Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

COMDIS415 > COMDIS415 ASD + ARTICULATION > Flashcards

COMDIS415 ASD + ARTICULATION Flashcards

(56 cards)

Start Studying
1
Q

General characteristics of ASD

A

Social Interaction
Communication
Restrictive, repetitive behaviors
Range of cognitive ability in ASD

Hyposensitivity: underreaction to one’s sensory environment

Hypersensitivity: overreaction to one’s sensory environment, bright lights may bother them and little sounds may annoy them

Symptoms are recognized in the first 2 years of life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

BEHAVIORAL

A

Perseverance : Really focused on one activity or object and it’s really difficult to break the thought or fixation

Narrow range of interests: cars, history, astronomy for example
Perseveration on objects and topics

Repetitive stereotypic body movements: rocking, jumping, twirling, rearranging objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Dependence on routine

A

hard to break regular routine and when they do, they take it very hard, INFLEXIBILITY IN MODIFYING AND RESISTANT TO UNEXPECTED CHANGES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Sensory symptoms

A

hyper or hypo sensitivity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

SOCIAL CHARACTERISTICS

A

Infrequently engage and disinterested in social interactions (this includes starting and continuing conversations)

Difficulty understanding other people’s perspectives (lacking empathy)

Difficulty providing or seeking comfort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

COMMUNICATION DISORDER

A

Lack of joint attention and initiating it; difficulty following attention of others, commenting and requesting

Pragmatics are impaired (may say things at the wrong time/wrong place, inappropriate language

Verbal responses can appear rigid, ritualistic, and stereotypical

Difficulty interpreting and using facial expressions, gestures, and body language

RECEPTIVE LANGUAGE IS MORE IMPAIRED THAN EXPRESSIVE; they have trouble picking up on social cues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is echolalia - identify the two forms of echolalia

A

Immediate, or Delayed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Immediate Ecolalia

A

Within 2 conversational turns of original language input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Delayed Ecolalia

A

After more than 2 conversational turns take place, they repeat something you said a month, week, or days ago: can represent a significant memory, emotion, or area of interest

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is Ecolalia?

A

A form of vocal repetition
ONE OF THE MOST COMMON CHARACTERISTICS OF COMMUNICATION IN PEOPLE WITH ASD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is Ecolalia? 2

A

A group of words can have a single meaning
Come sit down at the table might mean table
Echolalia can be a single words or group of words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What type of behavior is ecolalia?

A

It is a verbal behavior
Could be a repetition of self, others, television, radio, song etc but it will also be verbal

Serves a variety of purposes
Requesting
Express stress/anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the general language characteristics?

A

Similar pattern of sound acquisition but may have speech errors as adults

Delayed morphology and syntax but typical just delayed

Depth of word knowledge (vocabulary skills) may be affected

Impaired voice and prosody

Difficulty controlling volume
Awkward stress, intonation, and rhythm patterns
Disfluencies
Differences in phrasing
Echolalia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

A short term goal for ASD

A

Working on pragmatics and understanding what is appropriate and what isn’t; working on initiating and maintaining conversation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the prelinguistic red flags?

A

Neutral affect
Limited joint attention
Fewer social interactions
Limited response to name
Poor eye contact
Lack of pointing
Delays in play

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Characteristics of speech sound disorders

A

Low score on norm-referenced test
Arises from a high numbers of errors on phonemes
Number of errors are higher than what is expected for age
Errors significantly limit intelligibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How much of a child’s speech should be intelligible?

A

2-year-olds – 50% intelligible
3-year-olds – 75% intelligible
4-year-olds – 100% intelligible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Phonetic

A

Motor act of producing sounds or articulation (Substitution, Omission, Distortion, Adding)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Phonological

A

Cognitive-Linguistic level that organizes speech sounds into acceptable patterns within the language or phonology
Responsible for creating sounds distinct from one another so they can differentiate in meaning

E.g /paet/ vs /baet/
Two problems simultaneously

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Articulation

A

Inability to completely articulate certain speech sounds (difficulty at phonetic level)

Motoric production of speech sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Phonology

A

Predictable rule-based errors that affect more than one sound (difficulty at phonemic level)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Phonological Processes Examples

A
  1. Cluster Reduction
  2. Stopping
  3. Fronting
  4. Glide
  5. Deletion
  6. Deaffrication
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Cluster Reduction

Study These Flashcards
A

Two syllables are together, one syllable gets removed, monosyllabic words

24
Q

Glide

Study These Flashcards
A

“red” turns into “wed”

