Unit 1 Flashcards

Question

Commensurate delay/ disorder

Answer 1

+/- 3-4 months

Answer 2

6-9 months

Answer 3

9-12-15 months

Answer 4

15-18+ months

Answer 5

step 1: identify CA, MA, LA step 2: identify age difference on the chart step 3: consider the structure and function and the S-R cycle step 4: identify all entering characteristics

Answer 6

data system

Answer 7

1. to determine if the client is changing 2. to better prepare for goal selection 3. to address the accountability issue 4. to keep the client informed of his/ her progress

Answer 8

1. baseline data | 2. Ongoing data collection

Answer 9

measured ratios of behaviors in the absence of treatment data collected as the first step in the treatment sequence, prior to intervention a reference point in treatment, all other data are compared to this to determine progress

Answer 10

un-reinforced: do not reinforce correct pronunciation, use a consistent and representative sample, use consistent procedural design, can't count if you went from elicitation to modeling

Answer 11

to establish present level of performance, to allow for comparisons to be made

Answer 12

to determine if the client is making progress by comparing ongoing data to the baseline, provides data to support or refute goal selection, provides information for re-assessment, provides information on meeting established criteria

Answer 13

rules from which Tx procedures are derived; knowing a principle well can lead to a host of effective procedures General, Few, Abstract

Answer 14

Technical operations the clinician performs in order to affect change in the clients communicative behavior (client) specific, many, concrete

Answer 15

``` stimulus-response reinforcement system discrimination (between error and target) Extinction Generalization Teaching style. learning strategies ```

Answer 16

existing program problems: may not be client geared Modification of existing programs: document any modifications used in an existing program creating an individualized treatment program (used most frequently)

Answer 17

Objectives or goals, procedures, strategies, activities

Answer 18

Federal regulation: 1 year avg length of treatment plan: 4-6 months School: 9-12 months Hospital: short term

Answer 19

1. severity level 2. Disorder- delay/difference 3. Characterized by: (ex: cluster reduction, final consonant deletion)

Answer 20

Pooling the information

Answer 21

Interpreting the information

Answer 22

direction of change. target behavior, present level of performance, expected level of performance, resources

Answer 23

repeatable condition, measurable performance of target behavior, standards (3/4x 2 consecutive sessions)

Answer 24

1. teaching style and learning strategy 2. reinforcement and reward system 3. approaches to organizing LTO (horizontal, vertical, cyclical) 4. Management of the communication behavior

Answer 25

15 minutes/ 10/ 5/ 15 short activities

Answer 26

working on that one goal until it is met

Answer 27

2 weeks TB 1, 2 weeks TB 2, 2 weeks TB 3

Answer 28

describes an object, use variety of stimuli, "tell me about that picture"

Answer 29

Must expand on a topic, ask for elaboration of a topic already introduced, "tell me more"

Answer 30

personal response to a stimulus, ask for reason for picking a certain toy/ ask for a story with a conflict, "tell me about a time you embarrassed yourself"

Answer 31

provides information about a procedure or process, directions, how to make pasta, "Tell me step by step"

Answer 32

must verbally respond to a problem, how a toy works, guessing games, "whats wrong with it"

Answer 33

provides meaning of a stimulus, interpreted musician's meaning, "why would the guy want to do that"

Answer 34

describes a sequence of an event, play/ movie, "what did he do"

Answer 35

responds to open/ close ended questions, yes/ no/ short response, " why did he break the egg"

Answer 36

ask to express an idea, express an idea in a different way without changing the meaning, "how else could i say this"

Answer 37

must use language appropriate to situation, teacher/ student, "how may i help you"

Answer 38

produce a stream of uninterrupted language, recite as many words as possible without stopping, "say as many words as you can in english"

Answer 39

Referral: parents, teacher, doctors, SLP screenings (pass/fail) Evaluation phase: need to have assessment, between the referral time and evaluation phase you have 30 days Recommendation phase: where you craft the treatment plan, take all the assessment results from SLP, and possibly the PT, OT, etc. and give present level of performance so get baseline data, identify classification of disability, where you are going to give therapy Implementation: how the program gets carried out, who is the team manager, criteria is established, how every member will be accountable Annual review: quarterly review, 30 day review Correlation to tx plan: picking out target behaviors, strategies, activities, STOs, LTOs

Answer 40

