1.1 Defining and Describing Language

Question 1

language delay

Answer 1

when child’s language is developing but at a slower pace

Question 2

language disorder

Answer 2

the child is showing different behaviors that are not typical for normal development

Question 3

language can be looked at even when speech is not present

Answer 3

true

Question 4

language is a _____

Answer 4

code

Question 5

any disruption of the language code is a

Answer 5

disorder

Question 6

ASHA definition of language disorder

Answer 6

an impairment in comprehension and or use of spoken, written, and or other symbol system

Question 7

“Unimpaired language” means

Answer 7

greater behavioral stability and less sensitivity to external contextual demands and/or changes in the child’s current state

Question 8

the same age child with a language disorder may show ______ behavioral stability and ________ sensitivity to external factors

Answer 8

less; more

Question 9

what is a language model?

Answer 9

a way to represent what we think about language, the construct of it and how it’s acquired, assessed, and treated.

Question 10

four models of language

Answer 10

1. categorical model
2. specific disabilities model
3. developmental model
4. emergentism

Question 11

categorical model focus

Answer 11

language disorders are classified with a diagnostic category or syndrome
ex. autism, intellectually handicap, deaf/hearing impairment, specific language impairment

Question 12

assessment and intervention: categorical model

Answer 12

assessment: focusing on determining the child’s diagnostic category
intervention: targets impaired behavioral systems presumed to be implicated in the syndrome

Question 13

specific disabilities model focus

Answer 13

attempting to profile each child’s weakness– study underlying vulnerabilities as a cause for LD
3 major variations: (1) deficit auditory process, (2) linguistic deficits, (3) limited processing capacity approach

Question 14

assessment and intervention: specific disabilities model

Answer 14

assessment: focuses on identifying impaired auditory processes or memory limitations
intervention: target impaired process identified with expectation that improvement of process = improved language skills

Question 15

developmental model focus

Answer 15

LD are described in reference to the child’s current language functioning in content, form, and use; best description of LD is with reference to knowledge of typical hierarchy of language development

Question 16

assessment and intervention: developmental model

Answer 16

assessment: describing the child’s current language functioning in content, form, and use.
intervention: targets intentional communication skills that are below expectancy when compared with typically developing children within a hierarchy of developmental phases.

Question 17

emergentism focus

Answer 17

study of well organized emerging patterns of complex systems: focuses on the simultaneous stability of emerging language abilities of the child— interaction of nervous system, input, and contextual info

Question 18

assessment and intervention: emergentism

Answer 18

assessment: change in language behavior that emerges from the properties of the child’s system in context of the properties of the assessment
intervention: focus on strengthening newly emerging states of instability and variability in a child’s language skills, through changes in external contextual demands

Question 19

when creating goals for a child we should

Answer 19

look for what the child IS doing instead of what they are not doing

Question 20

goals are

Answer 20

what we are modifying, based on highest level of performance and what we know about typical development

Question 21

procedures are

Answer 21

how we plan to make modifications based on the child’s profile in terms of maintaining factors

Question 22

what are maintaining factor areas

Answer 22

cognitive
sensorimotor
psychosocial
linguistic system itself

impairment in any of these system

Question 23

what is taxonomy?

Answer 23

a categorization of language behaviors

Question 24

form

Answer 24

the structures with which a child expresses ideas; sound system, words, etc.
- parts of speech, number of words, word order, morphemes, grammatical rules, etc.

Question 25

content

Answer 25

the ideas we want to express; what the child is talking about

1. semantic relations (daddy read - agent action)
2. content categories

Question 26

use

Answer 26

how we use form for communicative purposes

1. function
2. context

Question 27

use: functions

Answer 27

to inform
to request info
to regulate
to protest or reject
to emote
to comment

Question 28

use: context

Answer 28

nonlinguistic: where there was perceptual support or not
linguistic: contingent or not on prior utterances

Question 29

five levels of analysis for clinical to describe what the child is doing (lahey)

Answer 29

prelinguistic - no words
single words and two word combos - start to use plan
3+ constituent utterances - subject, verb, compliment utterances
complex sentences (I ate because I was hungry)
narratives

Question 30

increased frequency goal

Answer 30

when child is showing 1 or 2 examples of behavior

Question 31

further assess

Answer 31

when you do not see the behavior at all

Question 32

new targeted goal

Answer 32

if he masters 3A and 3B but not C, we will make C a NTG

Question 33

overall goal

Answer 33

giving the child credit for al of the things they are doing