Language Disorders Flashcards
(371 cards)
1
Q
Important to all social and educational functioning because it is a means of communicating and surviving in a society geared around these two factors.
A
Communication & Language
2
Q
________ can have a negative impact on an individuals future educational, social, and vocational opportunities
A
Language deficit
3
Q
The most distinctive attribute of human beings; acquisition is a major part of human development
A
Language
4
Q
defined as the process of sending and receiving messages, information, ideas, and or feelings
A
Communication
5
Q
Includes both physical speech productions but also symbolic nature, actions, and behaviors that contain messages
A
Communication
6
Q
Not limited to humans — just communicate higher orders of complex thoughts, feeling, and ideas using language
A
Communication
7
Q
process by which two individuals exchange information and convey ideas/messages
A
Communication
8
Q
List the Functions of Communication:
A
- Self Expression
- Tell Stories
- Ask Questions/ Give answers
- Tell Jokes
- Give Demands
- Share thoughts, ideas, opinions, experiences
- Convey Information
- Conduct affairs
9
Q
Active process that requires participants and mode
A
Communication
10
Q
List the components of communication:
A
Sender, Receiver, Channel, Shared mode of communication
11
Q
formulates produces the message
A
Sender
12
Q
decodes & comprehends the message transmitted by the sender
A
Reciever
13
Q
defined as a code in which humans manipulate specific symbols to make them stand for something else
A
Language
14
Q
A code whereby ideas about the world are represented through a conventional system of arbitrary signals for communicaiton
A
Language
15
Q
Coded symbols should refer to :
A
real things, concepts, ideas, and referents
16
Q
Considered a convention with rules that guide coded symbols and its ability to combine with other coded symbols
A
Language
17
Q
Belief that ALL humans are born with the innate ability to learn and use langauge; most babies are born with the capacity to use language; however it is not ________, need to learn the langauge or code of the linguistic system of the community they live in
A
automatic
18
Q
Oral expression of langauge
A
Speech
19
Q
involves a sensorimotor process that requires users to reproduce the coded symbols embedded in their CNS
A
speech
20
Q
Requires neurological control of oral cavity’s physical movements to create sound patterns
A
Speech
21
Q
Sound patters require:
A
respiration, phonation, resonation, and articulation
22
Q
Process by which individuals exchanged information and convey ideas
A
Communication
23
Q
Oral verbal mode of transmitting messages involving precise coordination of oral neuromuscular movements in order to produce sounds and linguistic units.
A
Speech
24
Q
a socially shared code or conventional system which represents an idea via the use of random symbols and rules that manages combinations of said symbols.
A
Language
25
a behavior or action that conveys a message (loudness, frowning, gestures); Can enhance or change the linguistic code/message meaning
Extralinguistics
26
melodic components of speech that modify the meaning of the message spoken (pitch and intonation)
Paralinguistics
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non-verbal aspects of communication considered a system in itself
Nonlinguistics
28
space and physical distance between communicators
Proxemics
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body movements used for communication
Kinesics
30
higher aspects of the use of language; ability to use langauge to communication, talk about, or analyze langauge; ability to reword, make corrections, generate rhyming words, frequent monitoring of self ocmmunication
Metalinguistics
31
Verbal aspects of communication
speech & language
32
Examples of Communication Helpers:
stress patterns; rhythm; rate of speech; tone of voice; pitch
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Examples of Nonverbal forms of communication
body movement and orientation; physical contact; facial expressions; gestures; looks; visual signs
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The main use of speech and language is to communicate; aspects of communication can enhance or distort the linguistic code
.
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intonation patterns, stress, and speech rate that signal the attitude and emotions of the speaker resulting in a change in the linguistic information
Paralinguistic cues
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involves gestures, body movements, eye contact, facial expressions that may add or take away from the linguistic message
Nonlinguistic cues
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considered teh primary purpose of communication, yet it is NOT the only means available to communicate
Speech
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5 Basic Components of Language
Phonology, Semantics, Syntax, Morphology, Pragmatics
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Use of a specific set of speech sounds in a planned sequence to communicate meaing; description of the systems and patterns of phonemmes that occur in langauge
Phonology
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sounds that allow individuals to tell the difference between one word from another
Phonemes
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Addresses the referents of words and the meaning of utterances; involves the vocabulary of a language/lexical system
Semantics
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Referential meanings; Connotative (emotially associated)
Semantics
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Process of categorizing and recategorizing words to fit referents and characteristics; Context assists in determining meaning in words with different meanings
Semantics
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Addresses relational meaning(meaning conveyed by the relationship among words)
Semantics
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allows statements to take on a meaning beyond the words on its own
prepositional meaning
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placement of the word determines its logic
Semantics
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When a statement gives no clue as to the meaning of a word; requires context to determine meaning
Ambiguous Statements
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going beyond meaning that is developed from literal interpretations
Figurative Meaning
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Figurative meaning includes what?
metaphore, similies, proverbs, idioms
50
meaning that is developed from the logical relationship of the statements
Inferential
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Set of rules that govern how words are to be sequenced and how the words in utterances are related
Syntax
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all language systems have syntax; Determines what words can be combined in what order; reversal of word order gives different meaning
.
