Childhood Language Development Flashcards
(101 cards)
1
Q
Five-Step Approach to EBP
Shortened as: ASC-A-E
A
- A - Ask
- S - Search
- C - Critique
- A - Apply
- E - Evaluate
- Ask a question that is relevant to meeting a particular client’s or group’s needs.
- Search for available evidence
- Critique the quality of evidence
- Apply the evidence to one’s own practice
- Evaluate the effectiveness in terms of outcomes for a particular client or group.
2
Q
EBP is the Integration of ___________, ___________, and ____________.
A
-Clinical expertise/expert opinion
-Evidence (external and internal)
-Client/patient/caregiver perspectives
3
Q
Background clinical questions include ______________.
A
General knowledge about a disorder.
disorder-centered
4
Q
Ethnographic Interviewing involves:
A
Strategic questions to gain perspectives of others.
5
Q
Participant Observation involves:
A
Watching and interacting to interpret social-cultural rules for participation and interaction.
6
Q
Studying Artefacts involves:
A
Analysis of products for evidence of strengths and needs.
7
Q
Interpreting multiple sources of data involves:
Triangulation refers to:
A
Looking for deeper meanings and points of agreement
Asking informants whether interpretations match perceptions
8
Q
In Negative Interdependence:
A
Members perceive that they can obtain their goals if, and only if the others fail to attain theirs.
Leads to Competetive Goal Setting
9
Q
Without Interdependence
A
Actions of one team member are unrelated to those of another.
Leads to Individualistic Goal Setting
10
Q
In Positive Interdependence
A
Members perceive that they can attain their goal if and only if the other team members attain theirs.
Leads to Cooperative Goal Settings
11
Q
Cirriculum-based Assessment:
Cirriculum-based Language Assessment:
A
Assesses student performance within course content to determine the student’s instructional needs
Determines if the child has sufficient language skills to learn the cirriculum
12
Q
The three related systems are ________, ________, and ________
A
- Language (including literacy)
- Speech
- Communication
13
Q
The five parameters of language are:
A
- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
14
Q
The three domains of language are:
A
- Form
- Content
- Use
15
Q
The two levels of language are:
These interact with the four communication modalities, which are:
A
- Sound/word
- Sentence/discourse
- Listening (oral comprehension)
- Reading (written comprehension)
- Speaking (oral expression)
- Writing (written expression)
16
Q
The physical representations of language include:
A
- Air supply
- Voicing
- Articulation
- Resonation
- Automaticity, rhythym, fluency (prosody)
17
Q
Per ASHA, ‘Language’ is defined as:
A
A complex and dynamic system of conventional symbols that is used in various modes for thought and communication.
18
Q
In communication, a sender is:
A
The invidiual who has a message in mind
19
Q
In communication, a reciever is:
A
A person who recieves the message of the sender
20
Q
In communication, a medium is:
A
The method(s) used to convey a message
21
Q
In communication, a message is:
A
The meaning being conveyed through the message
22
Q
What are Grice’s Maxims?
A
- Maxim of quality
- Maxim of quantity
- Maxim of relation
- Maxim of manner
23
Q
Grice’s Maxim of Quality states:
A
Be truthful and say only what you have reason to believe to be true
24
Q
Grice’s Maxim of Quantity states:
A
Provide no more or less information than is needed by your partner to understand your message.
25
Grice's Maxim of Relation states:
Say only things that are relevant to the topic at hand.
26
Grice's Maxim of Manner states:
Be organised and avoid vaguness, wordiness, or amibuity.