``` Cognitive social: receptive, perception Interpretation of emotion Inference Prediction (Intention) Causality ``` Perception: reduced ability to (not inability) Sociolinguistic: cultural experiences that influence language Cultural linguistic: expressive

Answer 41

Central: in the brain Linguistic: applying language somehow Integration: two pieces coming together Process: the steps in the process

Answer 42

Definition: Information that is processes by mentally arranging small amounts of information in consecutive, linear, step-by-step order Key Words (descriptors): consecutive, linear, logical, temporal, auditory, verbal. Related to when and why questions Academic Examples: arithmetic facts, spelling lists, associations of letters and sounds, rules of grammar, chronologies, steps of an event, following directions, experiment, recipes, social/ classroom directions

Answer 43

Definition: Information processed by mentally integrating and synthesizing parallel pieces of information at the same time Key Words (descriptors): holistic, relational, analogous, visual, spatial. Related to who, what, which, where questions (early questions) Academic Examples: recognize shapes, physical appearances, solving problems with visual assistance, interpretation of the general overall idea, and generalizations kills

Answer 44

``` Sequential Auditory, Verbal, Oral “Okay, Let’s get started…” “Now, Where did we leave off? Word marking time: (Temporal markers) Now First Next Then Later ``` ``` Simultaneous Visual, Relational, Holistic “Today, we’ll work on…” “Let’s see what we have for today.” Represents the visual and/or the whole of what will be done Charts, Graphs Visual mapping Visual schedule Outline ```

Answer 45

``` Sequential Auditory, Verbal, Oral Specific to General Examples: Puzzles Story: Once, on a really cold, windy, and very dark October night, a strong wind was hollowing as a small group of frightened children huddled together on a rickety old front porch” ``` Calendar (daily, weekly) ``` Simultaneous Visual, Relational, Holistic General to specific Examples: Puzzles Story: “This is a story about Halloween”. ``` Calendar (monthly, yearly)

Answer 46

Sequential A one –to one connection that is highly sequential Practice Examples: How did you sequence the learning of the Six Principles before being introduced to “Dr Legs?” New informational bits New Vocabulary Does December come before January? Simultaneous Relational memory (clusters, chunking, grouping for meaning) Practice Examples: How and why does Dr Legs work for you? Graphic/ physical cues (color in Paris Subway) New vocabulary Does December come before January

Answer 47

``` Sequential Examples: Music: single notes sequenced Teddy bear Learning new vocabulary Practice Pony Story Oral rehearsal ``` ``` Simultaneous Examples: Music: entire song Teddy bear Learning new vocabulary Practice Pony Story Oral rehearsal ```

Answer 48

``` Sequential Examples: “Oh my goodness! It’s time to go.” “OK, we’re all done for today.” “Time’s up!” “Hurry up, Mommy’s waiting.” ``` ``` Simultaneous 3 part closure” Summary (of the session’s objectives) Assessment Client Clinician Forcast ```

Answer 49

Impairment: some kind of structure function difficulty, dysfunctional difficulty Disability: the functional component has a consequence, the consequence means problem in daily activity or communication or any kind of thing Handicap: the consequence of impairment or disability; limitation, what career you can even pursue

Answer 50

Existence: labeling; cookie; bottle; mama; dada; up; bye- bye Non-existence: all- gone; no; no more; away Recurrence: more; more (noun); more (verb) Rejection: no; no want Denial: no; not Denial is the earliest emergence of sequencing

Answer 51

Different categories: Spatial – “on, in, under, over, next to …” Quantity - “many, some, all, same …” Oppositional - “ up-down, in-out, hot-cold …” (early oppositional) Temporal – “ after, always, sometimes, next …”

