DDPE Module 2: Critical Questions for the Parent Interview (Part 1)

Summary

In this detailed case study, a speech-language pathologist evaluates a preschooler named Alex, who shows signs of language delay. Through a parent interview, the evaluator gathers crucial information about Alex's family background, bilingual environment, and early language development. Despite some language challenges, particularly with peer interactions and speech production, Alex benefits from a rich home environment and professional support. The evaluation aims to differentiate between a language disorder and the effects of bilingualism, considering genetic factors and developmental milestones. This process highlights the importance of context, family history, and careful observation in diagnosing language delays in young children.

Takeaways

• 😀 Alex is a 2-year-11-month-old bilingual boy, exposed to both Spanish and English from birth, with his mother speaking only Spanish to him until he was four months old.
• 😀 Alex's mother is a bilingual school psychologist with extensive experience working with preschoolers with disabilities, providing a strong support system for Alex.
• 😀 Alex's early language development was primarily in Spanish, with a limited vocabulary at 16 months but a good understanding of both languages.
• 😀 The family sought speech therapy for Alex due to delays in his expressive language, though his receptive language was strong.
• 😀 Alex's expressive language issues included omitting grammatical markers and avoiding difficult words and sounds, suggesting potential syntax or speech difficulties.
• 😀 Alex’s mother observed that he would avoid talking to peers but was comfortable speaking to her, raising concerns about his social communication.
• 😀 There was an indication of language transfer from Spanish in Alex’s speech, such as the phrase 'no can do it,' although it was unclear at the time if this was the cause of his difficulties.
• 😀 Despite some early challenges with language, Alex’s motor coordination was not an issue, ruling out concerns related to clumsiness or motor delays often seen in children with specific language impairments.
• 😀 Alex's family history revealed a genetic component, with relatives experiencing learning disabilities and Asperger's syndrome, raising the possibility of a hereditary factor in his language difficulties.
• 😀 The preschool environment revealed that Alex struggled to communicate with peers, prompting his family to increase his school attendance to five full days a week to support his development.

Q & A

What was the main focus of the parent interview in the transcript?

The main focus of the parent interview was to assess the child's language development, compare it to peers and siblings, and gather background information on any potential developmental or genetic factors related to language difficulties.

How did the mother describe the child's behavior with peers?

The mother mentioned that the child was not shy and would talk to her, but he would avoid initiating conversations with peers. Instead, he would ask his mother about the peers' names, indicating some difficulty engaging with them.

What observation did the evaluator make during the assessment of the child's speech?

The evaluator observed that the child intentionally avoided using words and sounds that were difficult for him to pronounce, suggesting that the issue might be related to his language production rather than just speech articulation.

What was the evaluator's initial hypothesis about the child's language difficulty?

The evaluator initially hypothesized that the child might have a syntax problem, possibly omitting grammatical markers due to a lack of proper syntactic or morphological structures, though this was not confirmed at the time.

Was there any indication that the child’s language development was influenced by bilingualism?

Yes, the child was exposed to both English and Spanish, and the mother observed some language transfer issues, where the child would say things like 'no can do it,' influenced by the Spanish structure. However, it was later determined that the language transfer did not contribute to the child's difficulties.

What role did the mother's professional background play in the evaluation process?

The mother's professional experience as a school psychologist working with preschoolers with disabilities was a valuable asset in providing insights into the child's development and helped guide the evaluation process, especially in understanding and supporting the child's needs.

How did the child's family history relate to the assessment?

The mother shared that there was a history of learning disabilities and language issues in the family, which raised the possibility of a genetic component influencing the child's language difficulties.

What did the evaluator learn about the child’s clumsiness during the evaluation?

The evaluator discovered that the child was not clumsy, which contradicted the assumption made by Dr. Lisa Goffman that children with specific language impairment might show signs of clumsiness. This was important as it clarified that the child did not need further evaluation for occupational or physical therapy.

What important data was gathered from the parent interview?

The parent interview provided crucial information, including the child's difficulty in communicating with peers at school, his comfort speaking with his mother, a family history of learning disabilities, and the rich learning environment at home provided by the parents.

What does the information gathered from the parent interview suggest about the child’s potential language disorder?

The information suggests that the child may have a language disorder, possibly related to difficulties in expressive language, but also indicates that the child’s development is supported by a strong family environment and ongoing speech therapy, which could help address these issues.