Chapter10

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Utah State University *

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Psychology

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Apr 29, 2024

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Marley Rodrick Chapter 10 Review COMD 3200 4/15/24 1. Explain the difference between SLI and secondary language impairment. Include a brief description of each. Specific Language Impairment (SLI) is a significant language impairment without any other developmental issues, and it affects around 7% to 10% of children over 4 years old. It's mainly focused on language skills and often continues into adolescence and adulthood, and this effects educational and occupational success. Factors like preterm birth and genetic predisposition can contribute to SLI. On the other hand, secondary language impairment means having trouble with language because of other issues like learning disabilities or autism. It's not just language problems by themselves, but they come along with other developmental issues. So, while specific language impairment is just about language difficulties, secondary language impairment is linked to other challenges a person might have. 2. Briefly describe three services that SLPs provide children with language impairments. Screening for language disorders: SLPs assess children to see if they have any language difficulties. This helps catch problems early so they can be addressed. Doing evaluations and diagnosing language disorders: SLPs evaluate children who show signs of language issues to figure out what's causing their difficulties. Once diagnosed, they can provide targeted help. Developing and administering treatments: SLPs create and carry out plans to improve children's language skills. This might involve activities, exercises, or therapy sessions.
3. Explain what least restrictive environment (LRE) is and the role a regular educator plays in respect to LRE and children with language disorders. Least restrictive environment (LRE) is a big deal in education. As a kindergarten teacher myself currently, I need to be very familiar with the least restrictive approach to teaching. It basically means making sure the student gets their education in the same settings as their peers without disabilities as much as possible. It's a federal act under IDEA. As a regular educator I might need to adjust my lesson plans, provide extra support, or just be there to lend a helping hand when needed. The goal is to create an inclusive environment where every kid feels like they belong and can succeed, no matter what challenges they might face. I am VERY familiar with this :D. 4. Briefly describe the three major areas of difficulty required for an ASD diagnosis. ● Difficulties with social-emotional reciprocity: This means having trouble with back-and-forth communication and social interactions. ○ For example, struggle to take turns in conversation, express emotions appropriately, or respond to social cues like smiles or frowns. ● Difficulties with nonverbal communicative behaviors: Like challenges in using gestures, eye contact, and facial expressions to communicate. ○ May not use these nonverbal cues in the typical way, struggle to understand social norms. ● Difficulties developing and maintaining relationships with others. ○ Less interest in socializing, struggle to play with others, and have difficulty starting interactions with peers. 5. What populations are at the highest risk for TBI? Why do you think these populations have a higher risk? ● Children: They’re more at risk of accidents and falls due to active lifestyles and developing coordination. ● Older Adults: As people age, they might have less balance and coordination, making them more susceptible to falls. Also, older adults are at higher risk of TBI due to medical conditions like strokes or Alzheimer’s disease.
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