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using operational rules, change a sentence by adding, deleting or rearranging words for various type of sentences
Transformational
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smallest unit of meaning in language
morphemes
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cannot be divided into smaller meaning
roots
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attached to words to change the meaing
affixes
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using various word forms and the rules for using grammatical markers or inflections together; include plurals, verb tenses, adverbs, and superalitves; discusses as part of the phonological system
Morphology
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can stand alone in language and have meaning
Free morphemes
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cannot stand alone in language and have meaning
Bound morphemes
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Considered an active process that requires the sender to encode or create a message; requires the receiver to decode or understand the message
Communication
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Partners of the communication process must be aware of the needs of the other in order to make sure that messages are accurately and effectively conveyed and comprehended
Goal of communication
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Examples of other modes of communication:
Writing, Drawing, Manual Signing, Gestures
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Users choose the mode of communication depending on the context of the conversation. their needs and abilites, the needs of the listerner, and the message they want to convey
.
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There exists hundreds of langauges that possess their own particular set of symbols and rules
Language
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Can only exist when users of it have agreed on the chosen symbols and rules that will represent it
Language
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allow the users of that language to represent an object, event, or a relationship by way of combination of symbols or one set symbol
linguistic codes
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Includes rules that are considered complex of which govern sounds, words, sentences, meaning, and use
language
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Rules presented in language underlie a speaker's ability to understand language ____________ and their ability to create langauge _____________
language comprehension & language production
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an individuals implicit knowledge about the rules of their langauge. Cna understand the language and create an infinite number of sentences and use a variety of language in social settings.
Linguistic Competence
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Native Speakers and listeners of a language learn a linguistic rule system. Rule system is divided into 3 components:
Form, Content, Use
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Form:
Content:
Use:
- Phonology, morphology, Syntax
- Semantics
- Pragmatics
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4 Multidisciplinary approaches addresseing the study of langauge acquistion
-Behavioral, Psycholinguistic/Syntactic, Semantic/Cognitive, Pragmatic
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Argues that langauge acquisition depends on environmental variables mastered through imitation, practice, and selective reinforcement; langauge is gained through slow collection of vocal symbols and sequences of symbols
Behavioral Approach
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Model of utterances by parents and other important persons in the child's life is vital to this theory
Behavioral Approach
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the human brain possesses a mental plan used to understand an generate sentences. The mental plan was heorized to allow the child the ability to internalize knowledge needed for deriving sentences
Psycholinguistic/Syntactic Approach
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the innate mechanism activated by the child's exposure to language
Language Acquisition Device
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studied the meanign conveyed by a child's utterances instead of the syntax production
Semantic Cognitive Approach
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views langauge development within the frameword of social development; child learns language as a means of being able to socialize and direct the behaviors of others
Pragmatic approach
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Language is only acquired if and only id the child has ____________. Child must learn that they can influence their environment
reason to talk
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_______ is acquired as a means of acknowledging alreading existing communicaiton functions
Langauge
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Language is learned in ______________ interactions that involve the child and the nature langauge user in their environment
dynamic social
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The child acts as an active part in the ___________ and have to contribute to the process by behaving in ways that allows them to benefit from the adults facilitating behavior.
transactional process
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The use of langauge generalyl involves ___ people in a communicative situation
2
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Turn taking in a conversation is deemed:
Dyadic communication
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The communication cycle is NOT complete until both the sender and reciever are using the same code and using the same rules of language to communicate.
.
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most common modality of communication; children acquire this mode first
auditory-oral system for language
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Hear and comprehend before you
read or write
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Other communication modalities that can be used:
Visual-graphic, reading, writing
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2 other forms besides non-verbal communication
manual communication; augmentative and alternative communication
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Used with hearing impaired, deaf, non-verbal/critical communication needs
Manual Communication/ sign language
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involves all forms of communication to express thoughts, needs, wants, and ideas
AAC
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Individuals with severe speech or langauge problems use AAC to supplement existing speech or replace speech not functional
.
93
Goals of AAC include:
assistane in increasing social interaction, school performance, and feelings of self-worth
94
AAC users should no stop using speech if they are able to do so. The AAC aids and devices are used to enhance their comunication
.
95
user's body implemented to convey messages (gestures, body language, and/or sign language)
Unaided communication systems
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the use of tools/equipment + teh user's body
Aided Communicaiton Systems
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complete usage of natural resources
No tech AAC
98
mixture between notech and device that have max. 4-6 overlays, one button ,one recordable message etc.
Low Tech AAC
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devices taht require higher cognitive ability. represent multiple overlays, can record more than one message etc.
High tech AAC
100
shaking, nodding the heading, shrugging the shoulder.
Gestures
101
langauge composed of different hand shapes origninally developed for people with severe hearing loss or deafness; require certain amount of manual dexterity, and are not understood well by people who do not know the system
Sign Languages
102
letters are formed by different shapes of the hand and fingers; each word is then spelled out; often is used with sign language for spelling of proper names, technical terms an the like.
