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Clinical Methods > 2.03 - Language Intervention > Flashcards

2.03 - Language Intervention Flashcards

0
Q

In Articulation Disorders, disturbances _________ In Phonological Disorders, disturbances _________.

A

Are in the motor processes that result in speech

Represent an impairment in the representation/organization of phonemes within the language system

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1
Q

Articulation Disorders have ______ errors where Phonological Disorders have ______ errors.

A

Phonetic

Phonemic

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2
Q

Do speech sound production difficulties tend to affect other areas of language such as morphology, syntax, and/or semantics?

A

No

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3
Q

Do phonological difficulties impact other language areas such as morphology, syntax and/or semantics?

A

Yes

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4
Q

If you have difficulty producing /r/ but not with other sounds, you have a _______ disorder.

A

Articulation

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5
Q

If your difficulty influences other areas of language, you have a ______ disorder.

A

Phonological

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6
Q

If you make phonemic errors, you have a ______ disorder.

A

Phonological

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7
Q

If you make multiple errors across classes of phonemes, you have a ______ disorder.

A

Phonologic

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8
Q

If you make phonetic errors, you have a ______ disorder.

A

Articulation

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9
Q

If you say /ϴʌn/ for “sun” or /su/ for “shoe”, you have a _____ disorder.

A

Articulation

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10
Q

If you have errors resulting from dysarthria (perhaps from a stroke), you have a _______ disorder.

A

Articulation

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11
Q

If your errors are substitutions, omissions, and distortions, you have a _______ disorder.

A

Articulation

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12
Q

If you are focusing on interventions to learn motor skill, you have a _______ disorder.

A

Articulation

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13
Q

If you have delays in other areas like morphology or syntax, you have an _______ disorder.

A

Phonological

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14
Q

If you have multiple errors across classes of sounds, you have ______ disorder.

A

Both - Articulation & Phonological

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15
Q

If your treatment starts with easy and moves to more complex, you have a _______ disorder.

A

Both - Articulation & Phonological

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16
Q

How does Language Therapy work?

A

Language occurs in the context of overall development

Identify the stage of language development and use the appropriate intervention for that stage

(Recognize and use common language facilitation strategies)

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17
Q

What three things can language disorders affect?

A

Comprehension

Production

All components of language

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18
Q

How can language disorder affect Comprehension?

A

Auditory & Visual (reading)

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19
Q

How can language disorder affect Production?

3

A

Verbal

Nonverbal

Written

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20
Q

How can language disorder affect all components of language?

5

A

Phonology

Syntax

Morphology

Semantics

Pragmatics

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21
Q

Are Children with language disorders homogenous?

A

No

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22
Q

How might children with language disorder differ?

4

A

Primary vs. Secondary Language

Developmental vs. Acquired Disorders

Delayed vs. Deviant Disorders

Range of Severity (Mild - Severe)

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23
Q

What is communication?

A

The process by which meaning is conveyed during interactions between people

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24
Q

What are the three “guidelines” of communication?

A

Communication can occur without language

Communication can occur without “intent” on the part of the sender

Communication always occurs in the context of interpersonal interaction

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25
Q

What is language?

2

A

A rule-governed system of arbitrary but conventional symbols

It may be used for communication or non-communication activities

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26
Q

What are the three “guidelines” for language?

A

Language always involves the use of symbols & verbal behavior

Language is always used intentionally

Language can be used for activities other than interpersonal communication

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27
Q

What are the three parts of language form?

A

Syntax

Morphology

Phonology

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28
Q

What is Syntax?

A

Rules specifying

- Word order
- Sentence organization
- Word relationships
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29
Q

What is Morphology?

A

Rules governing change in meaning at the intraword level

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30
Q

What is Phonology?

A

Rules governing the

- Structure of speech sound patterns
- Distribution of speech sound patterns
- Sequencing of speech sound patterns
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31
Q

What is Language Content?

A

Semantics

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32
Q

What are Semantics?

A

Rules governing the meaning or content of words or grammatical units

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33
Q

What is Language Use?

A

Pragmatics

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34
Q

What are Pragmatics?

2

A

Language use

Communication context

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35
Q

In conjunction with what three other areas does speech-language development occur?

A

Motor

Cognitive

Social-emotional

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36
Q

What are the five general stages of language development?

