Title: Chapter 3 Review
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

Q: Describe phonological disorders.  Name 1 phonological process and give an example of that process.

Q: Describe the language of mothers of children with SLI compared to mothers of children with normal language skills.
Feedback: See p. 78

Q: How do the receptive language skills of children with SLI compare to their expressive language skills?
Feedback: 40% of children with SLI have speech problems severely restricted vocabulary, persistence in over- and under-extension of vocabulary words, slower development of 2-word combinations, more errors naming pictures, difficulty with abstract meanings, use of nonspecific words receptive skills are better than expressive skills significant deficiencies in grammar - shorter, less complex, and less varied sentences, omission of grammatic morphemes fewer interactions involving joint attention, less likely to initiate conversations with peers, more difficulty with group communication,

Q: In twin studies, what suggests a genetic basis for a disorder?
Feedback: Higher concordance rate is found in identical twin pairs than in fraternal twin pairs.

Q: List 2 communication skill deficiencies that may indicate risk for SLI at each age range, 0 - 12 months, and 12 - 18 months.
Feedback: 0 - 12 months: avoids eye contact, rarely babbles, doesn't respond to whispered speech, shows little interest in imitating gestures, cries often without change in pitch or intensity, shows little emotion. 12 - 18 months: avoids eye contact, doesn't say "mama" or "dada", does not point to body parts, can't follow simple 1-step directions without gestures

Q: The FOXP2 gene has been identified as being responsible for SLI.
- True
- False
A: False

Q: The prognosis for children with SLI who receive treatment is _______________ than for those who have language disorders associated with other clinical conditions.
A: better

Q: What do family studies tell us about the prevalence SLI in families?
Feedback: prevalence of SLI is higher in certain families than others prevalence of SLI in general population is about 7%, but familial prevalence is estimated at 20 - 40% in affected families

Q: What does the Hart & Risley study tell us about vocabulary and socioeconomic status?
Feedback: Children, age 3, from professional households produced 1,100 words compared to children in working-class households who produced 700 words, and children from welfare households produced 500 words. Parents from professional households talked more, used more variety in their language, and spoke more encouraging statements toward their children.

Q: What does the term "specific language impairment" mean and when can it be diagnosed?
Feedback: The child is roughly comparable to normally developing children in all aspects except language. It is diagnosed after age 4.

Q: What type of study follows participants over a longer period of time?  What do these studies tell us about children with SLI?
- longitudinal; language problems persist for children with SLI
- longitundal; language problems resolve for children with SLI
- cross sectional; language problems persist for children with SLI
- cross sectional; language problems resolve for children with SLI
A: longitudinal; language problems persist for children with SLI

Q: Which areas of the brain may be structurally different in children with SLI? What structural differences have been found?
Feedback: perisylvian areas of the brain in the dominant hemisphere, Broca's and Wernicke's areas left perisylvian region may be the same size as the right hemisphere or may be slightly smaller extra sulcus in Broca's area atypical asymmetry or atypical configurations of left and right hemispheres decreased brain activation in the temporal and frontal lobes

Q: Which of the following statements does not describe children with SLI?
- Children with SLI learn language at a slower rate than other children.
- Children with SLI show a pattern of language acquisition that is deviant from other children.
- Children with SLI often show less of an impairment in pragmatic language skills than in syntactic and morphologic skills.
- Children with SLI may exhibit an asynchronous pattern in language skill development
A: Children with SLI show a pattern of language acquisition that is deviant from other children.