Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

gross anatomy > lang & lit final ppts > Flashcards

lang & lit final ppts Flashcards

1
Q

three parts of language disorders

A

form, content, use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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):

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

three models of language disorder analysis

A

categorical model, descriptive-developmental model, systems model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

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

A

categorical model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

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

A

systems model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

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

A

developmental-descriptive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

language is

A

Rule-based system of conventional symbols

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

speech is

A

Neuromuscular process of turning language into sound and perception of sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

communication is

A

process of information sharing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

form is

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

use is

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

content is

A

the meaning of language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

three parts of form

A

phonology, morphology, syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

one part of content

A

semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

one part of use

A

pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

phonology is

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

morphology is

A

Rules governing the internal organization of words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

syntax is

A

Rules of language governing the internal organization of sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

semantics is

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

pragmatics is

A

Rules governing language use for social purposes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

perlocutionary - age and description

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

illocutionary - age and description

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

locutionary - age and description

A

12+ mo
use of words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

behaviors of typical bilingual language development (4)

A
  • interference/transfer
  • silent period
  • code switching
  • language loss/attrition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

language transfer/interference

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

silent period

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

code switching

A

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.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Language Loss

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

form (3) =
content =
use =

A

form (3) = syntax, morphology, phonology
content = semantics
use = pragmatics

30
Q

reliability

A

Does the test yield the same results when presented more than once?

31
Q

validity

A

Does the test actually measure what it says it measures, and nothing else?

32
Q

goal of dynamic assessment

A

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
Q

The most common format is test, teach, retest:
1. test the target skill
2. briefly teach the skill
3. re-test

A

dynamic assessment

34
Q

communication temptations

A

when you manipulate a situation to encourage someone to communicate, in this context children

35
Q

script therapy

A

Another useful hybrid type of approach is script therapy, which allows planned opportunities for the child to practice a skill over and over.

36
Q

focused stimulation and elicited imitation

A

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
Q

Self-talk

A

narrating what you’re doing

38
Q

parallel-talk

A

narrating what the child is doing

39
Q

recast

A

change grammatical modality (i.e. turn a statement into a question)

40
Q

expansion

A

expand a telegraphic utterance to be grammatically complete

41
Q

extension

A

add new information as well as grammatical complexity

42
Q

Modifying the Linguistic Signal
(5)

A

perceptual saliency
complexity
pragmatically appropriate responses
repetition
rate

43
Q

Modifying the Linguistic Signal: rate

A

decrease

44
Q

Modifying the Linguistic Signal: repetition

A

say more

45
Q

Modifying the Linguistic Signal: Perceptual Saliency of Targets

A

increase Perceptual Saliency of Targets
intentional highlighting helps children learn to produce new language structures

46
Q

Modifying the Linguistic Signal: complexity

A

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
Q

Modifying the Linguistic Signal: Using Pragmatically Appropriate Responses

A

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
Q

indirect vs direct services

A

teach client vs teach client support team

49
Q

smart goal means

A

S - specific
M - measurable
A - attainable
R - relevant
T - time-bound

50
Q

prelinguistic phase age

A

0-12/15 mo

51
Q

Behaviors that children demonstrate during the pre-intentional stage (0-9 mo) (5)

A

Eye contact
Smiles and vocalizations
Goal directed (intentional) actions
Shared affect
Engaging in turn-taking/routines

52
Q

The illocutionary stage age

A

9-12/15 mo

53
Q

Behaviors that children demonstrate during the illocutionary stage (WHAT): (5)

A

Eye gaze shift
persistance
satisfaction/frustration
change in form of attempt
shift to use of conventional forms (words)

54
Q

Joint attention

A

direct anothers attention to an object or event

55
Q

Behavior regulation

A

requesting or rejecting objects or actions

56
Q

Social interaction

A

attracting attention to oneself; engaging others

57
Q

From 9-15 months (developmentally) we are looking for:
THREE THINGS

A

The behaviors of intentional acts (what)
The modes of intentional acts (how)
The functions of intentional acts (why)

58
Q

fast mapping

A

an example of assessing the key feature of toddlerhood, that is, rapid word learning

seen in dynamic assessments

59
Q

preschoolers (3-5) how many words

A

1500+ words

60
Q

toddlers age

A

1 1/2 - 2 1/2

61
Q

how many words at 24 mo

A

200-300

62
Q

how many words at 36 mo

A

900 words

63
Q

when should speech be 100% intelligible

A

the start if kindergarten

64
Q

zone of proximal development

A

the gap between what a learner has mastered and what they can potentially master with support and assistance.

65
Q

ways to promote generalization (5)

A

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
Q

criterion vs norm-referenced tests

A

criterion - has cute -off black and white score
norm-referenced - shows the degree of difference from “typical development”

67
Q

criterion referenced assessments do or do not compare results to a larger group

A

do not

68
Q

physical characteristics of DS (6)

A

small oral cavity
heart problems
short limbs
vision/hearing loss
low muscle tone
dental issues

69
Q

language characteristics challenges of DS (3)

A

intelligibility
low MLU
syntax

70
Q

DSM 5 ASD diagnosis criterion (2)

A

impairment in social interactions
restrictive and repetitive behaviors

71
Q

ASD communication difficulties (3)

A

delayed acquisition of spoken language
decreased rate of preverbal communication
deficits in imaginative play

72
Q

DSM -5 diagnosis criteria for intellectual disability (2)

A

Deficits in intellectual functioning:
Reasoning, problem-solving, learning
KNOW THESE FOR FINAL
Deficits in adaptive functioning

gross anatomy (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions