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final study guide Flashcards

disorders (54 cards)

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1
Q

HL affects on language

A

prelingusitic communication - different babbling, and babbling may stop w/ fluctuating HL
phonology - initial syllable omission, voicing, nasality errors, lower speech intelligbility
morphosyntax - slower MLU growth, delayed acquisition of grammar
delayed vocabulary development

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2
Q

etiologies of conductive HL

A

impacted cerumen
malformations of pinna
otitis media/middle ear fluid

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3
Q

etiologies of sensorineural HL

A

genetic disorder
birth defect
premature birth
infections

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4
Q

etiologies of mixed HL

A

genetic disorder cooccurring with middle ear infection

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5
Q

assessment process for HL

A

newborn hearing screening
Ling 6 Sound Test
consider child’s communication w/ hearing age
standardized tests administered informally

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6
Q

Ling 6 Sound Test

A

tests potential for auditory learning
have child repeat, discriminate, and identify sounds while covering mouth

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7
Q

intervention approaches for hearing loss

A

strategies for maximizing language and literacy in children using sign language
auditory verbal techniques
language experience books

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8
Q

strategies for maximizing language and literacy in children using sign language - HL intervention

A

letter calling: word sign, finger spell, print word
storybook reading: read with child and find episode events
chaining: link fingerspelling, print, and sign versions of words
sign placement: sign words right over text when reading

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9
Q

auditory verbal techniques - HL intervention

A

Learning to Listen
acoustic highlighting
hand cue
sound sandwich
sabotage

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10
Q

DLD language impairments

A

protracted language development
morphosyntax deficits: lack of verb forms, fewer complex sentences
associated problems

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11
Q

associated problems with DLD

A

phonology: reduced consonant and syllable structure repertoire
semantics: difficulty learning complex vocabulary, develop vocab slower, use less verbs
attention: presents like ADHD
reading/writing
social communication: fewer friends, lower self-esteem

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12
Q

etiologies of DLD

A

neurodevelopmental disorder
no other occurring disorders

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13
Q

assessment process for DLD

A

language sample analysis - quantitative and qualitative
norm-referenced language assessment
criterion referenced naturalistic assessment - observing parent-child interactions

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14
Q

quantitative language sample analysis

A

morphosyntax: for young children, MLU, for older children, # T-Units
semantics: for all children, NDW, for children 3-8, type-token ratio

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15
Q

qualitative language sample analysis

A

microstructure: for young children, pragmatic function, semantic roles, Brown’s morphemes; for older children, % complexity
macrostructure: discourse skills

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16
Q

language intervention for DLD

A

young children: enhanced milieu teaching, conversational recast training
older children: sentence combining

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17
Q

Enhanced Milieu Teaching

A

intervention for young children with DLD
manipulating the environment to encourage communication
involves modeling using language facilitating techniques
expansion - adding correct grammar
extension - adding content and grammar
build-up - changing it to make it more complex
mand-model procedure, time delay, incidental teaching

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18
Q

Conversational Recast Traning

A

facilitates grammar by highlighting the grammatical form
forms of recast are:
questioning - is the man drinking?
false assertions - oh I think the man is eating
forced alternative questions - is he eating or drinking

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19
Q

Sentence Combining Intervention

A

for reduced syntactic complexity
open combining: student combines 2 simple sentences
sentence expansion: SLP gives sentence, student combines it

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20
Q

social communication intervention for children with DLD

A

pre-school: peer entry and cooperative play
school-aged: sociodramatic script training

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21
Q

diagnostic criteria for ID

A

IQ less than 70
significant limitations in 2 or more adaptive behaviors: conceptual skills, social skills, practical life skills
limitations apparent before 18

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22
Q

language characteristics of Down Syndrome

Study These Flashcards
A

speech: significant articulation impairments, motor planning deficits
language: sentences typically lack morphemes, coordinating conjunctions, and subordinating clauses; do not produce words until 2-3yo, vocabulary is equivalent or above cognitive ability
pragmatics: may struggle with indirect requests

23
Q

language characteristics of Fragile X

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A

speech: artic deficits, impaired prosody, hoarseness or breathiness
language: expresses develops at 1/3 rate, receptive develops at 1/2 rate; severe deficits may be nonverbal
pragmatics: may have poor eye contact, hyperactivity, social deficits similar to ASD

24
Q

language characteristics of Williams Syndrome

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A

speech: typically normal
language: verbal delays in early life but eventually catch up to mental age
pragmatics: over-friendly, overtalkativeness, impaired topic cohesion, inability to read nonverbal gestures, trouble interpreting abstract language

