Language Disorders Flashcards
(229 cards)
1
Q
In the DSMV, Specific Language Impairment is replaced with ______.
A
Developmental Language Disorder (DLD)
2
Q
In the DSMV, Mental Retardation is replaced with _______.
A
Intellectual Disability
3
Q
What are the 3 types of DLD?
A
1 Language impairment on its own
2 LD is part of bigger picture with print and literacy
3 Lang learning disorder as part of something else (medical, cognitive)
4
Q
What are the key diagnostic features of a language disorder? 4 Which one is most important?
A
syntax, word learning, verbs, semantics; SYNTAX
5
Q
What is the most common finding in studies of neural anatomy and DLD?
A
atypical and asymmetry;
6
Q
What is the most common finding in studies of neural function and DLD?
A
more focused memory
7
Q
Is DLD caused by biology or environment?
A
genetics definitely plays a role
8
Q
How does linguistic environment play into language disorders?
A
it doesn’t isolate on its own, but you need an enriched environment
9
Q
How does dual language or multi-language environments affect DLD?
A
it doesn’t, should force mothers to model a language they can’t model properly (if they are better in Vietnamese, they should use that!)
10
Q
Do clients diagnoses change over time?
A
yes, which makes you wonder if language disorders are all part of the same specturm
11
Q
_____ uses information processing, memory, and learning. SLP may cause actual changes in brain structures.
A
Cognitive neuroscience
12
Q
Why are changes in the brain of the client important to us? 2
A
1 if it is a just a beh, it may be compensatory and still reformulation of existing patterns
2 brain-based changes leads client toward functional normalcy
13
Q
Changes in the brain result from ______ and ____.
A
carefully manipulating the environment; child engagement in activity
14
Q
Those with neurodevelopmental disorders (such as Autism) have more ____ ____.
A
biological constraints
15
Q
How do brains develop?
A
back to front (sensory to cognition/execution)
left to right (language to processing skills)
16
Q
What are ways of increasing receptive language through preprocessing input? 4
A
1 attending to lang target w/ separating from connected speech
2 associate items in the environment
3 process phonetic units of a word
4 focus on a small number of target words & repeat within and across contexts
17
Q
What are ways of increasing receptive language through adapting input?
A
multi-sensory input through: pair with visual representation
18
Q
What are two reasons that the child is not talking? 2
A
1 trouble parsing the words
2 trouble mapping words to environmental info
19
Q
What is needed for expressive language to help with word retrieval/production? 3
A
1 help them find the salient words
2 use least to most prompting (and intentional levels of support)
3 teach word combinations to use early semantic relations (description, recurrence, location, request+4 words)
20
Q
Since TD kids form _____, which are help organize and become more elaborate with new experiences, what do we need to do with kids with NDD. 3
A
schemas; be intentional, provide a schedule, use key words (first, next), and explain strategies.
21
Q
What are the criteria for SLI? 2
A
1 lang ability at least 1.25 s.d. below mean
2 non verbal IQ of 85 or above (WNL)
22
Q
What are the characteristics of ch w/ SLI? 5
A
1 diff w/ non-word repetition 2 grammatical/inflectional morphemes 3 delayed acquisition of words and reduced vocab, poorer fast mapping 4 diff producing weak syllables 5 diff processing non-linguistic stimuli
23
Q
Why has SLI been discontinued?
A
there was a high association with dyslexia and neurological issues like ADHD
24
Q
What does dialogic mean?
A
back and forth, dialogue based
25
What is the PLAI?