Fingerspelling
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oral symbols can be spoken by a person or generated by a computer
speech
104
The major physcial bases inlcude:
ear-speech mechanisms
| nervous system
105
7 Cranial nerves that deal with langauge and pseech :
```
Trigeminal
Facial
Vestibulochoclear
Glossopharyngeal
Vagus
Accessory
Hypoglossal
```
106
allow them to process and organize incoming stimuli/information
Schemas
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Four Stages of Cognitive Development:
-Sensorimotor, Preoperational, Concrete, Formal
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Become aware of the world, at end of stage use words to refer to entities properties and actions
Sensorimotor period (0-2 year)
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Become aware of spech,time, and quantity concepts and relationships
Preoperational though (2-7 years)
110
Develop logical thought processes
Concrete Operations (7-11 years)
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Develop Logical abstract thought
Formal Operation (11-15 year)
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way you deal with stimuli incomin and how you process it in your head
Info Processing
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consciously analyzing, controlling, planning, and organizing what you know
Metacognition
114
Infant/Caregiver Attachment Occurs secondary to:
close nurturing, long-term relationship, become attached to familiar faces, voices, and smells, caregive takes care of needs = attachement, unique communiation system shared,
115
maternal language patterns presented to a child; short utterances, simple utterances, slow rate of speech, stressed words
Motherese
116
Considered to be childs exact reproductions of adults utterances; does not fully account for the langauge learning process
Imitation
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Children are later able to produce novel utterances; As productive langauge develops -> imitation decreases
.
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From imitation children extract the rules fro behavior, imitations that contain the rules, not exact duplication.
.
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Used in conditioning or stimulus-response theories of learning; not all utterances are reinforced; adults provide language models and reinforce verbal behavior
Reinforcement
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______ influenced by the child's ineraction with people and events in their environment
Language acquisition
121
child interaction different from language presetnd in adult-adult interaction
Caretaker
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This kind of speech is focused on the here and now
Adult-child speech
123
parents provide the opportunity by being responsive to child actions, gestrues, vocalization, and then providing a vast amount of info about langauge system via input
Discourse Frames
124
Parent provides child with repeated presentation of familiar materials in book reading/storytelling. Gives child the chance to recognize and internalize structure of texts
Predicatble Texts
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Verbal responses that increase the length/complexity of the child's uterrance
Expansion
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Verbal responses that add new but relevant information to the child utterance
Expatiations
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Questions posed to fill in the pieces of an utterance, then adult speaks the entire utterance
Vertical Structuring
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Comment/questions to extend what child has said
Prompts
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Repeat the childs utterance
Repetition
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A model provided of the adult form of the childs utterance
Recast
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component of language focused on meaning. Meaning expressed through language at word, sentence, and discourse level
Semantics Development
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acquiring meanings that code relationships among people, object, and events
Relational Meaning
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notes an object
Existence
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notes an entity is absent
Nonexistence
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notes entity has disappeared
Disappearance
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requests reappearance. notes an entity reappears
Recurrence
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Examples of primitive speech acts:
Requesting action, protesting, requeting answer, labeling, answering, greeting, repeating, practicing, calling
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These assist in calculating a childs MLU
14 grammatical morphemes
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average number of morphemes per utterance that child produces
MLU
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assists in utterance lenth increase
Morphology
141
Children ID and talk about relations in one event
Chained single-word utterances
142
increase the variety of communicative intents that involve gaining attention. requests, calling (___________); naming description, giving info beyond present (__________); describe activites intend to carry out an action, refusal, protest(______); imitation, answer, conversational responses questions (__________)
Pragmatic development
- regulation intents
- statement intent
- exchange intent
- conversational intent
143
Topic/maintenance devices; attend to one or more words in a previous utterance and repeat or imitate those portions in their succeeding responses
focus/imiation
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by age 3 child decreases use of focus/imitation to this; children add info to the top of previous uterance or modify the previous utterance
Substitution/ expansion
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_______ children are able to participate in dialogues and apply turn taking rules
18-24 months
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everyone has fluency difficulties in converation one time or another phrases are revised, words repeated, hesitation & fillers furing message delivery
.
