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Fall '13-147 (Exam 1) > 9/30 & 10/2 Normal Speech and Language Development (not on exam) > Flashcards

9/30 & 10/2 Normal Speech and Language Development (not on exam) Flashcards

1
Q

For children birth to 3 years old, how is their expressive language?

A
  • vocalizes when caregiver smiles and talks
  • coos
  • makes a sound other than crying or cooing (squeals, grunts, and raspberries)
  • Has hunger cry
  • repeats a syllable while crying
  • produces 2 different vowels or consonants
  • vocalizes to express pleasure
  • cries to get attention
  • make a sound at the back of the throat (k,g)
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2
Q

For children birth to 3 years old, how is their language comprehension?

A
  • quiets to a familiar voice
  • moves in response to a pleasant voice
  • shows awareness of a speaker
  • attends to other voices
  • attends to speaker’s mouth
  • discriminates between angry/friendly voices
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3
Q

For children birth to 3 years old, how is their pragmatics?

A
  • child responds in response to holding, touching, or talking
  • child seeks/searches for adult eye contact
  • laughs at amusing activities
  • shows interest in people, not objects
  • cries to get attention
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4
Q

For children 3-6 months how is their language expression?

A
  • vocalizes in response to singing
  • vocalizes feelings (intonations)
  • takes turns vocalizing
  • laughs at toy or own activity
  • babbles, produces duplicated sounds when alone
  • vocalizes to express displeasure
  • stops babbling when someone talks
  • initiates “talking”
  • demonstrates sound play when alone or with others
  • whines with a manipulative purpose
  • attempts to interact, searches for eye contact
  • interrupts others vocalizations
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5
Q

For children 3-6 months how is their language comprehension?

A

Turns head toward voice

Searches for the speaker

Responds to sounds other than voices

Recognizes own name

Stops crying when spoken to

Responds to “No” 50% of the time

Discriminates between a threatening vs. friendly
voice

Anticipates feeding

Cries in response to anger

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6
Q

For children 3-6 months, how is their pragmatics?

A

Different cries for different reasons

Maintains eye contact

Vocalizes in response to vocalization

Imitates facial expressions

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7
Q

For children 6-9 months how is their language expression?

A

Vocalizes 4 different syllables

Vocalizes a 2 syllable combination “dada, baba”

Vocalizes in response to objects that move

Imitates duplicated syllables

Vocalizes during games (patty cake)

Sings along with a familiar song (melody)

Shouts or vocalizes to get attention

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8
Q

For children 6-9 months, how is their language comprehension?

A

Recognizes family members names

Responds with gesture to “come up”/”want up”

Attends to music

Responds to “No” most of the time

Maintains attention to the speaker for a long period

Responds to sounds when not visible

Stops when name is called

Attends to pictures briefly

Waves in response to “bye bye”

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9
Q

For children 6-9 months, how is their pragmatics?

A

Exchanges gestures with an adult

Uses gesture and vocalization to protest

Shouts or vocalizes to get attention

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10
Q

For children 6-9 months, how is their language expression?

A

Says “mama” or “dada” meaningfully

Imitates consonant vowel syllables

Imitates non-speech sounds (animal sounds)

Vocalizes with intent frequently

Uses a word to call a person, may be an approximation

Says 1-2 words spontaneously

Vocalizes a desire to change activities

Imitates the names of familiar objects

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11
Q

For children 9-12 months, how is their language comprehension?

A

Attends to new words

Gives objects on verbal request

Looks at person saying child’s name

Performs a routine activity on verbal request

Looks at familiar objects and people when named

Attends to objects mentioned during conversation

Follows simple commands occasionally

Understands simple questions without gesture

Verbalizes or vocalizes in response to verbal requests

Participates in speech routine games

Identifies 2 body parts on self

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12
Q

For children 9-12 months, how is their pragmatics?

A

Vocalizes to call others

Indicates a desire for activity change

Vocalizes when another person calls

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13
Q

For children 12-15 months, How is their language expression?

A

Uses 5-10 words consistently

Vocalizes with gestures and pointing

Uses a combination of jargon and words

Imitates new words spontaneously

Shakes head “No”

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14
Q

For children 12-15 months, how is their phonology?

A

Uses sentences like intonation (jargon)

Some echolalia is present

Uses most vowels and some consonants in jargon

Omits many final and some initial consonants

Basically unintelligible, except for a few words

Words usually have a CV structure (bo/boat)

More frequent usage of M,P,B,T,D,W,N,H

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15
Q

For children 12-15 months, how is their language comprehension?

A

Follows simple 1 step commands, e.g., “go get the ball”

Points to objects and wanted objects on request

Points to 1-3 large body/face parts on request

Begins to claim certain objects

Points to 2 action words in pictures on request

Understands some prepositions (in/on)

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16
Q

For children 12-15 months, how is their pragmatics?