25
skills for processing in ID
memory: trouble retaining info to carry out a task organization: limitations organizing incoming info attention: show delayed response time transfer: limitations applying motor knowledge to novel situation discrimination: show over-selectivity
26
etiology of ID
risk factors: time - pre, peri, post birth; type - biomedical, social, educational, behavioral TBI - trauma, car accident, falls, abuse genetic abnormalities contribute to most common syndromes resulting in ID
27
assessment of ID
limitations of norm-referenced: small # of people with ID, mainly mild cases criterion referenced: language sample analysis, discourse analysis classroom or workplace assessments to determine vocabulary for intervention acheiving communication competence: for AAC users to identify realistic outcomes functional assessment: turn challenging behaviors into communicative intent by determining antecedent
28
intervention approaches for ID
3 pronged approach: typical language development patterns, lifespan needs, modifications based on strengths-weaknesses Milieu teaching peer-training models functional communication training: replace challenging behaviors with socially acceptable communication options IT's fun: 3-week program building on strengths of children with Down Syndrome
29
early indicators of ASD
not looking when called not pointing to objects spontaneously no joint attention does not imitate motor movements less use of gestures hand leading
30
key features of ASD
restricted and repetitive behaviors lack of joint attention poor sensorimotor skills relating to humans hypersensitive to sensory stimulation narrow, rigid interests delayed motor development toe-walking difficulty with boy posturing impairment in memory for meaningful information deficit in empathizing
31
etiologies of ASD
genetic: gene mutations increase embryos susceptibility environmental: exposure to air pollution during pregnancy genetic-environmental link: a genetically at-risk embryos are more susceptible to air pollution or chemical factors
32
assessment of ASD
screening - M-CHAT hearing oral-motor skills speech and language assessment: criterion referenced language sample communication: what motivates communication - intent how does child communicate - verbal/nonverbal observation of abilities
33
interventions for ASD
Facilitating Joint Attention Reciprocal Imitation Training (RIT): clinical models child, changes behavior, encourages imitation Applied Behavioral Analysis (ABA): ABC model Discrete Trial Therapy (DTT): part of ABA TEACCH: builds strengths rather than just drilling deficits SCERTS: addresses child's social communication in social relationship PECS: prelinguistic children with ASD to teach functional communication PROMPT: tactile based therapy for reshaping phonemes
34
primary targets for emergent literacy
phonological awareness: ability to manipulate phoneme segments print concepts: understanding use/function of print alphabetic awareness: letter names oral language skills emergent writing
35
etiologies of emergent literacy
preschooler with speech and language delay children in low-quality language environment
36
assessment of emergent literacy
observational checklists criterion referenced understanding quantity/quality of home language experiences Phonological Awareness and Literacy Screening - PALS-PreK
37
intervention approaches for emergent literacy - embedded interventions
targeted in the classroom, naturalistic opportunities, adult primes activity for phonological awareness: syllable recognition, onset-rime, initial sound awareness, sound blending and segmenting print/alphabet concepts oral language emergent writing
38
language characteristics of narrative-impaired children
difficulty with spoken or written production of narratives disorganized story-telling lack of episode elements impaired mirco and macrostructure
39
etiologies of narrative impairment
general language learning disorder - DLD, ASD, ID, etc.
40
assessment of narrative impairment
first, elicit a story; then analyze: microstructure - syntax, vocabulary, discourse/cohesion macrostructure: overall story organization - episode with initiating event, attempt, consequence
41
intervention for narrative impairment
narrative microstructure - target specific linguistic structures narrative macrostructure - use picture or written cues to remind student to use key story components
42
language characteristics of reading impairment
phonological awareness deficits poor language comprehension poor decoding poor foundational skills - narrative ability, vocabulary development, use of meta-strategies
43
etiologies of reading impairment
general language learning disorder - DLD, ASD, ID, etc. dyslexia
44
assessment of reading impairment
to assess decoding: norm referenced test, criterion referenced - assessed in sequential order of development to assess reading comprehension: norm referenced test, ask literal questions, ask inferential questions, ask critical questions
45
intervention approaches for reading impairment
for decoding: less-intense, more game like focuses on blending/segmenting and teaching meta-cognitive strategies elkonin boxes for comprehension: explicitly teaching meta-strategies like activate prior knowledge, graphic organizers, summarization, reading
46
characteristics of writing impairment
spelling: difficulty at any stage of writing building blocks writing: difficulty at any stage of process of planning, writing, rewriting
47
building blocks of spelling
phonology orthography morphology semantics
48
phonology - building block of spelling
use of phonological knowledge to segment words into individual phonemes is the word missing a sound? target is "float," child writes "fot" - missing /l/
49
orthography - building block of spelling
knowledge of set of patterns to apply when translating speech into print - knowing what letter/letters to use does it have target number of phonemes but missing specific spelling pattern? target is "float," child writes "flot"
50
morphology - building block of spelling
ability to consider morphemic structure of words is it related to a prefix or a suffix? target is "walked," child writes "walkt"
51
semantics - building block of spelling
understanding of how meaning affects spelling is word spelled correctly but not the correct version of the word? target is "too cute," child writes "to cute"
52
etiologies of writing impairment
general language learning disorder: DLD, ASD, ID dyslexia
53
assessment of writing impairment
for spelling: norm referenced, informal analysis from a writing sample using building blocks of spelling and Spelling Scope and Sequences Chart for writing: norm based or criterion referenced
54
intervention approaches for writing impairment
for spelling: focus on deficit areas, use word sorts for writing: focus on foundational skills, story organizers, self-editing, evaluative rubric writing lab approach interaction to independent model - I:I model

language disorders (1 decks)

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