CSDS 109 Module 4

• • In the ASHA definition of language disorder, which components of language line up with (1) form, (2) content, and (3) function

  o Form: phonology, morphology, and syntax

  o Content: semantics

  o Function: pragmatics
• The DSM-5 is the fifth manual of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association where it classifies mental disorders used in clinical and educational settings across the world
• • The two methods to qualify a student for services due to a language disorder in the California public schools

  o Using more than one assessment procedure, a student has to score at least 1.5 standard deviations below the mean or below the 7th percentile for his or her chronological age or developmental level on tests in one or more of the following areas of language development: morphology, syntax, semantics, or pragmatics

  o Student displays inappropriate or inadequate usage of expressive language as measured on a representative spontaneous language sample of a minimum of fifty utterances
• • Two further requirements for students to be qualified for services due to a language disorder in the California public schools

  o The disorder is not due to unfamiliarity with English

  o The disorder adversely affects the student’s educational performance, and requires special education to meet the student’s needs
• • Terminology used at Fresno State when diagnosing a language disorder

  o Expressive language disorder

  o Receptive language disorder

  o Mixed expressive/receptive language disorder
• specific language impairment: a language problem in a child who is apparently typical in most if not all other aspects of development