Language Therapy

Question 1

The organizational rules specifying word order, sentence organization and word relationships

Answer 1

Syntax

Question 2

Aspects of language concerned with rules governing change in meaning at the intraword level

Answer 2

Morphology

Question 3

Rules governing the structure, distribution and sequencing of speech-sound patterns

Answer 3

Phonology

Question 4

Rules governing the meanng or content of words or grammatical units

Answer 4

Semantics

Question 5

Language use for communication and in context

Answer 5

Pragmatics

Question 6

Name the 5 aspects of language

Answer 6

Syntax
Phonology 
Pragmatics 
Semantics 
Morphology

Question 7

Name the 5 general stages of language development

Answer 7

Prelinguistic  birth-12 months 
First Words 12 months-18 months 
Early Linguistic 18 months-30 months 
Later Linguistic 3, 4 and 5-year-olds 
School Age 6+

Question 8

Type of communication where the child looks and reaches up to be picked up

Answer 8

Illocutionary Communication

Question 9

Type of communication where baby cries, mom picks up thad says “oh, you’re hungry”

Answer 9

Perlocutionary

Question 10

Child signs “more” to get more cookie

Answer 10

Symbolic

Question 11

Training the ________________ is central in the prelinguistic stage.

Answer 11

parent

Question 12

One of the main objectives in the prelinguistic stage of communication is to move from _______________ to _______________________ communication

Answer 12

intentional; symbolic

Question 13

What are the 3 main strategies for intervention during the Prelinguistic Stage?

Answer 13

Support Families
Use Natural Routines to Create Opportunities, model
Practice

Question 14

When is the First Words stage, or Brown’s Early Stage 1?

Answer 14

12 to 18 months of age

Question 15

Name 3 main strategies for teaching words during the First Words Stage

Answer 15

Select words that contain sounds the child can produce and that are familiar/desired objects
Create opportunities for communication & model words during functional routines
Support families ability to teach words

Question 16

When is the Early Linguistic Development Stage (Brown’s Stage 1 & 2)

Answer 16

18-30 months old

Question 17

Name 2 main strategies for teaching communication during the Early Linguistic Stage

Answer 17

Creating Opportunities for Word Combinations
Expand one-word responses into short phrases/sentences
Support Families ability to expand child’s language

Question 18

When is the Later Linguistic Development Stage?

Answer 18

3,4,5-years-old

Question 19

Name 3 main strategies for intervention during the Later Linguistic Stage

Answer 19

Create Opportunities for communication and targeted language structures during natural activities
Use language facilitation strategies to EXPAND length and complexity of utterances
Support family’s ability to expand child’s language and emergent literacy skills

Question 20

Treatment Approaches for Infants, Toddlers and Preschoolers (4)

Answer 20

Focused Stimulation
Incidental Teaching
Floortime/Developmental, Individual Difference, Relationship-Based
Family-Centered

Question 21

Emergent Literacy Intervention (4 examples)

Answer 21

Shared book reading and sense of story
Alphabetic letter name and sound knowledge
Adult modeling of literacy activities
Experience with writing materials

Question 22

Name 3 main strategies for intervention with school-aged children for language disorders

Answer 22

Work with classroom teachers
Provide individual and group intervention
Use functional activities to provide opportunities

Question 23

“Sabotage” strategy; encouraging communication through violating routine evnets, witholding objects and turns, vilating object function/manipulation

Answer 23

Creating Opportunities

Question 24

Self-talk, parallel talk, event casts

Answer 24

Interactive Modeling

Question 25

Name the 4 core Milieu Teaching Procedures

Answer 25

Model Mand-Model Time Delay Incidental Teaching

Question 26

What are the primary objectives for School-Age Language Intervention?

Answer 26

Improve language skills for academic learning Increase metalinguistic skills Improve narrative and conversational discourse skills

Question 27

What are the primary objectives in the Early Linguistic Stage for Language Intervention?

Answer 27

Expand receptive and expressive vocabulary Increase ability to combine words into phrases Increase use of early morphological markers (-ing; in, on; plurals)

Question 28

What are the primary objectives in the First Word Stage for Language Intervention?

Answer 28

Expand receptive and expressive vocabulary Increase the variety of sounds and syllable shapes produced Increase the frequency of communication

Question 29

What are the primary objectives in the Prelinguistic Stage for Language Intervention?

Answer 29

Move from partner-perceived to intentional communication Move from intentional to symbolic communication Expand comprehension of common words and phrases Expand variety of vocalizations

Question 30

Using a client's natural routines and "sabotaging" the normal flow of the routine to encourage communication.

Answer 30

Creating Opportunities

Question 31

A treatment strategy where a clinician concentrates on one target and repeats it in many different contexts to encourage the child's comprehension of the target word, grammar or syntax.

Answer 31

Focused Stimulation

Question 32

Verbally demonstrating the production of a target phoneme, word or grammatical structure.

Answer 32

Modeling

Question 33

A treatment technique where the clinician reformulates a client's utterance into a more complex or complete version of the utterance.

Answer 33

Expansion

Question 34

A type of modeling, similar to expansions, where the clinician/caregiver modifies a client's utterance by truning it into a question or a negative statement.

Answer 34

Recasts

Question 35

Using any one of the numerous language teaching strategies in such a way that a client is given support throughout activities that are just beyond his zone of proximal development.

Answer 35

Scaffolding

Question 36

A pattern of conversation-based language intervention procedures, usually employed within a client's natural setting and aligned with the client's interests.

Answer 36

Milieu Teaching

Question 37

Clinician notes the client's focus of attention or interest and asks a question, followed by a short response interval. If client is unable to reply correctly, clinician models the correct response.

Answer 37

Mand-Model

Question 38

Clinician identifies a situation where the client desires an object, activity or reaction. The clinician then delays giving it to the client, non-verbally encouraging the client to initiate interaction.

Answer 38

Time-Delay Procedure

Question 39

Clinician uses normally occurring situations and the child's interests to facilitate language learning ("child-selected" teaching opportunities.)

Answer 39

Incidental Teaching

Question 40

The area of learning just outside of a child's current level of performance

Answer 40

Zone of Proximal Development

Question 41

When developing a Language Intervention Plan, what are some considerations for setting goals?

Answer 41

``` Zone of Proximal Development Impact on Ability to Communicate Teachability Phonological Abilities Using what the child already knows ```