Language Disorders Final Flashcards

(138 cards)

1
Q

What are speech sound disorders

A

Difficulty pronouncing sounds

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

What are language disorders

A

Difficulty understanding what they hear as well as expressing themselves with words

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

What are executive functioning disorders

A

Difficulty with thinking. Children may experience one or more of the following disorders: skills including perception, memory, awareness, reasoning, judgement, intellect, and imagination

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

What are stuttering/fluency disorders

A

Interruption of the flow of speech that may include hesitations, repetitions, prolongations of sounds or words

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

What are voice disorders

A

Quality of voice that may include hoarseness, nasality, and volume (too loud or too soft)

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

What are the effects of a communication disorder

A

A communication disorder may have a significant impact in the academic achievement of a student and in the non-academic experiences of a student. It effects language and literacy and language and behavior

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

What is a language disorder

A

Any disruption in the learning of language in the absence of primary intellectual, sensory, or emotional deficits

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

What may a language disorder involve

A

The form of language (syntax, morphology, phonology), the content of language (semantics), and/or the function of language in communication (pragmatics) in any combination

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

How may a speech-language disorder affect school performance?

A

Children with communication disorders frequently do not perform at grade-level. They may struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgement, and have difficulty with tests

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

Who provides definitions for eligibility, disability categories, etc.

A

IDEA

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

How many disability categories does the IDEA list

A

13, but only 2 eligibility categories

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

What must a disability affect?

A

The child’s educational performance

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

How must a child be eligible to receive services

A

A student is determined eligible and classified for special education and related services when it has been determined that the student has one or more of the disabilities defined in 1 through 14 and the disability adversely affects the students educational performance and the student is in need of special education services

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

What are the five principles of language development

A

Robert Owens created five principles that must be considered when describing the development of language and communication in infants:

  1. Development is predictable
  2. Developmental milestones are attained at about the same age in most children
  3. Developmental opportunity is needed
  4. Children go through developmental changes or periods
  5. Individuals differ greatly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What types of speech and language disorders affect school-age children?

A

Speech sound disorders, language disorders, executive functioning disorders, stuttering/fluency disorders, and voice disorders

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

How does a communication disorder effect language and literacy?

A

If a student doesn’t understand language, he or she will struggle with decoding and understanding literature and will have poor literacy.

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

How do communication disorder effect language and behavior?

A

Students who struggle to communicate usually become frustrated because they aren’t being understood and can’t express themselves adequately, so they act out or take and do whatever they want instead of waiting for someone to respond to them

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

What is morphology

A

The smallest unit of meaning

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

Is a language disorder an intellectual problem?

A

No, it is only an issue of language which effects communication

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

What is nativism

A

The idea that the capacity to develop language is innate, with language knowledge coming to fruition as the child matures biologically

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

What is behaviorism

A

Skinner. The belief that a child’s language is not innate, but develops when verbalizations are positively reinforced

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

What is interactionism

A

A combination of factors

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

What is bloom and lahey’s definition of cognitive determinism

A

The belief that cognition relies on language for a child to understand his or her experiences; the child’s knowledge of the world is expressed through his or her language, with meaning preceding form