A

Prelinguistic

First Words

Early Linguisitic

Later Linguistic

School Age Language Development

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37
Q

When is the Prelinguistic Stage of Language Development

A

Birth - 12 months

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38
Q

When is the First Words Stage of Language Development

A

12 months - 18 months

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39
Q

When is the Early Linguistic Stage of Language Development

A

18 months - 30 months

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40
Q

When is the Late Linguistic Stage of Language Development

A

3-5 years

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41
Q

What sort of communication is happening during the Prelinguistic Stage of Development?

(3)

A

Perlocutionary (partner perceived) communication

Illocutionary (intentional) communication

Symbolic (verbal) communication

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42
Q

What sort of language comprehension is happening during the Prelinguistic Stage of Development?

(2)

A

Recognizing familiar words by 8 months

Understanding simple sentences and commands by 12 months

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43
Q

What sort of speech development is happening during the Prelinguistic Stage of Development?

(5)

A

Cooing (C)

Babbling (CV)

Jargoning (CVCVC)

First words

No syntax yet

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44
Q

When a child looks up and reaches to dad to be picked up, this is _______ communication.

A

Illocutionary (Intentional)

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45
Q

When a baby cries and the mother picks it up and says, “oh, you are hungry”, this is ______ communication.

A

Perlocutionary (partner perceived)

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46
Q

When a child signs more to get a cookie, this is ____ communication.

A

Symbolic

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47
Q

What are the four long term goals for intervention at the Prelinguistic Stage?

A

Move from partner-perceived to intentional communication

Move from intentional to symbolic communication

Expand comprehension of common words and phrases

Expand variety of vocalizations

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48
Q

What are four Intervention Strategies for Prelinguistic Intervention?

A

Support families in their ability to facilitate communication

Use natural routines to create opportunities for communication

Respond to attempts to communicate by modeling words

Practice! (Write a plan to facilitate communication in a routine activity)

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49
Q

What are eight Prelinguistic and Early Language Skills?

A

Localization

Joint/Shared Attention

Mutual Gaze

Joint Action & Routines

Vocalizations

Communicative Intentions

Non-Symbolic & Symbolic Play

Initial Vocabulary

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50
Q

The First Words Stage is similar to Brown’s Stage ____.

A

I

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51
Q

First Words tend to be what three things?

A

Labels for objects, actions, and familiar people

Simple, single syllables (CV) or CVCV words

Contain nasals, stops, and glides (w, y, & h)

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52
Q

As a child’s lexicon approaches ______ words, they begin to combine words.

A

50

53
Q

What are three long term goals for the First Words Stage?

A

Expand receptive & expressive vocabulary

Increase the variety of sounds and syllable shapes produced

Increase the frequency of communication

54
Q

What are four strategies for Teaching Words?

A

Select words that contain sounds in the child’s phonemic inventory

Select words that are names for objects the child likes and which occur often

Created opportunities for communication and model words during functional routines

Support families in their ability to teach words

55
Q

What is happening pragmatically during Early Linguistic Development?

A

The use of language for a variety of intentions

56
Q

The Early Linguistic Development Stage coincides with Brown’s Stage _____.

A

I & II

57
Q

What sorts of semantic and syntactic development are occurring in teh Early Linguistic Development Stage?

(2)

A

Using content words but omitting grammatical words

Combining words once expressive vocabulary is around 50 words

58
Q

What three developments in Phonology are occurring during the Early Linguistic Development Stage?

A

Correct production of nasals, stops, and glides

Word and syllable shape of CV or CVC

Majority of consonants are produced initially

59
Q

By age two, ___% of speech should be understood by a familiar listener.

A

50%

60
Q

What are three long term goals for the Early Linguistic Development Stage?

A

Expand receptive and expressive vocabulary

Increase ability to combine words into phrases

Increase use of early morphological markers

61
Q

What four morphological markers are being developed in the Early Linguistic Development Stage

A

-ing

in

on

plurals

62
Q

What are three strategies to for intervention during the Early Linguistic Development Stage?

A

Word combinations during functional play-based routines

Expand child’s one-word responses into short phrases/sentences

Support families in their ability to expand child’s language

63
Q

What is happening pragmatically during Later Linguistic Development?

(2)

A

Expanding intentions

Learning conversational rules

64
Q

What is happening semantically during Later Linguistic Development?

A

Rapid acquisition of lexical items and relational terms

65
Q

What two things are happening in syntactical development during Later Linguistic Development?

A

Syntactic explosion (acquiring the morphological & syntactic structures of language)

Increasing length and complexity of utterance (around 4 years)

66
Q

What three things are happening in phonological development in the Later Linguistic Development Stage?

