2.03 - Language Intervention Flashcards
(130 cards)
0
Q
In Articulation Disorders, disturbances _________ In Phonological Disorders, disturbances _________.
A
Are in the motor processes that result in speech
Represent an impairment in the representation/organization of phonemes within the language system
1
Q
Articulation Disorders have ______ errors where Phonological Disorders have ______ errors.
A
Phonetic
Phonemic
2
Q
Do speech sound production difficulties tend to affect other areas of language such as morphology, syntax, and/or semantics?
A
No
3
Q
Do phonological difficulties impact other language areas such as morphology, syntax and/or semantics?
A
Yes
4
Q
If you have difficulty producing /r/ but not with other sounds, you have a _______ disorder.
A
Articulation
5
Q
If your difficulty influences other areas of language, you have a ______ disorder.
A
Phonological
6
Q
If you make phonemic errors, you have a ______ disorder.
A
Phonological
7
Q
If you make multiple errors across classes of phonemes, you have a ______ disorder.
A
Phonologic
8
Q
If you make phonetic errors, you have a ______ disorder.
A
Articulation
9
Q
If you say /ϴʌn/ for “sun” or /su/ for “shoe”, you have a _____ disorder.
A
Articulation
10
Q
If you have errors resulting from dysarthria (perhaps from a stroke), you have a _______ disorder.
A
Articulation
11
Q
If your errors are substitutions, omissions, and distortions, you have a _______ disorder.
A
Articulation
12
Q
If you are focusing on interventions to learn motor skill, you have a _______ disorder.
A
Articulation
13
Q
If you have delays in other areas like morphology or syntax, you have an _______ disorder.
A
Phonological
14
Q
If you have multiple errors across classes of sounds, you have ______ disorder.
A
Both - Articulation & Phonological
15
Q
If your treatment starts with easy and moves to more complex, you have a _______ disorder.
A
Both - Articulation & Phonological
16
Q
How does Language Therapy work?
A
Language occurs in the context of overall development
Identify the stage of language development and use the appropriate intervention for that stage
(Recognize and use common language facilitation strategies)
17
Q
What three things can language disorders affect?
A
Comprehension
Production
All components of language
18
Q
How can language disorder affect Comprehension?
A
Auditory & Visual (reading)
19
Q
How can language disorder affect Production?
3
A
Verbal
Nonverbal
Written
20
Q
How can language disorder affect all components of language?
5
A
Phonology
Syntax
Morphology
Semantics
Pragmatics
21
Q
Are Children with language disorders homogenous?
A
No
22
Q
How might children with language disorder differ?
4
A
Primary vs. Secondary Language
Developmental vs. Acquired Disorders
Delayed vs. Deviant Disorders
Range of Severity (Mild - Severe)
23
Q
What is communication?
A
The process by which meaning is conveyed during interactions between people
24
What are the three "guidelines" of communication?
Communication can occur without language
Communication can occur without "intent" on the part of the sender
Communication always occurs in the context of interpersonal interaction
25
What is language?
| 2
A rule-governed system of arbitrary but conventional symbols
It may be used for communication or non-communication activities
26
What are the three "guidelines" for language?
Language always involves the use of symbols & verbal behavior
Language is always used intentionally
Language can be used for activities other than interpersonal communication
27
What are the three parts of language form?
Syntax
Morphology
Phonology
28
What is Syntax?
Rules specifying
- Word order
- Sentence organization
- Word relationships
29
What is Morphology?
Rules governing change in meaning at the intraword level
30
What is Phonology?
Rules governing the
- Structure of speech sound patterns
- Distribution of speech sound patterns
- Sequencing of speech sound patterns
31
What is Language Content?
Semantics
32
What are Semantics?
Rules governing the meaning or content of words or grammatical units
33
What is Language Use?
Pragmatics
34
What are Pragmatics?
| 2
Language use
Communication context
35
In conjunction with what three other areas does speech-language development occur?
Motor
Cognitive
Social-emotional
36
What are the five general stages of language development?