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

What is meaning preceding form

A

Semantics preceding syntax. It is more important to the child from them to get their point out instead of how they get it out. Content before structure. You have to understand the word before you can use it properly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
The three intersecting circles of communication
Content, form, and use. They are interconnected elements. A problem in one, usually results in a problem in the others (whether small or large)
26
What is the content of communication
The semantics of language, the concepts and ideas that are encoded in words
27
What is the form of communication
The way in which meaning is represented, including speech, sign language, and writing. In the context of spoken language, form includes phonology, morphology, and syntax
28
What is the use of communication
The function of language in context, or pragmatics
29
What are the first year milestones
First year, first word. Marks the onset of expressive language (12-18 months), acquires 50 words, period of great receptive language growth, Holophrases. Criteria must stand for a category of objects, must be used in novel instances, and must be used to name objects both in the immediate environment and out of sight
30
What are the two year milestones
Average expressive vocabulary of 200-300 words at 24 months. The child expresses the prevalent relations of agent-action, agent-object, action-object, action-location, entity-location, possessor-possession, demonstrative-entity, and attribute-entity. At 24-30 months the child has an understanding and use of questions about objects, people, and basic events
31
What is the mean length of utterance (MLU)
The total number of morphemes divided by the total number of utterances to give the average length of utterance. This number grows with age and language development.
32
As the child develops, why is the MLU no longer used as an indicator of language development
Because around age 7-8 years old, children stop saying everything they know and are less talkative so it is no longer a good measure of language
33
What is a developmental language disorder
A language disorder which is present from birth or occurs prior to the normal period of language acquisition
34
What is an acquired language disorder
Language functioning that is interrupted due to illness, accident, or trauma
35
What are some common behaviors of children with specific language disorders
Normal range of intelligence which is not expected, poor academic performance in one or more areas, possible behavior problems, and impairment in some dimension of language, speech, and/or communication
36
How do children with SLDs struggle with the form/syntax of communication
Utterances are less complex than those of same-aged peers, greater number of morphological errors than peers, and sentence formulation problems
37
How do children with SLDs struggle with the content and semantics of language
They have word retrieval problems
38
How do children with SLDs struggle with the use and pragmatics of communication
They have difficulty relating ideas in a logical sequence, literal style of comprehension and thinking, and difficulty interpreting messages
39
How do children with SLDs struggle with reading and writing
They are impacted by language problems
40
What are the purposes of assessment
Screening, eligibility, IEP/PLAAFP, monitoring progress, and program evaluation
41
What is the purpose of screening assessments
To identify students with learning problems
42
What is the purpose of eligibility assessments
To determine special education and related service qualification
43
What is the purpose of assessments to monitor progress
To gather information and outcomes
44
What is the purpose of assessments for program evaluations
To determine the effectiveness of a program
45
What are the four key questions that should be asked when analyzing a language sample of a school-age child
1. Is the student able to generate a sample of 50 to 100 semantically and syntactically acceptable utterances? 2. If not, what factors interfered with the student's production of an adequate sample? 3. Are the topics discussed relevant and coherent 4. Is the message fluent with appropriate pragmatics, or is it very confusing to the listener?
46
What are some formal tests
Standardized, norm referenced, and criterion referenced
47
What are some informal tests
Norm referenced and criterion referenced
48
What are standardized tests
Set administrative procedures, objective criteria, compares to a population
49
What are norm referenced tests
Tests that compare an individual's performance to that of a comparison population
50
What is a criterion referenced test
A test that assesses the individual's mastery of specific skills
51
What should be assessed when assessing language?
Phonology, morphology, syntax, semantics, and pragmatics
52
What is phonology
The study of how sounds are organized and used
53
What is morphology
The study of the structures of a given language's morphemes and other linguistic units
54
What is syntax
The study of the rules for the formation of grammatical sentences in a language
55
What is semantics
The study of word(s) meanings
56
What is pragmatics
The study of the aspects of meaning and language use that are dependent on the speaker, the addressee, and other relevant features of context
57
What do singular tests evaluate
Only one aspect of language
58
What do comprehensive tests evaluate
All aspects of language
59
What are some reading strategies
Predicting, skimming, scanning, close reading, questioning, reading backwards and forwards, empathizing, visualizing, and inferring
60
What are some language characteristics of autism
Repetitive language, echolalia, fixation on specific topics, limited language ability, difficulty with pronouns, and figurative language
61
What pragmatic difficulties do children with traumatic brain injuries have?
