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gross anatomy > lang & lit final ppts > Flashcards

lang & lit final ppts Flashcards

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1
Q

three parts of language disorders

A

form, content, use

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2
Q

when the language disorder is NOT associated with a known biomedical etiology. (e.g., ASD, brain injury, DS, CP, hearing loss)

A

Developmental Language Disorder(DLD):

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3
Q

three models of language disorder analysis

A

categorical model, descriptive-developmental model, systems model

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4
Q

which model: Problem is an underlying disorder in the child, which prevents/impedes the child learning

A

categorical model

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5
Q

which model: Problem is a mismatch of child skill to the supports available in the environment

A

systems model

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6
Q

which model: Issue is child’s functional skill level, irrespective of etiology

A

developmental-descriptive

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7
Q

language is

A

Rule-based system of conventional symbols

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8
Q

speech is

A

Neuromuscular process of turning language into sound and perception of sound

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9
Q

communication is

A

process of information sharing

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10
Q

form is

A

How words, sentences, and sounds are arranged to convey content

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11
Q

use is

A

How people draw on language functionally to meet personal and social needs

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12
Q

content is

A

the meaning of language

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13
Q

three parts of form

A

phonology, morphology, syntax

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14
Q

one part of content

A

semantics

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15
Q

one part of use

A

pragmatics

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16
Q

phonology is

A

Rules governing the sounds that make syllables and words, and how those sounds are organized in words

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17
Q

morphology is

A

Rules governing the internal organization of words

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18
Q

syntax is

A

Rules of language governing the internal organization of sentences

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19
Q

semantics is

A

The rules of language governing the meaning of individual words and word combinations

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20
Q

pragmatics is

A

Rules governing language use for social purposes

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21
Q

perlocutionary - age and description

A

0-9 mo
infant not aware that behaviors (crying, smiling) affect partner

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22
Q

illocutionary - age and description

A

9-12 mo
Awareness that behaviors can affect partner emerges, but do not yet use words

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23
Q

locutionary - age and description

A

12+ mo
use of words

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24
Q

behaviors of typical bilingual language development (4)

A
  • interference/transfer
  • silent period
  • code switching
  • language loss/attrition
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25
language transfer/interference
Sometimes characteristics of L1 can influence L2 It is important to consider: whether errors seen in English can be a result of the transfer The greater the differences between the two languages, the more negative the effects of interferences are likely to be
26
silent period
The quiet period when a child is first exposed to a new language During this time, the child: focused on listening and understanding Can last from 3-6 months with significant individual variation Generally, younger children tend to have longer silent periods
27
code switching
Changing languages within and across utterances Code switching may be seen in new language learners as well as in fluent bilinguals Example: A child says, “Quiero más cookies please.”
28
Language Loss
When ELL students are educated in mainstream English environments, they may receive much more input in English than their L1 Proficiency in L1 may be lost if it is not reinforced and maintained
29
form (3) = content = use =
form (3) = syntax, morphology, phonology content = semantics use = pragmatics
30
reliability
Does the test yield the same results when presented more than once?
31
validity
Does the test actually measure what it says it measures, and nothing else?
32
goal of dynamic assessment
The goal is to look at the learning process to determine whether an apparent deficit really reflects a disorder or simply a lack of experience.
33
The most common format is test, teach, retest: 1. test the target skill 2. briefly teach the skill 3. re-test
dynamic assessment
34
communication temptations
when you manipulate a situation to encourage someone to communicate, in this context children
35
script therapy
Another useful hybrid type of approach is script therapy, which allows planned opportunities for the child to practice a skill over and over.
36
focused stimulation and elicited imitation
using repeated modeling in order to encourage production of a particular form & is a technique clinicians can use to help a student practice using the target form.
37
Self-talk
narrating what you're doing
38
parallel-talk
narrating what the child is doing
39
recast
change grammatical modality (i.e. turn a statement into a question)
40
expansion
expand a telegraphic utterance to be grammatically complete
41
extension
add new information as well as grammatical complexity
42
Modifying the Linguistic Signal (5)
perceptual saliency complexity pragmatically appropriate responses repetition rate
43
Modifying the Linguistic Signal: rate
decrease
44
Modifying the Linguistic Signal: repetition
say more
45
Modifying the Linguistic Signal: Perceptual Saliency of Targets
increase Perceptual Saliency of Targets intentional highlighting helps children learn to produce new language structures
46
Modifying the Linguistic Signal: complexity
we should generally use sentences that are no more than 2 morphemes longer than the sentences tha the child uses Sentences used with children should be semantically simple, but complete. Do not “simplify” your sentences by omitting functon words and details. For example: “get ball” “go gym”
47
Modifying the Linguistic Signal: Using Pragmatically Appropriate Responses
we want to make sure that the responses that we specify as correct are pragmatically appropriate We want the response that we are teaching to be the response that would be used naturally in conversation. For example: If you are teaching “am” – don’t ask “How are you?” because the natural response is “fine” Instead, ask the child instead to tell you what they will do on the weekend. “I am going to a movie”; “I am going to see King Kong”; “I am taking my friend with me”
48
indirect vs direct services
teach client vs teach client support team
49
smart goal means
S - specific M - measurable A - attainable R - relevant T - time-bound
50
prelinguistic phase age
0-12/15 mo
51
Behaviors that children demonstrate during the pre-intentional stage (0-9 mo) (5)
Eye contact Smiles and vocalizations Goal directed (intentional) actions Shared affect Engaging in turn-taking/routines
52
The illocutionary stage age
9-12/15 mo
53
Behaviors that children demonstrate during the illocutionary stage (WHAT): (5)
Eye gaze shift persistance satisfaction/frustration change in form of attempt shift to use of conventional forms (words)
54
Joint attention
direct anothers attention to an object or event
55
Behavior regulation
requesting or rejecting objects or actions
56
Social interaction
attracting attention to oneself; engaging others
57
From 9-15 months (developmentally) we are looking for: THREE THINGS
The behaviors of intentional acts (what) The modes of intentional acts (how) The functions of intentional acts (why)
58
fast mapping
an example of assessing the key feature of toddlerhood, that is, rapid word learning seen in dynamic assessments
59
preschoolers (3-5) how many words
1500+ words
60
toddlers age
1 1/2 - 2 1/2
61
how many words at 24 mo
200-300
62
how many words at 36 mo
900 words
63
when should speech be 100% intelligible
the start if kindergarten
64
zone of proximal development
the gap between what a learner has mastered and what they can potentially master with support and assistance.
65
ways to promote generalization (5)
use multiple exemplars of the target structure Give the child a lot of exposure to different ways that the language form or function you are teaching sequential modification intermittent of delayed reinforcement self-monitoring
66
criterion vs norm-referenced tests
criterion - has cute -off black and white score norm-referenced - shows the degree of difference from "typical development"
67
criterion referenced assessments do or do not compare results to a larger group
do not
68
physical characteristics of DS (6)
small oral cavity heart problems short limbs vision/hearing loss low muscle tone dental issues
69
language characteristics challenges of DS (3)
intelligibility low MLU syntax
70
DSM 5 ASD diagnosis criterion (2)
impairment in social interactions restrictive and repetitive behaviors
71
ASD communication difficulties (3)
delayed acquisition of spoken language decreased rate of preverbal communication deficits in imaginative play
72
DSM -5 diagnosis criteria for intellectual disability (2)
Deficits in intellectual functioning: Reasoning, problem-solving, learning KNOW THESE FOR FINAL Deficits in adaptive functioning

gross anatomy (9 decks)

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