Preschool Lang Assessment Instrument, straight forward questions to inferential questions with a judgement scale for referencing answers
26
What did Desmarais et al. 2013 do?
replicate a study that had only been done once and had few similar; used kids diagnosed with SLI and tested their receptive language through referential and comprehension questions
27
Why were the results of Desmarais et al. 2013 inconclusive? 2
1 they did not use a control group
| 2 their two probe books were unequal
28
What did Yoder et al. (2011) do?
tested to see if MLU could predict success with Milieu Language Therapy (MLT) with Broad Target Recasts (BTR)
29
What did Yoder et al. (2011) find?
growth was greater for MLT with lower MLUs, but there was less growth for higher MLUs in both Tx. 74% showed growth with either treatment. IQ did not affect results
30
What did van Kleeck et al. (2010) do?
a meta analysis of research into whether Telegraphic Input (TI) is helpful in any cases or if Grammatical input (GI) is always preferable.
31
What did van Kleeck et al. (2010) find? 3
1. There was not enough research
2 The research was faulty
3. expert opinion is divided; our book authors argue in favor of GI
32
What are the main purposes of assessment? 5
```
1 identification
2 eligibility
3 goal setting
4 prognosis
5 progress with an intervention
```
33
What are types of assessment models? 3
1 Deficit/Discrepancy Models
2 Categorical Models
3 System Models
34
___ is an assessment model based on norming samples which determine the difference between intellectual ability and achievement (IQ is not predicative of who has a lang learning disability)
Deficit/Discrepancy model
35
_____ is an assessment model based on etiology. (we don't know the cause all the time, frequent overlap; variation in individual profiles)
Categorical model
36
_____ is an assessment model based on a multidimensional/synergistic perspective and language components are integrated. (deals with what the child CAN and CAN'T do)
Systems model
37
____ is an assessment which is based on population norming sample.
norm-referenced
38
___ is an assessment which is based on an absolute standard.
criterion-referenced
39
Criterion referenced test can be either ____ or ___ depending on the administration guidelines.
standard; informal
40
___ is a type of informal test which gather information about their conversation.
Language sample
41
____ is a type of assessment which uses the principle test, teach, retest.
Dynamic assessment
42
Norm referenced standardized test refer to ___ standing in relation to the group norms (standard deviation from the norm/mean).
RELATIVE
43
Criterion-referenced standardized test refer to ___ score.
absolute
44
Norm referenced tests yield ___ which measure a broad domain.
standard scores
45
Criterion referenced test yields ___ which measures a specific skills.
raw scores
46
___ rankings are another means of expressing standardized scores, which compares 100% of the population.
Percentile
47
And informal test can never give ____ information.
norm-referenced
48
What do you assess? big 3
1 form
2 content
3 use
(also, fluency, voice, hearing, OME, behavior comments + play skills)
49
What goes into creation of an assessment plan? 4
1 consider your goal
2 look at options
3 gather materials
4 prepare for eveything
50
What do you do during an assessment? 2
1 follow directions as specifically as possible
| 2 write down everything; as specifically as possible (including wrong answers)
51
What are the two terms that come up a lot in Betz et al. (2013)? What do they mean?
sensitivity - how accurate at test is at IDing that a child has a disorder
specificity - how accurate is a test at IDing the children who do not have a disorder
52
What did Betz et al. find about the criteria for choosing which test to administer?
Publication year was the only variable that people used for choosing a test; based on name recognition; test can become dated and norming sample could be based on OLD population norms
53
What do you need in addition to a norm-referenced test? 2
```
Criterion tests
Language samples (specific ex of using target forms; many tasks - explain, story retell, argue!)
```
54
What is the next step after the assessment? 2
Integrate with the big picture (case history, bg, parent/teacher/family member/friend)
If the pieces don't fit, find out why!!!
55
What were the main points of McCauley & Swisher (1984)? 4
1 age equivalencies as test scores
2 be aware of the difference btw scores needed to be significant
3 don't let an individual test item be indicative of a deficit or the need for a goal
4 don't use multiple testing to measure progress
56
When you report results of a test, what MUST you do?
give a definition of what the score means
57
When you report results on a norm-referenced test outside it's norming sample, what must you do?
explain that it is just used for information!