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Common part of lagnuage, not limited to storytelling- describing, recounting- demands on logical structure, temporal and casual sequencing, cohesion and presuppiostional abilites
Narratives
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6 Stages of Narratives:
```
1- heaps
2- sequences
3- primitive temporal narratives
4- unfocused temporal chains
5- focused temporal or causal chains
6- proper or true narratives
```
149
Language skills are slow to develop; manner in which the child acquires language is the same as TD peers just need to catch up
Language delay
150
deviation in the usual rate and/or sequence that language skills emerge; may have difference in rate of acquisition in one skill, features in another skill, and TD in other areas
Langauge disorder
151
Children appear normal except for language acquisition; cannot attribute language-learning difficulties to an identifiable problem; significant limitation in language learning; they dont learn language rapidly and easily
Specific Language Impairments
152
Heterogenous group; variation in language performance; difficulties with both language comprehension and expression; difficulties with lexical retreival, syntax and morphology
Specific Language impairments
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age level a child is functioning on cognitive/intellectual taskes (IQ tests)
Mental Age
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clinically important deviation from what is expected at the CA
chronological age
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Important to know scores like ____________ do not provide as much information of a child's langauge abilities an how it impacts academic or social skills as raw qualitative data
% ranks and SS
156
genetic factors are believe to underlie a clinical marker
Phenotype
157
Help in knowing whih child has an SLI; behavioral feature, characteristic or combination of both teat child with SLI have; either absent of present; correctly ID's child with SLI
clinical markers
158
English speaking children with SLI are renowned for their persisting difficulties with:
Grammatical forms and in particular related to tense marking on verbs
159
focuses on aspects of childrens information processing and requires children to repeat nonsense words or varying sylable length and phonological complexity
Non word repetition
160
These are a good indicator of SLI
non word repeitions
161
Uses only 4 consonants taht are expected to have been acquired early and 1 vowel; measure the diffivulty in learning langauge by the rate in which new language skills are learned
Syllable Repetition Test
162
Continuous, treatment and behavior observed and tracked; essential part of assessment process
Dynamic Assessment
163
Begun as soon as language problems emerge; parent/ caregive training programs
Early Intervention/ Preventive Intervention
164
These have been linked to potential langauge problems:
birth factors, chromosomal syndroms, known neurological or physical consitions, socioeconomic factors, environmental deprivation
165
Some Risk Factors for SLI:
family history of literacy and/or comunication problems; birth order; caregiver levels of eduation; gender (males more then females); Socioeconomic Status
166
______&______ are complex human behaviors influenced by multiple factors, so the factors that place children at risk for langauge impairment are more then likely going to reflect complex interactions
Language learning & language performance
167
Impact academic abilites; as child ages the difficulties may become more significant; trouble abstracting from their language learning environemnts; incomplete learning of langauge rules; trouble accessing the information they have learned
SLI
168
SLI Precursors include:
phonolgical problems or v.v. ; acquire single words with consonants they frequently use than words taht begin with unfamiliar consonants; delayy in using 1st word; slow to add to vocab
169
SLI Assessment should include:
Socialization, phonologial composition of verbalization, vocalization, and babbling; gesture usage; beahvior; non-word repition skills; comprehension skills
170
appear invisible, often overlooked and not understood; 1out of every 5 individuals in the U.S. have this and recieve intervention
Learning Disability
171
How you define LD is important for:
- placement in educational system
- intervention
- government and local districs decision on funding
- professional preparation, PD, Curiculum design
- Collaboration and discussions among parents/caregiver, SLP's psychologists
172
Show strength in one/more areas and waknesses in others; vary across lifespan and within individual; gap in effort and achievement academically; poor instructino not the main cause
learning disabilites
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reading mostly impaired; ____ population show impairment in reading decoding or comprehension
dyslexia
| 80%
174
reading problms with no assoiated sensory, motor, emotional/intellectual impairments
Dyslexia, Reading Disability/Specific reading disorder
175
Children with Dyslexia may need:
- main points to be written down and terminology
- handouts, summaries or copies of notes and OHTs
- be sympathetic to studentes using tape recorders
- avoid dictation
- provide guided/structured lectures, indicate changes in topics and key points
- allow students time to absorb information
176
problems in reading semantics, vocabulary, comprehension, words, sentences and paragraphs not in a childs semantic system
Hyperlexia
177
problems in applying the letter-sound rule/sounding out -- reading will be affected long with comprehension
developmental phonological dyslexia
178
preoblems in visul recognition of words, words that can only understood as a sight word
Developmental Surface Dyslexia
179
group of students who achievement scores in the range of low to below average -- not classified as LD because IQ level are on par
Slow Learners
180
difficulty in directing and sustaining attention-- impairs their ability to learn; 4-12% of youth have
ADHD/ADD
181
CAS children identical to those identified with articulatory and graphomotor coodination deficits
.
182
not well clinically bounded; not accepted by all professional as a diagnosis; often identified as LD or display patter of school performance difficulties
Central Auditory Processing Disorder
183
No federal guidelines or requirements for a child to recieve special education; left up to the states to set eligbility criteria and established procedure for diagnosing LD
.
184
Linguistic Issues Relevant to LD:
metalinguistic skills, writing, difference between spoken and written language, writing is complex linguistic skill, shares components with reading and spoken language
185
Communication problems and LD:
Semantic- cognitive processes, word meaning, word retrieval/word finding difficulties, confrontation naming, spontaneous speech
186
Circumlocutions, Substiutions of words, Preservation, low infor words excessively used, delay in producing the targets words, extra verbilizations, initial sound repetition, naiming to description- categories
Communicaiton problems and LD
187
Grammar- perform at lower levels on most language forms, poor command of past tenses and irregular forms
.
188
Narratives:comprehension and production of language units larger than the sentence
.
189
= late talkers; individuals who are late in developing language; late use of words
Delay
190
aytipical develop; usually have problems with understanding as well as speaking - deviation from the norm
Disorder
191
tend to be late talkers; slow vocabulary development; no obvious biological factors; receptive langauge is usually OK
early expressive langauge delay
192
Affects up to 13% of children; heterogeneous group; may be developmental or acquired; deficits or immaturities; spoken or written langauge; may affect expressive and/or receptive langauge; impairments in form, content, and.or use
Langauge impairment/disorder
193
Usually affects multiple aspects of language form, content , and use ; May be associated with other disabilities
Language Disorder
194
Difficulties in listening, speaking, reading, writing, reasoning, or mathematical abilities
Learning Disabilities
195
May occur with other disability conditions, but is not the direct result of those conditions; Have difficulty with selective attention; Often not detected until school-aged
Learning Disabilities
196
A Pervasive Developmental Disorder (PDD);Cause is unknown;Biological; Processing of sensory information; Deficit in ability to establish & maintain social relationships
Autism Spectrum Disorder
197
Language of a child with ASD:
Language
- Profound language disorder
- Expressive language is often absent
- Echolalia
- Poor pragmatic skills
- Available language often not used for social communication
- Impaired prosody
198
Ritualistic behavior; Preference for routines ;Stereotypic behaviors
~3/4 of children with autism are classified as having MR
Autism Spectrum Disorder
199
A disability characterized by significant limitation in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Originates before age 18.
