Test 2 Flashcards

1
Q

What is a language disorder

A

Impaired comprehension of language or use of language. involves form, content, and use.

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2
Q

Define receptive language

A

understanding and comprehending language

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3
Q

Define expressive language

A

communication–getting a thought across

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4
Q

When considering a diagnosis (Dx), consider…

A

the social, psychological and educational impact, if it’s a disorder or just a difference, and if there are significant problems

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5
Q

Name the different kinds of language disorders

A

Language: Delay, Impairment, Disability, -Learning Disability, and Specific Learning Disability.

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6
Q

What is a language delay

A

takes longer for a child to achieve milestones but are still on the right path

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7
Q

What are two types of prevelance

A

Primary (only language) and Secondary (results from developmental disorder or brain injury)

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8
Q

What’s another word for a Primary Prevalence

A

Specific Language Impairment

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9
Q

How do you classify a language disorder

A

Etiology, Manifestation, Severity

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10
Q

What is etiology?

A

Is it developmental or acquired? Primary or secondary?

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11
Q

What is manifestation

A

Receptive vs. Expressive–language comprehension disorder, specific expressive language disorder (SELD), mixed receptive-expressive disorder. Form, Content, Use–using 5 parameters as descriptors

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12
Q

What is severity

A

Info comes from norm-referenced tests; recall the question of significance

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13
Q

Who can refer to a SLP

A

Physician, pediatrician, or teacher

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14
Q

What is a screening?

A

Very fast–follows a referral, routine in PreK and K programs and determines if Dx is necessary

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15
Q

**Diagnostic Statements include…

A

type (primary v. secondary), impacted domains (form, content & use; comprehension v. expression), severity, prognostic statement, and tx recommendations

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16
Q

What is direct treatment

A

Having face to face contact w/ child to provide treatment; either in a group or individually

17
Q

What is indirect treatment

A

Not face to face, but give the parent or teacher things to do with their child to work on their language and you’ll get feedback from the parent/teacher

18
Q

What is clinician-directed treatment

A

You have an exact plan and you have a set of goals to reach for each appt.

19
Q

What is IFSP

A

Individualized Family Support Plan

20
Q

What is metalinguistic awareness

A

highly abstract and difficult; but all over schoolwork–treatment for older children

21
Q

What is functional flexibility

A

can be speaker and listener; can portray all thoughts, feelings, and needs in any communicative interaction–treatment for older children

22
Q

What is LRE and what does it stand for

A

Least Restrictive Environment–depends on child’s ability–can involve pull-out therapy, in class therapy, and collaborative model (where SLP works with teacher)

23
Q

4 guidelines to design a treatment

A

Teach strategies not just memorization; be appropriate to age/cognitive level; make activities relevant; triple pay off

24
Q

4 guidelines in determining treatment format

A

use existing time modules; use supportive labels for service; recognize students’ efforts; use group settings; ask adolescent what he/she wants to do; suggest extra tutoring

25
Q

What is an articulation disorder

A

disordered ability to produce specific sounds. EX: saying wabbit instead of rabbit

26
Q

What is a phonological disorder

A

Disorder of phonological system–how sounds are governed to produce language; EX: fronting

27
Q

What is SODA

A

Substitution, Omission, Distortion, and Addition

28
Q

What is substitution

A

wadio vs. radio

29
Q

What is omission

A

ka vs. car

30
Q

What is distortion

A

Lateral s–lisp

31
Q

What is addition

A

cupa vs. cup