27
The Prelocutionary Act/Stage develops at:
0 to 10 months
28
During the Prelocutionary Act/Stage, the infant:
* Focuses on objects and people
* Attends, discriminates, and responds to stimuli through cries and coos
29
The Illocutionary Act/Stage develops at:
8/10 months to 18 months (1 1/2 years old)
30
During the Illocutionary Act/Stage, infants begin:
* Using gestures and vocalisations coupled with eye gaze
* Repeating or modifying communicative acts in an intentional way to convey a message
31
The Locutionary Act/Stage develops at:
18 months +
32
During the Locutionary Act/Stage:
* First words emerge
* Words and gestures have symbolic meanings
* The infant begins experimenting with words
* The infant is no longer dependent upon gestural communication
33
The three stages of early communication development are:
* Prelocutionary
* Illocutionary
* Locutionary
34
The three prominent mechanisms of Nonverbal (Nonlinguistic) communication are:
* Kensic
* Proxemic
* Paralinguistic
35
Kinesic Devices include:
* Emblems
* Illustrators
* Affective Displays
* Regulators
* Adaptors
## Footnote
* **Emblems** - Convey verbal meaning
* **Illustrators** - Convey visual spatial info
* **Affective Displays** - Convey emotions
* **Regulators** - Control turn-taking
* **Adaptors** - Self-oriented, stress reducers
36
Phonology is:
The sound system of language
37
The two levels of metalinguistic awareness are:
* Shallow
* Deep
## Footnote
**Shallow**
* Sensitivity to sound patterns that occur across & within words
* Recognize rhymes
* Recognize phonological similarities
**Deep**
* Ability to compare, contrast, and manipulate phonological segments within and across syllables & words
38
Phonemic Awareness involves:
* Detecting words with different initial phonemes
* Taking off a final sound (**Elision or Deletion**)
* Switching initial and final sounds (**Transposition**)
* Segmenting the sounds in a word
* Blending the sounds in a word
39
A T-Unit is:
* Short for 'minimal terminable units'
* Represents each main clause (subject + verb) and anything embeded in it or subordinated to it
## Footnote
I.e., 'John and Susan came to the party' = 1 T-Unit, 7 Words
I.e., 'John came to the party and Susan did too' = 2 T-Units, 4.5 words per T-unit
40
Children should develop their first words by:
12 - 18 months
41
Children should develop 50+ words by:
24 months
42
During Preschool, children develop ____ new words per day.
5
43
By age 6, children should have developed a lexicon of approximately ____ words.
14,000
44
Children develop approximately ____ new words per year.
3,000
## Footnote
Approximately 200 from school
45
By High School, children should have developed approximatley ____ words.
40,000
46
Behavioural Therapy was developed by:
B. F. Skinner
47
Behavioural Theory believes:
* Behaviourism proposes that we are a product of our environment
* Suggests that children learn the language first by imitating their caregivers and then modifying their use of language through operant conditioning
48
Operant Conditioning is:
A way of learning that focuses on the positive reinforcement (reward) or negative reinforcement (punishment) of desired or undesired behaviour
## Footnote
i.e., you can train a dog to sit by feeding it a treat when it follows the command, or you can stop it from sleeping on your bed by ignoring it/verbally discouraging it from doing so.
49
B. F. Skinner's Four-Term Contingency includes:
* Motivating Operations
* Discriminative Stimuli
* Response
* Reinforcing Stimuli
50
The Nativist Theory was developed by:
Noam Chomsky
51
Nativism believes:
* Human brains contain a *Language Acquisition Device* that includes a *universal grammar* that underlies all human language.
* Children are born with a knowledge of syntax and sentence construction
* Language develops as long as the infant is exposed to it
* No teaching, training, or reinforcement is required for language to develop (opposing Skinner)
52
Zones of Proximal Development were developed by:
Lev Vygotsky
53
Zones of Proximal Development state that:
* The ZPD is the level of material a child is ready to learn if proper support and guidance are given
* Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations, and encourage elaboration
54
Scaffolding is:
* The process of a guide facilitating building upon what the child already knows.
* The adult provides support then gradually withdraws it, until the student can perform the task independently.
55
The Cognitive Theory was developed by:
Jean Piaget
56
The Cognitive Theory suggests:
* The primary drives behind our actions are our thoughts and internal processes
* Children are born with relatively little cognitive ability, but their minds develop and build new schemas as they age and experience the world around them
* Children change these schemas through the processes of assimilation and accomodation
57
Assimilation refers to:
Fitting new information into the individual's pre-established schema
58
Accomodation refers to:
An individual changing their pre-established schema to support new information
59
A schema is:
A pattern of thought or behaviour that organises categories of information and relationships among them.
60
Piaget's Four Stages of Cognitive Development are:
* Sensorimotor Stage
* Pre-operational Stage
* Concrete Operational Stage
* Formal Operational Stage
61
Sensorimotor Stage:
* Takes place from birth to approximately 2 years
* The child is developing sensory coordination and interacting with their environment by feeling and playing with things
62
Pre-Operational Stage:
* Takes place from 2 to 7 years of age
* Children are able to use language with a better grasp of grammatical structure, context, and syntax
* Child thinking at this stage is still very egocentric (their understanding of the world is limited to how it affects them)
63
Concrete Operational Stage
* Takes place from ages 7 to 11
* Children understand concepts such as time, numbers, and object properties
* Children gain reasoning and logic, which allows them to rationalize their beliefs and speak in greater detail about their own thoughts and the world around them
* They can also speak to others about their beliefs and understand how outcomes or viewpoints may differ
64
Formal Operational Stage
* Takes place from 12 years of age to adulthood
* Children can engage in higher reasoning and think and speak about the abstract, such as hypotheticals, morals, and political systems
* Language is essentially unlimited, there is no cognitive limit to one's understanding of the world at this stage.