Answer 52

Auditory Associations are critical to the language process as they connect the elements of receptive and expressive language. Auditory Association allows the speaker to recall words from “storage” and connect them with specific situations. E.g.: routines (bedtime/ eating/ brushing teeth/ bathing/ etc. Auditory Association can not be fully examined until the SLP recognizes the level of comprehension of the learner. The two components of comprehension include: A: context/ situation B: linguistic message Auditory Associations of terms not usually related to the situation can indicate poor processing skills. Obscure or idiosyncratic responses may represent creativity or learning difficulties. The difference is that the child with learning difficulties is often unable to self-correct to the usual response.

Answer 53

``` The process Of attaching meaning To auditory stimuli Then interconnecting it To receptive language concepts And assimilating it to experiences For linguistic expression ``` AA addresses the link between receptive and expressive language and develops the relationship between word meaning and word usage Standardization studies [Language Processing Test (Richard and Hanner, 2006)] report that children begin to make auditory associations at approximately 36-48 months.

Answer 54

Auditory discrimination – to discriminate sufficient intensity, frequency and duration of sound patterns to enable accurate perception production, and self-monitoring of speech. Critical to distinguish between target and error (see the Six Principles) Short term sequential memory – to demonstrate the ability to recall and reproduce, in sequence, spoken information of appropriate length to age and cognitive level. Word retrieval– to recall vocabulary without abnormal delay during spontaneous communication. Discussion of Word Test (Germann, 2009) It may become necessary to supply visual cues in formation of auditory association, if weakness appears. Cues can vary from the formation of the phoneme to pointing to a picture of the desired response. Gradual fading of these cues is expected. Remediation of this deficit should be carried out in an environmental context. E.g.: questions pertaining to daily activities while performing that activity. Always important to utilize pre-established vocabulary.

Answer 55

Categorization = AA + Vocabulary When we categorize , we group vocabulary by common features and use auditory association skills to recognize shared characteristics Learning to categorize expressively involves several processing steps (labels the category and attaches meaning to it). Categorization involves sorting and retrieving information from past experiences. Categorization skills emerge as early as 30-42 months of age To shift the level of difficulty: increase number, increase vocabulary, and/or increase similarity. Categorization offers an excellent opportunity to observe the client’s learning strategies.

Answer 56

Labeling a category Uses both sequential and simultaneous approach Examples: red/blue/green/yellow/brown… these are called: colors Completing a category Uses both sequential and simultaneous Examples: apple/ cherry/ banana/ ____/ _____/ _____/ Generating a category Discussion of Word Test (Germann, 2009) Uses both sequential and simultaneous Discussion of Word Test Fast and accurate vs. slow and inaccurate Discriminating a category [Excellent opportunity to observe clients learning processing] Sequential and Simultaneous can be separated RECEPTIVE Simultaneous: identification/ sorting (process of exclusion) EXPRESSIVE Sequential: providing reasoning/ explanation (process of sequencing)

Answer 57

At this level of language processing a child learns that: nouns are paired with modifiers categories are used functions of objects and people are described In learning to state a function, the child must attach 2 levels of meaning to the noun – a label for the noun and a verb which describes its use or action Now the child has the experience of objects and what to do with them. (receptively attained by about 30 months) Eg: Children begin to generate language representing early levels of attribution processing by 4.0. Common approaches to attain this development include: description of activities eg: birthday party description of animals and their habitat eg: what lives on the farm description of common objects eg: jewelry

Answer 58

``` Color Size Shape Color/ size/ shape Length/ height Width Age Taste/ smell/ texture Attractiveness Affect Speed/ distance Comparatives ```

Answer 59

Many children with language disorders exhibit limited concrete comprehension and usage of word relationships Eg: Concreteness (cat and raccoon look the same) Prerequisites include: basic concepts and auditory association, the task involves the client’s ability to recognize characteristics of objects that are the same as well as different Same comes in first, comes in a year before different Age 3: same Age 3.6, 4: different 4-5: similarities