58
What should go into a language testing plan? 5
1 administer a norm-referenced, standardized test (determine eligibility status)
2. complete a language sample to determine consistency of strengths and errors
3. administer a criterion-referenced test for baseline
4 integrate 1-3 to formulate targets
5 repeat 3 after a (short) time in therapy to assess change, or 1-3 after a longer time
59
Can you share test content questions?
no, we must protect the content. write a similar/parallel but not exact question (use the same preposition).
60
What are the two general learning theories?
```
1 connectionism (statistical learning)
2 emergentism/dynamic systems
```
61
What are three language specific language learning theories?
surface hypothesis
competition model
bootstrapping
62
___ defines learning as the process of statistically evaluating and integrating environmental input for optimal functioning (if it happens more often, i'll pay attention to it)
Connectionism
63
___ defines learning as driven by input, with cues from strength, reliability, and frequency.
Competition model
64
___ defines learning as the interaction between components of development (forces that allow for learning and change)
Dynamic systems
65
What does the Competition model define as prompts from the environment (accuracy & happens often)? 2 big 2 underneath
```
strength cues (reliability cues and frequency cues)
capacity (starts at a certain level then grows)
```
66
What are the two big categories of forces for learning and change according to Dynamic systems?
internal & external
67
___ defines learning as the result of an interaction of a learner's capacity and environmental factors. (Following a developmental path of least resistance)
Emergentism
68
What are environmental language learning influences? 3
```
1 acoustic (t.v., parents, siblings)
2 linguistic (reliable, quality of parents, sibs and t.v. input)
3 social input (what is it used for and how much - cuing freq)
```
69
What are internal language learning influences? 5
```
1 attention
2 processing
3 physical mechanisms (hearing, oral mech)
4 emotional state
5 social conceptions
```
70
What happens in language deficits according to emergentism?
a breakdown in competence or performance between the child's system and environment
71
____ is that language features with relatively weak phonetic salience (acoustically) will be more difficult to learn and that language features with relatively complex acoustic properties will be more difficult to produce.
Surface hypothesis
72
___ is when you put emphasis on the salient idea (understanding "bring the book to me" means "go get the book").
Recency effect
73
What is meant by the competition model?
features in language compete to gain input time (related to learner's capacity to process linguistic info)
74
____ is when children hear cues relevant to language in speech from pauses, sound duration and higher pitches.
Prosodic bootstrapping
75
____ is when children hear cues relevant to language in speech from subject verb objects and morphemes as frames.
Syntactic bootstrapping
76
How do parents use pause? Speech sound duration? Higher fund freq?
- longer at clause/phrase boundaries
- longer at linguistic boundaries (phrase ending)
- helps with attention
77
What are difficulties in working with bilingual clients? 4
1. defining bilingual
2. timing of bilingualism & norming processes in second language acquisition
3. ethics in working with bilinguals (DIFFERENCE vs. DISORDER)
4 working with an interpreter is different
78
If you re monolingual, you don't have to have bilingual clients. T/F
False
79
What do we need from an interpreter? 5
1 can process and use both languages (written and spoken)
2 explain the culture
3 understand and explain discipline-specific material
4 meet before to review targets
5 check that you are on the right path before session
80
What do you need to provide to an interpreter? 2
1 explain any rules
| 2 during the session, do not talk to the interpreter, talk to the client, eye-to-eye
81
What are cues to a language disorder? 9
```
1 reliance on gestures (not with Autism)
2 difficulty paying attention/following directions
3 frequent repetition
4 less precise vocabulary
5 family history
6 parents concerned
7 different than siblings
8 client frustration
9 deficits in BOTH languages
```
82
How do you determine language dominance? 2 suggestions
1 observe child in many settings to see language of choice
| 2 use a structured questionnaires
83
What are some questionnaires for determining language dominance? 8
```
Assessment Instrument for Multicultural Clients
2 Basic Inventory of Natural Language
3 Bilingual Language Proficiency Questionnaire
4 Bilingual Syntax Measure
5 Home Bilingual Usage Estimate
6 Oral Language Evaluation
7 Oral Language Dominance
8 Teacher Language Observation Report
```
84
How does the Competition model apply to language acquisition?
