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RPSE 465 > 465 EXAM 1 > Flashcards

465 EXAM 1 Flashcards

1
Q

Morphology

A

The structure of words and the construction of word forms (two birdie vs. two birdies)

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2
Q

Syntax

A
  • Order and combination of words to form sentences
  • Relationships among elements within a sentence
  • Doggie outside? vs. is the dog outside?
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3
Q

Phonology

A

The sound system of a language, rules that govern the sound combinations (nt and rk within or at the end of the words but not at the beginning)

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4
Q

Semantics

A

The system that governs the meanings of words and sentences (da-da for all males vs. da-da for Dad)

Some words have no meaning or multiple meanings

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5
Q

Pragmatics

A

The system the combines the above language components in functional and socially appropriate communication

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6
Q

Communication

A

A symbolic and nonsymblic information (facial expressions, body language, gestures) between interaction partners. Process of exchanging information.

Communication disorder: Referring collectively to speech, language, and hearing disorders

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7
Q

Language

A
  • Complex system of conventional symbols used for thought and language
  • Socially shared code
  • Two types: expressive and receptive

Language disorder:
May be evident in the process of hearing, language, speech or a combination of all three.
Impaired comprehension and/or use of spoken, written and/or other symbol systems.
Can represent deficit in receptive language, expressive language, or combined expressive-receptive deficit

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8
Q

Expressive language

A

An individual’s ability to express them self and communicate meaning with language

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9
Q

Receptive langauge

A

An individual’s ability to understand and process language

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10
Q

Late talker

A

developmental lag, SLP sometimes cannot reliably diagnose young children

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11
Q

Language difference

A

Variation of a symbol system used by a group of individuals that reflects shared regional, social, or cultural/ethnic factors

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12
Q

Speech

A
  • Articulation and rate of speech sounds and quality of individual’s voice
  • Results in verbal production of language

speech disorder:
Articulation, phonological, voice, and fluency disorders are all considered under the broad term speech disorder

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13
Q

Joint Visual Attention (JVA)

A

Between 10-12 months, looks where others look, requests objects/information–part of subdomain 1

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14
Q

Early Discourse Skills

A

Begins in preschool, initiating a conversation, maintaining ongoing topic, takes turns talking–part of subdomain 1

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15
Q

Early Pragmatic Skills

A

Subdomain 1

Prelinguistic communication, Joint visual attention, early discourse skills

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16
Q

Vocabulary Development

A

Subdomain 2
End of 1st year and continues throughout life, semantics deficits may arise, development when prompted, time delay, vest vs. shirt, etc.

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17
Q

Multiple Word Combinations

A

Subdomain 3

After establishing 50 individual words - combinations emerge, syntax forms

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18
Q

Morphosyntax Development

A

Subdomain 4

Language form, 24-36 months, (ing, plural s)

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19
Q

Advanced Pragmatic & Discourse Development

A

Subdomain 5
3-7 years old, predictions, empathy, sarcasm, politeness, code switch
Ultimate goal!

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20
Q

Characteristics of SLI

A
  • Standard lang test score of 81 or lower with mean of 100
  • Nonverbal IQ of 85 or higher
  • Normal hearing
  • No oral abnormalities
  • No neurological disorder
  • Normal social ability
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21
Q

What is SLI?

A

Specific language impairment

  • Specific language impairment
  • Difficulties with syntax, morphological skills, semantics, pragmatics
  • 3 types: delay in receptive lang, delay in expressive lang, delay in both
  • causes: genetics, child environment
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22
Q

Enhanced Milieu Training (EMT)

A
  • Appropriate for beginning language learners
  • Child-centered strategy
  • Aims for responsive conversational skills in everyday communication
  • For SLI deficit
  • Three strategies: mand model, time delay, incidental teaching
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23
Q

Mand model

A

Question or choice, demand; “tell me what you want”

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24
Q

Time-delay

A

Nonverbal prompt and waits before providing the object/action

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25
Q

Incidental teaching

A

Manipulate environment so child talks

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26
Q

Conversational Recast Training (CRT)

A
  • For SLI interventions
  • 2 years to 2nd grade
  • Engaged in play-like routines
  • Specific goal and modifying sentence; one language target
  • Scripted examples in class
27
Q

Sentence Combining

A
  • SLI intervention
  • Improves complex grammar, uses conjunctions, improves writing skills
  • School age to college students
28
Q

Intellectual disability

A

Is characterized by significant limitations in intellectual functioning along with limitations in an individual’s adaptive behavior as expressed in conceptual social and life skills

29
Q

Risk factors for ID

A

Timing, biomedical, social, behavioral, educational

30
Q

Focus in the field of ID; what are the basic principles of intervention for individuals with ID?

A
  • Evaluate and enhance functional skills
  • Improve personal well being
  • Identify appropriate support systems within the family and community
  • Enhance competence through skill development and environmental modification
31
Q

Top-down learning

A

Uses everyday interactions, environmental cues, and familiarity (writing a shopping list, filling out a form, taking a phone message)

32
Q

Bottom-up learning

A

Requires cognitive processing subskills (attention, discrimination, organization, transfer and memory)

Attention: Increase “wait time”, so individuals with ID have time to respond

Discrimination: Manipulate the task and teach self monitoring skills

Organizing: Teach strategies such as chunking and word association to aid in faster and more efficient information retrieval

Transfer: Teach children with ID simple metacognitive strategies which improve transfer of learning

Memory: Rehearsal, repetition or chunking of information to aid memory

Motivation: Students don’t want to do something they’re not good at!

