Final Flashcards
(125 cards)
1
Q
Expansion
Provide an example
A
when the adult gives the child a mature model of their utterance
“drink juice” to “drink the juice”
2
Q
Established risk
Give an example
A
A condition that makes it likely that a developmental disability will be present. (deafness, CP,fragile X syndrome,cleft palate, intellecutal dsiabilities)
.
3
Q
Developmental disability (DD)
Describe some characteristics
A
The number of specific conditions that affect mental and or physical functioning (ID, ASD, and CP)
- mental or physical impairment or combination of impairments
-Manifested before age of 22 years
-Likely to continue indefinitely
-Results in substantial functional limitations in 3+ areas of life such as self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent learning, and economic self-sufficiency
4
Q
Word combination
A
equivalent words that encode an experience
two-word combinations may be expressed as a single-word
Just putting words together (no grammar yet).
EX: doggie big
5
Q
Prematurity
A
birth prior to 37 weeks
6
Q
Teaching requesting
A
requesting can be signaled by hand gestures, accompanied by vocalizations and eye contact
These behaviors can be taught separately with modeling and imitation
7
Q
Contingent imitation
A
imitating the child may teach the child to imitate due to increasing motor neurons
8
Q
IFSP ( Individualized family service plan)
What does it include?
A
A plan that addresses both the child and family’s need for development and these needs include services in natural environments
It includes - the child status, recommended services and outcomes, and the duration of services.
9
Q
Apgar score
A
A score is given to a newborn 5 minutes after delivery.that assess the general status of the baby and its adaptively to life
10
Q
What is the assessment protocol for toddlers with ASD?
A
establish rapport
systematically determine preferences and utilize preferences to determine communication function and level for children with ASD
11
Q
Syntactic Analysis
A
this analyzes the different types of sentences the child uses
12
Q
Family intervention
A
putting intervention into the family’s routines
13
Q
Differential diagnosis
A
is used when a child sympotoms match more than one condition
14
Q
How to evaluate research?
A
- Develop a well-built question.
- Select evidence sources.
- Execute a search strategy.
- Examine and synthesize the evidence.
- Apply evidence
- Evaluate the application of the EBP
15
Q
Impairment (Provide an example)
A
abnormality of function or structure
Ex: Hearing impairment or cleft palate
16
Q
Dynamic assessment
A
used to determine what the child knows and gives insight into the supportive strategies are helpful
An examination to help identify a child’s potential and the amount of external support needed. (related to Zone of proximal development)
this is a combination of informal and formal test
test-teach-retest model
17
Q
What is early intervention
A
ages birth to 3
intervention that focuses on the family and the child for children who are at risk for developing a disability that will effect their development.
18
Q
strategies for combining words
Stage 2: Pivot schemas
A
one word drives the meaning of the sequence
One word stays the same and gives the sentence meaning
Ex: want milk, want toy, want doggies
19
Q
Questionnaires and parent interview
A
Provide information for the case history
20
Q
Parallel talk
A
narrating what the child is doing
21
Q
Bootstrapping
A
gestures are used in conjuction with words to bootstrap or add additional information
22
Q
Communication temptation
A
providing an opportunity for communication so tempting that a child is compelled to engage
A caregiver gets out a cookie and begins to eat in front of the child
23
Q
Components of play-based assessment
A
-build rapport through interacting
- asses during unstructured play and provide opportunities for intentional behaviors
asses during structured play and assess skills that haven’t been assessed
24
Q
Symbolic play
A
is when children use objects to symbolize things (pretend play- feeding a baby) (object play- using banana as a phone)
25
Presymbolic communication/non-symbolic communication
early communication behaviors, such as gestures, facial expressions, or vocalizations that do not yet involve the use of words or symbols to convey meaning.
26
Play-based Interactional Assessment
Play-based assessment offers the the opportunity to hypothesize and gather more information
27
Language sampling
When the clinician gets a language sample of spontaneous speech through asking opened ended question story telling etc
28
Multiple measures
use other measures to assess the child not just a standardized tool
29
Natural environments
are settings that are typical for children
Ex: home, school, church
30
data analysis
Interpreting the data in order to make a plan for intervention
31
Deictic gestures
used to call attention to indicate an object or action
ex: pointing or taking an adult hand
32
Generalization
Carry-over
the child and parent can carry over their behaviors in all contexts (not just therapy)
33
Expanding intentions
expanding on the child's intentions (request, reject, bringing attention
34
Hybrid approaches
Combination of directive and responsive, the clinician develops activities that are very natural but, at the same time, allow opportunities for the child's spontaneous use of utterances containing the targeted language forms.