since frequency cues strength; if there's a match that will cause transference, if there's a difference that will cause an interference
85
What if you don't speak the clients language? 3
1 serve directly w/ a paraprofessional (interpreter)
2 serve indirectly w/ a teacher/parent
3 serve indirectly w/ a peers
86
When do you begin therapy in English? 3
1 client's English skills are at the same level as L1
2 there is a plateau in L1
3 client has had substantial exposure to bilingual education
87
Does learning 2 languages cause the language disorder? What about two dialects?
No; NO!
88
Do parents of children with CLD need to speak to their children in English only?
No
89
Can a child have a language disorder in only one language?
No, it will show up in both/any language they try to speak.
90
What was Restrepo and Kruth's definition of SLI? What's wrong with it?
" exhibit a significant language disorder not accounted for by neurological, sensory, or socioemotional difficulties, in the presence of
normal nonverbal intelligence " there's often something along with it.
91
What are other characteristic of SLI according to Restrepo and Kruth? 5
inflectional morphology (ie: copula, past tense, third person singular), pronouns, definite articles, and sometimes plurals and phonological memory
92
What did Restrepo and Kruth frind out about "cross-linguistic" research in SLI?
Not much - inspires other research; which is why we got rid of SLI: DLD
93
What can you expect from 4 month olds? 6
```
1 saliva control
2 eye contact w/ baby
3 baby push-ups
4 follow objects 180 degrees, attention shifts
5 cooing
6 cries of delight
```
94
What is atypical babies look like? 4
1 no squeals of delight
2 no movements
3 no interest in the world
4 not responding to their name
95
What is kangeroo care?
EBP - skin to skin contact with premie babies that is helpful to their recovery - less time in the NICU
96
What is the SLPs role for NICU babies? 4
wait for med issues to stabilize, then
1 help foster a safe and comfortable environment
2 help parents understand the condition
3 help families recognize alertness/receptiveness
4 encourage interaction when the baby is most alert and receiving
97
____ is taking into consideration of the time in the NICU when calculating their age (done for 2 years post NICU).
Adjusted Age
98
___ are program offered to children birth to three years who have had a medical/abnormal birth.
Early Intervention Services
99
___ is the main part of IDEA offered for children birth to three.
Individual Family Service Plan (not as structured as IEP)
100
Are IFSP mandated national?
No, done by DARS, Department of Assistive and Rehabilitative Services in Texas
101
What goes into DARS' ECI? 4
1 Individualized and Interdisciplinary
2 Family-centered
3 Familiar settings
4 Planning continuing services
102
What does ECI cost in Texas?
Eval is free, case mgmt is free (including translations), Medicaid covers it, and sliding scale for everyone else (cost/share)
103
Who is eligible for ECI?
1 medically dx
2 auditory or visual impairment
3 have to see an impact for developmental delay (the Battelle is the only one Texas uses)
104
What prelinguistic skills can we look for? 7
```
1 imitation
2 joint attention*
3 responding to no, or their name
4 babbling
5 gaze/pointing
6 initiating*
7 turn taking*
```
105
What type of state do you want to assess a baby with?
calm, alert state
106
What should you remember when administering the Rossetti?
```
ask sequential questions all at once (what words can you child say; what body parts does your child know/say)
write all over the response form
O = observed
E = elicit
R = report
```
107
___ are key for infant intervention.
Parents
108
What are intervention targets for babies? 3
```
1 Joint attention
2 anticipation (turn-taking events, play, peek-a-boo, ball rolling)
3 initiation
```
109
As the baby grows up, assessment includes prelinguistic communication skills and now ___.