Prelinguistic
First Words
Early Linguisitic
Later Linguistic
School Age Language Development
37
When is the Prelinguistic Stage of Language Development
Birth - 12 months
38
When is the First Words Stage of Language Development
12 months - 18 months
39
When is the Early Linguistic Stage of Language Development
18 months - 30 months
40
When is the Late Linguistic Stage of Language Development
3-5 years
41
What sort of communication is happening during the Prelinguistic Stage of Development?
(3)
Perlocutionary (partner perceived) communication
Illocutionary (intentional) communication
Symbolic (verbal) communication
42
What sort of language comprehension is happening during the Prelinguistic Stage of Development?
(2)
Recognizing familiar words by 8 months
Understanding simple sentences and commands by 12 months
43
What sort of speech development is happening during the Prelinguistic Stage of Development?
(5)
Cooing (C)
Babbling (CV)
Jargoning (CVCVC)
First words
No syntax yet
44
When a child looks up and reaches to dad to be picked up, this is _______ communication.
Illocutionary (Intentional)
45
When a baby cries and the mother picks it up and says, "oh, you are hungry", this is ______ communication.
Perlocutionary (partner perceived)
46
When a child signs more to get a cookie, this is ____ communication.
Symbolic
47
What are the four long term goals for intervention at the Prelinguistic Stage?
Move from partner-perceived to intentional communication
Move from intentional to symbolic communication
Expand comprehension of common words and phrases
Expand variety of vocalizations
48
What are four Intervention Strategies for Prelinguistic Intervention?
Support families in their ability to facilitate communication
Use natural routines to create opportunities for communication
Respond to attempts to communicate by modeling words
Practice! (Write a plan to facilitate communication in a routine activity)
49
What are eight Prelinguistic and Early Language Skills?
Localization
Joint/Shared Attention
Mutual Gaze
Joint Action & Routines
Vocalizations
Communicative Intentions
Non-Symbolic & Symbolic Play
Initial Vocabulary
50
The First Words Stage is similar to Brown's Stage ____.
I
51
First Words tend to be what three things?
Labels for objects, actions, and familiar people
Simple, single syllables (CV) or CVCV words
Contain nasals, stops, and glides (w, y, & h)
52
As a child's lexicon approaches ______ words, they begin to combine words.
50
53
What are three long term goals for the First Words Stage?
Expand receptive & expressive vocabulary
Increase the variety of sounds and syllable shapes produced
Increase the frequency of communication
54
What are four strategies for Teaching Words?
Select words that contain sounds in the child's phonemic inventory
Select words that are names for objects the child likes and which occur often
Created opportunities for communication and model words during functional routines
Support families in their ability to teach words
55
What is happening pragmatically during Early Linguistic Development?
The use of language for a variety of intentions
56
The Early Linguistic Development Stage coincides with Brown's Stage _____.
I & II
57
What sorts of semantic and syntactic development are occurring in teh Early Linguistic Development Stage?
(2)
Using content words but omitting grammatical words
Combining words once expressive vocabulary is around 50 words
58
What three developments in Phonology are occurring during the Early Linguistic Development Stage?
Correct production of nasals, stops, and glides
Word and syllable shape of CV or CVC
Majority of consonants are produced initially
59
By age two, ___% of speech should be understood by a familiar listener.
50%
60
What are three long term goals for the Early Linguistic Development Stage?
Expand receptive and expressive vocabulary
Increase ability to combine words into phrases
Increase use of early morphological markers
61
What four morphological markers are being developed in the Early Linguistic Development Stage
-ing
in
on
plurals
62
What are three strategies to for intervention during the Early Linguistic Development Stage?
Word combinations during functional play-based routines
Expand child's one-word responses into short phrases/sentences
Support families in their ability to expand child's language
63
What is happening pragmatically during Later Linguistic Development?
(2)
Expanding intentions
Learning conversational rules
64
What is happening semantically during Later Linguistic Development?
Rapid acquisition of lexical items and relational terms
65
What two things are happening in syntactical development during Later Linguistic Development?
Syntactic explosion (acquiring the morphological & syntactic structures of language)
Increasing length and complexity of utterance (around 4 years)
66
What three things are happening in phonological development in the Later Linguistic Development Stage?
