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. doi:10.1016/j.neuropsychologia.2009.12.038
Note: You will access this article from the Walden Library databases.
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. doi:10.1016/j.rasd.2014.12.012
Note: You will access this article from the Walden Library databases.
Websites
Autism Society. (2016). Retrieved from http://www.autism-society.org/
Alzheimer’s Association. (2017). Retrieved from http://www.alz.org/
Goldman, J. G. (2011). Cognitive issues in Parkinson’s disease. American Parkinson Disease Association. Retrieved from http://www.apdaparkinson.org/cognitive-issues-in-parkinsons-disease/
National Autism Association. (2017). Retrieved from http://nationalautismassociation.org/
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.
