语言障碍PPT

2.2 causes of LD
2.2.1Mental Retardation(智力迟钝 智力缺陷) Approximately 2.5 percent of population Categories Mild IQ 52-68 Usually absorbed into the community where they work and live independently. Moderate IQ 36-51 Capable of learning self-care skills and working within a sheltered environment; live semiindependently,with relatives, or in a community residence. Severe IQ 20-35 Capable of learning some self-care skills and are not totally dependent; often exhibit physical disabilities and deficits in speech and language. Profound IQ below 20 Capable of learning some basic living skills but require continual care and supervision; often exhibit severe physical and/or sensory problems.
2.5.2 semantics




Limited expressive vocabulary and slow vocabulary growth Few or decontextualized utterances, more here andnow; more concrete meanings Limited variety of semantic functions Relational term difficulty Figurative language and dual definition problems Conjunction confusion Naming difficulties may reflect less rich and less elaborate semantic storage or actual retrieval difficulties.
2.4.2Language characteristics of SLI
Many children with SLI are later identified as having language-learning disability. Children with SLI exhibit slower and poorer processing of both linguistic and nonlinguistic material even in elementary school. Some may show later academic difficulties, especially in language based activities. ������ Auditory processing problems may result in difficulties with morphological inflections, such as past tense –ed, functional words such as prepositions and articles, auxiliary verbs, and pronouns. They are less efficient in using syntax to aid in the acquisition of lexical items.
2.3Language characteristics of LD


Synthesizing of language rules is particularly difficult, resulting in delays in morphological rule acquisition and in the development of syntactic complex. Overall language development may be slow, and frequent communicative breakdown is possible.
2.4 Specific language impairment
2.4.1 definition Significant limitations in language functioning that cannot be attributed to deficits in hearing, oral structure and function, general intelligence, or perception. Children with SLI exhibit language performance scores that are significantly lower than their intellectual performance scores on nonverbal tasks. Distinction between SLI and LD is those with SLI do not exhibit perceptual difficulties, the misinterpretation of incoming information.
2.1Language development through the lifespan
3 months Responds vocally to partner 8months Begins gesturing 12 months First word spoken. Words fill intentions previously signaled by gestures. 18months Begins combining words on the basis of word-order rules. 2 years Begins adding bound morphemes. Average length or mean length of utterance (MLU) is 1.6-2.2 morphemes. 3 years More adultlike sentence structure. MLU is 3.0-3.3 morphemes. 4 years Begins to change style of talking to fit conversational partner. MLU is 3.64.7 morphemes. 5 years Ninety percent of language form learned. 6 years Begins to learn visual mode of communication with writing and reading. Adolescence Able to competently participate in conversations and telling of narratives. Knows multiple meanings of words and figurative language; Uses a gender style, or genderlect, when talking. Adult Vocabulary has expanded to 30,000-60,000 words. Specialized styles of communicating with different audiences and for diverse purposes.
Language disorders
1.1 Definition
A heterogeneous(异种的 异质的) group of developmental and/or acquired disorders or delays that are principally characterized by deficits and/or immaturities in the use of spoken or written language for comprehension and production purposes that may involve form, content, and function of language in any combination. 什么是语言障碍呢？根据美国言语语言听力学会的定义，语言障碍实际上 指的是个体在运用语言的过程中所表现出的语言学知识系统达不到他的年 龄应该达到的标准的状况。语言障碍不仅包括个体在言语表达方面的缺陷， 而且还包括在言语理解方面的缺陷。
2.2.2Language characteristics of Mental Retardation


In initial language development, individuals with MR follow a similar but slower developmental path than that of typically developing children. Children with MR produce shorter, less elaborated utterances.
2.5 Most common Language characteristics of children with Language disorders