Fricatives, affricates, & consonant clusters
No more stopping, cluster reduction, & gliding
Phonological awareness develops
67
___% of speech produced by three year olds should be understood by a familiar listener.
75%
68
____% of speech by four year olds should be understood by familiar listeners.
100%
69
What are four long term goals for the Later Linguistic Development Stage?
Longer and more complex utterances
More morphological markers (by stages)
Better narrative cohesion
Emerging literacy skills
70
What are four strategies for intervention during the Later Linguistic Development Stage?
Create opportunities of communication during natural activities
Help expand length and complexity of utterances
Expansion!
Support families in their ability to expand child's language and emergent literacy skills
71
What are four treatment approaches for infants, toddlers, and preschoolers?
Focused stimulation
Incidental teaching
Floortime (Developmental, individual difference, relationship-based)
Family centered
72
What are four emergent literacy interventions that can be done during the Birth-Preschool stage?
Shared book reading & sense of story
Alphabet letter name and sound knowledge
Adult modeling of literacy activities
Experience with writing materials
73
What is happening in pragmatics during the School Aged Language Development Stage?
(2)
Uses language for additional intentions (jokes, sarcasm)
Improves conversational rules and the ability to repair conversations
74
What is happening in semantic development during the School Aged Language Development Stage?
(3)
Size of vocabulary increases
Develops ability to define words
Develops nonliteral meanings (metaphor, idioms, etc.)
75
What is happening in syntactic/morphological development during the School Aged Language Development Stage?
(4)
Masters complex noun & verb phrase extensions
Passive sentence structure
Adjective ordering
Reflexive Pronouns
Etc.
76
What is happening in phonological development during the School Aged Language Development Stage?
(2)
All consonants & consonant blends are produced correctly by age 8
Production of multisyllabic words and sound sequences improves
77
What other two things are happening during the School Aged Language Development Stage?
Metalinguistic Awareness is being developed
Literacy skills are being acquired as oral language progresses
78
What is Metalinguistic Awareness?
| 2
Explicit knowledge of language
The ability to manipulate the structural aspects of language
79
What are three long term goals for intervention during the School Aged Language Development Stage?
Improve academic language skills
Increase metalinguistic skills
Improve narrative and conversational discourse skills
80
What are three intervention strategies when working in the School Aged Language Development Stage?
Work closely with classroom teachers to identify appropriate material
Provide both group and individual intervention (individual to teach new skills, groups to provide a functional setting to generalize skills)
Use functional activities to provide opportunities for problem solving, organizing, and sequencing language materials (games, cooking, art, new teams, etc.)
81
What are three long term goals when doing intervention with Adolescents?
Develop communication skills for academic, personal-social, and vocational purposes
Facilitate metalinguistic skills (including nonliteral and figurative use of language)
Develop metacognitive/executive functioning (awareness of one's own problem solving abilities)
82
Are planning and organizational skills mediated through language?
Yes
83
What are three strategies for doing intervention with Adolescents?
Work with the student to select goals and objectives for therapy
Use materials that are relevant to the student's chronological age
Focus on figurative language and language-mediated study skills
84
When do children acquire basic literacy skills?
Elementary school
85
The SLPs role is to facilitate oral and written language in what four areas?
Phonological awareness
Decoding (sound-letter correspondence)
Reading fluency (accuracy & ease of recognition)
Reading comprehension (learning to read becomes reading to learn)
86
What is Previewing?
Preparing for upcoming lessons
87
What is Predicting?
Knowledge of a subject
88
What is Think-Aloud?
Engaging in self-talk
89
What is K-W-L?
What we KNOW
What we WANT to know
What we have LEARNED
90
What do social stories improve?
Pragmatics
91
What is Computer Driven Therapy used for?
Monitoring and facilitating learning and progress
92
What are two instructional strategies for writing?
Flash drafting
Organizers
93
What is Genre-Specific?
Expository writing
94
What are Compensatory Strategies?
Usually some kind of AAC
95
Whose responsibility is intervention?
