Final Exam Flashcards
(137 cards)
1
Q
what is emergent literacy? list 3 examples
A
precursors to actual reading of words - the things that have to happen prior to actual reading/decoding of words
- print concepts: understand that print has meaning
- phono awareness: awareness of sounds
- early writing
2
Q
possible impact of language impairment on emergent literacy?
A
semantic deficit: have to have the word in their vocabulary before they can make sense of it in a book. even if a teacher is reading a story, the child won’t be able to understand a particular word if it’s not in his vocabulary
3
Q
Why are SLPs involved in reading and writing instruction?
A
because understanding spoken language/reading and using oral language/writing are all LANGUAGE
4
Q
dealing with reading and writing can lead to ____ issues for SLPs
A
case load
5
Q
SLPs can be ____ or ____ involved in reading and writing instruction
A
directly, indirectly
6
Q
prevention of reading disability - assess using what? what age?
A
RTI
- pre-k/kindergarten
7
Q
primary targets for preventing reading disability (things to teach BEFORE issues arise) - (5)
A
- phonological awareness
- print concepts
- alphabetic awareness
- oral language skills
- emergent writing
8
Q
phonological awareness can be broken down into what 2 things? explain each
A
- phoneme awareness: can hear the word and break it down into it’s sounds.
- ex/ cat = c a t - decoding: using knowledge of speech sounds to look at the word “cat” and make connections
9
Q
give some examples of print concepts
A
- knowing that the print on the page tells us a story
- read L to R
- turn one page at a time
10
Q
what is alphabetic awareness?
A
connecting print to letters
11
Q
what’s emergent writing? give ex.
A
scribbles
- ex/ have a child draw a pic and then ask them to write their name on it - do they understand that letters are separate from pictures?
12
Q
how do kids learn reading and writing compared to spoken language?
A
- spoken language: naturally develops, doesn’t require specific, direct instruction
- literacy (reading and writing) requires some degree of specific instruction
13
Q
6 types of assessment of early literacy skills
A
- quality and quantity of home literacy experiences
- criterion-referenced (not norm-referenced)
- Observational checklist
- Social literacy skills - how they interact with someone reading a book
- literacy orientation - motivation and attn to book
- PALS - PreK
14
Q
common approach to early literacy intervention?
A
embedded-explicit approach
15
Q
explain the embedded portion of the embedded-explicit approach
- list 3 things that fall under it
A
things inherent in a setting that you can use for intervention - setting up a naturalistic environment to include literacy
- naturalistic opportunities
- adult primes the activity
- adult follows child
16
Q
explain explicit part of embedded-explicit approach
- list 3 things that fall under it
- give example
A
adult models very specific behavior, gives a child’ models/scripts to help with narrative/writing skills
- structured
- sequenced
- adult-directed instruction
ex/ adult playing doctor and writing a prescription for a child - what does doctor say at doctor’s office? what does mom say?
17
Q
early literacy intervention strategies (if child is struggling with early literacy) (6)
A
- rhymes and chants
- syllable recognition
- initial sound awareness
- print referencing
- literate language
- story dictation
18
Q
look at slides 2,3,4, 12, 13, and 21 on literacy PP
A
look at them
19
Q
spelling foundational skills? (4)
A
- phonological awareness
- visual storage
- orthographic knowledge
- morphological knowledge
20
Q
interventions for spelling focus on?
- one example
A
deficit
- word sorts
21
Q
foundational skills for reading comprehension (3)
A
- vocabulary development
- narrative ability
- use of metastrategies
22
Q
assessments for reading comprehension (3)
A
- literal questions
- inferential questions
- critical questions
23
Q
interventions for reading comrehension for school age students explicitly teach what? give 4 ex/
A
- metaskills
1. activate prior knowledge
2. graphic organizers
3. summarization
4. rereading
24
Q
school-age students: writing
- what does the writing process involve?
A
planning, writing, re-writing
25
types of asessments for writing?
criterion-based or norm-referenced
26
intervention for writing? (4)
- focus on foundational skills
- story organizers
- self-editing
- evaluative rubric
27
cultural considerations
- explain accomodation
- explain incorporation
- explain adaptation
- consider the student's communication styles and home literacy practices
- build on the community's funds of knowledge
- provide access to language and literacy culture that leads to academic success
28
2 popular literacy interventions for students with significant levels of impairment - read about these on slide 19, ch 9
- I to I model
| - Explicit phonological awareness intervention
29
writing lab approach - top down or bottom up?
top down
30
writing lab approach relfects what approach?
construvtivist/information processing
31
the writing lab approach
- teaches what?
- uses what?