Answer 60

we process similarities between two items by comparing them and determining their common features Remediation: clue charts shift from verbal to pictorial to object level Use of category, attribute, and function teach receptive prior to expressive Receptive – sorting and pairing Expressive – labeling and explaining Language Processing Test standardization data identifies that: Similarities begin to emerge at age 5.0 Differences begin to emerge at age 5.6

Answer 61

Analogies are comparisons expressing logical relationships between words and/or concepts Must have comprehension of the vocabulary used in the analogy Must earn to discern relationships between words and realize that the first word pair must have the same relationship as the second Part of the child’s ability to manipulate semantic information, becomes sophisticated and is the beginning of meta-linguistic processing. Children with communication difficulties often have limited concrete understanding of words and word relationships. They tend to learn partial word meanings and they do not show flexibility in word usage, as a result, they lack the strong semantic knowledge that is necessary to support verbal reasoning skills. ``` Remediation include a set series: Comprehending Choosing answers Answering reasoning ```

Answer 62

1. Character tics (size color) 6. Opposites 2. Part/ whole & whole/ part 7. Synonyms 3. Location 8. Familial 4. Action- Object 9. Grammatical 5. Agent- Object GAP 10. Tempooral

Answer 63

1. Character tics (size color) 6. Opposites 2. Part/ whole & whole/ part 7. Synonyms 3. Location 8. Familial 4. Action- Object 9. Grammatical 5. Agent- Object GAP 10. Tempooral