Play
110
RPMT stands for ___. What is it?
reactive prelinguistic milieu teaching (parents are the providers, respond to baby's needs and interests)
111
_____ is when you encourage the child to communicate, through social/environmental enticements or toys.
communicative temptations
112
What are some important points for treatment of prelinguistic children? 5
1 watch for all comm and respond to it (put words in their mouth)
2 help parents tell you where they can practice a skill at home (and write it down too!)
3 stop prompting all the time
4 use functional skills
5 use the environment to your favor
113
What is available for communication function? 3
1 request items/attention/soothing/informaiton
2 comment
3 acknowledgement
(etc.)
114
What are different ways a child communicates? 4
1 gestures
2 verbal
3eye contact
4 AAC
115
What should you note when observing a child? 2
how they repair breakdowns
| how persistent they are
116
What you address in 18-36 month therapy? 4
1 play (symbolic level/ complexity-steps-characters)
2 attention
3 following directions
4 vocab and written development
117
What is PMT do?
prelinguisitic milieu teaching is naturalistic in structured concepts, so that that the child has the best chance of using the comm, based on operant conditioning (give a little bit of time to allow child's turn)
118
What is meant by "nouns, NOT NOUNS"?
do include words that will provide some syntax, some richness, and content
119
____ is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
Intellectual disability
120
Neurodevelopmental disorders are largely ___.
genetic (mostly confirmed with genetic test/marker)
121
What is adaptive behaviors? 5 (and more in textbook)
1 Social skills
2 Practical skills
3 Interpersonal social skills, self-esteem, gullibility, follow rules
4 Conceptual skills (language, literacy, money time number)
5 Personal care (ADL), healthcare, work safety, using money, using a phone
122
Why do we need to learn about adaptive behaviors?
these are good therapy targets or things related to these
123
What is "working memory" according to Baddeley's model? 3
1 central executive
2 phonlogical loop or visuospatial sketchpad
3 episodic buffer
124
What is central executive in working memory?
what you want to keep and what you want to get rid of. it controls the active process
125
What are the two methods of encoding in working memory?
```
phonological loop (subvocalizing and rehearsing)
visuospatial sketchpad (photographic memory is extreme)
```
126
What is episodic buffer in working memory?
a work space where memories are held until they are discarded (short-term) or stored (long-term)
127
What goes into the capacity limit of working memory?
```
difficulty doing two tasks in the same domain
auditory loop (2s); visuospatial sketchpad (3-5 items)
```
128
What step of working memory is the biggest for therapy?
transfer into long-term memory
129
_____ occurs when you make a conscious decision to direct the processing activities of the brain (e.g. using a particular strategy to accomplish a task, with consideration of effort - harder for ID, some give & take to get good results)
Controlled processing
130
_____ generally has some ID with deficits in verbal processing and working memory and executive functions. Have problems with impulse control. (it's a syndrome). Treat with visual supports. Literacy deficits, hearing screenings, and assess for apraxia. Smaller brain, smaller temporal lobes, smaller cerebellar volume, different hippocampus volume, and frontal lobe volumes.
Down Syndrome
131
What are children with DS (down syndrome)'s profile for form (3)?
Form, less intelligibility, receptive syntax, expressive syntax
132
What are children with DS (down syndrome)'s profile for content (3)?
Content later first words,some delayed vocab, gestures used to support communication
133
What are children with DS (down syndrome)'s profile for use (3)?
Use: delay in early social communication, good narratives, good conversation.
134
___ is marked by mild to moderate ID, very poor visual spatial construction and adaptive behavior deficits (motor development and no independent living).
Williams syndrome
135
What are children with WS (williams syndrome)'s profile for form (3)?
late babbling
good grammar
difficulty with grammar comprehension
136
What are children with WS (williams syndrome)'s profile for content (2)?
good with concrete vocabulary
| extreme decreases with relational concept vocab
137
What are children with WS (williams syndrome)'s profile for use (3)?
delay in joint attention
integration of gaze information
poor conversation, narratives
138
___ is almost always marked by ID and severity is related to gene involvment. Many meet criteria for autism, lots of otitis media, and executive functioning (sequential processing, cognitive flexibility, planning, attention).