A

Fricatives, affricates, & consonant clusters

No more stopping, cluster reduction, & gliding

Phonological awareness develops

67
Q

___% of speech produced by three year olds should be understood by a familiar listener.

A

75%

68
Q

____% of speech by four year olds should be understood by familiar listeners.

A

100%

69
Q

What are four long term goals for the Later Linguistic Development Stage?

A

Longer and more complex utterances

More morphological markers (by stages)

Better narrative cohesion

Emerging literacy skills

70
Q

What are four strategies for intervention during the Later Linguistic Development Stage?

A

Create opportunities of communication during natural activities

Help expand length and complexity of utterances

Expansion!

Support families in their ability to expand child’s language and emergent literacy skills

71
Q

What are four treatment approaches for infants, toddlers, and preschoolers?

A

Focused stimulation

Incidental teaching

Floortime (Developmental, individual difference, relationship-based)

Family centered

72
Q

What are four emergent literacy interventions that can be done during the Birth-Preschool stage?

A

Shared book reading & sense of story

Alphabet letter name and sound knowledge

Adult modeling of literacy activities

Experience with writing materials

73
Q

What is happening in pragmatics during the School Aged Language Development Stage?

(2)

A

Uses language for additional intentions (jokes, sarcasm)

Improves conversational rules and the ability to repair conversations

74
Q

What is happening in semantic development during the School Aged Language Development Stage?

(3)

A

Size of vocabulary increases

Develops ability to define words

Develops nonliteral meanings (metaphor, idioms, etc.)

75
Q

What is happening in syntactic/morphological development during the School Aged Language Development Stage?

(4)

A

Masters complex noun & verb phrase extensions

Passive sentence structure

Adjective ordering

Reflexive Pronouns

Etc.

76
Q

What is happening in phonological development during the School Aged Language Development Stage?

(2)

A

All consonants & consonant blends are produced correctly by age 8

Production of multisyllabic words and sound sequences improves

77
Q

What other two things are happening during the School Aged Language Development Stage?

A

Metalinguistic Awareness is being developed

Literacy skills are being acquired as oral language progresses

78
Q

What is Metalinguistic Awareness?

2

A

Explicit knowledge of language

The ability to manipulate the structural aspects of language

79
Q

What are three long term goals for intervention during the School Aged Language Development Stage?

A

Improve academic language skills

Increase metalinguistic skills

Improve narrative and conversational discourse skills

80
Q

What are three intervention strategies when working in the School Aged Language Development Stage?

A

Work closely with classroom teachers to identify appropriate material

Provide both group and individual intervention (individual to teach new skills, groups to provide a functional setting to generalize skills)

Use functional activities to provide opportunities for problem solving, organizing, and sequencing language materials (games, cooking, art, new teams, etc.)

81
Q

What are three long term goals when doing intervention with Adolescents?

A

Develop communication skills for academic, personal-social, and vocational purposes

Facilitate metalinguistic skills (including nonliteral and figurative use of language)

Develop metacognitive/executive functioning (awareness of one’s own problem solving abilities)

82
Q

Are planning and organizational skills mediated through language?

A

Yes

83
Q

What are three strategies for doing intervention with Adolescents?

A

Work with the student to select goals and objectives for therapy

Use materials that are relevant to the student’s chronological age

Focus on figurative language and language-mediated study skills

84
Q

When do children acquire basic literacy skills?

A

Elementary school

85
Q

The SLPs role is to facilitate oral and written language in what four areas?

A

Phonological awareness

Decoding (sound-letter correspondence)

Reading fluency (accuracy & ease of recognition)

Reading comprehension (learning to read becomes reading to learn)

86
Q

What is Previewing?

A

Preparing for upcoming lessons

87
Q

What is Predicting?

A

Knowledge of a subject

88
Q

What is Think-Aloud?

A

Engaging in self-talk

89
Q

What is K-W-L?

A

What we KNOW

What we WANT to know

What we have LEARNED

90
Q

What do social stories improve?

A

Pragmatics

91
Q

What is Computer Driven Therapy used for?

A

Monitoring and facilitating learning and progress

92
Q

What are two instructional strategies for writing?

A

Flash drafting

Organizers

93
Q

What is Genre-Specific?

A

Expository writing

94
Q

What are Compensatory Strategies?

A

Usually some kind of AAC

95
Q

Whose responsibility is intervention?

A

Everybody’s

96
Q

Every ______ is an opportunity for teaching and learning.

