Week 14: Special Populations

Question 1

what is the role of the SLP for deaf or hard of hearing children?

Answer 1

screening
referral
assessment
intervention
education

Question 2

SLP’s who serve the deaf and hard of hearing should be…

Answer 2

specifically educated and trained to do so using the child and family’s desired language(s) and communication outcomes

Question 3

what are the intervention guiding principles?

Answer 3

high quality early intervention

family-centered to empower families

individualized EBP services

Question 4

early and full access to a xxx xxx is essential

Answer 4

complete language

Question 5

children who received EI before age three…

Answer 5

scored better on receptive and expressive language tests

Question 6

children identified earlier by 5 months showed..

Answer 6

age appropriate language skills by 12-18 months

Question 7

high-quality xxxx with xxxx correlated with more words by DHH and up to 1.5 less language delay

Answer 7

interactions; parents

Question 8

high-quality can be defined as

Answer 8

semantically rich material

Question 9

what are the implications of high-quality interactions

Answer 9

parent-child dynamics are important

SLP’s can train parents on language strategies to use before and after implementation

teach parents how to respond to unintelligible attempts by focusing on what the child is attending to

Question 10

many children with HL exhibit xxx language skills than their hearing peers

Answer 10

worse

Question 11

there is no evidence that xxxx xxxx limit spoken language development for DHH (or any population)

Answer 11

visual supports/AAC

Question 12

define TALI

Answer 12

technology assisted language intervention

Question 13

what is TALI

Answer 13

focusing on training communication
partners to provide support using a
least-to-most cueing hierarchy

Question 14

what does intervention look like for TALI

Answer 14

coaching about language stimulation

joint-problem solving

imitation routines
meaningful family routines
turn-taking
modeling + recasting
book sharing + dialogue reading
emergent literacy

Question 15

how can we support families of DHH children with bilingual-bimodal approaches

Answer 15

Discuss language deprivation and importance of mastering at least
one language (signed or spoken)

Inform parents of difficulties of achieving typical speech and spoken
language skills (even with amplification)

Assess proficiency in both languages overtime

Question 16

For children of hearing parents who don’t use sign language, development depends on….

Answer 16

the age and consistency of quality exposure to visually accessible first language

Question 17

Children who experience a period of incomplete language access before gaining access to a signed language
often exhibit…

Answer 17

distinctively disordered characteristics of language deprivation

Question 18

Signed language disorders can exist among DHH children despite early exposure to a language including…

Answer 18

echolalia
hand/palm orientation errors
comprehension difficulties

Question 19

define bilingual-bicultural

Answer 19

promotes the learning of both sign and oral languages (bilingual), as
well as the integration in deaf and hearing cultures (bicultural)

Question 20

xxx language is learned as a primary language, then the child learns xxx language as a second language

Answer 20

sign; oral

Question 21

access to hearing devices such as hearing aids or cochlear implants
is xxx xxx for deaf children to develop oral communication
abilities

Answer 21

not sufficient

Question 22

define Erber’s model “ladder”

Answer 22

tuning into sounds to more complex
skills

Question 23

what is the most common cause of an intellectual disorder

Answer 23

Down syndrome

Question 24

xx-xx% of children with DS have a hearing impairment

Answer 24

40-80%

Question 25

what are common difficulties for children who have a HL and DS?

Answer 25

speech and language impairments frequent variation in children's severity and uneven profile of strengths and weaknesses

Question 26

it is important to consider that hearing may contribute to

Answer 26

speech and language impairment

Question 27

speech and language difficulties not necessarily only attributed to xxx xxx (DS)

Answer 27

learning difficulties

Question 28

for children with DS canonical babbling and vocal play are usually xxx or xxx

Answer 28

delayed; atypical

Question 29

xxx language > xxx language (for DS)

Answer 29

receptive; expressive

Question 30

xxx communication tends to be a relative strength

Answer 30

gestural

Question 31

for DS, differences emerge around xx and are apparent by xx

Answer 31

1 year; 3 years

Question 32

what does intervention target for DS

Answer 32

functional impact and focus on overall intelligibility rather than specific sounds

Question 33

for DS: xxx is a relative strength along with xxx skills

Answer 33

semantics; visuomotor

Question 34

what are recommendations for treatment focus for DS

Answer 34

capitalize on visuomotor strengths by teaching sing language, using AAC such as picture symbols Continue supporting vocabulary development–strong predictor of lexical diversity and MLU