Taking turns in conversation, maintaining a topic of conversation, using an appropriate tone of voice, interpreting the subtleties of conversation, responding to facial expressions and body language, and keeping up with others in a fast-paced conversation
62
What semantic difficulties do children with TBI have?
Vocabulary, word-finding labored language
63
What syntactic difficulties do children with TBI have?
They may leave out grammatical elements
64
How is the severity of a hearing impairment ranked
According to the additional intensity above a nominal threshold that a sound must be before being detected by an individual
65
What is a hearing loss measured in
Decibels of hearing loss, or dB HL
66
How may a hearing loss be ranked as
Mild, moderate, moderate-severe, severe, or profound
67
Mild hearing loss for adults
Between 26-40 dBHL
68
Mild hearing loss for children
20-40 dBHL
69
Moderate hearing loss
41-55 dBHL
70
Moderately severe hearing loss
56-70 dBHL
71
Severe hearing loss
71-90 dBHL
72
Profound hearing loss
91 dBHL
73
Totally deaf
No hearing at all
74
What is the the language of the severely hearing-impaired, profound, or deaf
American sign language
75
What is the structure of ASL
The content is significant over form and many smaller words, articles, prepositions, and tenses are omitted
76
What components of language are affected when the individual is deaf
Oral and written language
77
What are the CAPD guidelines
Preferential seating, eyes on the speaker, paraphrase and restate, visual aids, use tape recorders and earplugs, the multi-sensory mode of teaching is a must, and teaching should proceed from that which is known, adding new information
78
What are the characteristics of language for autism
Repetition or rigid language, narrow interests and exceptional abilities to speak on, uneven language development, and poor nonverbal conversational skills
79
What is the three prong test for determining special education services
1. Met eligibility for at least one of the 13 disability categories 2. The impairment impacts meaningful educational progress 3. There is a need for specialized instruction (special education program and services) ***all three must be met
80
Where do the I & RS (interventions) take place
Educational, behavioral, counseling, special education teacher or LDTC consultation, etc.
81
What happens in the I & RS
Interventions take place, I&RS team meets and reviews the data, and the team decides to either continue with interventions, trial new interventions, or refer for special education evaluations
82
What happens if the intervention plan is not successful
An observation is conducted, an intervention plan is created, and the intervention is evaluated
83
What happens if the intervention isn't successful the second time
The child review team reviews the problems, consider the data collected, discusses options and alternatives, and the recommendations for additional data needed/action to be taken
84
What might the I&RS team decide to do
Create new interventions or refer the child for evaluation and consideration of special services
85
What is the special education process
1. Referral 2. Evaluation 3. IEP team decides if the child has an impairment and what the child needs special 3. The IEP team writes the IEP together and decide what services the child needs 4. The IEP team determines placement 5. The LEA implements the IEP and placement 6. The IEP team reviews the IEP and placement at least annually 7. The IEP team does a reevaluation at least every three years, unless the parents and school agree not to
86
What happens after the evaluations are completed
A meeting is held to review the evaluation results and determine if the child is eligible for special education and related services or speech-language services, or if the child is found ineligible
87
What are the two eligibility categories in NJAC
1. Eligible for speech and language services (ESLS) | 2. Eligible for special education and related services ( ESERS)
88
What aspects of math can be impacted by language deficits
All of them: number sense, basic math operations, and problem-solving skills
89
As students move from lower to higher grades, they move through levels of acquisition of math skills, including what?
Number sense, basic math problems, and problem-solving skills
90
Where must every child be educated
In the least restrictive environment
91
What are the restrictive environments from most to least
Full time in a separate class, separate class/regular activities, resource room, regular class with pull out, and full time regular class
92
For children 3-5 years old, what might a team use
An individual family service plan and they may use the IFSP as an IEP if it is consistent with state policies and agreed to by both parties
93
Does the I&RS guarantee that the child will be eligible for special education and related services
No
94
What are Holophrases
One word utterances that are overextended by extending the meaning of a single word to several objects or actions
95
What is a communication difference
When the communication meets the norms of the environment but not of standard English. Dialect, accent, English as a second language learners
96
When do we expect to hear phrases
18-24 months, word and two word phrases are predominate
97
When do we expect to hear sentences
2-3 years old
98
When do we expect conversations similar to adults
5-12 years old
99
What is a language disorder
When a child who does not learn or use language normally when compared to other children with a similar chronological age or mental age
100
What are primary language disorders
Reduced ability to acquire language is the major problem in the relative absence of impairments in other areas of functioning
101
What is a secondary language disorder
The language problem is part of another problem, or is the result of another problem such as mental retardation
102
What is a developmental language disorder
A language disorder which is present from birth or occurs prior to the normal period of language acquisition
103
What is an acquired language disorder
Language functioning is interrupted due to illness, accident, or trauma
104
What are some language problems in children with autism
