Prelinguistic

Question 1

Stage where the child is not yet talking and uses a lot of prelinguistic communication which includes gestures and nonverbal meanings

Answer 1

Prelinguistic Stage

Question 2

uses a lot of prelinguistic communication which includes gestures and nonverbal meanings

Answer 2

Prelinguistic Stage

Question 3

If the child is still not verbal, we look into ____

Answer 3

skills that will facilitate the acquisition of spoken language

Question 4

What skills do we see during prelinguistic stage?

Answer 4

1. Vocalizations
2. Pragmatic Skills
3. Ability to use different toys (represent the
   knowledge of the things around them)

Question 5

How do we assess?

Answer 5

Vocal assessment
Parent-child communication
Gestural assessment
Precursory language skills
Presymbolic play skills

Question 6

T or F: the assessments we do in prelinguistic stage are standardized tests

Answer 6

F. These are criterion referenced assessment, because we have a criteria and we observe and rate their performance based on the pre-identified criteria

Question 7

States normal noncry vocal development in infancy (1-12 months)

Answer 7

Developmental vocal assessment form (proctor, 1989)

Question 8

What do we get in vocal assessment?

Answer 8

Representative sample of 70 “comfort state” vocalizations

Question 9

When do we assess the child for vocal assessment?

Answer 9

An alert contented state, during familiar caretaking routines

Question 10

How long do we get the sample?

Answer 10

20 minutes, discontinue if fussy

Question 11

When can we say the vocal development is “emerging”

Answer 11

at least 1 appropriate type of vocalization

Question 12

We look for the ability of

Answer 12

canonical babbling

Question 13

We asses it informally

Answer 13

Parent-Child Communication

Question 14

What do we look for in parent-child communication?

Answer 14

Reciprocity and mutuality, Encouragement of joint attention and scaffolding the baby’s participation

Question 15

What do we look for in gestural assessment

Answer 15

Ability of intentionality, communication intent

Question 16

T OR F Ability to signal one’s intention is highly predictive of the development of higher level communication in children with disabilitie

Answer 16

True

Question 17

If a child uses gestures that tells us that the child has

Answer 17

Language intent

Question 18

Types of gestures

Answer 18

Deictic and Representational

Question 19

child is able to touch (giving a toy, pushing away an
adult’s hand) 7-9 months

Answer 19

Contact Gestures (Deictic)

Question 20

(pointing and reaching) 10-12 months*

Answer 20

Distal (Deictic Gestures)

Question 21

Show reference = semantic content

Answer 21

Representational Gestures

Question 22

What are the purposes of gestures

Answer 22

● Behavior regulation (protest,
request objects)
● Social Interaction (seek attention,
representational gestures)
● Joint Attention (comment)

Question 23

to assess gestures we…

Answer 23

play with the child and see when the child is able to use different gestures

Question 24

What are the precursory skills under use?

Answer 24

Gazing interpersonally, joint attention, turn taking, making reference, regulating

Question 25

child has eye contact, wants to communicate with you

Answer 25

Gazing interpersonally

Question 26

when I point at something you look at it (SLP then object)

Answer 26

Focusing Joint Attention

Question 27

routine activities (peek a boo, playing toys)

Answer 27

Turn taking

Question 28

opposite of joint attention, the child initiates the activity. Child is the one who points

Answer 28

Making reference

Question 29

Regulating the behavior of others (requests, gesture to request help)

Answer 29

Regulating

Question 30

Precursory skills of content

Answer 30

Object search, disappearance, action on an object, object to object relations

Question 31

look for object (existence)

Answer 31

Object search

Question 32

if child puts, hides, put toys behind their back (disappearance/non existence)

Answer 32

Disappearance

Question 33

uses object/toy appropriately (action)

Answer 33

Action on an object

Question 34

bus then a kid puts little people inside. (attributes, quantity, temporal, spatial, locative)

Answer 34

Object to object relations

Question 35

Precursory Skills of form

Answer 35

Imitation and Approximating the forms of adult

Question 36

ability to know that an object exists even when it is not present is first before communication intention

Answer 36

Object permanence

Question 37

major cognitive development during the preoperational period

Answer 37

Representational Thought

Question 38

Developmental Framework of Play (Casby, 2003)

Answer 38

1. Sensorimotor 2. Relational 3, Functional 4, Symbolic

Question 39

States that: ● Play develops along an ordinal level (step by step) process ● What works and what doesn’t work

Answer 39

Developmental Framework of Play

Question 40

exploratory, physical manipulation and expression of the object.

Answer 40

Sensorimotor

Question 41

nonfunctional, infants and toddlers begin to relate objects one to another in a nonfunctional or unconventional manner

Answer 41

Relational

Question 42

conventional, using objects in play in manners consistent with these objects’ social-conventional typical uses

Answer 42

Functional

Question 43

must possess aspects of contextualization, decentration, and symbolization.

Answer 43

Symbolic

Question 44

is the dissociation of actions from typical settings and contexts

Answer 44

Decontextualization

Question 45

is a child’s moving of actions away from his or her self

Answer 45

Decentration

Question 46

involves the active, purposeful use of symbols

Answer 46

Symbolization

Question 47

Pretends using life-like props, Familiar, everyday activities , Short isolated schemas (single pretend actions), and Self as agent

Answer 47

SL 1

Question 48

Pretend using life-like props, Activities of familiar others , Activities of familiar others (1 activity but 2 steps), Imitates the action they receive

Answer 48

SL 2

Question 49

Pretends using life-like props, Activities of familiar others, Elaborated single schema (daily activities but with many steps), Reserve roles (she will be mommy and I will be baby)

Answer 49

SL 3

Question 50

Pretends using life-like props, Represents less frequently personally experienced events (grocery, doctor), Elaborated single schema (daily activities), Reverse dyadic/complementary role

Answer 50

SL4

Question 51

Pretends using like-like props, Compensatory play (re-enacts the exp events but modifies og outcome), Evolving episodic sequences, Transforms self into role and Associative play

Answer 51

SL5

Question 52

Uses objects to represent another, Represent observed events, Child assigns roles to others

Answer 52

SL6

Question 53

Use language to invent props and set scene, Improvisations and variations on themes, Schemas/scripts are planned and hypothesizes (what if), uses dolls and puppets to act out schemas

Answer 53

SL7

Question 54

Uses language 3D with blocks, highly imaginative activities, plans several sequences of pretend events, Collaborative play

Answer 54

SL8