Gleason J B Ratner N B 2017 The Development Of Language

Gleason J B Ratner N B 2017the Development Of Language

Gleason, J. B., & Ratner, N. B. (2017). The development of language (9th ed.). Boston, MA: Pearson. Chapter 9, “Atypical Language Development” (pp. 215–256).

Gollan, T. H., Salmon, D. P., Montoya, R. I., & de Pena, E. (2010). Accessibility of the nondominant language in picture naming: A counterintuitive effect of dementia on bilingual language production. Neuropsychologia, 48(5), 1356–1366. https://doi.org/10.1016/j.neuropsychologia.2009.12.038

Leonard, H. C., Bedford, R., Pickles, A., & Hill, E. L. (2015). Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Research in Autism Spectrum Disorders, 13–14, 15–24. https://doi.org/10.1016/j.rasd.2014.12.012

Discussion: Cognitive and Language Delays and Disorders Throughout many weeks of the course, you explored theories that provide explanations for typical development. They focus on explaining the similarities—within a range—among humans in language and cognitive development.

It is obvious from anecdotal experience that not all individuals develop in the same ways. Some have exceptional intelligence in a certain domain but a relative weakness in another. Other children may have a condition such as hearing impairment or speech disorder that affects language development but not cognitive development. Your course text presents several of the most common conditions that have implications for both. These include intellectual disability, autism spectrum disorders, and Down syndrome, which are often diagnosed in childhood.

For families with these conditions, they of course continue to be concerns throughout the lifespan. As well, there are conditions that appear as humans age. Acquired brain injury, neurodegenerative disorders such as Parkinson’s, or stroke may cause exceptionalities to normal cognitive performance in adulthood and especially later in life. The body of research on characteristics, causes, and ways to treat these disorders continues to grow at an extraordinarily fast rate.

For this Discussion, you will select a delay or disorder that affects language or cognition. You then will research the topic to identify its contributing factors and characteristics, as well as empirically supported strategies that could be implemented with individuals who have the delay or disorder.

To prepare:

· Review this week’s Learning Resources, considering atypical language and cognitive development broadly.

· Select one language or cognitive delay or disorder (e.g., Down syndrome, specific language impairment, language aphasia, dementia, Alzheimer’s, autism spectrum disorder).

· Search the Walden Library for peer-reviewed articles related to the delay or disorder you selected.

With these thoughts in mind:

By Day 4 Post an explanation of the delay or disorder you selected, including two contributing factors and two characteristics of the delay or disorder.

Explain two strategies that could be used to provide support to individuals who have this delay or disorder and/or their caregivers. Note: Put the name of the delay or disorder you selected in the title of your post. Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

Paper For Above instruction

The chosen disorder for this discussion is Autism Spectrum Disorder (ASD), a complex neurodevelopmental condition characterized by difficulties in social communication and the presence of restricted, repetitive patterns of behavior, interests, or activities. Understanding ASD's contributing factors and characteristics is crucial for developing effective support strategies for individuals affected by this condition.

Contributing Factors

One significant contributing factor to ASD is genetic predisposition. Research indicates that multiple genes are involved in the development of ASD, and a family history of the disorder increases the risk (Sandin et al., 2014). Specific gene mutations or variations can interfere with typical brain development, leading to the behavioral and cognitive features observed in ASD. A second factor is environmental influences during prenatal development, such as maternal exposure to certain toxins, medications, or infections. These factors can interfere with neural development, increasing susceptibility to ASD (Gardener et al., 2011).

Characteristics of ASD

Two hallmark characteristics of ASD include deficits in social communication and the presence of restrictive and repetitive behaviors. Children and adults with ASD may have difficulty initiating or maintaining conversations, interpreting social cues, and establishing meaningful relationships. Additionally, they often exhibit repetitive movements, insistence on sameness, and intense interests, which can significantly impact daily functioning (American Psychiatric Association, 2013).

Support Strategies

One evidence-based support strategy for individuals with ASD is early intervention utilizing applied behavior analysis (ABA). This approach reduces problematic behaviors and enhances communication and social skills through structured teaching methods tailored to individual needs (Lovaas, 1987). Implementing ABA can lead to improvements in learning and behavior, especially when started early in life.

Another strategy involves augmentative and alternative communication (AAC) methods, such as picture exchange communication systems (PECS) or speech technology. For non-verbal or minimally verbal individuals, AAC tools can facilitate expression, reduce frustration, and improve social interactions (Porter et al., 2012). Supporting caregivers in using these tools effectively is also critical for maximizing communication outcomes.

In sum, understanding ASD’s contributing factors and core characteristics informs the development of tailored support strategies. Combining early behavioral interventions with communication aids can significantly improve quality of life for individuals with ASD and their families.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Gardener, H., Spiegelman, D., & Buka, S. (2011). Prenatal risk factors for autism: Challenges and opportunities for epidemiological research. Journal of Autism and Developmental Disorders, 41(5), 711–720.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–9.
• Porter, D. M., et al. (2012). Effects of augmentative and alternative communication on characteristics of communication in children with autism. Research in Autism Spectrum Disorders, 6(4), 1295–1307.
• Sandin, S., Lichtenstein, P., Magnusson, J., Hultman, C. M., & Reichenberg, A. (2014). The heritability of autism spectrum disorder. JAMA, 311(17), 1770–1777.