A

Points, shows, gives objects to adults

Solicits another’s attention, with words or physically

Teases, scolds, warns others

Imitates other children

Initiates turn taking

Uses words to protest

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17
Q

For children 15-18 months, how is their language expression?

A

Says “All gone”

Answers “What’s this?”

Asks for more

Imitates 3 animal sounds

Calls caregiver when waking

Sings independently

Begins 1-2 word phrases

Uses early modifiers (pretty, hot, dirty)

Verbalizes to have needs met, e.g., juice

50% of all utterances are nouns

Mean length of utterance is 1-2 words

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18
Q

For children 15-18 months, how is their language comprehension?

A

Receptively identifies 2 or more objects or pictures from a group

Comprehends simple questions

Carries out 2 consecutive directions, e.g., “Get your coat and bring it to me”

Remembers and associates new words by categories

Finds familiar objects not in sight
understands 50 words

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19
Q

For children 15-18 months, how is their phonology?

A

Uses sentence-like intonation patterns (jargon)

Some echolalia is present

Uses most vowels and some consonants in jargon

Omits many final and some initial consonants

Basically unintelligible, except for a few words

Words usually have a CV structure (bo/boat)

More frequent usage of M,P,B,T,D,W,N,H

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20
Q

For children 15-18 months, how is their pragmatics?

A

Points, shows, gives objects to adults

Solicits another’s attention, with words or physically

Teases, scolds, warns others

Imitates other children

Initiates turn taking

Uses words to protest

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21
Q

For children 18-21 months, how is their language expression?

A

Imitates animal sounds and names

Begins to spontaneously produce animal sounds and names

Uses 10-20 words consistently and spontaneously

Verbalizes needs

Adjective (ADJ) and verb usage begins

Imitates 2-3 word phrases/sentences (Noun +
Verb, Noun + ADJ)

Uses 2 word phrases/sentences frequently and spontaneously

Says “No”

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22
Q

For children 18-21 months, how is their phonology?

A

Jargon is almost extinguished

Uses rising intonation for questions

65 % intelligible by 2 years

Uses words with CVC construction

Uses sentence like intonation patterns

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23
Q

For children 18-21 months, how is their language comprehension?

A

Points to 5 body parts, common objects and/or clothing pieces on person and in pictures

Understands action words

Listens as pictures are named and identifies pictures when named

Listens to simple stories

Understands some personal pronouns, e.g., “Give it to her/me”

Responds accurately to simple yes/no questions
Understands “Sit down” and “Come here”

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24
Q

For children 18-21 months, how is their pragmatics?

A

Expresses intentions

Much verbal turn-taking

Engages in adult-like dialogue

Uses words during pretend play

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25
Q

For children 21-24 months, how is their language expression?

A

Uses 3 word phrases occasionally

Refers to self by name

Begins to use some pronouns

Says own name on request

Verbalizes immediate experiences

Uses 50 recognizable words

33% of all utterances are nouns

MLU is 1.8 words

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26
Q

For children 21-24 months, how is their phonology?

A

Jargon is almost extinguished

Uses rising intonation for questions

65 % intelligible by 2 years

Uses words with CVC construction

Uses sentence like intonation patterns

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27
Q

For children 21-24 months, how is their language comprehension?

A

Comprehends 300 words

Object permanence is fully acquired

Follows directions using 1 or 2 spatial
prepositions/concepts

Follows a series of 2-3 simple, related commands, e.g., “Pick up the ball and roll it to me”

Selects 1 item from a field of 5

Follows novel commands

Understands most complex sentences, e.g., “When we get to the store, I’ll buy you an ice
cream cone”

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28
Q

For children 21-24 months, how is their pragmatics?

A

Expresses intentions

Much verbal turn-taking

Uses Adult-like dialogue

Uses words during pretend play

29
Q

For Children 24-27 months, how is their language expression?

A

Uses personal pronouns often (I, you, he, it, she, me, etc)

Uses 2-3 word sentences easily

Imitates 2 numbers or unrelated words on request

Uses many action words

Asks basic questions, e.g., “Daddy gone?”

30
Q

For Children 24-27 months, how is their phonology?

A

Child is approximately 70% intelligible

The child may:

	1) omit final consonants
	2) Reduce consonant blends
		 i. e. top/stop
	3) Substitute one consonant for another
31
Q

For Children 24-27 months, how is their Language comprehension?

A

Listens to a 5-10 minute story

Identifies actions in pictures

Understands the concepts of “one” and “all”

Points to smaller body parts

Understands size concepts

32
Q

For Children 24-27 months, how is their pragmatics?

