PSY 602 Chapter Notes - Chapter 10: Birth Weight, Matthew Effect, Etiology
21 Nov 2016
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Developmental Psychopathology Textbook Notes
Chapter 10, Language and Learning Disabilities
History: Unexpected Disabilities, Unmet Needs
- Two major themes are scientific and clinical interest in understanding individuals with deficits in intelligence, and an
emphasis on the need to improve services
- In 1800s European researchers (ex. Broca) explored the links between brain injury and disability
- Between 1920-60 they began focusing on identification of disabilities and remediation in education settings via
language, perceptual and motor approaches
- Between 1960-75, learning disabilities were defined, and advocacy for effective educational services began
- Between 1975-85, learning disabilities were regulated, and there was a focus on empirical research
- Between 1985-2000, there was a growth in LD students, continued research, progression interventions, etc
- Samuel Kirk noted that learning difficulties, perceptual problems and hyperactivity were all present, and coined the term
learning disability
Definitional Concerns
- Individuals With Learning Disabilities Education Act defines learning disability as a disorder in 1+ basic process
involved in understanding or using language, resulting in imperfect ability to think, listen, write, spell or do
mathematical calculations
- IQ Achievement Discrepancy: if a specific disability exists performance on measures of general ability (IQ tests) will
exceed performance on achievement tests of the specific impairment (must be significant); however, IQ tests have been
questioned as being too language dependent
- Below Average Achievement: identifies by determining that the youth is performing below expected grade level in 1+
academic area, or by comparing their scores from standardized tests with that of other peers
- Response to Intervention: exposing children to intervention prior to diagnosing, looks at child’s response
Language Disabilities
- Historically known as aphasia, or loss of language due to brain damage or dysfunction
- Phonology has to do with language sounds (phonemes, or in combinations graphemes)
- Morphology is formation of words, syntax is organization of words into phrases; parts of grammar (rules)
- Semantics is the meaning of communication
- Pragmatics is the use of language in context (ex. taking turns while speaking)
- Receptive language involves the comprehension of messages sent by others, while expressive language involves the
production of language, or the sending of messages; reception comes before expression
- In first year infants can produce sounds (innate ability), by 1 they can produce words, by 2 they can create sentences, at 3
comprehension develops, by 7 the basics of language are acquired
- Speech Sound Disorder: fail to display developmentally appropriate sounds, impairments in articulating sounds which
requires motor control of lips as well as understanding sound structures of language
- Language Disorder: difficulties in acquiring or using language due to impairments in comprehending or producing
speech, involves grammar and vocabulary (small), confusion of tenses
- Boys have higher rates than girls and those from low SES have higher rates as well
- Language disorders usually appear around 3-4 and can get better or worsen over time; those displaying articulation
problems are low risk, expressive are middle risk, and receptive are high risk
- Language impaired children are 4.6x more likely to develop a later impairment, 50-55% develop reading problems, 40%
displayed either withdrawn or aggressive behaviors, higher risk for later anxiety and antisocial personality
- Limitation in information processing capacity plays a role; respond slower
- Language impairments relates to deficits in auditory processing; can’t capture rapid sound cues
- Deficits in short-term memory can affect language; sound structure, vocabulary, syntax
Learning Disabilities: Reading, Writing, Arithmetic
- Terms learning disabilities, specific learning disabilities and learning disorders refer to specific developmental problems
in reading (dyslexia), writing (dysgraphia) and arithmetic (dyscalculia)
- DSM-5 refers to LD’s as difficulties in learning and using academic skills that has persisted for 6 months; must have low
achievement for age group and difficulties must interfere with daily living
Reading Disabilities
- Dyslexia: refers to impairment in word-level reading (basic reading skills), critical role given to phonological processing
or using the sound structure of language to process material
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Two major themes are scientific and clinical interest in understanding individuals with deficits in intelligence, and an emphasis on the need to improve services. Broca) explored the links between brain injury and disability. Between 1920-60 they began focusing on identification of disabilities and remediation in education settings via language, perceptual and motor approaches. Between 1960-75, learning disabilities were defined, and advocacy for effective educational services began. Between 1975-85, learning disabilities were regulated, and there was a focus on empirical research. Between 1985-2000, there was a growth in ld students, continued research, progression interventions, etc. Samuel kirk noted that learning difficulties, perceptual problems and hyperactivity were all present, and coined the term learning disability. Individuals with learning disabilities education act defines learning disability as a disorder in 1+ basic process involved in understanding or using language, resulting in imperfect ability to think, listen, write, spell or do mathematical calculations.
