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Flashcards in second half Deck (44)
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1
Q

learning disabilities that affect language-based skills such as reading, writing, and spelling

A

language-learning disorders

2
Q

Highly correlated with reading ability

A

Phonological Awareness

3
Q

Children with early language delays may have delays in higher level skills such as _______, even when the language delays have resolved

A

phonological awareness

4
Q

apparent weaknesses in memory or semantic skills may have their underpinnings in

A

phonology

5
Q

Difficulties in comprehension of complex syntax may be present
(e.g., passive voice, negation, relative clauses)

A

Form- Syntactic Profile

6
Q

Children with language-learning difficulties may rely on immature strategies for comprehension longer than typically-developing peers
(e.g., order of presentation)

A

form- syntax and morphology

7
Q

More errors are evident in _____ than____

A

written, oral syntax

8
Q

Paul (2007) notes that not all children with LLD present with _______ difficulty

A

syntactic

9
Q

Kahmi (2014) notes that grammatical morphemes marking ____ and ____will be more difficult for these children to learn

A

tense and agreement

10
Q

Semantic difficulties at the word-level that may be noted in children with language-learning difficulties include:

A
  1. Reduced vocabulary size and decreased specificity of vocabulary knowledge (may be related, at least in part, to reading weaknesses)
  2. Decreased knowledge of semantic class features (e.g. how words fit into categories, interrelationships of words within categories)
  3. Use of non-specific vocabulary
  4. Difficulties in word-retrieval
11
Q

Difficulties in word-retrieval

A

content: semantic

12
Q

Use of non-specific vocabulary

A

content: semantic

13
Q

how words fit into categories, interrelationships of words within categories

A

content: semantics

14
Q

Reduced vocabulary size and decreased specificity of vocabulary knowledge (may be related, at least in part, to reading weaknesses)

A

content: semantics

15
Q

decreased verbal fluency, decreased sensitivity to the communication attempts of others and increased difficulty with topic maintenance.

A

use-pragmatics

16
Q

In the academic setting, much of a student’s new knowledge comes from ____

A

reading

17
Q

What Causes Language Disorders?

A
  1. Genetic explanations
  2. Neurobiological explanations (i.e., brain structure and function)
  3. Environmental explanations
18
Q

refers to the presence of another diagnosis in conjunction with the language disorder

A

co-morbidity

19
Q

most common co morbid disorder

A

ADHD

20
Q

purpose of assessment

A
  1. Determining eligibility
  2. Identifying strengths and areas of need
  3. Identifying how the student’s disability impacts their ability to succeed in the general education curriculum
  4. Identifying how the student performs compared to their typically developing peers
  5. Generating recommendations for goals, programs and services (p. 91)
21
Q

comprehensive measures - receptive and expressive

A

CELF-5, TOLD-4

22
Q

Provide information about language skills within a specific area of language function

A

PPVT-4, EVT-2, SPELT-3

23
Q

criterian-referenced assessment of phonology (3 things)

A
  1. Tasks requiring production of complex phonological tasks
  2. Tasks assessing phonological awareness:
  3. Tasks assessing Rapid Automatized Naming (RAN): See CELF-4 subtest
24
Q

Assessment of ______ in the early elementary grades is aimed at identifying children who may be at-risk for later reading difficulty

A

phonology

25
Q

(Sounds OK. Doesn’t sound OK)

is a ____

A

form- decontextualized task- semantic judgement task

26
Q

decontextualized tasks

A

form

  1. semantic judgement task
  2. Interpertation task
27
Q

(Offer interpretations and student chooses correct interpretation or examiner asks a Q about statement and child responds)

A

form-decontextualized task- intrepretation task

28
Q

indicates the child’s level of comprehension and level of function with few other cues

A

form- decontextualized envoronments

29
Q

indicates how well the child utilizes environmental cues to support meaning

A

form- contextualized task

30
Q

Probable event/Probable order of event

abandon by age

A

4-5

31
Q

Sentences mean what we expect them to mean

A

probable event

32
Q

Word Order/Order-of-mention Strategies (form)

A

The noun that is mentioned first may be interpreted as the person or thing that is completing the action of the verb

33
Q

Following a peer’s directions for a board game

Following a peer’s directions to complete a craft

A

form

34
Q

Types of spontaneous strategies the child employs (e.g., requests for clarification)

A

form

35
Q

one main clause with all the subordinate clauses and nonclausal phrases attached to or embedded in it”

A

t unit

36
Q

Clauses beginning with ____, ___, or ___ are separate T-units

A

and
but
or

37
Q

In school-age students, persistence of _____ may be an indicator of impairment (see comments by Nelson, 2010)

A

grammatical errors

38
Q

for form, Weaknesses may be seen in ______

A

complex sentence constructions

39
Q

complex sentence analysis include what 3 things

A
  1. proportion of complex and simple sentences
  2. types of complex sentences
  3. use of conjuctions
40
Q

Complex Sentence Analysis
1) Proportion of complex and simple sentences
Are there less than ___ complex sentences

A

20%

41
Q

By end of preschool, typically developing children produce an average of ____conjunctions in a 15-minute speech sample

A

6-8

42
Q

More than ____ disruptions in a 100-word speech sample is significant

A

8

43
Q

Form:Disruptions

Look for :

A
Disruptions
Look for :
Mazes
Verbalized disruptions???
False starts
Frequent revisions
44
Q

In school-age students, persistence of grammatical errors may be an indicator of impairment (see comments by Nelson, 2010)

A

error analysis