- _____ projects
- projects are ____
- ____ partnerships
- the writing process
- computer support
- personally meaningful projects
- shared with an audience
- collaborative partnerships for editing, revisions, and feedback
32
what does the behaviorism say about learning? Who developed this?
learning occurs when an environmental stimulus triggers a response or behavior
- BF Skinner
33
what is the goal of the behaviorism theory?
increasing the frequency of positive behaviors and decreasing altering negative behaviors
34
How does the behaviorism theory apply to individuals with ID?
- do drill and practice activities because these kids need structure
35
what does Vygotski's sociocltural theory say about cognitive developmentt? explain
- it is socially mediated
| - a child's interactions with others influence his or her cognitive understandings
36
What's the progression of the sociocultural theory?
initially a child and a more capable partner solve problems together, but eventually the child internalizes the process and is able to carry out the function independently
37
Vygotsky's sociocultural theory says that ____ plays a critical role in shaping learning and thought? give ex/
- language
| - private speech: a child talking themselves through something - one step closer to being independent in doing that task
38
give an example of applying vygotsky's sociocultural theory to ID
- have an adult/more capable partner scaffold - they become more independent as they internalize the skill
39
main idea of the systems/ecological approach?
an individual's family, community, and culture shape his or her functioning throughout the life span
40
systems/ecological apprach says that human behavior and development must be viewed how?
as occurring withing complex systems
41
types of goals systems/ecological appraoch focuses on? particularly useful for?
- functional or life-skill goals linking aspects of language use, form, and function
- for older students or adults with ID
42
how does the systems/ecological approach apply to individuals with ID? (2)
- what kind of support system do they have - involved parent? teacher? programs at school?
- we're trying to make them successful in everyday life, day-to-day functional skills
43
definition of intellectual disability
an individual with severe intellecutal deficits and severe social deficits
44
when does ID originate?
before age 18
45
ID results in limitations in what? (2)
1. intellectual functioning
| 2. adaptive behavior
46
what is adaptive behavior?
social interaction, basic life skills, conceptual knowledge (the extent that they can learn content knowledge)
47
prevalance of ID in entire population
| - more males or females?
1 to 3% of population
| - more males
48
ID can depend on ____ of risk factors
timing
49
4 possible risk factors for ID - explain them
1. biomedical: biological issues, genetic or medical issues
2. Social - community family is in, living situation, access to medical care
3. behavioral - paren't behavior - drug or alcohol use, caretaking behaviors
4. educational - parent's understanding of the support that's available
50
New focus in the field of ID
- evaluate and enhance?
- improve?
- identify appropriate?
- ehnance?
- functional skills
- personal well being
- support systems within family and community
- competence through skill development and environmental modification
51
when we focus on the ecological model for individuals with ID, what do we do?
look at each of the levels and figure out how an individual can function at each level - what modifications can we make to the environment to help them be competent
52
ex/ greeter at walmart with ID - modifications that might need to be made at each level of the ecological system?
slide 10, chapter 7
53
Chapter 7 - slide 11 is cases, slide 18
look at these slides
54
what does top-down learning use?
| - explain
- uses everyday interactions, environmental cues, and familiarity
- use what they're familiar with, their everyday interactions to help them learn a new skill
55
give an example of top-down learning
- ex/ individual loves chips. told him he wouldn't get them today if he didn't calm down. familiar routine helped teach him the skill of calming down
56
what is bottom-up learning?
teaching specific subskills to help an individual be successful in functional settings
57
bottom-up learning requires what? list them (5)
- cognitive processing subskills
| - attention, discrimination, organization, transfer, memory
58
how to accomodate attention subskill with ID
- individual's with ID may have a delayed reaction time, so increase WAIT TIME
59
how to acommodate discrimination
manipulate the task and teach self-monitoring skills
| - teach them to look beyond one little piece of info (ex/ first letter in name)
60
how to accommodate for organization subskill in ID?
| - give ex/
- teach strategies such as chunking and word association to aid in faster and more efficient informatino retrieval
organize info for learning - theme-based. ex/ farm animal focus instead of just animals
61
how to accommodate for transfer with ID?
teach children with ID simple metacognitive strategies which improve transfer of learning
62
how to accommodate for memory in children with ID?
rehearsal, repetition or chunking of info to aid in memory
63
language of young children with ID?
appears to be a delay - same skills at slower rate
64
language of children with ID after age 10?
looks more like a language disorder - start seeing gaps in skills
65
ID is a very ____ population
complex, varied
66
With ID, language domains vary in relation to?
cognitive ability
67
some indivdiuals with ID ____ expectations
surpass
68
limitations of norm-referenced tests for individual's with ID?