33
Q

Autism Spectrum Disorder Umbrella Terms

A

Covers, Autistic Disorder (AD), Asperger syndrome (AS), Rett syndrome (RS), Pervasive Developmental Disorder-Not otherwise Specified (PDD-NOS)

hand leading; echolalia; difficulty with social interactions

34
Q

How are children diagnosed with SLI?

KNOW THIS!!

A
  • Conversational Ruling out exclusionary criteria such as:
  • Hearing loss
  • Low IQ scores
  • Neurological damage
35
Q

ABA/DTT

A
  • Applied behavior analysis
  • Behavior/lang can be broken down into separate behaviors, measured in precise terms, and manipulated through reinforcement
36
Q

SCERTS

A
  • Social Communication, Emotional Regulation, and Transaction Support
  • Based on social interaction, development and family system theory
  • Addresses child’s social communication abilities and social relationship as primary focus of ASD intervention
  • Uses facilitative intervention style:
  • Following the child’s lead
  • Offering choices
  • Responding to child’s intent
  • Modeling at the child’s level
  • Elaborating the child’s attempts
37
Q

Milieu teaching

A

ID intervention
• Time delay
• Mand model
• Incidental teaching

38
Q

Peer-training models

A
  • ID intervention
  • Interactions with other students
  • With teacher and script
39
Q

Systematic instruction

A
  • Identification of a carefully selected and useful set of skills – based on data
  • Organization of those skills into a logical sequence of instruction
40
Q

Explicit instruction

A
  • Clear instructional outcomes
  • Clear purpose for learning
  • Clear and understandable directions and explanations
  • Adequate modeling/demonstration
  • Clear, consistent, corrective feedback on student success and student errors
  • But…don’t forget relevance!
41
Q

6 stages of reading development

A 
0 - prereading
1 - initial reading
2 - automaticity 
3 - reading for learning
4 - multiple viewpionts
5 - construction and reconstruction
42
Q

Stage 0: prereading

A
  • Up to age 6

* Holding book right side up, turning pages correctly, etc.

43
Q

Stage 1: initial reading

A
  • Grades 1-2
  • Learning: letters of alphabet, correspondences between letters and sounds, acquiring general understanding of spelling-sound system
44
Q

Stage 2: automaticity

A
  • Grades 2-3
  • Learning to recognize words of increasing complexity without thinking too much
  • Through practice, becomes more fluent and sounds more like talking
45
Q

Stage 3: reading for learning

A
  • Grades 4-8
  • Begin to learn new knowledge, information, thoughts, and experiences by reading
  • Growth in word meanings (vocab) and background knowledge are primary goals
  • Reading for facts, concepts, or how to do things
46
Q

Stage 4: multiple viewpoints

A
  • High school

* Must deal with more than one viewpoint—comparing and contrasting

47
Q

Stage 5: construction and reconstruction

A
  • 18 and above
  • Read in detail and completeness to serve their purposes
  • Select materials to serve purposes; know what to read as well as what not to read
  • Analyze, synthesize, make judgments
  • Balance own comprehension with analysis of content and own ideas about topic
48
Q

5 areas of reading

A 
phonemic awareness
phonics
reading fluency
vocabulary
comprehension
49
Q

Phonemic awareness

A
  • Ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words
  • Involves segmenting and blending
50
Q

Phonics

A
  • Understanding the relationships between letters of written lang (graphemes) and sounds of spoken lang (phonemes)
  • Sounding out words on a page with known letter sounds; identifying words “at sight”
51
Q

Reading fluency

A
  • Ability to read a text accurately and quickly with expression
  • Applies to both reading aloud and in head (expressive and receptive)
52
Q

Vocabulary

A
  • The words we must know to communicate; expressive/receptive
  • Knowing the meaning of a word
53
Q

Comprehension

A
  • Understanding what we read, having a clear purpose and thinking actively while reading
  • Ultimate goal
  • i.e. generating questions while reading, drawing conclusions, summarizing, activating background knowledge and using it to make meaning, etc.
  • Involves metacognition
54
Q

Advance organizers

A

Instructional enhancement
• What, why, and how to act during lesson
• Preteaching
• Used for predictability or connections between lesson and application

55
Q

Unison responding

A 
instructional enhancement
•	Teacher points and class responds together
•	Supporting the possible unknown
56
Q

Effective signals

A

instructional enhancement
• Teacher guides the class’s responses
• If didn’t work, wouldn’t get unison responses

57
Q

Efficient use of teacher talk

A

instructional enhancement
• Concise and clear directions
• Used for confusion, lack of concentration, getting off topic

58
Q

Perky pace

A

instructional enhancement
• Keep tempo upbeat
• Avoids awkward pauses; improves engagement; makes more like a game

59
Q

My turn - together - your turn

A

instructional enhancement
• Teacher—choral—student
• Modeling; decreases anxiety; supporting students/scaffolding

60
Q

Cumulative review

A

instructional enhancement
• Review and re-review
• Long term memory storage; repetition

61
Q

Systematic error correction

A

instructional enhancement
• Teacher corrects students immediately after making the error by modeling the correct answer/skill
• Then re-ask question

62
Q

Teaching to success

A

instructional enhancement

• Give as much support as needed for specific skill before moving on

63
Q

Student motivational system

A

instructional enhancement
• Giving lots of praise when resistance is known
• Praise immediately when exhibits correct behavior

RPSE 465 (2 decks)

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