(4) LSL Strategies

Question 1

Added vocal emphasis on an identified target.

Answer 1

Acoustic Highlighting

Question 2

In Acoustic Highlighting:

It is done in early stages to __

It is done in later stages to __

Answer 2

Early Stages: Highlight new/important words

Later Stages: Corrective Strategy

Question 3

Repair communication breakdown and prompt to give back part of the message

Answer 3

Ask “WHAT DID YOU HEAR?” or Asking

Question 4

Provides numerous opportunities for a child to hear the target phoneme, sound or language.

Answer 4

Auditory Bombardment

Question 5

Begins a song, rhyme, or sentence and then stops talking in order to encourage the child to fill in a verbal response.

Answer 5

Auditory Closure

Question 6

An attitude as well as a set of conditions that will enable the child to have better access to speech and language.

Answer 6

Auditory First

Question 7

A strategy where we want to attach what the child heard with the item and not on the signal

Match the auditory to the visual

Answer 7

Auditory First

Question 8

Difference of Auditory First and Auditory Sandwich

Answer 8

Auditory First: Presentation

Auditory Sandwich: Corrective Strategy

Question 9

Listening before the introduction of visual or other support information is given to a child.

Answer 9

Auditory Sandwich

Question 10

Auditory sandwich encourages what?

Answer 10

Comprehension and Communication

Question 11

An adult repeats back what the child has said and either adds something new, or corrects syntax or grammatical structure.

Answer 11

Expansion

Question 12

Base on what the child said and is similar to the child’s utterance

Answer 12

Effective Expansion

Question 13

What are the two types of expansion and what are their differences

Answer 13

Simple
- add details on a single target

Complex
- modify more than one target

Question 14

Non-verbal signal given to a child to indicate a response is expected

Answer 14

Expectant look

Question 15

What is the end goal of listening and spoken language?

Answer 15

Communicative competency

Question 16

Speaks clearly at all times, uses the correct grammar, and gives appropriate and meaningful language in context.

Answer 16

Model language

Question 17

T or F: In model language, the level should be the same with the ability of the child

Answer 17

False

Should be one level above

Question 18

Two or more people to share a common focus

what’s the other name

Answer 18

Joint attention / Shared attention

Question 19

Singsong voice and universal language that all adults and babies respond to equally

Answer 19

Motherese

Question 20

Aspect of motherese

Answer 20

Elongation of vowels

Question 21

Require more than a yes/no or one word response

Answer 21

Open-ended question

Question 22

Use this when child cannot answer open-ended questions? (providing extra information)

Answer 22

Scaffolding

Question 23

Open-ended questions required what?

Answer 23

(1) Critical thinking
(2) Answer high-level questions which require comprehension analysis
(3) Spontaneous language

Question 24

Proper position and distance between the speaker and the listener

Answer 24

Optimal position

Question 25

Everytime the distance is decreased by ___, the sound signal increases by ___

Answer 25

half; 6dB

Question 26

What are the 2 strategies that are indirect language stimulation technique?

Answer 26

Repetition and Self/parallel talk

Question 27

Targeted sound, word, phrase, or sentence is said more than one time.

Answer 27

Repetition

Question 28

T or F: In repetition, the cx should repeat in an exaggerated manner

Answer 28

False

Should be repeated in proper pronunciation and give the child multiple opportunities to hear the correct/proper grammar

Question 29

Repetition provides?

Answer 29

Regularity of language

Question 30

Creates an unusual or unexpected situation

Answer 30

Sabotage

Question 31

What are the two types of Sabotage?

Answer 31

Verbal and Physical Sabotage

Question 32

Sabotage starts a ___ communication

Answer 32

Cause and effect cycle of intentional communication

Question 33

The two keys to consider for an effective sabotage strategy:

Answer 33

Awareness of the child’s listening and language abilities

Question 34

Indirect language stimulation techniques that do not require a response from the child.

(differentiate the two)

Answer 34

Self-talk = Narration of what you are doing

Parallel-talk = Narration of the child’s actions

Question 35

Encourage a back and forth volley between themselves and the child.

Answer 35

Take turns

Question 36

Take turns is a pre-requisite for?

Answer 36

Conversational competency

Question 37

Pause between an adult’s interaction with a child and the child’s expected response that allows a time to process the auditory information and formulate a response.

Answer 37

Wait time

Question 38

Most underutilized skill

Answer 38

Wait time

Question 39

Speaker turns off the voice and reduces suprasegmental of intensity.

form of acoustic highlighting

Answer 39

Whisper

Question 40

Carry power of speech and prosody

Answer 40

Vowels

Question 41

Carry meaning or intelligibility

Answer 41

Consonants

Question 42

A strategy where the clinician strategically hides their mouth either by toys or with their mouth

Also called hand cue

Answer 42

Listening Alone

Question 43

Strategy where we get the auditory attention of the child again

Answer 43

Listening Cue

Question 44

Strategy helping the child recognize (not ignore them) and localize the sound being heard

Answer 44

Alerting to sound source

Question 45

Using of words in different contexts to add more semantic information

Answer 45

Extension

Question 46

A strategy to highlight the message or content

Answer 46

Rephrasing

Question 47

A strategy to provide other word or a synonym if the child did not get it at first

Answer 47

Rewording