Intellectual Disability
200
Difficulty with their ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience; Detwemined by IQ
Intellectual Disability
201
Two categories of intellectual disabilites:
Organic major chromosomal, genetic, or traumatic cause; Familial no known causes but tends to be prevalent in families
202
Minimal receptive language skills; nonverbal; Use AAC
Angelman Syndrome
203
Phonological development is typical at first; Communicate with SEE and gestures; Good imitation and pragmatic skills; receptive better then expressive; good receptive vocabulary
Down Syndrome
204
Language impairments and cognitive abilities Memory deficits Deficits in narrative discourse;Develop functional language skills Processing disorders; Deficits in vocabulary, syntax, and pragmatics Hearing Loss
Fetal Alcohol Spectrum Disorder
205
Good receptive language
| Good imitation skills; Recurring ear infections; Echolalia and phonological delays in unintelligible speech
Fragile X Syndrome
206
Delays in language – substantive catch up; Receptive skills delayed
Deficit in pragmatic language; Articulation errors with poor intelligibility Syntax deficits
Prader- Willi Syndrome
207
Relative strengths in concrete vocabulary, grammar, phonological processing; Know the phonological aspects of words better than the meaning; Good artic skills Mild intelligibility Deficit in conversational discourse Visual spatial deficits
Williams Syndrome
208
Three major areas in early communication assessment & intervention:
- early prelinguistic communication
- emergent speech and language abilities in the first years of life
- assessment and intervention strategies for speech pathologists
209
functionally identifying young children at risk of communcation disorders
Challenge of EI professionals
210
subtle impairments in the ability to process and learn auditory information in young children
Cascading Effect
211
There is an urgent need for early identification and intervention when brain development is rapid with a high degree of plasticity, because ___________ nad___________ have increased resulting in more divers culture and linguistic clients
global immigration
| migration patterns
212
Early intervention of cultural and linguistic client recquire:
a team approach including member of the family
213
Roles of SLP in EI:
screening & identification; assessment and evaluation; design, planning, direct delivery, and monitoring of treatment programs; case management; consultation with and refferal to agencies and other professionals
214
SLP's intention as part of the EI team is to take on ____________ within community based, family centered program
multiple dynamic roles
215
ASHA identified roles of SLP in EI:
team member; clinician; communication facilitator; coach; consultant
216
No other professional posses the knowledge training and expertise of a Speech Language Pathologist to address the educational challege of children. Importance of langauge in early childhood development has caused the role of the SLP to shift from a related service provider to classroom teacher, counselor, parent trainer, consultant.
.
217
SLPs are recquired to used both the ________and________models to meet the needs of the children and family because of an increased emphasis on inclusive in school programming and natural settings
consultation and collaboration
218
SMART goals stand for
Specific, Measurable, Attainable, Rationale, Time
219
SLPs are now recquires to switch from:
pull out model to a collaborative model of classroom includion (Push-in)
220
SLP should recognize that a shared process is the key to gaining better outcomes in comparison to individual effort.
.
221
Work as partners:
Coequality/ Coparticipation
222
One educational mechanism for the start of inclusion process
Coteaching
223
Change for professional growth; inclusion must be suportie of proffesional change; work toward recognition on how all invovlved professional can support each other
Reciprocity
224
A______&________ is necessary in order to assess known risk factors quickly, accurately, provide effective intervention, and support optimal communication and language development.
Dynamic intervetnion
| Assessment Process
225
Not all children who present with language disorders qualify for _________
Intervention
226
Eligibility for intervention:
- Depends on the agency/ orgnization set criteria
- considers the serice provider, the family & child
- different laws outline requirement for EI
- Include: birth weight, gestational age at birth, medical diagnosis
.
227
defined the role of the SLP in early intervention
IDEA ammendments
228
Qualified professionals must complete an assessment of the child and both assessment and intervention be provided by a miltidisciplinary team
US Policy
229
EI is offerent in _____
LRE or Natural Environement
230
EI is family centered and responsive to priorities, culture and values of the family
.
231
Early intervention is ________
individualized
232
Addresses both the child and family needs that impact the childs development; move focus from child with disabilities to child as part of family unit
IFSP
| Individualized Family Service Plan
233
Communication Assessment Model for Infants Six Strands:
Family preferences, developmental processes, individual differences, communicative contexts, EI teams, Intervention Strategies
234
Family Preferences: Must possess cultural competance; Be sensitive; build a rapport; recognize the family members play a key rols; guage concerns and parent motivation for EI
.