Fragile X Syndrome
139
What are individuals with Fragile X Syndrome good at?
good with simultaneous processing and long-term memory
140
What are children with Fra X (Fragile X syndrome)'s profile for form (3)?
articulation is good
auditory processing good
decreased understand and use of syntax and morphology
141
What are children with Fra X (Fragile X syndrome)'s profile for content (1)?
slower vocab growth/poor discours
142
What are children with Fra X (Fragile X syndrome)'s profile for use (4)?
poor conversation
poor theory of mind
limited sharing thoughts
poor critiquing their own work and getting info to others.
143
___ is serious behavior deficits replaced with socially appropriate behaviors.
Functional communication training
144
What are some different reasons for behavior deficits?4
1 seeking attention
2 to get a tangible reward
3 how it feels/sensory
4 escape
145
Functional communication training provides a different ___ for equivalent _____. As easy or easier than old behavior!
form;function
146
____ is a direction.
Mand
147
___ is a plan for when a child will get reinforced.
Reinforcement schedule
148
___ is taking something out of the environment they want.
Negative reinforcement
149
Every hit in the face is a TBI. T/F
False
150
What must you know to begin rehabilitation for a pt w/ a TBI?
pre-morbid condition
151
What is the most common cause of TBI?
falls
152
What are the two kinds of TBI?
closed- injury caused by mvt w/in the skull (diffuse lesions)
penetrating - foreign object entering the skull (focal lesions)
153
CDC estimate ___ people per year suffer a TBI.
1.7 millino
154
What are the most likely age groups for TBI?
0-4 (falls)
15-19 (risk-taking behavior)
65+ (falls)
155
The effects of TBI are always long lasting. T/F
False
156
___ is when changes with new learning or social demands cause the child to stop progressing (or start).
Neurocognitive stall
157
What do TBI nonverbal IQ deficits manifest as? 3
decreased processing speed
decreased attention
increased impulsivity (a hallmark of TBI)
158
What effects linguistic outcomes with TBI? 2
1 whether diffuse or focal
| 2 deficits related to age of injury
159
Why does age play a role in linguistic outcomes for TBI? 3
1 established skills are less vulnerable
2 difficulty acquiring new skills
3 younger children have poorer outcomes
160
What are common linguistic deficits following TBI? 5
1 discourse
2 integration of semantic memory, working memory, and world knowledge
3 making/understanding inference in story or speech
4 narrative creation
5 reading
161
What are targets for therapy for children with TBI? 4
1 relevancy
2 organization
3 memory supports
4 literacy, reading comprehension
162
What effects do visual impairments have on language? 3
1 trouble with early joint attention
2 social exchange issues (primarily pragmatic deficits)
3 literacy - story - narratives
163
____ helps decrease age of services for hearing impairment. Recovery is based on degree and type of loss.
Early detection
164
___ is the efficiency and effectiveness by which the CNS utilizes auditory information.
(central) Auditory Processing Disorder
165
When is (C)apd diagnosed?
not until 8 years old
166
Who diagnoses (C)apd?
audiologists
167
What does (C)apd treatment entail?
reduce impact of environmental distractors
168
What changed with DSM-5 for autism?
two disorders Autism Spectrum Disorder and Social Communication Disorder
and language disorders definition focuses more on structure - use disorders fall under SCD
169
___ is impairment with social communication and social interaction accompanied by restrictive and/or repetitive behaviors that begins in early childhood and results in reductions in functioning.
Autism Spectrum Disorder
170
____ is impairment with verbal and nonverbal aspects of social communication, without RRB, that manifests early in development and impedes functioning.
Social (Pragmatic) Communication Disorder
171
What is the difference between ASD and SCD?
SCD doesn't have a restrictive and/or repetitive behaviors
172
Can ASD be used with other dxs?
