2.1 Precursory

Question 1

when the child is using conventional words…

Answer 1

we can map out what he/she is doing in terms of interaction of C/F/U on the PLAN

Question 2

when does precursory start and end

Answer 2

begins shortly after birth

when the child is using conventional words

Question 3

why do we look at precursory info?

Answer 3

it’s important to observe if a child is communicating at all even before words

Question 4

foundation of language: cognitive ability

Answer 4

awareness of objects—functions, attributes, relationships, problem-solving

Question 5

foundations of language: sensorimotor ability

Answer 5

perception—visual, auditory; movement; coordination; discrimination; feedback

Question 6

foundations of language: psychosocial

Answer 6

attempts at regulating environment; reciprocal behaviors; caregiver responsiveness

Question 7

precursory actions are about

Answer 7

the child’s understanding of the world around them, objects and actions around them

Question 8

precursors of content

Answer 8

1. object identity and search (gazing at moving object, object search during free play)
2. action on an item (attend to adult action on object, imitate object specific actions, etc.)
3. object to object relations (separate objects, join objects as presented, etc.)

Question 9

precursors of form

Answer 9

1. imitate (adult imitates child motor or vocal and child copies, etc.)
2. approximating adult linguistic form (reduplicate CV sequence, etc.)
3. nonconventional interactions (consistent phonetic forms for objects/actions)

Question 10

precursors of use

Answer 10

1. interpersonal behavior (gazing interpersonally, joint attention, taking turns)
2. making reference (show, give, point out object)
3. regulating other’s behavior (reach toward, reach for object, gesture to request action, etc.)

Question 11

phase 1 single word content categories

Answer 11

existence, nonexistence, recurrence, denial, possession, locative action, rejection, attribution, action

Question 12

describing LD objective #1

Answer 12

how does the child differ from his peers?

Question 13

describing LD objective #2

Answer 13

how does the child communicate in the most representative context?

Question 14

describing LD objective #3

Answer 14

information about what is maintaining the disorder (sensory-motor, cognitive, psychosocial)

Question 15

objectives in describing LD questions

Answer 15

1. is there a problem?
2. if so, what does it look like?
3. if so, what is the best way to facilitate change?

Question 16

criterion referenced assessment

Answer 16

• assesses a particular language behavior
  task: to determine how well a certain behavior is established in child’s repertoire
• standard for productivity/achievement is established beforehand

Question 17

examples of preverbal assessments for children

Answer 17

norm referenced: communication and symbolic behavior scales

criterion-referenced: worksheet for describing precursory goals of CFU

Question 18

standardized tests

Answer 18

• provides comparison with normative population
• all procedures are uniforma
• evaluation and comm. is based on response to test items
• results are reported with reference to a comparison with normative sample

Question 19

validity

Answer 19

testing what it is supposed to test

Question 20

reliability

Answer 20

consistency

Question 21

diagnostic accuracy depends on

Answer 21

sensitivity and specificity

Question 22

sensitivity

Answer 22

the degree to which the test accurately identifies a child with a disorder

Question 23

specificity

Answer 23

the degree to which the test accurately identifies a chid as NOT having a disorder

Question 24

because of their construction and measurement errors, standardized tests are not the best way to measure

Answer 24

change in an intervention plan

Question 25

language samples

Answer 25

• use low structure play situation
• don’t ask for specific responses
• follow the child’s lead
• don’t be afraid of silences
• observe child in variety of context
• need at least 50 utterances to calculate MLU, 100 is better

Question 26

planning intervention procedures

Answer 26

• will come from maintaining factors to consider + personal theory beliefs
• whether you want to modify or compensate for impaired behavioral systems

Question 27

determining prognosis

Answer 27

• severity statement

- prognosis statement

Question 28

MLU purpose

Answer 28

to measure morphosyntactic ability

to determine existence of language disorder

Question 29

MLU is ________ in narration than conversation

Answer 29

higher

Question 30

MLU should not be viewed as a measurement of

Answer 30

grammatical development

Question 31

MLU will identify some but not all

Answer 31

preschool children with LI

Question 32

ion early language assessment we need to look at