Severe comprehension deficits, echolalia, automatic speech, reflective pronoun reversals, and language is inappropriate to the communicative context
105
What are some language problems with children with hearing impairments
Use of simple sentence patterns, restricted sentence structures, severely reduced expressive and receptive vocabularies, difficulties understanding abstract concepts, poor reading skills, limited academic language skills, and problems with articles, prepositions, subject-verb agreement, auxiliary verbs, word endings, etc.
106
What is CAPD
Central auditory processing disorder
107
What language problems do children with cognitive impairments have
Limited and passive conversational skills, over reliance upon signals vs symbols, restricted vocabulary, phonology similar to younger children, and limited comprehension and recall of information
108
What is an IFSP
It is developed for infants, toddlers, and their families. It is similar to an IEP and includes physical development, cognitive development, communication development, social or emotional development, and adaptive development
109
What are some examples of modifications
Adaptation of content, adaptation of delivery of content, allow access to the general curriculum, etc
110
What is phonology
The sounds characteristic of a language, rules governing their distribution and sequencing, and the stress and intonation patterns that accompany sounds
111
What is morphology
The rules governing how words are formed from the basic element of meaning
112
What are semantics
The linguistic realization of what to speaker knows about the world, the meanings of words and sentences
113
What is syntax
Rules for how to string words together to form phrases and sentences, the relationships among the elements of a sentence
114
What are pragmatics
The social effectiveness of language in achieving desired functions, rules related to the use of language in social contexts
115
What are speech disorders
Articulation disorders, fluency disorders, and voice disorders
116
What are central auditory processing disorders
Difficulty processing sounds
117
What are norm referenced standardized tests
Tests that compare an individual's performance to that of a comparison population
118
What is a criterion referenced standardized test
A test that assesses the individuals mastery of specific skills
119
What is number sense
The ability to understand the meaning of numbers and define different relationships among numbers. Children with number sense can recognize the relative size of numbers, use referents for measuring objects and events, and think and work with numbers in a flexible manner that treats numbers as a sensible system
120
What are the stages of number sense
Innate number sense and acquired number sense
121
What is a referent
The word agreed upon to mean something
122
What is the difference between benchmarks and short term objectives
Benchmarks are timed throughout the year and short term objectives are percentage based
123
What are morphemes
The smallest units of meaning that make up the grammar of language
124
Syntax
Word order and structure
125
Phonemes
Sounds
126
Phonology
The organization and sequencing of sounds
127
Pragmatics
Social use of language
128
Who is a speech language pathologist
A crucial member of the educational team, who is response for assessing and treating language based learning disabilities
129
What is the connection between the phonological process and reading
Children with phonological deficits have trouble processing the grapheme-phoneme association that helps them couple the auditory signal of he phoneme with the written letter that represents the sound. Poor letter by letter decoding skills
130
What is the scaffolding system
A stair step approach to problem solving in a group consisting of students at varying levels of ability, in which a high-functioning child provides a model for a lower-functioning child
131
At are the language characteristics of students with CAPD or APD
Misunderstanding messages, responding inconsistently or inappropriately, delay in responding to auditory directions, associated reading, spelling, and learning problems, difficulty with sound localization
132
What is CAPD or APD
An observed deficiency in one or ,or of a group of mechanisms and process related to a variety of auditory behaviors
133
What are the language characteristics of a student with ADHD
Speaking out of turn, failure to maintain a topic, difficulty processing information as quickly and accurately as others, switching topic inappropriately, don't seem to listen when spoken to
134
Language characteristics of a student with TBI
Difficulties understanding and producing written and spoken language, pragmatic issue, not understanding subtle aspects of communication, attention disorders, difficulty with consonants and possible mutism, word retrieval deficits, difficulty constructing sentences
135
Therapies to improve behavior
Physical assistance, modeling and imitation, shaping, prompting with verbal assistance, fading, chaining,
136
How do the special educator and speech language pathologist work collaboratively to meet the needs of the language-based language disorder students
Through collaborative team teaching, with the classroom teacher and speech language pathologist, working together to facilitate speech and language improvement in the classroom setting. Clinicians would conduct therapy in the classroom with the clinician, classroom teacher, and a working together to facilitate be achievement and generalization of the speech language goals
137
What are some strategies to improve behavior
Behavior modification or using a cognitive-behavioral approach by training through parent and teacher education. Promoting communication between school and home. Set clearly defined rules and procedures. Using a token economy system, time out, and response cost systems
138
Who is the audiologist
An educational audiologist assesses and monitors the auditory abilities of a child with hearing loss. They assess, rehabilitate, counsel, and advocate for students with hearing loss