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Fall '13-142 (Exam 1) > Topics in ASD: Language & Communication > Flashcards

Topics in ASD: Language & Communication Flashcards

1
Q

What three elements is communication defined through?

A
  1. Sender
  2. Receiver
  3. Medium/Message
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2
Q

What is language?

A
  • it is rule governed
  • it is symbolic and arbitrary
  • it is cultural
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3
Q

What is speech?

A

speech is the vocal production of language

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4
Q

What is output?

A

other forms of language production (ie: ASL, Written language, etc..)

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5
Q

True or False: Altman said “Language, quite simply is a window through which we reach out and touch each other’s minds”

A

True

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6
Q

What are the levels of symbolic communication?

A
  1. Awareness
  2. Pre-symbolic
  3. Early Symbolic (concrete)
  4. Symbolic (abstract)
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7
Q

What is the “awareness” level of symbolic communication?

A

-no clear response and no objective in communication

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8
Q

What is the “Pre-Symbolic” level of symbolic communication?

A

communicates with eye gaze, gestures, purposeful, moving towards object/sounds

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9
Q

What is the “early symbolic” level of symbolic communication?

A
  • it is concrete

- use of pictures or other symbols (sign language) to communicate, limited vocabulary

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10
Q

What is the “symbolic” level of symbolic communication?

A
  • it is abstract

- uses a significant amount of vocabulary (speaking, signs, pictures) to communicate

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11
Q

What is the purpose of social communication?

A
  • exchange and express intentions
  • indirectly control the environment (obtain/reject something)
  • regulate social interaction
  • express an emotion or interact with someone
  • receive and convey information and ideas
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12
Q

True or false: social communication is more than just talking or speaking?

A

TRUE

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13
Q

How is social communication more than just talking or speaking?

A
  • attend, recognize, and interpret the thoughts/ideas of others based on the context, gestures, or words they use
  • use language and thinking skills to engage in a mutual exchange of attentional and mental states with others so they can act upon the perceived message
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14
Q

What is pivotal to language learning?

A

joint attention and social referencing

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15
Q

When does joint attention emerge, when is it well-established, and what is the child doing?

A
  • emerges @ 9months and well-established by 18 months
  • child responding to other’s bid for joint attention
  • child initiating joint attention
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16
Q

What is social referencing?

A

child looks at the adult to make sure they are watching

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17
Q

what is social pragmatic theory?

A

children need to understand the communicative intent of others

18
Q

What are the preverbal and early language stages, and what are their coinciding months?

A
  • perlocutionary stage (0-8 months)
  • illocutionary stage (8-12 months)
  • locutionary stage (12-18 months)
19
Q

During the Perlocutionary stage what social behaviors does the child have?

A
  • cooing
  • crying
  • fussing
  • smiling
  • laughing
  • looking
  • smiling
20
Q

During the illocutionary stage what kind of intentional communication skills do babies have?

A
  • gestures
  • pointing
  • gaze
  • vocalization
21
Q

During the illocutionary stage, what does Bates say are the functions of communication for babies?

A
  • proto-imperatives: lay the basis for commands or requests
  • proto-declaratives: allow a child not to ask, but to share things, so they call the adults attention to show them something (lays the basis for conversation skills later on)
22
Q

How many communicative acts per minute does a child have during the illocutionary stage?

A

-2.5 acts/minute

23
Q

During the illocutionary stage, what do children with ASD look like?

A
  • they do not develop the full range of communicative intents
  • they do a lot more of the proto imperatives
24
Q

What are the child’s communicative abilities during the locutionary stage?

A
  • 12-18 months
  • able to name where things are, what things are, and how they’re feeling
  • comprehension outside of routines (ie: able to understand “balance”)
  • first words spoken
  • rapid increase in spoken vocabulary
25
Q

What does the rapid increase in spoken vocabulary look like for a child in the locutionary stage? (12-18 months)

A
  • 15 months: 3 words
  • 18 months: 50-100 words (+/- 100)
  • 3-5 Communicative acts per minute
26
Q

What does the child’s communicative development look like from 18-24 months?

A
  • 300 words (+/- 150)
  • telegraphic speech (ie: sit big boy chair” vs. “sit in the big boy chair”)
  • pragmatic developments: answer and ask questions, take 1-2 turns per topic
27
Q

What are some early communication deficits (i think she’s still talking about 18-24 months) for children with ASD?

A
  • delayed onset of speech
  • atypical preverbal vocalizations
  • decreased rate of preverbal communication
  • low responsiveness to speech
28
Q

What does early communication look like for a child with ASD?

A
  • delayed and deviant use of gesture
  • less pretend and symbolic play
  • limited imitation skills (orally, vocally, behaviors, sounds, etc)
29
Q

True or false: the prevalence of nonverbal children is increasing

A

False, it is decreasing.

-it used to be about 40% of children w/ ASD were nonverbal now it’s 20-30%

30
Q

For nonverbal children with ASD what does their communication look like?

A
  • less use of gestures
  • echolalia
  • maladaptive behaviors
  • It may be good to use AAC devices
31
Q

What does Pre-K communication development look like at 24 months?

A
  • 300 words
  • uses grammatical morphemes
  • sentences
  • 50-70% intelligible
32
Q

By age 5, what does Pre-K communication development look like?

A
  • 6,000 words
  • mastered of grammatical forms
  • 4-6 word sentences
  • 100% intelligible
  • speech errors may persist (ie: /r, l, s/)
33
Q

What do Pre-K pragmatics look like?

A
  • use language to accomplish social goals
  • range of functions increases (pretending, telling stories, talking about the future, hypothesizing)
  • oral narratives emerge
  • take longer turns and maintain topics for longer
  • use polite forms
34
Q

What do verbal difficulties with ASD look like for Pre-K communication development?

A
  • pronoun reversals
  • idiosyncratic word use (ie: happy birthday song=on the verge of breakdown)
  • immediate and delayed echolalia
  • atypical language learning
  • perseverate
  • voice and prosody
35
Q

What do adolescent communication skills generally look like?

A
  • complex syntax

- advanced semantics

36
Q

What do pragmatics for adolescents generally look like?

A
  • narration
  • persuade/negotiate
  • sarcasm
  • slang
  • figurative language
37
Q

What do adolescents with ASD look like?

A
  • topic management/termination (may use overly complex sentences, speak too formally, don’t adjust style depending on who they’re talking to)
  • problems with changing and sharing of topics
  • theory of mind deficits
  • sparse conversation
  • problems with eye-contact & prosody
38
Q

In terms of ASD and social communication behaviors, what do they have issues with?

A

interpersonal relatedness

39
Q

How do people with ASD have difficulty with interpersonal relatedness?

A
  • not always able to interpret the intentions of others
  • not always able to initiate/maintain shared focus with others
  • restricted language development and use
  • inadequate use of nonverbal skills
  • narrow interests and exceptional abilities limits their conversational turn taking
40
Q

In summary, what does communication with ASD children look like?

A
  • there are central deficits
  • pragmatic problems are core
  • must address language and communication deficits!

Fall '13-142 (Exam 1) (7 decks)

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