Early Child Development
1. Name at least 3 characteristics of child directed speech
These include: motherese, repetition, modeling speech, simple syntax, slowing rate, using a higher pitch as well as using an exaggerated intonation pattern.
2. What is the critical period hypothesis? It is a time period during which language acquisition takes place
3. Name at least 3 functions of communicative behavior during infancy
These include: obtaining attention, seeking approval, seeking assistance, seeking attachment just to name a few
4. Name 2 types of echolalia: Immediate and Delayed
5. What is jargon and up until what age is it appropriate in children? Jargon is not true speech but rather pre-linguistic “nonsensical” vocalizations which involve adult-like stress and intonation patterns. Jargon usually begins to occur around 10-11 months of age in children and can typically last up until about 18 months of age give or take depending on the individual development rate of the child in question.
Round 2: Internationally Adopted Children
1. As related to internationally adopted (IA) children, what does the acronym CLM stand for and what does it mean?
CLM stands for Cognitive Language Mastery. It is the language needed for formal academic learning. This includes listening, speaking, reading, and writing about subject area content material including analyzing, synthesizing, judging and evaluating presented information. This level of language learning is essential for a child to succeed in school. CLM typically takes years and years to master, especially because, IA children did not have the same foundation of knowledge and stimulation as bilingual children in their birth countries.
2. ”The pattern of language acquisition in internationally adopted children is often referred to as a second first language acquisition” (Scott et al., 2011). Why? Because the first language (which is typically delayed and limited to begin with due to adverse effects of institutionalization) becomes completely obsolete as English is learned. So they end up learning L2 literally from scratch.
3. Why CAN’T we treat Internationally Adopted children as bilingual speakers? Because they are typically adopted by parents who do not speak their birth language as a result of which they experience rapid birth language attrition and forget their birth language very rapidly.
4. IA children may present with “normal” language abilities but still display significant difficulties in this area of functioning cognitive-academic and or social pragmatic communication (acceptable responses).
5. Finish the following sentence: “Any child with a known history of speech and language delays in the sending country should be considered to have true delays or disorders and should receive speech and language services after adoption.” (Glennen, 2009, p.52)
Round 3: Fetal Alcohol Spectrum Disorders
1. FASD is an umbrella term for the range of effects that can occur due to maternal alcohol consumption during pregnancy which may create physical, cognitive, behavioral, as well as learning/language deficits. It is NOT a clinical diagnosis. Please list at least 3 CURRENT terms under the FASD umbrella (see http://depts.washington.edu/fasdpn/htmls/fasd-fas.htm for details)
- Fetal Alcohol Syndrome (FAS)
- Partial FAS
- Static Encephalopathy (alcohol exposed)
- Neurobehavioral Disorder (alcohol exposed)
2. Name at least 3 characteristics of infants/toddlers with alcohol related deficits
- May show failure to thrive
- Increased sensitivity to sensory stimuli
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Delayed speech/language milestones
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Decreased muscle tone and poor muscle coordination
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Poor self regulation
3. Since behavioral problems become more pronounced during the school years, many researchers found that the primary deficit of school aged children with FASD is in the area of (acceptable responses below)
- Daily Functioning Skills
- Self-regulation difficulties
- Problem Solving Issues
- Social/emotional problems
4. Finish the following sentence: adolescents with FASD have significant DIFFICULTY LEARNING FROM Experience
5. Why is early detection of alcohol related deficits important? Because it can lead to
- Early and Appropriate Service Delivery
- Improved Adaptability
- Improved Functioning
- Improved Outcomes
AND NOW THE WINNERS:
Round 1: Kristin Yanchuleff Simmons
Round 2: Christina Pillar Cook
Round 3: Kristin Yanchuleff Simmons
Creating Translanguaging Classrooms and Therapy Rooms
On the Limitations of Using Vocabulary Tests with School-Aged Students
Those of you who read my blog on a semi-regular basis, know that I spend a considerable amount of time in both of my work settings (an outpatient school located in a psychiatric hospital as well as private practice), conducting language and literacy evaluations of preschool and school-aged children 3-18 years of age. During that process, I spend a significant amount of time reviewing outside speech and language evaluations. Interestingly, what I have been seeing is that no matter what the child’s age is (7 or 17), invariably some form of receptive and/or expressive vocabulary testing is always mentioned in their language report. Continue reading On the Limitations of Using Vocabulary Tests with School-Aged Students
Spotlight on Syndromes: An SLPs Perspective on Fragile X Syndrome
Today’s guest post on Fragile X Syndrome comes from Happily SLP, Carly Fowler.
Fragile X is an inherited disorder that is associated with mental retardation and developmental disorder. This is a sex-linked disorder. Fragile X is linked to the 23rd chromosomal pair; specifically the X chromosome. Physical characteristics of fragile X syndrome (FXS) in males are a long face, large ears, and macroorchidism (enlarged testicles). Often individuals also have loose connective tissue, double jointed-ness and flat feet. Many young children do not show these characteristics until they reach puberty (Abbeduto & Jenssen Hagerman, 1997). Continue reading Spotlight on Syndromes: An SLPs Perspective on Fragile X Syndrome
Impact of Cultural and Linguistic Variables On Speech-Language Services
The Importance of Narrative Assessments in Speech Language Pathology (Revised)
As SLPs we routinely administer a variety of testing batteries in order to assess our students’ speech-language abilities. Grammar, syntax, vocabulary, and sentence formulation get frequent and thorough attention. But how about narrative production? Does it get its fair share of attention when the clinicians are looking to determine the extent of the child’s language deficits? I was so curious about what the clinicians across the country were doing that in 2013, I created a survey and posted a link to it in several SLP-related FB groups. I wanted to find out how many SLPs were performing narrative assessments, in which settings, and with which populations. From those who were performing these assessments, I wanted to know what type of assessments were they using and how they were recording and documenting their findings. Since the purpose of this survey was non-research based (I wasn’t planning on submitting a research manuscript with my findings), I only analyzed the first 100 responses (the rest were very similar in nature) which came my way, in order to get the general flavor of current trends among clinicians, when it came to narrative assessments. Here’s a brief overview of my [limited] findings. Continue reading The Importance of Narrative Assessments in Speech Language Pathology (Revised)
Understanding the risks of social pragmatic deficits in post institutionalized internationally adopted (IA) children.
This article was originally published in December 24, 2012 issue of Advance for Speech Language Pathologists and Audiologists under the title: “Adoption & Pragmatic Problems” (pp 6-9)
Photo credits: Leonid Khavin
Cover Model: Bella Critelli
According to U.S. State Department, 233,934 children were adopted internationally between 1999-2011, with a majority 76 percent (or approximately 177,316) of these children being under 3 years of age.
To date a number of studies have come out about various aspects of these children’s language development, including but not limited to, rate of new language acquisition, patterns of typical vs. atypical language acquisition, as well as long-term language outcomes post-institutionalization.
While significant variability was found with respect to language gains and outcomes of internationally adopted children, a number of researchers found a correlation between age of adoption and language outcomes, namely, children adopted at younger ages (under 3 years of age) seem to present with better language/academic outcomes in the long-term vs. children adopted at older ages.1,2,3,4
Indeed, it certainly stands to reason that the less time children spend in an institutional environment, the better off they are in all areas of functioning (cognitive, emotional, linguistic, social, etc.). The longer the child stays in an institutional environment, the greater is the risk of greater delays, including a speech and language delay.
However, children adopted at younger ages, may also present with significant delays in select areas of functioning, many years post-adoption. Continue reading Understanding the risks of social pragmatic deficits in post institutionalized internationally adopted (IA) children.
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