35
Individualized
Services must be tailored for that specific child.
36
Explain part C of the IDEA
focuses on services between birth and the age of 3
in 1997 it strengthen the role of the family
37
Incidental learning
the unplanned or unintentional learning of knowledge or skills that occurs through everyday experiences and interactions.
38
Tactile prompt
support using touch
to guide or assist individuals in completing a task or learning a new skill by providing tactile (touch-based) cues.
39
Functional equivalence
it is when two behaviors serve the same function. (Ex: tapping a teacher and screaming to get the teacher's attention so they are functionally equivalent.
40
Gesture-word combinations
a combination of word and gestures to communicate
41
Mediated learning
asking questions and supporting the child rather than giving them the answer.
42
Why should you assess children with ID, and ASD early?
ECI with these children can be very effective and make a huge impact. It allows for all the child's needs to be met.
Early identification and intense intervention before 3 are associated with better communicative, academic, and behavioral outcomes.
43
Name three pre-symbolic behaviors
joint attention, motor imitation vocalizations
44
Play-based
a teaching approach where a child can learn new knowledge and skills through play
45
Supplemental combination
convey different cross-modality information to increase a effeciency
such as the representational gesture of holding a cup up and saying "juice" to convey "want juice."
or point to a dog and saying "bite"
sign for more and say juice
usually consist of pointing or showing of an object with a spoken word or an action gesture like nodding and a spoken word
46
At- risk
give an example
a child may or may not develop a developmental delay but is at risk based on biological and or environmental variables. (international adoption)
Ex: maltreatment or mom drinking during pregnancy.
47
Explain the transdisciplinary team
-maximizes collaboration by team members
- the role of the family is maximized
- more blended roles for other team members
ongoing collaboration
- role of the primary service provider is to deliver direct cross-disciplinary services
48
What are the outcomes of premature birth?
late language emergence
respiratory problems
circulatory problems
feeding and digestive problems
49
Bilingual development
Children who are bilingual are the same as typically developing children when learning language.
Language intervention in one langue will cross over to the other.
50
Blended intervention strategies
focuses on caregiver and child interactions
the clinician coached the caregiver and provided support
51
Behavioral chain interruption
an interruption of an enjoyable task to establish any form of communication
Ex: pausing the music that a child likes and waiting for some form of signal to start the music again (eye content, body movement, verbal response)
52
Myths related exposure to two languages
Children can lose their home language and culture
53
Functional equivalence and challenging behavior
This is when the SLP tries to replace a challenging behavior with a more appropriate one, but they will both have the same function
54
Early identifying signs of health and developmental problems
color
heart rate
respiratory effort
muscle tone
reflex
55
Skinner's behaviorism
states that people learn through reinforcement of their behaviors. If a child does good behavior and is rewarded, they will most likely do it again. If a child does a bad behavior and gets a punishment, they most likely won't do it again.
56
Intentional communication exchange
a back-and-forth interaction where a child deliberately communicates with another person to share information, request, or respond, expecting a reaction or feedback in return.
57
Transdisciplinary model of assessment
When a team of professionals from different disciplines work together to find a common problem using the same data. (Think arena)
58
zone of proximal development
In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge if given support
59
Teaching semantic categories
teaching more symbols across semantic categories such as nouns, verbs etc
teach symbols through word combinations
60
Positive behavioral support and the use of punishment as a last resort:
Positive behavioral support is a method used with children with severely challenging behaviors that focuses on assisting children in developing new communicative skills and manipulating the environment to reduce the challenging behaviors
Ex: modifying the routine to minimize wait time
the use of punishment is the last resort to decrease these challenging behaviors
Ex: time-out
61
When are family concerns, priorities, and resources addressed?
Should be addressed during the assessment and throughout the intervention.
62
Mand-Model
an adult will request the communicative exchange and will give a model if not produces
ex: "Tell me what you " and if the child doesn't respond, you then give a model
63
Screening
Quick initial assessment to identify individuals who may need further evaluation
64
Reinforcing combination
Gesture-word combinations in which both convey matching information (EX: pointing to juice and saying juice)
- usually includes a deictic gesture like pointing and a spoken word
65
Incidental teaching
teaching opportunities embedded in child-led interactions based on the child's interests
66
Modeling
practice of demonstrating correct language, behavior, or actions for a child to observe and imitate as part of their learning process.
67
What is the role of parents in assessment?
Parents are the primary informants of the child's behavior during an assessment.
68
Discuss ASD in early intervention
- established risked
-a disorder characterized by social communication impairment with the presence of repetitive behaviors
- early signs may be decreased oral motor gestures, don't like touch, extreme irritability, lack of facial expressions
-children with ASD are difficult to assess because of deficits in joint attention, pay less attention to stimuli,
69
What is language sample analysis (LSA)?
What is the benefit of LSA?
a sample of spontaneous speech so the SLP can analyze the child's language
This allows SLP to see how well the child communicates during everyday life. Allows the SLP, to make an intervention plan and track progress.
70
Teaching rejecting
rejecting gestures included shaking your head no, turning away or using defensive hand gestures
a way to teach this is to give the child unwanted items or items that were ejected before. Wait out the tantrum and then teach the rejective gestures
71
Responsiveness
ability to react appropriately and promptly to a child's communication attempts, whether verbal or nonverbal, fostering language and social development.
72
Goals of pre- assessment Planning
Identify the family's assessment expectations
- Explore the family's priorities and preferences
- Identify strength areas and activities
- Determine the roles family members with play in the assessment(ch 5)
73
Vocalizations
sound and syllable shapes are important for later language
74
Education of Handicap Act
Mandates that states establish a comprehensive severices for children with developmental disabilities and thier families.
75
Eval vs Assessment
An eval is conducted to see if the child is eligible for services. Eval is where you identify the child's level of development. (standardized and formal)
An assessment is an ongoing process of identifying the child's unique needs. The focus is on what level of support the child/family needs to be successful and NOT what is wrong with the child. (can be Informal)
76
symbolic communication
when a child starts to use words, signs, or an ACC to communicate
77
Functions of gestures and establishing gestures:
Gestures function:
serve purposes of joint attention, behavioral regulation, and interaction
marks the transition to intentional communication
allow a child to request and comment
express semantic knowledge
The goal of establishing gestures is to:
enhance communication with a new mode of interaction and establish intentions that can be used to facilitate the acquisition of speech and sign language
To establish gestures:
provided choices (teaches pointing)
provide positive examples
back-and-forth games (giving and reaching for objects)
use proximal gestures (shaking head, pointing, waiving)
78
Intentional communication
gesture and/or vocalization that is either conventional or symbolic in form and produced in combination with a behavior that demonstrates coordinated attention to both an object or event and a person simultaneously
For example : point to a bottle and vocalizing baba
79
Disability
inability or lack of ability to perform functional tasks or skills
80
What is EBP?
Evidenced-based practice
81
List 3 intervention strategies
responsive
directed
blended (hybrid)
82
Symbolic request vs nonsymbolic request
asking for things verbally or with an AAC/ sign
asking for things without words like pointing
Ex: signing for the word cup or saying cup
Ex: pointing and making eye contact with a cup
83
Directive intervention strategies
structured therapy, the clinician is in charge.
84
Elements of EI
Briefly explain them
Transdisciplinary team -the team responsible for providing services
Importance of families -intervention is effective when it family family-centered.
Overcoming barriers- most are clinician factors (caseload training experiences) be able to over come these barriers to be successful
85
Transactional model
A typical language and communication development when the child and the parent are both contributors
As a clinician paying attention to both the clinician and the child's behavior is effective.
86
Telegraphic speech
vs
Language model
simplified, ungrammatical speech
The language model is simplified but grammatically correct
87
What is the best way to assess and measure bilingual children?
best measure of vocabulary for bilingual children is to measure their total vocab. rather than comparing the languages
88
What is the issue with eligibility services?
Schools decide who receives EI services. They use criterion referencing, which is inappropriate for determining eligibility services.
89
Responsive approach
Intervention is when the clinician responds to what the child says and wants
follows the child's lead
- this is when we use self and parallel talk
90
Recasting
Provide an example
when the adult changes the type of sentences, on top of giving the mature model with additional information
"drink juice" to "do you want to drink the yummy juice"
91
Early symbolic intervention - basic principles and guidelines
- Words or concepts in daily routines
- Words that occur often at home in adult language, especially when it's used to address the child
- Contain sounds and syllables the child already produces
- Words the child understands
- Objects or actions the child has an interest in
92
contingent caregiver response
a response based on the perceived intent of the child. The response is related to the child's behavior
(e.g., the child struggles to reach the toy, and the mother says, "You want to train?" and hands the child the toy).
93
food reinforcement
When a child is given food after doing something good
94
corrective feedback
Provide an example
this is when the child makes a mistake and the adult corrects it
For example: when a child calls a cow a dog
the adult might say, "No, that's not a cow, that's a dog, he says woof!"
95
Pre symbolic behaviors
- Joint attention
- Motor imitation
- vocalizations
96
Extension
Provide an example
when the adult gives the child a mature model of their utterance AND add additional information
"drink juice" to "drink the yummy juice"
97
Why is it important to assess the caregiver and child interaction?
It allows the clinician to gather information on their interaction and look at the strengths and weaknesses of the interactions
98
Handicap
Social consequences of disability or impairment that prevent an individual from realizing their potential.
99
self talk
narrating what you (the clinician/parent) are doing during play
100
Name some important things to remember with family concerns, priorities, and resources.
Each family's concerns are different and can be influenced by culture and experiences
gather info on how the family perceives the child
identify the family priorities
consider resources for the family
establish what type of role the family would like to play during the intervention(active role or let the clinician take the lead and do everything).
101
Assessment process
1. referral
2.obtain background info
3. evaluate through standardized and or dynamic assessment
4. interpret scores and synthesize results
5. communicate results
102
Reduplicated combinations
Babababababa
103
Explain vocalization development: vocal imitation (consider the complexity of development;
complex vocal imitation).
Vocal imitation is the child being able to imitate speech or speech sounds as the child gets older this becomes more complex.
104
Functional play
involves a child playing with toys or objects in a typical, intended way (such as rolling a ball or stacking blocks) while interacting with another person, encouraging social interaction
105
Explain Type- token ratio
How do you calculate?
This analyzes different parts of speech (verbs, adjectives, nouns) the child uses. It tells the SLP how diverse the child's vocabulary is
# of unique words/ # of total words
106
Imitation
a technique used for kids to learn during intervention by copying (utterances or actions) exactly what the child is doing
107
Where and when to provide EI?
during routines (things the child and parent do together) and natural environments of the child.
108
Explain MLU and how you calculate it.
MLU is the mean length of utterance. This is the number of morphemes a child uses per utterance
of morphemes/ total # of utterances
109
Informal Assessment
A non-standardized way to assess a child's communication skills
110
Late Language emergence
List factors
Children who have a slow start in language
low birth weight, premature birth, family history
111
Environmental sabotage
manipulating the environment so that the child’s access to a desired object or activity is prohibited, thus creating an opportunity for communication.
112
Specific disorders
Some children will require special means of testing/ analysis due to the nature of their disability
113
strategies for combining words
Item-based constructions
grammar emerges in word combinations including action + object +action
Words start to follow basic grammar rules
ex: big doggies run
114
Build-up/breakdown
When the adult expands the child's utterance and then breaks it down into serval smaller units
the child says "doggie bed"
the adult would say, "the doggie is sleeping in the bed" "sleep in bed" "doggie sleep" "sleep in bed"
115
joint attention
the child and the parent are focused on the same thing
ability to coordinate attention between people and object
116
Expectant delays
waiting for a response or communicative behavior from the child
117
Fading
The goal is to eliminate the prompt entirely, enabling the child to perform the behavior independently
118
Explain exposure to two languages during ELD
encourage use of for language stimulation; there are no negative consequences to speaking two languages to a child
119
Interactional observation
clinician observes the client and parents' interaction in order to gather information or expand on it.
look at the child and the parents behaviors and it will provide more information for the clinician after the interview and questionnaire
120
Conventional communication
a traditional method of communication
121
Functional communication
The use of symbols or actions/words to express basic wants and needs and to obtain desired outcomes.
122
Representation or symbolic gestures
often related to representing an object or action
ex: putting a cup to your mouth to represent drinking
ex: waving bye to represent you leaving
123
Cultural competence
Having an awareness and acceptance of cultures and the ability to interact effectively with people of diverse cultures.
124
Late talker
refers to when the child starts using words
a late talker started using words later than the typical age
125
Context manipulation
manipulate the environment in any way to promote communication (giving the child juice but not opening it)
