Deck 5: Adolescents With Language Impairment

Question 1

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Answer 1

not answered

Question 2

How does utterance length change across the high school years?

Answer 2

There is a relatively stable pattern of increasing utterance length throughout the grade levels. Increasing length of utterance is an indicator of advancing syntax in adolescence, but length can vary as language elicitation tasks vary.

Question 3

How does the semantic system develop in adolescents?

Answer 3

Some main points in the semantic system that develop in adolescents include: (a) an increase in vocabulary size, (b) an increase in types of words they learn and what they do with the words and their meanings, (c) there is a greater understanding of abstract words/ambiguities, (d) an increase in morphologically complex words, and (e) an increased understanding of figurative language.

Question 4

For what reasons might adolescent language impairment be ignored?

Answer 4

Some reasons adolescent language impairments might be ignored include:
(a)There is a greater emphasis that has been placed on preschoolers and elementary school children with language impairment.
(b) Many of the children with language impairment in elementary school could have been relabeled as having specific learning disabilities upon entry into secondary school.
(c) The historical lack of services at the secondary level can lead professionals serving language-impaired children who are progressing from elementary school to junior high or middle school to dismiss these children under the belief that further services may not be available.
(d) A failure to realize the significant, negative effects that persisting language problems have on all aspects of life is a further reason adolescents with language impairment are under recognized or neglected.
(e) Another is the failure to understand that adolescents' academic, personal, or social difficulties may be related to language deficits.
(f) We have very limited data on the prevalence of language impairment in adolescents, and this unquestionably adds to their neglect.

Question 5

What can be done to prevent the negative psychological and socioemotional outcomes associated with adolescent language impairment?

Question 6

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Question 7

List the features which clearly distinguish older students' spoken clausal structures from those of younger
students.

Question 8

How does the "form" of utterances change in typically developing adolescents?

A) increases in length and complexity
B) decreases in length and complexity
C) decrease in adverbial connectives
D) increase in compound words

Question 9

What challenges do adolescents with language impairment face in learning a foreign language?

Question 10

Which is true of the cognitive performance of many adolescents with language impairment?

A) perform at a concrete operational level
B) perform at formal operational level
C) perform at a level equal to peers
D) evidence below-average intelligence

Question 11

Discuss competent use of register shift in adolescence.

Question 12

Which of the following statements is true of adolescents with language problems?

A) They frequently receive speech language services in middle and high school.
B) They are at risk for underemployment and under education.
C) They have strong social relationships with peers and teachers.
D) They readily learn second languages.

Question 13

What are the consequences of language impairment on high school performance?

Question 14

What area of deficit does false starts, verbal mazes, and poor topic maintenance suggest?

A) cognition
B) metalinguistics
C) comprehension
D) discourse

Question 15

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Question 16

What is meant by figurative language in adolescence?

Question 17

Describe how typically developing adolescents use adverbial connectives.

Question 18

What does an adolescent who employs the same "register" when speaking to a teacher or friend have difficulty with?

A) pragmatic use of language
B) age appropriate lexicon
C) syntactic structures
D) socio-emotional maturity

Question 19

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Question 20

Consider the technologies that adolescents commonly use for peer-to-peer communication (i.e., e-mail, instant messaging and social network pages). How might these technologies benefit and/or challenge the adolescent with language disorders?

Question 21

Intervention approaches used with younger and older adolescents should be essentially similar.

Question 22

When working with adolescents, try to work on each aspect of language in isolation.

Question 23

Contrived situations may be unhelpful in assessing aspects of figurative and literate language.

Question 24

More adolescents with speech/language impairment drop out of school than adolescents with learning disorders.

Question 25

Why are traditional service delivery models less effective with adolescents?

Question 26

Retelling a narrative is likely to elicit future and present tense verbs forms rather than past-tense forms
from language-impaired adolescents.

Question 27

Approximately half of the children in a study of adolescent suicide also had learning disabilities.

Question 28

It is important to ensure overlearning and redundancy in therapy for adolescents.

Question 29

Why are narrative tasks a good way of assessing language skills in adolescents?

Question 30

How does topic shift change across the teenage years?

Question 31

At the end of high school, approximately one-third of the words in an adolescent's utterances are contained
in dependent or subordinate clauses.

Question 32

Use concrete activities when teaching abstract concepts.

Question 33

What difficulties might arise from using language samples in adolescent assessment?

Question 34

Discuss alternatives to traditional service delivery models with adolescents. Use examples.

Question 35

The prevalence of language impairment in adolescence is approximately 8%.