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Pieretti's Exam 3 -Language disorders > Test 3 > Flashcards

Test 3 Flashcards

1
Q

What is Facilitative Play?

A

A technique for encouraging maximal talking from a younger child/toddler (3-4yo). Helps to encourage verbal output from child. It provides low structured modeling of language structures and conversational strategies

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2
Q

2 Key Factors of Facilitative Play

A
  1. Topic of immediate interest to child

2. De-emphasizes the adult image as one of power & authority

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3
Q

3 Important Aspects that are combined to create Facilitative Play

A
  1. Shared Reference
  2. Feedback and Responsiveness
  3. Appropriate Models
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4
Q

Facilitative Play Techniques

A

Appealing activities, Follow child’s lead, avoid directing child, talk about what the child is doing, use language of appropriate level for child

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5
Q

Language Intervention-Pragmatics

Activities

A

Telephone conversations, Copying a Model with Play-doh or Legos, Re-enact child’s stories, Social stories

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6
Q

What are 2 things we need to promote to facilitate effective communication with children?

A

Theory of Mind & Social-Emotional Learning

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7
Q

5 Things that Programs such as “Kimochi’s” promote

A

Self-Awareness, Social Awareness, Self-Managment, Relationship Skill, Responsible Decision Making

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8
Q

What 3 Things does Pragmatics target?

A

Intentions, Conversational Abilities and Narration

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9
Q

What are the different ways of Expression Intentions and how does it relate to Theory of Mind

A

1.Calling for intention- waiting for child to request my attention (eye contact, tapping me, saying my name, etc.) 2. Requesting Action/Objects- Set up situation where ch 3. needs to ask for help to finish task. 4.Requesting Information- A sense that people are a sense of information. 4. Responding to requests/answering questions/Replying to remarks

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10
Q

How does a clinician increase a child’s the use and awareness of statements?

A

Show and tell, current event activities, discussion of high-interest topics

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11
Q

When teaching a ch conversational abilities what is the heirarchy of behavior?

A
  1. Walk over to friend
  2. Watch friend
  3. Get a toy like friend is playing with
  4. Do same thing with toy as friend
  5. Verbal Initiation (scary)
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12
Q

What are Referential Skills

A

the ability to identify novel content and describing it to a listener

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13
Q

What is an important element of Referential Skills?

A

Topic

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14
Q

Why is topic vital to Referential Skills?

A
  1. Coordinates conversations and actions and fosters interpersonal
  2. Regulates the sequence of a conversation
  3. Involves the initiation of a conversation
  4. Requires listening and comprehension to maintain the flow of conversation
  5. Provides a framework for making relevant conversation
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15
Q

What is topic initiation?

A

Verbal introduction of topic not currently being discussed.

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16
Q

What is a cue that can help with Topic Maintenance?

A

“Then what happened?” or….”Did that happen at the zoo?” Practice with multiple partners in different settings.

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17
Q

What can we do for incessant talkers?

A

We can choose limited topics with definite boundaries. Cue with statements like “you’ve already told me that”…..establish boundaries and create recognition of them.

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18
Q

What are the steps to Conversational Repair?

A
  1. Identifying, labeling and demonstration of ative listening
  2. Detection of and reaction to inadequate signals
  3. Detection of and reaction to inadequate context (don’t understand word, need more info.)
  4. Identification of and reaction to communication breakdown
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19
Q

What do we need if intervention is to be Functional??

A

We need to promote transfer/generalization of skills to real-life situations.

20
Q

What are 2 questions of “Social Detective”

A

Is your brain part of the group? and

Is your body part of the group?

21
Q

Explain what “You are a Social Detective: Explaining Social Thinking to Kids” is and how can we use it

A

Comic book format with focus on Social Smarts.

22
Q

In Social detective, how are behaviors expected?

A

Are behaviors expected or unexpected?

23
Q

What is Superflex? and how can we use it?

A

It is an engaging comic book format with a focus on self-awareness, self monitor of own behavior and flexible thinking. We use it by reviewing over and over and supplementing with real-life comparisons and discussions

24
Q

How can we work on inadequate Vocabulary??

A

Interactive book reading, direct vocabulary instruction and teaching word learning strategies for using Morphological knowledge

25
Q

How can we teach word-learning strategies for using Morphological Knowledge?

A

Teach root words and affixes. Sort words by prefixes and suffixes

26
Q

How can we use Morphology and Morphological Awareness to increase vocabulary?

A

Morphological Awareness (MA) fosters the ability to infer when faced with unfamiliar words.

27
Q

What is a good way to foster word consciousness?

A

By Word Play. Matching synonyms, riddles, art and drama. Create words that do not exist in the dictionary or give existing words new definition. “Bathquake”

28
Q

“How” should we focus on learning words?

A

In context, not verbatim

29
Q

By what age should a child define words, draw conclusions and make inferences?

A

Age 12

30
Q

What helps children begin to organize language for easier storage and retrieval?

A

Training them about synonyms, antonyms and homonyms

31
Q

Name some semantic classes

A

Instrument, Patient/Object, Dative, Temporal, Locative and Manner, Accompaniment

32
Q

What is a Quantitative term?

A

Word that describes numbers. i.e.-many, more, some, more, few, couple

33
Q

What are Qualitative terms?

A

Terms that speak of quality (Big, little, wide, fast slow, Angry, afraid)

34
Q

What are Spacial and Temporal words?

A

Spacial are words that are used to mark space and location. Temporal are words that mark time (today, tomorrow, toward, through)

35
Q

What is the Acquisition age for Conjunctions?

A

And, and then, but/or, because so/if/when, until, before

36
Q

What is the goal of Elaboration Intervention? and what are some Non-Identical examples?

A

Increased organizing of childs lexicon and generalization of the meanings of everyday use. Ex.- house, dollhouse housefly, greenhouse

37
Q

Explain Taxonomic or categorical activities.

A

Activities that help ch to name things in categories “lets name all the things that are cold”….”lets name all the things that we do before bed

38
Q

What is an Associational Activity?

A

An activity where child fills in eg. red, white and ______

39
Q

What is the goal of the intervention for children with Comprehension problems?

A

To teach the child to retrieve words and to use world knowledge as a comprehension aid and to help the child to decide how to an what to remember from what is heard or read.

40
Q

What is an idiom? and why are they particularly important?

A

An idiom is a group of words that when put together mean something different than the dictionary definition. “Put on a brave face”…They are important because teachers use them so often.

41
Q

What is a Metaphor

A

A Metaphor is applying a term/phrase to something it is ot literally applicable to….
“She’s quiet as a mouse”

42
Q

What is a Proverb?

A

A Proverb is an often-repeated concrete saying that expresses a truth. “A stitch in time saves nine”

43
Q

What aspect about Syntactic training is important?

A

To be as conversational as possible.

44
Q

Inflectional Suffixes-early or late developing?

A

Early

45
Q

Do Derivational suffixes (first) and prefixes(last) lend themselves to explicit teaching?

A

Yes

46
Q

Explicit Training is NOT recommended for preschoolers T or F

A

T

Pieretti's Exam 3 -Language disorders (1 decks)

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