465 EXAM 1 Flashcards
Morphology
The structure of words and the construction of word forms (two birdie vs. two birdies)
Syntax
- Order and combination of words to form sentences
- Relationships among elements within a sentence
- Doggie outside? vs. is the dog outside?
Phonology
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)
Semantics
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
Pragmatics
The system the combines the above language components in functional and socially appropriate communication
Communication
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
Language
- 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
Expressive language
An individual’s ability to express them self and communicate meaning with language
Receptive langauge
An individual’s ability to understand and process language
Late talker
developmental lag, SLP sometimes cannot reliably diagnose young children
Language difference
Variation of a symbol system used by a group of individuals that reflects shared regional, social, or cultural/ethnic factors
Speech
- 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
Joint Visual Attention (JVA)
Between 10-12 months, looks where others look, requests objects/information–part of subdomain 1
Early Discourse Skills
Begins in preschool, initiating a conversation, maintaining ongoing topic, takes turns talking–part of subdomain 1
Early Pragmatic Skills
Subdomain 1
Prelinguistic communication, Joint visual attention, early discourse skills
Vocabulary Development
Subdomain 2
End of 1st year and continues throughout life, semantics deficits may arise, development when prompted, time delay, vest vs. shirt, etc.
Multiple Word Combinations
Subdomain 3
After establishing 50 individual words - combinations emerge, syntax forms
Morphosyntax Development
Subdomain 4
Language form, 24-36 months, (ing, plural s)
Advanced Pragmatic & Discourse Development
Subdomain 5
3-7 years old, predictions, empathy, sarcasm, politeness, code switch
Ultimate goal!
Characteristics of SLI
- 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
What is SLI?
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
Enhanced Milieu Training (EMT)
- 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
Mand model
Question or choice, demand; “tell me what you want”
Time-delay
Nonverbal prompt and waits before providing the object/action
Incidental teaching
Manipulate environment so child talks
Conversational Recast Training (CRT)
- 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
Sentence Combining
- SLI intervention
- Improves complex grammar, uses conjunctions, improves writing skills
- School age to college students
Intellectual disability
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
Risk factors for ID
Timing, biomedical, social, behavioral, educational
Focus in the field of ID; what are the basic principles of intervention for individuals with ID?
- 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
Top-down learning
Uses everyday interactions, environmental cues, and familiarity (writing a shopping list, filling out a form, taking a phone message)
Bottom-up learning
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!
Autism Spectrum Disorder Umbrella Terms
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
How are children diagnosed with SLI?
KNOW THIS!!
- Conversational Ruling out exclusionary criteria such as:
- Hearing loss
- Low IQ scores
- Neurological damage
ABA/DTT
- Applied behavior analysis
- Behavior/lang can be broken down into separate behaviors, measured in precise terms, and manipulated through reinforcement
SCERTS
- 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
Milieu teaching
ID intervention
• Time delay
• Mand model
• Incidental teaching
Peer-training models
- ID intervention
- Interactions with other students
- With teacher and script
Systematic instruction
- Identification of a carefully selected and useful set of skills – based on data
- Organization of those skills into a logical sequence of instruction
Explicit instruction
- 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!
6 stages of reading development
0 - prereading 1 - initial reading 2 - automaticity 3 - reading for learning 4 - multiple viewpionts 5 - construction and reconstruction
Stage 0: prereading
- Up to age 6
* Holding book right side up, turning pages correctly, etc.
Stage 1: initial reading
- Grades 1-2
- Learning: letters of alphabet, correspondences between letters and sounds, acquiring general understanding of spelling-sound system
Stage 2: automaticity
- Grades 2-3
- Learning to recognize words of increasing complexity without thinking too much
- Through practice, becomes more fluent and sounds more like talking
Stage 3: reading for learning
- 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
Stage 4: multiple viewpoints
- High school
* Must deal with more than one viewpoint—comparing and contrasting
Stage 5: construction and reconstruction
- 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
5 areas of reading
phonemic awareness phonics reading fluency vocabulary comprehension
Phonemic awareness
- Ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words
- Involves segmenting and blending
Phonics
- 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”
Reading fluency
- Ability to read a text accurately and quickly with expression
- Applies to both reading aloud and in head (expressive and receptive)
Vocabulary
- The words we must know to communicate; expressive/receptive
- Knowing the meaning of a word
Comprehension
- 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
Advance organizers
Instructional enhancement
• What, why, and how to act during lesson
• Preteaching
• Used for predictability or connections between lesson and application
Unison responding
instructional enhancement • Teacher points and class responds together • Supporting the possible unknown
Effective signals
instructional enhancement
• Teacher guides the class’s responses
• If didn’t work, wouldn’t get unison responses
Efficient use of teacher talk
instructional enhancement
• Concise and clear directions
• Used for confusion, lack of concentration, getting off topic
Perky pace
instructional enhancement
• Keep tempo upbeat
• Avoids awkward pauses; improves engagement; makes more like a game
My turn - together - your turn
instructional enhancement
• Teacher—choral—student
• Modeling; decreases anxiety; supporting students/scaffolding
Cumulative review
instructional enhancement
• Review and re-review
• Long term memory storage; repetition
Systematic error correction
instructional enhancement
• Teacher corrects students immediately after making the error by modeling the correct answer/skill
• Then re-ask question
Teaching to success
instructional enhancement
• Give as much support as needed for specific skill before moving on
Student motivational system
instructional enhancement
• Giving lots of praise when resistance is known
• Praise immediately when exhibits correct behavior