Yes (i.e. ADHD, ID, etc.)
173
What are two major categories of older children we see?
1 severely impaired kids working on language acquisition (ID, ASD, etc.)
2 ones that barely qualify for services but have difficulty with reading etc.
174
How do we define "older" children?
children that should have been d/c, 12+
175
What goes into older children intervention generally? 2
watch for assuming skills are intact
| and higher order therapy
176
What are some higher level linguistic demands? 11
1 deal with multiple teachers and styles
2 reading fluency (gain information from literature)
3 increase work produced
4 use working memory for processing, chunking and multistep direction
5 longer sustained attention
6 use meta-cognition to prioritize, evaluate work
7 work independently
8 abstract, symbolic info mastery
9 take notes
10 participate in varied assessment formats
11 use/understand logic and critical thinking
177
What areas must be addressed in older children? 5
```
1 receptive language (symbolic, complex)
2 expressive language (complex, social)
3 reading (fact and fiction)
4 written language
5 organization
```
178
Older kids may not be as ___ as younger and so we have to work with what we can and give them ___ to succeed.
malleable; strategies
179
Chunking info and better after lunch are examples of ___ factors
learner
180
An older child that never wears glasses or hearing aids are examples of ____.
constraints on cognitive resources
181
What are the approaches of vocabulary from curriculum strengths?
1 it is of interest (relevant for them)
| 2 it's already deigned to pull out language
182
What are different ways to address vocab/semantics from curriculum? 5
```
1 preteach
2 practice retrieval
3 direct instruction
4 figurative meanings
5 word strategies
```
183
____ is making sure the student is ready when it comes up instead of tutoring on the backside.
Preteaching
184
____ is teaching the words specifically (look it up in the dictionary, practice it in a sentence).
Direct instruction
185
____ is teaching a way to learn about a word from context and use affixes to break up the word. See how all the words relate.
Word strategies
186
____ is where a word does not mean what is literally does. Must use world knowledge and context to define a word or phrase. (can also use dictionary to look up alternate meaning and archaic meanings of word)
Figurative meanings
187
____ is where you practice a word in different settings and with different prompts.
Practice retrieval
188
____ use more cognitive measure to get more learning time. (Meta-cognition) (root word strategy, use context to learn word, practice strategies for recall via games, and thinking like a writer for figurative language)
Learning strategies methodologies
189
What are learning strategies for syntax? 3
1 proofreading (teach strategies)
2 code for clarity and style (develop your own way)
3 review examples of syntax
190
What are the elements of pragmatics for older children? 4
1 awareness
2 routines
3 conversation
4 peers (watching for models)
191
What makes older kids successful at pragmatics? 2
1 knowing when to smile
| 2 awareness of expectations/rules (in classroom and social)
192
What are higher level communication for pragmatics for older kids?
negotiations and persuasion
193
What does working memory involves? 3
1 central executive connected with a
2 visuo-spatial sketchpad and
3 phonological loop
194
Will bringing visuo-spatial information stress an already stressed system? 2
No, 1 there are not reduced processing capacities, or 2 the task did not stress the system enough
195
Why should you get a spontaneous language sample? 5
```
1 functional language use
2 assess a variety of skills
3 can use different locations, communication partners, and tasks
4 reduce bias for CLD clients
5 individualized for the client
```
196
What are the types of samples? 3
1 spontaneous language (play or daily routine)
2 narrative sample (personal, retell, and book (wordless))
3 picture descriptions (problem solving and interesting)
197
Why should you use a "view master" in therapy? 2
1 authentic pragmatic retell expereince
2 picture hide and seek (describe picture and then click them and "hide" it to make the the client "find" it; with different levels depending on the wheel)
198
What is the drawback of picture description?
won't give connected speech
199
What are Dr. Ivey's two types of picture descriptions?
problem pictures and interesting pictures
200
What does form encompass with language sampling analysis? 3
morphemes, syntax, morphology
201
What does content encompass with language sampling analysis? 2
semantics, lexical diversity
202
What does use encompass with language sampling analysis? 3
communicative intent
pragmatic function
pragmatic awareness
203
What is the IPSyn? What is it useful for?