- doesn't give us functional info about accommodating needs
- very structured: have to maintain structure to be able to use normed info, which can be difficult to do with an individual with ID
69
so what types of assessments do we use with individuals with ID?
- criterion-referenced
| - informal assessment: observe functional skils
70
3 pronged approach for individuals with ID - what are the 3 prongs? explain them
1. typical language development pattern - ex/ performing at a 5 year old, what should a 6 year old be able to do?
2. lifespan needs
3. modifications in response to strengths and weaknesses
71
when intervening with ID, we should use a ___ viewpoint
ecological
72
three intervention approaches for individuals with ID
- functional communication training (FCT)
- The ABC chart
- the It's Fun program
73
what's functional communication training?
ID a behavior that might not be approporate and learn and practice the replacement behavior
74
what's ABC chart stand for and what does it involve?
antecedent behavior consequence: analysis of what's leading to a behavior so that we can deal with the antecedent behavrio to avoid the behavior/consequence
75
read about the It's fun program
read - in chapter 7
76
what parent concerns might you hear that may indicate a potential hearing loss?
- child ignoring you, TV turned up really loud, baby doesn't react when mom drops a pan
77
% of children born with hearing loss? % of those under 18?
- 3%
| - 17%
78
what are the three types of hearing loss?
conductive, sensorineural, mixed
79
what id a conductive hearing loss? typically caused by? give ex/
- HL of outer or middle ear that interferes with sound being conducted/moved through
- by some medical reason that can be fixed
- middle ear infection - fluid builds up in middle ear and sound isn't conducted as well/is distorted
80
what is a sensorineural loss? can it be FIXED? explain
- HL of inner ear
| - can't be fixed - has to be accommodated via hearing aid, cochlear implant, etc.
81
what id a mixed hearing loss?
a combination of both conductive and sensorineural loss
82
degree of hearing loss determines what?
which sounds will be inaudible
83
when discussing hearing loss, we're talking about what two aspects of sound?
- frequency/pitch
| - decibels
84
2 examples of auditory perceptual problems
- auditory processing disorder
| - auditory neuropathy/dys-synchrony
85
some factors that impact the impact that a hearing loss might have? (3)
- age (earlier identify, the better)
- parental involvement
- severity and type of HL
86
explain how HL can cause impairments in language domains
- phonology: difficulty hearing sounds, thus understanding and producing them
- pragmatics: don't hear so don't respond to peers, don't have confidence in spoken language
- semantics: they'll call a sun an "un" and no one else will understand them
- syntax: ex/ can't hear /s/ will impact use of plurals
87
what has been the paradigm shift in hearing loss intervention?
we used to wait and see to intervene, now the focus is on early detection and intervention
88
explain neuroplasticity and how it relates to HL intervention
- the brain/auditory system can make new connections despite damage or disease with early stimulation
- the earlier we provide input, the better our results
89
what are communication modalities? is there controversy with which to use?
manual or spoken language
| - YES
90
how does audiological management happen?
cochlear implantation
91
explain deaf culture and the controversy surrounding it
- communities of people who are deaf who sign and don't use spoken language
- if a deaf person has a hearing child in these communities, will their child learn to speak?
92
Listening and Spoken Language (LSL) is an approach for kids with HL that focuses on what?
developing listening skills
93
with LSL, we look at a child in terms of what? give an example of this
their hearing age
| - ex/ child born with hearing loss. at 4 mo they get a hearing aid, so at 8 mo, they're hearing age will only be 4 mo
94
is there research to support the use of "baby signs"? explain
NO - there's nothing that says it's harmful to use sign with your baby, but there's not strong evidence that shows that it makes a child smarter/improves cognitive skills
95
parents of children with HL often have feelings of what?
anger, inadequacy, grief
96
three important skills to teach when counseling parents of children with HL
1. tolerating conversational silence
2. reflecting feeling
3. asking open vs closed questions
97
family role in intervention with HL?
parents are the child's primary language teachers
98
SLPs should train parents with kids with HL do do what 3 things?
1. maximize early language experiences
2. use scaffolding, imitation, and close-ended questions
3. engage in frequent storybook reading
99
6 possible intervention techniques for kids with HL
1. learning to listen
2. acoustic highlighting
3. hand cue
4. sound sandwich
5. sabotage
6. language experience books
100
give an example of learning to listen technique
practicing producing and listening for a fire truck, plane, police siren, etc.
101
what is acoustic highlighting?
drawing attention to words using lots of different pitches, variations in intonation to highlight what we are trying to draw their attn to
102
what are hand cues?
hand shapes and positions that help you distinguish between sounds when the mouth shape looks the same
103
HL Case Study - Slide 18, Ch 6
look over
104
prevalance of autism?
| - has this remained constant?