Everybody's
96
Every ______ is an opportunity for teaching and learning.
Minute of the day
97
It is the ______ responsibility to create learning opportunities, to teach, to assess learning, and to modify for success.
Staff's
98
It is the _____ responsibility to teach others how to teach speech/language/literacy effectively.
SLP's
99
It is the _____ responsibility to help plan effective curriculum.
SLP's
100
In a Language Focused Curriculum, language intervention is best provided in a _______.
Meaningful social context
101
In a Language Focused Curriculum, _______ occurs throughout all the curriculum.
Language facilitation
102
In a Language Focused Curriculum, language begins with the ______. It is ________ and ________.
Child
Child-centered
Child-initiated
103
In a Language Focused Curriculum, child utterances are responded to with __________.
Natural contingencies
104
In a Language Focused Curriculum, parents are _______.
Partners
105
In a Language Focused Curriculum, we should use __________ practices.
Developmentally appropriate practices
106
What six things should we consider when we are setting goals as part of intervention plans?
Zone of Proximal Development
Impact on ability to communicate effectively
"Teachability" (of particular skill)
Client's phonological abilities
New forms express old functions - new functions are expressed by old forms
Different speech & language goal attach strategies
107
What is the Zone of Proximal Development?
| 2
Goals that are just barely beyond the ability of the client
Use these to scaffold to the next level
108
How does the impact of the client's ability to communicate effectively affect our goal choices?
Pick language skills that will positively impact the child's success at communicating
109
What is "teachability"?
How easy a particular skill is to teach
110
Why are a client's phonological abilities important?
We should chose target words the child can pronounce
Wait on grammatical forms (like final -s) until the child can pronounce the sound
111
What is "new forms express old functions - new functions are expressed by old forms"?
Using what the child knows to teach something new
Example: Putting a known story into a narrative structure
112
What creates more change: mastering one skill then moving to the next or simultaneously rotating through several skills?
Simultaneously rotating through several skills
113
_____ and _____ of input that a child receives is crucially important to their optimal development.
Rate
Quality
114
The most effective intervention protocol depend on the child's _______ and the ____ of the intervention goal.
Developmental level
Nature
115
What two things are in all language intervention strategies?
Changing your behavior to elicit communication
Changing the way you respond to the communication
116
What are 12 Specific Language Intervention Strategies?
Creating Opportunities - Sabotage
Responsive Interaction
Milieu Teaching
Modeling
Shaping
Prompting
Instructions
Fading
Positive Reinforcement
Differential Reinforcement
Delayed Contingencies
Corrective Feedback
117
What are six ways of Creating Opportunity?
Violating routine events
Withholding objects and turns
Violating object function/manipulation
Hiding objects
Scripted/Role playing
Sabotage
118
What are five examples of Interactive Modeling/Responsive Interaction?
Focused stimulation (self-talk, parallel talk, etc.)
Modeling with expansion
Modeling with recast
Vertical structuring
Scaffolding
119
What are the four parts to Milieu Teaching Techniques?
Model
Mand Model
Time delay
Incidental Teaching
120
The goal of Grammar Facilitation is the ______ of syntax & morphology in oral and written modalities.
Improved use
121
The goal of Grammar Facilitation is that the grammatical form should not be the only aspect of ____________ targeted.
Language/communication
122
The goal of Grammar Facilitation is to select strategies to _______ rather than teaching specific forms.
Enhance language learning
123
The goal of Grammar Facilitation is to target forms for which the child is ______, _______, and ______ prepared.
Cognitively
Socially
Linguistically
124
The goal of Grammar Facilitation is to create more frequent opportunities for ______.
Grammatical targets
125
The goal of Grammar Facilitation is the use a _______ during intervention.
Variety of genres
126
The goal of Grammar Facilitation is to make ______ the pragmatically appropriate response.
Targets
127
The goal of Grammar Facilitation is to use ______ to contrast the child's form with the correct adult form.
Sentence recasts
128
The goal of Grammar Facilitation is to avoid _______.
Telegraphic speech
129
The goal of Grammar Facilitation is to use elicited imitation to make target forms more ______.
Salient