100 utterances and child can get things on a checklist and can be used to measure change over time and different than the MLU because it shows specific skills that a child is using
204
What is the Narrative Assessment Protocol?
5 analyses that is useful with ages 3-5 and has connections to early literacy
205
What is SALT?
Systematic Analysis of Language Transcripts - gives a comparison from your client to others; 2012 is most current version
206
What is MLU?
a morphosyntactic measure for mean length of utterance; useful way of measuring language complexity until 4-4.5
207
What should we beware of with morphosyntactic analysis?
1 deciding on a utterance
| 2 inflectional cues
208
What should we remember about interjections? 3
1 not part of the grmmatical structure
2 separate from main utterance
3 classify as "interjection" and vocabulary (C Hey
C don't.; or C Uh-oh C broken.
209
What should we remember about nouns in direct address? 3
1 when a child calls the listener by name
2 must be done at the time of transcription
3 indicated with a comma
210
What should we remember about question markers? 2
1 noted by rising intonation at the end
| 2 not part of the utterance to analyze grammar
211
What should we remember about imperative interjections?
1 separate imperative sentences
| 2 "I got it, see?" and "Look-it, a dog" two separate utterances
212
What should we remember about sentence tags? 2
1 they are added at the beginning or end of a sentence
2 used to start or end the utterance
"over there, I think." "I see, you found it." must separate the tag from the main utterance.
213
What are t-units?
a dominant clause and any dependent clauses attached to it.
214
How do coordinating conjuntions affect t-units?
they start new ones (and, but, or) except if they are co-referential subject deletion
215
What are co-referential subject deletion?
When it looks like you have two clauses that are linked, but the subject is implied by shared subject ("He goes and loses" = He goes. He loses it.)
216
What is a t-unit analysis?
MLTU = total # of T-units/total # of words
217
What can t-unit analysis be used with? 3
1 written language
2 spoken language
3 older children (increases gradually)
218
When you use MLU for school aged kids, what changes?
it is MLU in words (or MLU-w) before it was morphemes; this is also known as Mean length of response or MLR
219
What is a normal TTR? How reliable is it?
.5 for children 3-8
| Not reliable for some children depending on sample size and child
220
What can be analyzed with semantics besides TTR? 5
```
1 use of context cues for meaning
2 curriculum vocabulary for school aged (receptive, definitions, expressive)
3 functional analysis vocabulary
4 multiple meanings
5 figurative language
```
221
What can be analyzed for pragmatics? 2; How many combinations are there?
+/- assertiveness
| +/- responsiveness (4 combinations)
222
How do we analyze pragmatics?
conversation analyses or criterion/standardize assesment
223
What are the parts of pragmatic function? 3
1 means of comunication
2 persistence
3 modification to partner's needs (repair strategy)
224
What are the most adult pragmatic skills (i.e. higher order skills)? 6
```
1 changes in register
2 presupposition
3 inference
4 discourse
5 negotiation
6 conversation repair
```
225
What do we look at in narration? 3
1 macrostructure
2 microstructure
3 artful storytelling
226
What do we mean by macrostructure for narration? 4
1 overall maturity of narrative
2 organization
3 number of story grammar elements
4 cohesion
227
What do we mean by microstructure for narration? 2
```
1 productivity (lexical diversity (TNW/NDW) and t-unity output)
2 complexity (MLTU and proportion of complex sentences)
```
228
What goes into artful storytelling? 5
```
1 rich vocabulary
2 episodes
3 cohesion
4 story climax
5 varied language forms
```
229
What is the written language process that we analyze it? 5
```
1 pre-write
2 draft
3 revise
4 edit
5 publish
```