235
intervention of children in a collaborative role involving the family members
Family Preferences
236
must use approach often in order to evaluate the development of the child
Developmental Preferences
237
Developmental Preferences:Must organize the childs changing behavior as a function of stage intervals occuring at a specific CA;
.
238
measurable aspects of behavioral development described
Stage Model of Development
239
allows behavior overlapping and can display the individual difference presented by the child. Similar to the dynamic and naturalistic models
Continued Proces Model of Development
240
idea that children may follow and develop on different paths and with different strategies for langauge
Individual Differences
241
idea that language development and communication occurs within familiar contexts. During development children go through a stage of _________________
Communicative contexts
| decontextualiztion
242
utterances are no longer bound to limited contexts. Begin to expand on utternancs that were first produced only specific to a context
Decontextualization
243
Three team models for selecting and EI team:
Multidisciplinary, Interdisciplinary, Transdisciplinary
244
Work independently within their discipline to provide services
Multidisciplinary
245
more professional interaction and coordinated service delivery
Interfisciplinary
246
largest amount of communication and collaboration within professional -preferred model
Transdiciplinary
247
primary for standard best practice in EI for 5 reason:
Transdiciplinary Model
- Flexibility
- Role overlaps
- Single coordinator
- Members depend on one another
- Family becomes members of team
248
traditional approach that relies almost primarily on age-expected behaviors and is considered a static form of assessment
Developmental Models
249
developmental assessments limited in scope and ability to fully evaluate preverbal communication behaviors
Static Assessment
250
natural approach to assessment; involves viewing the infants communicaiton skills in commonly occuring settings and contexts; few assessed based on this model
Naturalist Models
| **Dynamic Assessment
251
a specific application of naturalistic assessment, specific strategies to determin child's optimal performance when adult support and intervention is present.
Dynamic Assessments
252
Too limited in examination of the infancy period when in relation to the rapid sequence and complexity of developmental processes that occur in the first years of life.
Developmental Assessment Models Con
253
(dynamic approaches) allow needed flexibility that is important when dealing with children with special needs
Naturalistic Approaches PRO
254
may not always provide milestone information needed to evaluate the childs communication abilites compared to same-age peers
Naturalist Aproach Con
255
An essential start to intervention; should lead to effective intervention; provides sample of childs performance during interaction with a more experience communication partner; determine the childs emerging language competence and level of scaffolding needed via cues and support from examiner
Dynamic Assessment
256
____________strategies for children with LLD help to improve their information processing abilities by improving retrieval of previously stored information
Dynamic Assessment
257
Purpose of Dynamic Assessment
Address the childs knowledge base; evaluate the childs attention abilities and ability to modify learning strategies; evaluate the childs encoding of perception and memory, storage, and retrieval
258
Dynamic assessments principles and procedures designed for children with the ability to _______ and _________ their own learning performances.
observe and modify
259
Key application for degree of scaffolding and demonstrate emergent abilities include:
parent reports,observations, interviews, level of scaffolding recquired
260
a method that includes observations of children in routine daily activites, interaction with familiar people, manipulation of objects and development of play
Serial Assessment
261
in the setting of play, information is gathered about the childs typical and preferred means of communication
Trial Intervention
262
prompt hierarchy least amount ot most amount
Graduated Prompting
263
modification, additional cues, explaining task, rationale-determine comprehension
Limits Testing
264
short term intervention, supports and prompting
Mediated Learniing Experiences
265
Includes many stages that include screening, diagnosis, determination of eligibility for services, and progress evaluation after an intervention phase.
Traditional Model of Assessment
266
Purpose of Traditional Model of Assessment:
to collect information in regards to childs strength and weaknesses for purposes of intervention and planning
267
SLP IDs specific linguistic goals; intervention based on incremental steps; intervention conducted in pull-out; drill, practice, reinforcement methods to achieve mastery
Direct Instruction
268
Child oriented focus with environemental arrangement; specific language structures targeted in arranged play; intervention conducted in typical child routine; adult-directed requests child response and incidental teaching
Milieu Teaching
269
Child oriented with focus on organizing the environment to increase communication oppurtunities; specific language structures are targeted in arranged play; intervention in natural environments and typical routines; incidental teaching approaches in responsive converational style
Enhanced Milieu Teaching
270
Child oriented with focus on organizing the environment to increase communication opportunites; generalized child communication gains are targeted; intervetnion in natural environments and typical routines; adult follows childs lead and provides linguistic models in response to childs behavior
Responsive Interaction
271
Intervetnion is child oriented; child discovers properties of language; all language domains are interrelated no main objectives; SLP relies on rich learnign environments in natural settings; Adult-child interaction to achieve reciprocal communicaiton
Conversation Based Intervention
272
design the environment with activites and objects that are relevant to the childs development and will engage the child.
Environmental Arrangement
273
environment manipulated to engage child in typical/relevant activites. Include child lead adult interaction that builds on the estabishment of joint attention. Expanding on the childs communication and turn taking
Responsive INteraction
274
Initial uses of requests and comments. Take strategies from milieu teachign that include following the child's lead, facilitating environmental arrangement, and embedding modeling in routines and social interactions
Pre-linguistic Milieu Intervention
275
incorporate into play based intervention to provide opportunities for the child at risk of severe communication delays to communicaiton functionally
AAC
276
starts in the intervention phases. Ongoing process used to determine the childs communicative strengths and needs. Determins intervetnion strategies that promote communication and language development
Intervention Strategies
277
In EI SLP gathers info about the:
Developmental process, individual differeces, communicative contexts and team member roles
278
developing collaborative goals and objectives for EI personnel and families
Intervention Planning
279
a statement expressing long term goals that include an outcome for a specified time frame
Intervention Goal
280
a specified short term goal that discusses the exact behavior expected and the specific criteria to evaluate achievement of the objective
Intervetnion Objective
281
Two types of Intervetion Approaches:
Naturalistic Approach & Behavioral Approach
282
based on developmental, cognitive, and social models
Naturalistic Approach
283
based on beahvioral models that incorporate reinforcement principles
Behavioral Approach
284
group of people using two different languages miz them into a vernacular that is neither L1 or L2 but a mix
Mixed Vernacular
285
No two individuas communicate in the same manner!
.
286
can comprehend and use two languages with equal capacity
Bilingual
287
only comprehend English
Monolingual English
288
both language comprehended and produced imperfectly, english is stronger
Low Mixed English
289
English well, other langauge when recquired but less proficient
English Dominant
290
other language is slightly stronger
Low mixed other language
291
only comprehends and uses natve langauge
Monolingual other language
292
Hispanic Children:
- pragmatic language influenced by family expectations, ethnic prie, and cutural beliefs
- different from white middle class children
- reluctant to expand on responses with adults
- considered disrespectful among certain groups when child attempts to elaborate
.
293
African American Children:
- AAE used by most not all
- does not indcate difference in social background or education of speaker
- turn taking and providing polite interruptions not always expected
- taught to be independent (child appears to be defiant)
- recognize level of heeracrchy in peers, teachers, and elders
.
294
Carribean Americans:
- Elder recognition
- Personable\
- Some areas categorized by class and color
- Greeting dependent
- assertive
.
295
Asian Americans:
- discouraged from interrupting and asserting themselves
- apeear passive
- avoid eye contact in dyadic conversation
- stare openly
- collectivist family
-
296
Native Americans:
- want to preserve langauge may refuse to speak English in home or community
- differenes in parental and cultural expectations for language use
- may appear delayed in langauge
- answering direct questions and in sequence are considered cultually inappropriate
- may not be on time
- may have trouble with pictures and booklets
- circular in storytelling/narratives
- trouble with parent interviews and questionnaires
.
297
Language is evaluated and categorized in 4 ways:
1. TD and speaks SAE
2. TD and speakes a non-standard dialectal form influence by another langauge
3. ATD and speak SAE
4. ATD and speaking a non standard form influence by another language
298
Be clear of biases when testing culturally and linguistically diverse children these include:
testing, cultural, examiner sensitivity, examiner expectations, overinterpretation, linguistic
299
SLP must be able to distiguish between difference and disorder
Differential Diagnosis
300
No dialectal variation of English is a disorder.
.
301
children who are unable to show competence in any langauge or dialect
Therapeutic Language Intervention
302
children who are not competent users of SAE but are competent in a nonstandard dialect or a langauge other then English
Elective language intervention
303
SLP should determine the dominant langauge or dialect; determin the parental preference; and speech community
.
304
addresses the expressive commmunication needs of people with significant speech difficulties
AAC
305
What does AAC do:
invovles all forms of communication (other then oral speech) to express thoughts, needs, wants, and ideas
306
Who uses AAC:
individuals with severe speech or language problems to supplement existing speech or replace speech that is not functional
307
The goal of AAC is :
to use for assistance in increasing social interaction, school performance, and feelings of self-worth
308
AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance a persons communicaiton
.
309
AAC shoudl be thought of as a ______ not just a single entity
system
310
AAC's four primary components include:
symbols, aids, atrategies, and techniques
311
AAC is not a disorder category
.
312
People who use AAC can have a congenital or acquired issues. People who use AAC span the full range of age and physical and cognitive levels.
,
313
_______ Americans are unable to use speech and or handwriting to meet their daily communication needs What percent of population
2 million
| 1.2%
314
in 2002 a survey revealed that SLP reguraly serve _____ of individuals with AAC needs
45%
315
Who uses AAC with congential conditions?
cerebral palsy; intellectually disabled; developmental apraxia; developmental dysartria; ASD
316
Who uses AAC with acquired conditions?
closed head injury, cerebral vasular accidents; spinal cord injury; laryngectomy; glossectomy; asphyxia; cerebral palsy
317
Temporary conditions that may recquire the use of AAC:
shock/trauma surgery; guillain-barre; reyes syndrome
318
Categories of people who benefit from AAC:
motor; language/cognition; dural sensory
319
users body implemented to convey messages
Unaided communication systems
320
the use of tools/ equipment plus the users body
Aided Communication systesm
321
Appropriate______ is the bridge to active participation in social and academic interactions
vocabulary
322
Symbols and arrangment of symbols on an AAC device contribute to functional use of the board/overlay as well
.