1 in 88 children
| - has grown steadily over last 20 years
105
___ times more boys with ASD than girls
3
106
% of individuals with ASD who are nonverbal
40
107
some examples of early signs of ASD that we saw in videos
- intense interest in toy phone, doesn't share enjoyment of phone with others, doesn't respond to name, no eye contact, doesn't follow pointing gaze
108
first 2 diagnostic criteria for ASD
1. PERSISTENT deficits in SOCIAL COMMUNICATION and social interaction across multiple contexts, currently or by history
2. restricted, repetitive patterns of behavior, interests, or activities, currently or by history
109
last 3 diagnostic criteria for ASD
3. symptoms present in early developmental period
4. clinically significant impairment in social, occupation, or other important areas of current functioning
5. Not better explained by ID or GDD (may co-occur with ID)
110
what's the difference between social communication disorder and ASD?
still see some pragmatic difficulties, but don't see restricted, repetitive behaviors or interests
111
first diagnostic criteria for social communication disorder
1. persistent difficulties in the social use of verbal and nonverbal communication
112
with social communication disorder, deficits must result in ____
- give examples
- functional limitations
| - effective communication, social participation, social relationships, academic achievement, occupational performance
113
with social communiaction disorder, the difficulties cannot be attirbuted to what? (6)
- medical/neurological condition
- low morphosyntax abilities
- ASD
- ID
- GDD
- mental disorder
114
onset for social communication disorder is ____ but may not appear until?
- early in developmental period
| - until social communication demands exceed capabilities
115
major changes from DSM-4 to DSM-5? (4)
1. change in terminology from pervasive developmental disorders to autism specturm disorders
2. reduce from 3 domains to 2 (combined social and comm)
3. added severity levels
4. eliminated spearate diagnostic categories under overall heading
116
possible causes of ASD
- ____ factors
- ____ abnormalities
- vaccines?
- genetic
- biochemical: may make a child more susceptible to environmental factors
- no science to support that they're a cause
117
2 developmental issues that indivduals with ASD might have
1. issues with sensorimotor skills
| 2. lack of joint attention
118
children with ASD often use little ___ or ____ play
imaginative, symbolic
119
children with ASD may relate to ____
objects better than people
120
home intervention programs for ASD
- implement____?
- involve?
- facilitate?
- behavior modification programs
- child in daily interactions
- independence, self-monitoring, goal setting, self-evaluation skills
121
study Dr. Richard's powerpoint
study
122
list some reciprocal social interaction deficits typical of ASD (5)
1. poor eye contact
2. minimal facial expression, gestures
3. lack of initiation for interaction; ignore other people
4. lack of joint attention/shared interest
5. ego-centric focus: one-sided monologue vs. dialogue
123
with the DSM-5, ASD is less associated with what?
intellectual disability
124
% of people with ASD how have mental impairment
40%
125
with the new DSM, ____ are allowed. give ex/
- intellectual disabilities/cognitive delays
- speech-language disorder
- OCD
- ADHD
126
3 levels of severity in ASD?
| - goal of intervention?
3. Requiring very substantial support
2. Requiring substantial support
1. requiring support
- to move them down levels
127
should be indentifying ASD by when? median age diagnosed?
- 18 mo
| - 5 years
128
SLPs can have the greatest impact on ASD when? why?
before 3 yrs
| - early intervention changes the way the brain develops, decreases ASD characteristics significantly
129
ASD communication warning signs checklist part of what project?
First Words
130
what's an acquisition deficit?
- they don't know what's expected and so they don't know how to execute the social behavior
131
with acquisition deficit, treatment begins with?
specific instruction to address the lack of knowledge for social skills in deficit
132
what's a performance deficit?
- they know what's expected/what should be done, but they can't do it in real life
- don't perform expected behaviors, don't know when to use social skill//behavior, competing internal behavior states
133
with performance deficit, treatment begins with?
specific instruction in recognizing and responding to situational cues
134
ASD hierarchy goals for preschool-elementary (6)
1. Joint attention
2. Turn-taking/Reciprocity
3. Initation
4. Play
5. Topicalization
6. Communicative functions
135
ASD goals for school-age to adolescent - 3 major headings with sub-skills
1. conversational discourse
- negotiation, persuasion, narration, humor, empathy
2. nonverbal communication
- facial expression, body language/gesture, paralinguistics, proxemics
3. presupposition
136
social competency is a _____, not a _____
judgement, test score
137
treatment of ASD should be ____ and ____
consistent with etiology (biochemical/neurological), individualized