A

Engages in short dialogues

Introduces and changes topic

Expresses emotion

Uses language imaginatively

Clarifies & requests clarification

33
Q

For children 27-30 months, how is their language expression?

A

Uses 200 intelligible words spontaneously

Uses articles “a, the”

Uses the present progressive verb tense “ing”

Regular plurals are emerging, e.g., cat/cats

Irregular past tense is emerging, e.g., run/ran

Uses some contractions in memorized form only (don’t, can’t)

Names 1 color

Refers to self by pronoun

Uses 2 sentence types (declarative & question)

25% of utterances are nouns, 25% are verbs

Uses 3-4 word sentences (subject + verb + object)

MLU is 3.1 words

34
Q

For children 27-30 months, how is their phonology?

A 
Child is approximately 70% intelligible
The child may:	
		1)  omit final consonants
		2) Reduce consonant blends, 
				i.e. 	top/stop
		3) Substitute one consonant for another
35
Q

For children 27-30 months, how is their language comprehension?

A

Associates words (nouns) with function; will answer “What do you eat with?”

Responds accurately to simple questions (what, where, who)

Understands location phrases (in the kitchen)

Recognizes the names of most common objects

Comprehends approximately 500 words

36
Q

For children 27-30 months, how is their pragmatics?

A

Engages in short dialogues

Introduces and changes topic

Expresses emotion

Uses language imaginatively

Clarifies & requests clarification

37
Q

For children 30-33 months, how is their Language expression?

A

Answers yes/no questions accurately

Imitates a series of 3 numbers or unrelated words

Uses plurals

Uses prepositions

States gender when asked

States first and last names

Answers 6-7 agent/action questions (what runs) accurately

Answers wh-questions and how many

Asks simple questions

Repeats sentences of 6-7 syllables in length

Uses the auxiliary “is/am + verb +ing”

Uses all pronouns

“Not” is emerging

38
Q

For children 30-33 months, how is their phonology?

A

Consonant substitutions/distortions remain

P,M,B,W,H,N are mastered

Child is 80% intelligible

39
Q

For children 30-33 months, how is their language comprehension?

A

Points to 10 objects described by use

Listens to a 20 minute story

Knows in/on/under

Knows big/little

Matches color

Completes 3 piece form board, matches shapes

Understands all common verbs

Understands long and complex sentences

Understands most common adjectives

Understands “one” and “all”

Answers yes/no questions accurately

40
Q

For children 33-36 months, how is their language expression?

A

Beginning to use yes/no questions (Is this a _______?)

Answers “What do you do when…..?”

Uses “is + ADJ”, e.g., is blue

Uses regular past tense, e.g., walk/walked
Uses possession (‘s)

Uses contracted “is”, e.g., He’s running
Adverbs of locations (here, there) are emerging

Begins to use can/do/will (future tense)

Beginning to use infinitive complements, e.g., I want to play
Relates experiences from recent past

Converses in 3-5 word sentences

Counts to 3

Uses 500 intelligible words

20% nouns, 25% verbs

MLU 3.4 words

41
Q

For children 33-36 months, how is their phonology?

A

Consonant substitutions/distortions remain

P,M,B,W,H,N are mastered

Child is 80% intelligible

42
Q

For children 33-36 months, how is their language comprehension?

A

Knows own sex and the difference

Is cautious of common dangers, e.g., stairs

Has complicated, daily sequences, for example: at bedtime

Understands “est” ADJ marker

Understands third person (he, she, it)

Shows interest in explanation of “why” things are and “how” things function

Completes 3 verbal commands

Understands in/on/under/in front/behind

Points to parts of objects

Responds to wh-questions

Follows commands with 2 familiar attributes, e.g., “Get the big red block”

Understands 900 words

43
Q

For children 3-4 years, how is their language expression?

A

Talks in sentences of 4 or more words

Relates experiences (i.e. what he did in preschool that day) easily and fluently with very few 
repetitions of syllables or words

People outside the family can understand him

Answers questions logically

Answers what when and where questions

44
Q

for children 3-4 years, how is their language comprehension?

A

Understands descriptive concepts

Identifies colors

Compares and groups objects

Makes inferences

Understands negation (not + location and not + 
verbing)

Identifies pictures when named

45
Q

For children 4-5 years, how is their language expression?

A

Uses Prepositions

Uses regular and irregular forms of past tense

Defines words

Responds to why questions

Describes a procedure

Names categories

46
Q

For children 4-5 years, how is their language comprehension?

A

Understands spatial concepts

Understands complex directions

Understands time concepts

Understands quantity concepts

Compares objects

47
Q

For children 5-6 years, how is their language expression?

A

Uses adjectives to describe people and objects

Converses in sentences

Defines words

Use words that express quantity

48
Q

For children 5-6 years, how is their language comprehension?

A

Understands “er” ending as “one who . . .”

