Test 2 Flashcards
(53 cards)
5 components of language
Morphology: how words and smaller units combine to form words
Phonology: how sounds combine to make words
Syntax: how words are combined to express meaning in sentence structures
Semantics: how words correspond to things in the world- how language reflects feelings/intent
Pragmatics: use of language in different social interactions
difference between language delay and language disorder
-language delay: skills are slow to emerge but follow the same sequence as a child with normally developing language skills
-language disorder: deviance in the usual rate, trajectory or sequence with which specific language skills emerge. Differences in the rate of acquisition/inordinate difficulties with certain features in one aspect of language. Differences in rate of acquisition in various aspects of language. Age appropriate skills in some aspects of language and lags in others aspects
relationship between cognition and language
viewing language skills in terms of cognitive abilities is controversial it is not possible to separate language ability from cognitive ability when using a cognitive test that tests for language.
how is indirect intervention utilized in preschool years?
-parent interactions: create/enhance environment to facilitate language change and generalization of language skills (using skills across different environments and people)
-preschools encourage social communication interactions (not guaranteed because adults have to facilitate the interactions)
? to consider when deciding on intervention
-under what conditions and when is intervention recommended?
-what is the nature of the intervention?
ediffernces in vocabulary between a child with SLI and TD child
SLI children typically have delay in their first word
Word finding problems in SLI children results in what kind of problem
children often exhibit use of filler words such as “um”
the impact of one deficit on other areas of language
speech and language skills interact and affect other areas. Deficits can impact a student’s ability to participate in social interactions, fully convey ideas during discussion or essays, and follow directions.
clinical marker- 3 directions **
-verb tense morphology
-difficulties with nonword repition tests/task
-sentence recall
advantages of utilizing group treatment sessions**
-facilitates peer interactions
-provides opportunity for generalizations of language skills
-provided naturalistic environment
SLI definiton
specific langauge impairment
language problems in the absence of other clearly identifiable problems (ASD, intellectual disability, etc.)
mental age definition
age at which an individual functions cognitively
language age definition
age at which an individual’s language skills are at
what is cognitive referencing?
viewing child’s level of language skills in terms of cognitive abilities
social standard
societal values placed on degree of language facility and degree of success for life functions that depend on lang. facilitation
direct intervention
speech therapy sessions with SLP (individual or group)
indirect intervention
langauge practice outside of direct intervention
parent/caregiver interactions, preschool
illusory recovery
preschoolers can appear to recover at different times from different aspects
it is important to ensure it is not a false negative by:
comprehensive assessment, stressing/challenging language performance, and looking at clinical markers
chronological age definition
actual age from birthday
how state and federal mandates impact decisions of eligibility
federal: Individual with Disabilities Education Act (IDEA) giverns hoe students with disbilities are identified and how they receive services in school
state: criteria is set by state and local agencies
specific learning disability
disorders in the basic psychological procedure that involves understanding using language
the ability to recieve, process, recall, and communicate
SLI and learning disabilities
children with specific learning impairment often have learning disabilities in grade school
2 major categories within ADHD
attention and hyperactivity
enntities that provide defintions for language disorders/disabilities
-United States Office of Education
-ASHA
-National Joint Committee on Learning Disabilities