323
Important to include vocabulary that the individual will most use in everyday interactions
/
324
When deciding on vocab for AAC: observe clients daily activities; determine the communication needs for the activity; identify messages/vocabulary words that may have the most use for the student
'
325
As an SLP you will be working with children who are experiencing communication delays or disorders that may affect:
Social Communication, Classroom activities, literacy, cognition, learning
326
As an SLP you will be working with:
variety of disabilities, voice disorders, swallowing difficulties
327
Some roles of an SLP include:
preventing communication disorders, ID at risk students, Screen and/or Assess, Analyze Results of Assessment, Treat, Develop and implement IEPs
328
IIt is the responsibility of the SLP: To complete record keeping and documentation, collaborate, advocate, research, supervise, professional development.
.
329
The role of the SLP is to:
- Integrate
- Recognize Common Core Standards
- Support Students
- Increase Comprhension
.
330
The Role of the Teacher in Identification, Assessment, and Treatment:
-Due Process, You are apart of a team, be aware of other related services available for the child, Observe, Trust your instincts
331
It is the job of the _______ to make referrals.
teacher
332
The teacher can provide indirect treatment services by:
knowing the goals of the students treatment program, be aware of their progress, ask how to help in achieving the SLP goals
333
Indirect Treatment:
- Only perform activities that are compatible with normal classroom activities
- Suggest and implement activites that allow the students goals to be generalized
- Create a responsive communicative classroom environment
.
334
The SLP:
- provide the child with an intent to communicate
- set up situations that force the child to communicate
- use people, objects, and events in the natural environment
- modify daily routines
- provide cues and prompts for child
.
335
The SLP can do this to help a child with communication disorders:
- make a list of activities that your children with communication disorders can perform within the classroom
- identify within these activities opportunities for the child to practice speech and language
336
The SLP should never assume what the child wants to say or needs to say instead they should,
```
wait
withold
sabotage
use cues to elaborate
pause
limit your talking
```
337
SLP's Role:
- reduce sentence complexity
- paraphrase and repeat
- simple, concrete vocabulary
- talk at eye-level
- avoid baby talk
- avoid too many commands and questions
- show the child what you expect
- be enthusiastic
- slow down
.
338
The SLP should
-Be well versed in the prerequisite skills of your students based on their age.
• Target reading difficulties, may be underlined communication disorders.
• Keep and eye out for hearing impairments that may be impacting school performance.
.
339
The SLP's role to know:
difference vs. disorder
bafa bafa
non-verbal
.
340
When considering interventions it is important to review all possible interventions, always consider typical vs. atypical processes.
.
341
Which approach is usually warranted in considering intervention?
Developmental approach
342
Most children with langauge disorders have trouble with ____________
comprehension
343
Comprehension does not always come before _________. Taught accurately can increase comprehension.
production
344
__________ alone is not sufficient for production in children with langauge disorders.
comprehension intervention
345
What is a major component of language intervention?
reinforcement
346
What are different types of reinforcements?
natural/intrinsic & extrinsic
347
Reinforces a consequence occuring, cause and effect, more effective
intrinsic Reinforcement
348
reward charts, stars, praise, grades
Extrinsic Reinforcement
349
Generalization should:
• Use different stimuli to elicit targeted behavior
• Provide behavior opportunities in many contexts
• With different people
• Provide multiple exposures to the language target
• Increase number of intervention opportunities each session
• More sessions – greater progress (about 20 hours for one functional communication level)
• Sing songs
• Make dances
• Incorporate into lectures
• Engage and Enhance
.
350
How many stages of cognitive development are there?
4
351
skills are slow to develop. The manner in which the child acquires language is the same as TD peers just need to “catch up”
Language Delay
352
deviation in the usual rate and/or sequence that language skills emerge. May have differences in rate of acquisition in one skill, features in another skill, and TD in other areas
Language Disorder
353
Children appear normal except for language acquisition. Cannot attribute language-learning difficulties to an identifiable problem
Specific Language Impairment
354
clinically important deviation from what is expected at the CA
Chronological Age
355
Identify all the communication helpers.
Stress patterns, rhythm, rate of speech, tone of voice, pitch
356
The most distinctive attribute of human beings is ________.
Language
357
What are the four linguistics of communication?
Metalinguistics, Nonlinguistics, paralinguistics, extralinguistics
358
T or F
| A key factor in diagnosis is how we compare the child’s performance and the conditions in which we observe them.
True
359
There are ____ stages of cognitive development.
4
360
Description of the systems and patterns of phonemes that occur in a language is known as?
phonology
361
Cognition and Language Include:
Sensorimotor Stage, Formal operations, peoperational stage, concrete operations
362
Check all that apply: List some functions of communication
give answers, asks questions, convey information, tell jokes, tell stories, self-expression, give demands
363
______ can have a negative impact on an individual’s future educational, social, and vocational opportunities
Language deficits
364
In order for communication to be considered an active process, it must include a [________] and [_________].
sender and reciever
365
T & F
| With SLI children appear normal except for language acquisition.
True
366
T & F
| Communication is not limited to humans.
True
367
T & F
| Not all humans are born with the innate ability to learn and use language.
False
368
What are the five basic components/subsystems of language?
.
369
Identify the approaches to language acquisition.
Pragmatic
Psycholinguistic/ Syntactic
Semantic/Cognitive
Behavioral
370
The biological basis of communication include
- the ear-speech mechanism
| - nervous system
371
Facial Expressions is considered what form of communication ______________.
non-verbal