A

Minute of the day

97
Q

It is the ______ responsibility to create learning opportunities, to teach, to assess learning, and to modify for success.

A

Staff’s

98
Q

It is the _____ responsibility to teach others how to teach speech/language/literacy effectively.

A

SLP’s

99
Q

It is the _____ responsibility to help plan effective curriculum.

A

SLP’s

100
Q

In a Language Focused Curriculum, language intervention is best provided in a _______.

A

Meaningful social context

101
Q

In a Language Focused Curriculum, _______ occurs throughout all the curriculum.

A

Language facilitation

102
Q

In a Language Focused Curriculum, language begins with the ______. It is ________ and ________.

A

Child

Child-centered

Child-initiated

103
Q

In a Language Focused Curriculum, child utterances are responded to with __________.

A

Natural contingencies

104
Q

In a Language Focused Curriculum, parents are _______.

A

Partners

105
Q

In a Language Focused Curriculum, we should use __________ practices.

A

Developmentally appropriate practices

106
Q

What six things should we consider when we are setting goals as part of intervention plans?

A

Zone of Proximal Development

Impact on ability to communicate effectively

“Teachability” (of particular skill)

Client’s phonological abilities

New forms express old functions - new functions are expressed by old forms

Different speech & language goal attach strategies

107
Q

What is the Zone of Proximal Development?

2

A

Goals that are just barely beyond the ability of the client

Use these to scaffold to the next level

108
Q

How does the impact of the client’s ability to communicate effectively affect our goal choices?

A

Pick language skills that will positively impact the child’s success at communicating

109
Q

What is “teachability”?

A

How easy a particular skill is to teach

110
Q

Why are a client’s phonological abilities important?

A

We should chose target words the child can pronounce

Wait on grammatical forms (like final -s) until the child can pronounce the sound

111
Q

What is “new forms express old functions - new functions are expressed by old forms”?

A

Using what the child knows to teach something new

Example: Putting a known story into a narrative structure

112
Q

What creates more change: mastering one skill then moving to the next or simultaneously rotating through several skills?

A

Simultaneously rotating through several skills

113
Q

_____ and _____ of input that a child receives is crucially important to their optimal development.

A

Rate

Quality

114
Q

The most effective intervention protocol depend on the child’s _______ and the ____ of the intervention goal.

A

Developmental level

Nature

115
Q

What two things are in all language intervention strategies?

A

Changing your behavior to elicit communication

Changing the way you respond to the communication

116
Q

What are 12 Specific Language Intervention Strategies?

A

Creating Opportunities - Sabotage

Responsive Interaction

Milieu Teaching

Modeling

Shaping

Prompting

Instructions

Fading

Positive Reinforcement

Differential Reinforcement

Delayed Contingencies

Corrective Feedback

117
Q

What are six ways of Creating Opportunity?

A

Violating routine events

Withholding objects and turns

Violating object function/manipulation

Hiding objects

Scripted/Role playing

Sabotage

118
Q

What are five examples of Interactive Modeling/Responsive Interaction?

A

Focused stimulation (self-talk, parallel talk, etc.)

Modeling with expansion

Modeling with recast

Vertical structuring

Scaffolding

119
Q

What are the four parts to Milieu Teaching Techniques?

A

Model

Mand Model

Time delay

Incidental Teaching

120
Q

The goal of Grammar Facilitation is the ______ of syntax & morphology in oral and written modalities.

A

Improved use

121
Q

The goal of Grammar Facilitation is that the grammatical form should not be the only aspect of ____________ targeted.

A

Language/communication

122
Q

The goal of Grammar Facilitation is to select strategies to _______ rather than teaching specific forms.

A

Enhance language learning

123
Q

The goal of Grammar Facilitation is to target forms for which the child is ______, _______, and ______ prepared.

A

Cognitively

Socially

Linguistically

124
Q

The goal of Grammar Facilitation is to create more frequent opportunities for ______.

A

Grammatical targets

125
Q

The goal of Grammar Facilitation is the use a _______ during intervention.

A

Variety of genres

126
Q

The goal of Grammar Facilitation is to make ______ the pragmatically appropriate response.

A

Targets

127
Q

The goal of Grammar Facilitation is to use ______ to contrast the child’s form with the correct adult form.

A

Sentence recasts

128
Q

The goal of Grammar Facilitation is to avoid _______.

A

Telegraphic speech

129
Q

The goal of Grammar Facilitation is to use elicited imitation to make target forms more ______.

A

Salient

Clinical Methods (11 decks)

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