65
The Interactionist Theory was developed by:
Jerome Bruner
66
The Interactionist Theory States:
* Children are born with an ability to develop language but require regular interaction with their caregivers or teachers to learn and understand it to a level of full fluency
67
LASS or Language Acquisition Support System refers to:
* The network of adults or "more-knowledgeable" others that interact with a young child and, in doing so, support that child's language development
* Proposed by Jerome Bruner and his interactionist theory
68
A primary disorder _________.
Cannot be accounted for by any other known etiologies
69
A secondary disorder __________.
Can be accounted for by another primary (comorbid) condition
## Footnote
Such as:
* autism
* Hearing impairment
* General developmental difficulties
* Behavioural or emotional difficulties
* Neurological impairment
70
What are the three main categories of Child Language Disorders?
* Speech Sound Disorders
* Language Impairment
* Learning Disability
71
Speech Sound Disorders are comprised of what two types?
* Articulation Disorders
* Phonological Disorders
72
A language disorder is:
Impaired comprehension and/or use of spoken, written, and/or other symbol systems
73
A language order may involve any combination of:
* Form of Language (phonology, morphology, syntax)
* Content of Language (semantics)
* Function of Language in communication (pragmatics)
74
Specific Expressive Language Delay (SELD) is commonly known as:
Late Talker
75
Specific Expressive Language Delay (SELD) includes children from ____ years of age who are:
* Children from 18-36 months
* Slow to begin to talk with few words (first words by 18 months) or not combining words (by 2 years of age)
* Achieve other developmental milestones on time
* Use gestures and other nonverbal means to communicate
* Have normal Hearing
* Have no discernible complications in language comprehension
76
Specific Language Impairment (SLI) refers to:
A primary communication disorder that interferes with the development of language skills in children who have:
* Normal Hearing
* No intellectual disability
* Nonverbal IQ at 85 or above
77
Specific Language Impairment (SLI) affects:
* Speaking
* Listening
* Reading
* Writing
78
Specific Language Impairment (SLI) exclusion criteria includes:
* Inadequate support for language development in the environment
* Cultural linguistic difference
* Hearing impairment
* Neuromotor impairment or other developmental disorders
* Intellectual/cognitive impairment
79
Non-Specific Language Impairment (NLI) criteria includes:
* Nonverbal IQ within the range of 70-84
* Low Language abilities
* Low cognitive abilities
* IQ above level to meet criteria as cognitively impaired (Greater than 75)
80
Specific Learning Disability (SLD) criteria includes:
* Neurodevelopmental disorder
* Typically diagnosed in early school-aged children, although may not be recognized until adulthood
* Characterized by a persistent impairment in at least one of three major areas - reading, written expression, and/or math
81
Dyslexia is:
A specific learning disability that is neurological in origin.
Characterized by:
* Difficulties with accurate and/or fluent word recognition
* Poor spelling and decoding abilities
* Deficits in the phonological component of language often unrelated to other cognitive abilities
82
Hyperlexia consists of:
* Strong phonological/word-level abilities
* Difficulty comprehending language at the sentence/discourse level
83
Characteristics of Nonverbal Language Disorder (NVLD) include:
Strengths in:
* Rote verbal memory
* High volume of speech output
* Excellent single word reading decoding skills
* Good verbatim memory for oral and written verbal material
Weaknesses in:
* Unusual prosody (rhythm and fluency)
* Language comprehension
* Bilateral tactile-perceptual deficits
* Cognitive skills and executive function
* Pragmatic skills
* Psychosocial symptoms including: anxiety & depression
* Hyperactivity during early childhood, but normal or hypoactivity with advancing years
## Footnote
Pragmatic skills include: social perception, social judgment, and social interaction skills
Cognitive skills include: visual-spatial-orginizational skills and mathematics, concept-formation, problem-solving, strategy-generation, hypothesis-testing, and formal thought
84
Developmental Disability is:
* A physical or mental impairments that begin before age 22
* These impairments alter and substantially inhibit a person's capacity to do at least three of the following
1. Executive functions
2. Speak and be understood clearly
3. Learn
4. Walk/Move around
5. Make decisions
6. Live on their own
7. Earn and manage an income
85
Intellectual Disability
* A disability characterised by significant limitations both in intellectual functioning and in adaptive behaviours
* Covers everyday social and practical skills