25
At what age should phonological processes disappear
At the age of 3, children should be able to understand how to make speech sounds
26
Why do young children use phonological processes?
They create this rule to simplify their speech sounds
27
What factors impact speech intelligibility
Background noise Distance between speaker and listener Severity of speech disorder Listener’s hearing ability Familiarity with speakers speech pattern Familiarity with disordered speech
28
Traditional Approach
Early developing - Stimulable - Inconsistent - Most knowledge (Articulation Disorder) work on phonemes that they should've targeted before age of acquisition Progress and make sounds harder
29
In the past, what was autism called?
- Pervasive Developmental Disorders (PDD)  Included Asperger’s Syndrome & Autism Now in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
30
Phonological Complexity
Later developing - Non-stimulable - Consistent - Least knowledge, target a bunch of sounds within the same class (phonological disorder) Targeting multiple sounds at once, not working at developmental sequence, might start at harder phonemes and progressively get harder or easier
31
Horizontal Treatment
Less intense practice, multiple sounds being targeted (phonological disorders) targeting specific manner of articulations
32
Vertical Treatment
Intense practice of one or two targets (100 dose in each session) until they reach 80% accuracy of /p/ or /t/ and move on when they're mastered it
33
Minimal Pair Therapy
clinician uses pairs of words that differ by ONE phoneme e.g /kvp/ vs /kvb/ (FINAL POSITION)
34
Maximal Opposition
uses pairs of words containing a contrastive sound that is maximally distinct and varies on multiple dimensions (e.g., voice, place, and manner) to teach an unknown sound. For example, "mall" and "call" are maximal pairs because /m/ and /k/ vary on more than one dimension— /m/ is a bilabial voiced nasal, whereas /k/ is a velar voiceless stop Words are distinct and different at possible
35
Select all that apply. General characteristics in individuals with Autism Spectrum Disorder (ASD) include:
A. Social communication (pragmatics) B. Echolalia C. Restrictive, repetitive non-verbal behaviors
36
Delayed echolalia occurs within 2 conversational turns
False
37
Echolalia is one of the least common communication characteristics in ASD.
False. It is the most common.
38
What are the prelinguistic “red flags” typically observed with ASD?
1. Limited joint attention 2. Fewer social interactions 3. Limited response to name 4. Poor eye contact 5. Lack of pointing 6. Delays in play
39
What is Autism?
trouble with social communications repetitive social behaviors
40
HOW COMMON IS ASD?
1 in 68 American children has ASD - 1 in 42 boys - 1 in 189 girls
41
Level 1: High-Functioning Autism
- Requiring Support - Difficulty inititating social interactions -inflexibility of behavior -difficulty switching activities -problems with organization
42
Level 2 Autism
- Requiring Substanial support -marked deficits in social interactions - inflexibility of behavior -difficulty or distress coping with change -repetitive behaviors
43
Level 3: Severe Autism
- Requiring extreme substanial support - severe deficits with social interactions and communication -inflexibility of behavior -extreme difficulty or distress coping with change -repetitive behaviors interfere with functioning
44
What causes autism?
Not one cause has been identified -Combination of genes and environmentals factors - Vaccine as a cause is a MYTH
45
SOME RISK FACTORS FOR AUTISM
Gender Sibling with ASD Age of both parents Pregnancies less than 2 years apart Pregnancies more than 5 years apart Having Fragile X-Syndrome Please keep in mind – RISK FACTORS ARE NOT DEFINITIVE!
46
*Primary Language Impairment FOR ASD
Pragmatics
47
Non-Evidence Based Treatments
1. Miracle Solution - bleach 2. Dolphin Assisted Therapy 3. Chelation Therapy
48
SPEECH SOUND DISORDERS (SSD) ACCORDING TO ASHA:
Any combination of difficulties with: Perception Motor production Phonological representation of speech sounds Impacts speech intelligibility
49
ASSESSMENT BATTERY
Parent interview/child history Oral Mechanism Examination Communication Profile Including hearing Speech Sound Assessment Intelligibility Severity
50
Speech Intelligibility
Perceptual judgment Factors that impact intelligibility estimates
51
Speech severity
Perceptual judgment Quantitative analysis PCC = (correct consonants/total consonants) × 100
52
ASSESSMENT BATTERY
Norm-referenced tests Primarily eliciting single word productions, and sounds-in-sentences Singletons and clusters across word positions See GFTA-3 score report (on Moodle) Use to determine pattern errors Stimulability testing Can they imitate correct production?
53
SSD DIAGNOSIS
Low score on norm-referenced test Arises from a high numbers of errors on phonemes Number of errors are higher than what is expected for age
54
SPECIAL ASSESSMENT CONSIDERATIONS
Less intelligible speech Bilingual/multilingual speakers
55
TREATING SPEECH SOUND DISORDERS
Treatment is required for remediation Can treat singletons or clusters Sounds are treated in words Target selection is most influential (WHAT) Several effective procedures for treating the target (HOW)
56
SLP may need assistance from cultural informant
Assess in both languages Understand the phonology of other language Closely examine the phonological elements shared by both languages

COMDIS415 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions