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Articulation and Phonology > Final Exam > Flashcards

Final Exam Flashcards

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1
Q

time before children say their first meaningful words

A

prelinguistic phase

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2
Q

when does the prelinguistic phase take place

A

birth-approximately 12-15 months

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3
Q

list there three phases of typical communicative development

A

perlocutionary, illocutionary, locutionary

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4
Q

takes place from birth until approximately 9 months

A

perlocutionary

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5
Q

in this stage children do not have communicative intent meaning they are unaware that behaviors affect partners and caregivers respond as if it is intentional

A

perlocutionary stage

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6
Q

list the behaviors children demonstrate during the perlocutionary stage

A

eye contact, smiles and vocalizations, shared affect, turn-taking/engaging in routines

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7
Q

when do we look for behaviors such as eye contact, smiles and vocalizations, shared affect, and turn-taking/engaging in routines

A

chronologically young children who are at risk for language disorders or chronologically older children who are still in the early stages of language development

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8
Q

is the key to all early communication

A

eye contact

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9
Q

may be the earliest sign of later risk for autism spectrum disorder

A

reduced eye contact

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10
Q

children with disabilities may have reduced production of this behavior due to various reasons including hearing loss or motor challenges

A

smiles and vocalizations

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11
Q

looking at communication partners to share in excitement

A

shared positive affect

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12
Q

including partners when fussing or distressed

A

protest/shared negative affect

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13
Q

a critical part of the emergence of intent because they are predictable

A

turn-taking and routines

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14
Q

when assessing pre-intentional clients what are the assessment targets

A

eye contact, smiles and vocalizations, shared affect, turn-taking and routines

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15
Q

If pre linguist clients do not demonstrates the 4 behaviors these come ___ ___

A

intervention targets

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16
Q

the stage from approximately 9-15 months

A

illocutionary stage

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17
Q

begins with the emergence of communicative intent and children realize they can affect the behavior of others without using words

A

illocutionary stage

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18
Q

what does communicative intent do for clients

A

it gives them a level of control over their own lives

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19
Q

in the illocutionary stage children start to demonstrate which behaviors

A

eye gaze shift, persistence, satisfaction/frustration, change in form of attempt, use of conventional form (words)

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20
Q

which illocutionary stage behavior? visual attention switches from object/event and partner

A

eye gaze shift

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21
Q

which illocutionary stage behavior? continuing communication behavior even if they do not get what they want

A

persistence

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22
Q

which illocutionary stage behavior? appropriate reactions when a child gets/doesn’t get what they want

A

satisfaction/frustration

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23
Q

which illocutionary stage behavior? shifting communication from one mode to another mode

A

change in form of attempt

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24
Q

which illocutionary stage behavior takes us into the linguistic stage

A

use of conventional form (words)