* This disability originates before the age of 18
86
Mild Functional Limitations are classified as:
* IQ range of 50-55 to 70-75
* 85% of the special population
* Adaptive behaviours close to typically developing
* Children may function at age level
* High degree of literate language use and understanding
* Adults can hold a job and live with minimal supervision/support
87
Moderate Functional Limitations
* IQ range of 35-40 to 50-55
* 10% of special population
* Adaptive behaviours moderately affected
* Social communication & academic skills at least at second-grade-level
* Literacy skills when targeted through deliberate instruction
* Semi-skilled work in general society or sheltered workshops
88
Severe Functional Limitations
* IQ range of 20-25 to 35-40
* 3-4% of the special population
* Adaptive behaviours severely affected, difficult to function with independence
* Language and academic skills limited
* Literacy limited to recognition of common environmental symbols
* With appropriate education, perform tasks and self-care routine with close supervision in employment and home living contexts
89
Profound Functional Limtiations
* IQ range below 20-25
* 1-2% of special population
* Adaptive behaviours profoundly affected
* Language, communication, motor, and sensory abilities profoundly affected
* Require essentially complete supervision and assistance
90
Prader-Willi Syndrome (PWS)
* Deletion of chromosome 15 from father or duplication from mother
* Equal effects on males and females
* Micrognathia and feeding problems
* Failure-to-thrive syndrome
91
Angelman Syndrome (AS)
* No speech
* Stiff, jerky gait
* Frequent laughter
* Often misdiagnosed as CP or ASD
* Cortical atrophy or dysmelination may appear on MRI or CT scans
92
Williams Syndrome
* Deletion of long arm of chromosome 7 (deletion of several genes)
* "Elfin-like" appearance
* Low birth weight, FTT, feeding problems
* Strengths in speech, vocabulary knowledge, long term memory, some social skills
* Weaknesses in fine motor, visual-spatial, pragmatic language/communication
## Footnote
Elfin-like appearance: small upturned nose, long philtrum, wide mouth, full lips, small chin, puffiness around eyes
93
CRI-DU-Chat Syndrome
* Deletion of short arm of chromosome 5
* Low birth weight, slow growth
* Cranofacial malformations
* Hypersensitive hearing (hyperacusis)
* Communicate at basic level but extremely limited language skills
* May show obsessive attatchment to objects, repetitive movements, and self-injurious behaviours (SIB)
94
Childhood Disintegrative Disorder
* Marked regression in multiple areas of functioning following at least two years of apparently normal development
* Clinically significant loss of previously acquired skills in 2 of 5 areas
1. Receptive or expressive language
2. Social skills or other adaptive behaviours
3. Bowel or bladder control
4. Play
5. Motor skills
* Part of the autism spectrum-symptoms in at least 2 of 3 cardinal autism areas:
1. Social interaction
2. Communication
3. Restricted, repetitive, or stereotyped patterns of behaviour, interest, and motor mannerisms
95
RETT Syndrome
* Occurs only in females
* Affects gene MECP2 on the X chormosome
* Affects protein that switches on other genes and proteins
96
Stage 1 of Rett Syndrome:
* Occurs at 6-18 months of age
* Loses interest in the social environment, eye contact, toys
* Deceleration of head growth; delayes in gross motor skills, sitting or crawling
97
Stage 2 of Rett Syndrome
* Age 1-4 years
* Dx based on slowing of head-growth
* Rapid or gradual loss of spoken language, social interaction, communication
* Replacement of purposeful hand motions by hand wringing or other repetitive motions
* Breathing irregularities, unsteady gait patterns, and difficulty initiating motor movements
98
Stage 3 of Rett Syndrome
* 2-10 years of age
* Improvmenet in behaviour, less irritability, crying, or autistic-like characteristics
* Apraxia, motor problems, and seizures prominent
* Improvement in interest in environment, alertness, attention span, and communication
* Can last for most of a girl's life
99
Stage 4 of Rett Syndrome
* Beginning in adulthood
* Reduced mobility, muscle weakness, rigidity (stiffness), spasticity, dystonia (abnormal posutring of extremity or trunk), scoliosis (curvature of the spine)
* Potential loss of ability to walk
100
What prelinguistic skills must a child orient to before developing language organization
* Emotional stability
* Mutual attention
* Early social communication
* Synchronous reciprocal dialogues
* Joint action routines
* Preverbal intentions
101
What factors contribute to the child's homeostatic balance?
* Change in positioning
* Reduction in the intensity of interactions
* Waiting before initiating further interaction
* Change in timing or type of feeding or other care routines
* Change in clothing or other tactile contact
* Desensitization techniques
