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Language practice questions Flashcards

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1
Q

What is the most common language impairment?

A

SLI

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2
Q

What constitutes a language delay?

A

language milestones not met at expected chronological age

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3
Q

What are some conditions that may be associated with language impairment?

A

Intellectual delay, autism, sensory deficit, acquired brain injury

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4
Q

What factors might affect the extent to which a hearing loss will cause a language impairment?

A

how soon intervention started, to what extent the delay is permanent, does the hearing level fluctuate

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5
Q

Knowing what about a brain injury may inform us about the language delay/impairment we can expect?

A

locus of damage, extent of injury

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6
Q

What are some causes of language impairment?

A

genetic disorders, neurological deficit, sensory deficit, severe environmental deprivation

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7
Q

What must be normal for a LI to be considered SLI?

A

nonverbal IQ, emotional state, hearing, neurology, environment

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8
Q

How might congenital blindness cause a language impairment?

A

impairments not usually localized, children may not be able to observe pragmatic behaviors, may not be able to understand words from visual metaphors

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9
Q

why might children from less affluent homes show a language delay?

A

less exposure to vocabulary, less exposure to life experiences, language interactions that are primarily contextual

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10
Q

What are the risk factors for SLI?

A

SELD, mother’s educational level, social communication, phonological structure and composition, family history

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11
Q

-1.25 SD = ?? percentile = ?? SS

A

10th percentile = 81 SS

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12
Q

How is morphology affected in SLI kids?

A

have trouble with verb morphology, especially past tense verb morphology

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13
Q

What are the clinical markers for identifying SLI?

A

nonword repetition, verb tense morphology, new work learning rate

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14
Q

Why might SLI kids be diagnosed as ADHD?

A

they don’t understand what’s going on, so they don’t pay attention

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15
Q

What is the discourse style of teaching?

A

initiation, response, follow-up/evaluation

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16
Q

How are semantics affected in language impairment?

A

certain categories underdeveloped, troubles with metaphors, word retrieval problems

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17
Q

How might narratives be different in people with LI?

A

shorter narratives with fewer episodes, less complicated, fewer emotional states, poor reference, topic maintenance, and event sequencing, more repairs and abandoned utterances

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18
Q

How might pragmatics be affected in people with LI?

A

poor topic management, poor repair strategies, isolated, poor code switching

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19
Q

What did Aram find about 13.5 - 17 yos who were found to have SLI?

A

-most had moderate-profound language delay, most were below the 25th percentile in reading and spelling, high prevalence of behavioral problems

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20
Q

What did Beitchman find about 12.5 yos who were found to have SLI?

A

significant delays in language, lower educational achievement, high presence of psychiatric disorder, fewer extracurricular activities, less socially competent

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21
Q

What did Johnson a Beitchman find about 19 yos with SLI?

A

significant language delays, only 50% had received therapy, significantly poorer reading, spelling, math, elevated rates of anxiety disorder (social phobia most common) decline in NVIQ

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22
Q

What did stothard find about 15-16 yos with SLI?

A

persisting language problems, most below reading and spelling of grade level, decline in NVIQ

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23
Q

What did Clegg find out about people with SLI with language impairment?

A

worse social adaptation, most unemployed, social anxiety, isolation, severe literacy, persisting language disorders

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24
Q

What are some of the consequences of untreated SLI?

A

juvenile delinquency, substance abuse, under/unemployment, loneliness, suicide?