Understands time/sequence concepts

Understands quantity concepts

Understands noun + two modifying adjectives (i.e. furry white dog)

49
Q

what speech sounds should a child acquire at age 3?

A

m, n, p, h, w, b

50
Q

what speech sounds should a child acquire at age 4?

A

f, d, k, g

51
Q

what speech sounds should a child acquire at age 5?

A

y, n, g, t

52
Q

what speech sounds should a child acquire at age 6?

A

l, sh, ch, v r

53
Q

what speech sounds should a child acquire at age 7?

A

s, z, j, zh, th

54
Q

What are the Phonological Processes?

A
  • syllable structure (cooing, babbling)
  • phoneme acquisition
  • weak syllable deletion
  • final consonant deletion
  • initial consonant deletion
  • consonant cluster reduction
  • metathesis
  • reduplication
  • consonant assimilation
  • stopping
  • gliding
  • substitutions
55
Q

What is normal disfluency?

A

short phrase or entire word repetition if not accompanied by “sticky” positions or obvious tension

56
Q

What is stuttering?

A

broken word or individual sound in a word, repetition, prolongation, and tension

57
Q

What should we note about stuttering with some preschool children?

A

-there are preschool children whose speech is marked by two or more stuttering behaviors lasting several weeks then in between these episodes their speech is fluent

58
Q

What are some voice disorders?

A
  • denasality
  • hypernasality
  • hoarse quality
  • monotonous voice quality
59
Q

What are some causes of speech and language delays?

A
  • history of frequent ear infections
  • hearing loss
  • medical/structural issues
  • prematurity
  • genetics
  • developmental delay
  • neglect/environmental factors
  • PDD/Autism Spectrum Disorders
  • Sensory processing dysfunction
  • normally developing
60
Q

What are some red flags for speech and language problems, from 0-3 months?

A

-does not listen to speech or does not make sounds repeatedly by cooing or going

61
Q

What are some red flags for speech and language problems, from 4-6 months?

A

does not notice noisy toys, look for the source of sounds like the vacuum cleaner, or attend to parent’s “no”

62
Q

What are some red flags for speech and language problems, from 7-12 months?

A

-does not babble either long or short groups of sounds and does not say a word or two, even unclearly. Does not respond to his name.

63
Q

What are some red flags for speech and language problems, from 1-2 years?

A

does not use one-or-two word questions, put two words together, or listen to simple stories, rhymes, and songs

64
Q

What are some red flags for speech and language problems, from 2-3 years?

A

Does not have a word for almost everything or use two-to-three word “sentences” to talk about and ask for things. Can’t understand differences in meaning or follow two requests. Doesn’t notice environmental noises like a doorbell

65
Q

What are some red flags for speech and language problems, from 3-4 years?

A

does not hear when you call from another room, or understand simple who, what, and where questions. cannot be understood by people outside the family.

66
Q

What are some general communication tips?

A
  • do not assume that receptive language is adequate
  • provide information in brief, clear, positive, statements. Tell the child what you want the child to do rather than what you do not want him to do.
  • use visuals when possible
  • use sign language or universal signs to facilitate better comprehension
  • lower speech volume when speaking
  • prepare the child by communicating hat you are about to do and provide information as you interact. This not only maintains calmness but also “teaches” language
  • provide time for response
  • use a “singsong” voice or exaggerated inflection to gain a child’s attention
  • do not engage in excessive “talk” when a child is upset
  • avoid sarcasm, innuendos, double meanings, and unclear statements
  • expand communication expressions
  • there are times when less information is better; if the child is mono-channel, decrease communication while he engages in a challenging task.
  • interact and relate every time you work with a child
  • remember that echolalic speech may convey meaning.
67
Q

What are some don’ts when it comes to Fluency tips?

A
  • DON’T use the word stuttering or stammering
  • DON’T tell the child to sow down or stop and think before speaking
  • DON’T look at the child anxiously
  • DON’T ask your child to speak if he wants to engage in another activity
  • DON’T discourage the child from speaking on any occasion the child wishes to talk
68
Q

What are some “do’s” when it comes to fluency tips?

A
  • establish a tranquil home environment
  • listen to the child with full attention and patience
  • speak to the child in a calm unhurried manner
  • keep your child in the best possible physical condition
  • expect tat the child may have a greater urge to speak than to say anything in particular
  • if the child starts something he can’t finish, smile pleasantly and take the child off the hook only when absolutely needed
  • if the child appears to be groping for a word, or a phrase to complete a thought, wait a decent time for the word/phrase to come
  • do all you can do to make speaking more pleasurable
  • reassure your child when he expresses frustration of his dysfluency
  • contact a SLP for further suggestions/direction

Fall '13-147 (Exam 1) (7 decks)

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