Answer 64

``` Basic concepts Auditory association categorization attribution semantic relationship ```

Answer 65

Temporality 12. Causality 13. Morphological acq. 14. Syntactical acq. 15. Adv. Semantic relationships MLU: Post 4.0 Discourse skills developed

Answer 66

Use age appropriate temporal markers and teach what needs to be learned In gradual shifts vary the setting and usage Use associative grouping and cuing strategies Use imagery to facilitate retrieval

Answer 67

The child needs a foundation in the areas identified as Groups I and II Cause and effect crosses multiple dimensions of language Child needs to have a large enough semantic repertoire to develop word relationships

Answer 68

Triangulated information provides the most accurate sample, vary the: Context (purpose) Situation (place) Person The instructional objectives for planning such intervention are as individual as the client’s specific needs Emphasize the rules behind the structure Structure simple situations, practices, routines that will elicit many examples Then build up: semantics cognitive level pragmatic demands Making the situations simple may be necessary especially for adults who lost language Routines are good because they are predictable Predictability between cognitive and social False assertion: break from routine

Answer 69

Work with FORM, CONTEXT, FUNCTION (receptively and expressively) Form: the target structure Context: changes from example to example Function: social use/purpose (alternating the communicative demand)

Answer 70

Multiple Meaning Vocabulary understanding (R) that a word can have different meanings when used in a variety of contexts learning to explain (E) the meaning of the word for that situation using synonyms or definitions use of multiple meanings becomes more abstracts as the processing demand increases According to standardization studies of the Language Processing Test, this ability begins emerging by age 7.0 Seriation Sequencing; graduated degrees, continua E.g.: now understanding grades Semantic Transformations Idiomatic Expressions: idioms that we tend to use are advanced (4+), “use your noodle” Figurative Language: metaphor; high as a kite, need to learn how they are addressed, hyperbole, Ambiguities and Absurdities: “John hates shooting guns”, surprised when there are too answers, you might need to ask for more information

Answer 71

Three major elements in the development of VRS: Inferencing R: making an inference E: explaining an inference Predicting Outcome (What If… Questions) Comparability Answering Why questions ▲ Sequential processing [process of sequencing ] ▼ Simultaneous processing [process of exclusion

Answer 72

EXPOSITORY (scripted) NARRATIVE (Generated/Retell) CONVERSATIONAL Sample Pragmatic (Conversational)Behaviors Initiating a conversation: the ability to know how and when it is acceptable to initiate a conversation devices included comments and requests Maintaining a topic: statements which are directly related to the given topic, information that we share Signaling a topic shift: transitions must be made from one topic to another and a listener must know when the topic is changed Requesting information: gestures and utterances that direct the listener to provide information about an action or object or any location. Many children will have to signal this. Pre: reqs: command of the wh questions: who, what, where, when Requesting for classification: we can use through gesture (raising hand, facial expression) utterances still directed to listener to provide info but this time clarification. Set up situations that elicit this (LTO #5), setting up situations that were ambiguous or information that was interrupted.

Answer 73

EXPOSITORY (scripted) NARRATIVE (Generated/Retell) CONVERSATIONAL Sample Pragmatic (Conversational)Behaviors Initiating a conversation: the ability to know how and when it is acceptable to initiate a conversation devices included comments and requests Maintaining a topic: statements which are directly related to the given topic, information that we share Signaling a topic shift: transitions must be made from one topic to another and a listener must know when the topic is changed Requesting information: gestures and utterances that direct the listener to provide information about an action or object or any location. Many children will have to signal this. Pre: reqs: command of the wh questions: who, what, where, when Requesting for classification: we can use through gesture (raising hand, facial expression) utterances still directed to listener to provide info but this time clarification. Set up situations that elicit this (LTO #5), setting up situations that were ambiguous or information that was interrupted.

Answer 74

Work on more than one processes at a time 1. Consider the approach selected: Vertical, Horizontal, Cyclical. What are the 4 Strategies of the TX Plan design? Organizations of LTO Management of communication behavior... 2. Choose process in which the child may have relatively early success. 3. If possible, select processes that are context or position specific (velar fronting) 4. Select processes that contribute significantly to the child’s unintelligibility

Answer 75

1. Choose sounds that appear in the child’s phonetic repertoire 2. Choose sounds for which the child is easily stimulable 3. Choose sounds that frequently occur in the child’s vocabulary 4. Choose sounds that are acquired early

Answer 76

General Suggestions 1. Discrimination Training 2. Organic or Non-organic ... Phonetic or Motoric 3. Plan for use of real words 4. Choose target words that are within the child’s syllabic capabilities 5. Plan for generalization from the beginning (both S and R generalization)

Answer 77

Syllable Structure Processes:Cluster Reduction: use paired word techniques (eg: pill/spill) FCD: contrast words with and without final consonants, keeping all other sounds in the word constant (eg: sew/soap; boo/boot; toe/toad) Syllable Deletion: contrast monosyllabic and polysyllabic words using a paired word technique that involves a clapping-pair-sensory-motor approach. Substitution Processes: Use a Distinctive Feature approach having the child discriminate between minimal pairs and produce sounds that differ by one feature. (eg: pan/fan; think/sink; ship/chip). Assimilation Processes: Note: minimal contrast pairs are typically NOT applicable in the remediation of assimilation process errors because the nature of assimilation prevents contrasts based on real words. Final Devoicing: use a variation of paired stimuli by combing in words in which assimilation can and cannot occur (eg: ). Velar Assimilation: If the child produces [gog] for “dog” and [g k] for ‘duck”, these words should be paired with or directly followed by the target (eg: “mad duck or sad dog).

Answer 78

Teach target word of CV construction (eg: toe, boo, see, hoe) 2. Teach receptive vocabulary of CVC matching the CV above 3. Teach a receptive game 4. TEACH THE CVC RULE* 5. Reverse the role of the receptive game having the child assume the expressive 1. Easy to do, receptive E CV/ T CVC, don’t even have to say toe or boo, just have them point 2. Receptive CVC and CV words: point to tire, time, type, boot, boom, robe, rose 3. Game : point to, out a circle around, or put your foot on a card (twister) 4. Teach the rule, roooo pe, tiiiiiiiiii me, you can use your fingers running off the table, or draw a line on the table and say I can use a tissue and the tissue can travel across the line with cuuuu p and the p will blow air 5. Child tell me what to put my marker on FCD 4 years