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25
Why are SLI kids underserved in schools?
misidentified, dismissed after elementary, limited services in secondary schools, early intervention emphasis detracting from ongoing intervention support
26
What stage of cognitions are SLI kids at?
concrete... haven't made it to formal operations yet
27
What are the literacy skills of LI kids like?
poor reading, do not know how to approach text readings, low level writing skills
28
What are the purposes of language assessment?
to determine if language delay is present (and if one is, if it's an impairment), describe child's strengths and weaknesses in language, to explain how language affects child's development and functioning, to recommend what comes next
29
What are the five steps for assessment?
Determine reason for referral, comprehensive record review, collect case history, look for risk factors, perform language assessment
30
What are the parts of a language assessment?
language sample, norm referenced test, dynamic assessment
31
What is a dynamic assessment?
see how quickly a kid can learn a new language bit
32
If a kid can learn a new language bit quickly, are they more likely to be delayed or impaired?
delayed
33
why shouldn't you compare performance on N-R tests to mental age?
mental age does not always drive language
34
why can't we use a discrepancy model when talking about services?
if a kid's mental age is 65 and the language is 65... can refuse services because they're at the level of their cognition... IDEA does not allow this (on the other hand some gifted kids may have language impairment even though their language looks normal because of the huge discrepancy between their NVIQ and language??
35
What are omnibus tests?
several language domains examined in one test?
36
What is an omnibus test for young children?
PLS
37
What is an omnibus test for older children?
CASL
38
What are single domain tests?
1 language domain
39
What is one of the best language tests for diagnosing SLI?
SPELT - looks at morphology/syntax
40
Dynamic assessment is informal but _____
systematic
41
Why is the ZPD important for dynamic assessment?
if they can learn something that's in their ZPD, they're good... if they do have a LI, it's good for knowing what will work in treatment
42
What are the three methods of dynamic assessment?
testing the limits, graduated prompting, test, teach, retest
43
When would you "test the limits" and why should you be cautious of doing this?
when, for some reason, the N-R test just wasn't working for them; it invalidates the results of the test
44
What is the difference between developmental and nondevelopmental therapy?
developmental - choose treatment based on developmental norms; non-developmental - work on things that might not be norms, but are important to child's life
45
What is the ultimate goal of language therapy?
AS MUCH LITERACY AS POSSIBLE
46
How should you increase targets over time?
logical increasing of complexity
47
What are the considerations for preschool tx?
- perception and comprehension precede production... need to think about which you're going to work on first - control complexity (resource allocation not the best) - functional (important in the kid's environment?) - naturalistic (generalization)
48
What are some strategies for evoking communication?
direct teaching, modeling, prompt, routines, engaging and communicatively appropriate activities, self talk and parallel talk
49
What are some activities you can do in therapy?
create communicative opportunities (put enticing items in a box, put things out of reach, sabotage) ,social games ,snack time, combine words systematically
50
What can self-talk and parallel talk help with?
trying to give kids examples of decontextualized language -- say what they or you are going to do IN THE FUTURE
51
what are the pros and cons of placing language kids in preschool?
pros - lots of language input | cons - language kids likely to be isolated
52
What are the 4 largest groups of language kids that SLPs have to work with?
specific learning disabilities, speech/language impairments, intellectual disabilities, emotional disturbance
53
for adolescents, what is most important about intervention?
educationally relevant and strategies driven
54
how can you help develop metalinguistic and metacognitive skills in adolescents?
help them get better at analyzing language, stay CONCRETE, keep stimuli at a visual level
55
what do you need to identify someone as ID?
IQ testing and adaptive behavior testing
56
What are the SS for mild ID?
77-50
57
What are the SS for Moderate ID?
50-40
58
What are the SS for Severe ID?
20-40
59
What are the SS for Profound ID?
below 20
60
What is the new classification system that some are trying to use for ID (as opposed to NVIQ?)
amount of support needed
61
What is the prevalence of ID?
3% - purely statistical
62
What are some problems that are commonly associated with kids with syndromes?
- micro / hydrocephaly - epilepsy - visual problems - heart defects - obesity - sleep disorders - differences in joint functioning - hearing loss - conductive and/or SN - craniofacial anomalies
63
Language functioning is _____ in kids with ID
disordered, not just delayed
64
How is phonology affected in kids with ID?
may have both a phonological processing disorder and articulation disorders due to craniofacial anomalies
65
How are pragmatics affected in kids with ID?
speech acts, TOM, conversational repair, assertiveness, code switching weak
66
What are the relative pragmatic strengths of kids with ID?
- turn taking | - topic maintenance
67
How are semantics affected in kids with ID?
very CONCRETE -- have trouble with abstract things, and this will almost never be a goal in therapy
68
How is syntax/morphology affected in kids with ID?
may vary wildly, but generally a weakness; mild ID learns morphemes at a delayed rate, but in same order; more clauses linked with 'and', fewer complex clauses
69
What used to be the umbrella term under which autism was classified?
Pervasive developmental disorder (problems with reciprocal skills)
70
What are the criteria for being diagnosed with ASD?
impairment in social interaction, restricted/repetitive stereotyped patterns of behavior, interests, and activities
71
What is social (pragmatic) communication disorder?
persistent difficulties in SOCIAL communication
72
What are some of the language problems that kids with SCD have?
- communication inappropriate for social context - difficulty code switching - problems with narratives - problems with rules for conversations - figurative and non-literal language difficulties - vocab and form usually okay
73
What are two common intervention approaches with children with ASD?
applied behavioral analysis | developmental, individual differnce

Phonology/Language (4 decks)

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