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25
the ___ of communication is how the client is communicating
mode
26
the ___ of communication is why the client is communicating
function
27
list the three functions of prelinguistic communication
joint attention, behavior regulation, social interaction
28
which function of prelinguistic communication? to direct another's attention to an object or event
joint attention
29
which function of prelinguistic communication? to request or reject objects or actions
behavior regulation
30
which function of prelinguistic communication? to attract attention to oneself
social interaction
31
when we are assessing illocutionary clients we are looking to evaluate:
the behaviors of intentional communication , the modes of intentional acts, and the functions of intentional acts
32
when assessing for illocutionary behaviors what are we looking for
is the child demonstrating behaviors that indicate intent such as shift in eye gaze, persistence, satisfaction/frustration, change in form of attempt, use of conventional form
33
when assessing for illocutionary modes what are we looking for
what modes of communication are being use, how frequently is each mode used
34
t/f gestures cannot predict language development
false
35
when assessing for illocutionary functions what are we looking for
what functions are used and how frequently do each occur
36
t/f we look for an equal representation of the three communicative functions
true
37
list the parts of a prelinguistic assessment
case history, behavioral observation, criterion-referenced assessment
38
a standardized tool that can be used to evaluate communication and symbolic abilities of kids between 6 months and 2 years of age
communication and symbolic behavior scales
39
how do we treat prelinguistic clients if they need to establish intentionality
help caregivers identify important behaviors and help develop parent's supportive responses
40
how do we treat prelinguistic clients that have some intentionality
we encourage the parent to respond to prelinguistic forms of communication and use evidence-based interaction strategies
41
when the role of the SLP when providing routines-based intervention
we need to be flexible and facilities the interactions. We are embedding ourselves in already established routines
42
When is toddlerhood
About 1 ½ to 2 ½ years
43
what are the language milestones of toddlerhood
vocabulary explosion and emergence of early grammar/syntax
44
name some principles of assessment in toddlerhood
Family-centered assessment in both home and clinical settings, Assess as early in the child’s life as possible and repeat assessments throughout toddlerhood, Work with a collaborative team with other professionals, Involve individuals from the child and family’s culture when possible, Conduct interviews and gather an extensive case history, Evaluate caregiver-child interactions patterns, Make sure that the child’s hearing has been tested, MUST use multiple measures in assessment of young children with potential language impairments, Must make sure that assessment is nondiscriminatory and appropriate for the child’s and family’s linguistic and cultural background
45
When assessing toddlers why is it important to evaluate caregiver-child interactions
we can see if there is a lack of communication taking place or at least what the interactions are looking like. We can see if the caregiver is not responsive linguistically and we can help guide them to see communicative attempts
46
t/f When talking to parents we use deficit language to point out the children's weaknesses
false
47
what are some things that we may ask parents about
their concerns for the child, the families resources and support systems, understanding the child's daily environment
48
what are the three things that we are looking for in oiiur assessment of language in toddlers
continued development of new vocabulary, emergence of new communicative functions, Childs level of play
49
what are the two ways to formally assess a child's vocabulary
standardized norm-referenced tests that are administered to the child, or norm-referenced parent reports like the Macarthur-Bates Communicative Development Inventories
50
what is the standard age for the Macarthur-Bates Communicative Development Inventories
16-30 months
51
what are the two parts of the Macarthur-Bates Communicative Development Inventories
1) parents mark words the child says or signs 2) parents indicate child's understanding of word forms and the complexity of the child's multi-word utterances
52
list some advantages of the Macarthur-Bates Communicative Development Inventories
representative because the parent has a broad knowledge base, it demonstrates child's full knowledge, not common use, cost-effective, can be done before seeing the child, good for measuring change after intervention
53
what are some disadvantages of Macarthur-Bates Communicative Development Inventories
can be subject to bias either up or down, requires literacy skills if we send it home with a parent or caregiver, norming sample can be an issue
54
how can we informally assess receptive vocabulary
ask the child to choose a specific game from among other games
55
how can we informally assess expressive vocabulary
have them play a search game and prompt with "oh you found a"
56
list the additional functions that emerge in toddlerhood
ask and answer questions, talk about people/things not present, negotiate, make jokes, lie
57
what are some benefits of play
play is how children learn, and it can help us choose activities and materials
58
in play what are we looking for
how social is the play, what cognitive level is the play, how is language being incorporated into the play
59
what is a more natural structure for therapy
child centered that involves daily activities and facilitative play
60
what is the least natural structure for therapy
clinican directed that involves direct teaching and drill play
61
list the characteristics of child-centered intervention
clinician arranges the activity so that the teaching opportunities are likely to occur naturally, clinical offers child choice of multiple items and follows child's attentional lead, and the child may accept approximations of the responses and then model them
62
list the evidence-based interaction strategies
communication temptations, elicited imitation, parallel talk, recasting, modifying the linguistic input
63
provide natural opportunities for the child to communication. Ex. give the child a broken toy
communication temptations
64
use the help student practice target form Ex. "Oh your horse is jumping too? Now you try. Tell me "He's Jumping"
Elicited imitation
65
running commentary of what the child is doing
parallel talk
66
who might parallel talk be useful for
the with a larger receptive language than expressive language
67
repeats some of the child's words while adding new information
recasting
68
who might recasting be helpful for
young children who need work on the syntactic or grammatical aspects of their language
69
Repeat what the client said with slower rate and decreased complexity
Modifying linguistic input
70
what is the preschool age range
3-5 years
71
what are the major language milestones in preschoolers
morphology and syntax develop
72
what time of assessment is used in preschoolers
standardized assessments i.e CELF Preschool-3, language sampling i.e MLU, informal measures
73
List two types of informal testing
the wug test and the hiding "game"
74
What might we use for language intervention in preschool
clinician-directed instruction, evidence-based input strategies
75
what are the 5 domains of language
phonology, morphology, syntax, semantics, pragmatics
76
What is the age for school-age kids
5-12 years
77
what is the form development in school-age kids
increases in length, complexity, and sophistication of both spoken and written language
78
What does content development in school age kids look like
sarcasm, word definitions, figurative language, word relationships
79
what does use development in school age kids look like
turn-takkiing, narrative cohesion, discourse genres
80
what type of narrative uses a past personal experience or event, it is often scaffolded bay someone else who was there
recount
81
what type of narrative explains a personal experience that was not shared by the listener
account
82
what type of narrative tells about an ongoing activity or future plan
event casts
83
what type of narrative relates past, present, or future events that are not real
stories
84
Conscious awareness of language and language structure, not just the ability to use language correctly, but also to talk or reason about what is correct and why
Metalinguistics
85
what are some examples of metalinguistics
nonliteral meanings, judging grammaticality, inferring word meaning
86
conscious awareness of what language does in social contexts and discourse
metapragmatics
87
what are some examples of metapragmatics
adjusting to audience, group speak-picking up what other people say and using it
88
in IEPs all of our goals must be
curriculum aligned

Articulation and Phonology (5 decks)

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