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Communication Ethics > CDI 445 final > Flashcards

CDI 445 final Flashcards

1
Q

Specific Language Impairment: diagnosis is based on

A

exclusion criteria

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2
Q

Specific Language Impairment: Standard language test score at or below _______ standard deviations below the mean (__ percentile)

A

-1.25, 9th percentile

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3
Q

Specific Language Impairment: Nonverbal IQ of ____or higher

A

85

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4
Q

____% of children who are clinically considered to have SLI do not meet all the criteria

A

15%

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5
Q

Other terms practitioners use to refer to SLI

A

language delay, language disorder, developmental language disorder, and language-learning disability.

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6
Q

Children qualify for a language disorder if they have _________ difficulty with _______ and/or ________ ________ across __________

A

persistent difficulty with expressive and/or receptive language across modalities

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7
Q

Children who have difficulty with the social aspects of language but do not fit the criteria for Autism Spectrum Disorder (restrictive and repetitive patterns of behavior)

A

Social (pragmatic) communication disorder

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8
Q

3 nonpreferred terms for intellectual disability

A

mental retardation, developmental disability, cognitive impairment

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9
Q

Those with intellectual disabilities have core deficits that encompass both ________ and ________ domains

A

intellectual and social domains

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10
Q

To be considered for an ID diagnosis, it must have originated before age ____ and they must have significant limitations in both _________ ________ and ___________ _________

A

18, intellectual functioning and adaptive behaviors

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10
Q

5 dimensions of the Ecological System of ID

A

Intellectual disability (IQ score), adaptive behavior, participation in social roles, health, context

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11
Q

Timing of risk factors for ID

A

Prenatal, perinatal, postnatal

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12
Q

Types of risk factors for ID

A

biomedical, social, behavioral, educational

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13
Q

What disorder: generally equivalent vocabulary development, impairment in morphosyntax, short-term memory deficit, phonological deficits, variable pragmatics

A

Down syndrome

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14
Q

What disorder: hypersensitive hearing, 50-60s overall IQ though higher verbal abilities, delayed verbal skills in early childhood, hours voice but good articulation and prosody, pragmatic weakness

A

Williams syndrome

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15
Q

What disorder: delayed speech and motor issues, develop receptive skills at one-half the rate of typical children and expressive skills at one-third the rate of typical children. Morphosyntax deficiencies and reduced sentence length. Phonological impairments. Difficulty with prosody and voice quality

A

Fragile X

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16
Q

Professionals believe that children with ID tend to follow a _______ ______ trend more so than a ________ ________

A

language delay, language disorder

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17
Q

For children with ID before age 10, language generally follows the expected __________ ________ except for the reduction in the quantity of language

A

developmental sequence

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18
Q

For people with ID after age 10, _________ ________ occur, which suggest a language disorder

A

qualitative behaviors (pragmatic issues)

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19
Q

To be diagnosed with autism spectrum disorder, someone must have deficits in ___________ _________ and interaction and demonstrate ___________ ________ _________, interests, and activities

A

social communication (pragmatics) and restricted repetitive behaviors

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20
Q

4 umbrella terms previously used for ASD

A

Autistic disorders
Asperger’s disorder
Childhood disintegrative disorder
Persuasive developmental disorder, not otherwise specified

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21
Q

These children may be nonverbal or use extremely low verbal communication. They often require intense levels of intervention

A

Children with low-functioning autism

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22
Q

These children may have odd prosody and intonation, issues with nonverbal communication, use unusual phrases and vocabulary, and have one-sided discourse

A

Children with high-functioning autism

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23
Q

Name the disorder: early pragmatic differences, difficulty with peer relations, echolalia, be hypersensitive to sensory stimulation, fixation on limited stimulation, motor and perceptual differences, learning differences, memory impairments,

A

Autism Spectrum disorder

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24
Q

When a child imitates their communication partner’s utterances

A

immediate echolalia

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25
Q

When a child produces previously heard sentences or phrases

A

delayed echolalia

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26
Q

When language is learned in larger units of words first rather than single words

A

Gestault Language Acquisition

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27
Q

ASD Intervention: Early intensive behavior intervention, discrete trial training, and intensive behavior treatment

A

Applied Behavioral Analysis

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28
Q

Says any behavior can be broken down into separate behaviors, measured in precise terms, and manipulated through principles of reinforcement

A

Operant learning-based philosophy (part of ABA)

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29
Q

Part of ABA that helps with receptive identification, Early play and self-help skills, Verbal labeling, Early concept development, Use of prepositions, Use emotion words, Use of simple carrier phrases

A

Discrete Trial Training

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30
Q

Some people with autism believe this treatment is not ethical as it treats them like lab animals

A

Applied Behavioral Analysis

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31
Q

ASD intervention based on social interaction, developmental, and family theories

A

SCERTS

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32
Q

SCERTS emphasizes enhancing children’s _________-_______, ________-_______, _________regulation, and _________-________ abilities

A

turn-taking, choice-making, emotional, and problem-solving abilities

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33
Q

SCERTS stands for

A

Social Communication, Emotional Regulation, and Transactional support

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34
Q

SCERTS follows the _______ lead, offers ________ within the child’s daily routines, responds to __________ _______ and reinforces them,
________ correct communication functions at the child’s level,
elaborates on the child’s verbal and nonverbal communication attempts

A

child’s, choices, communication attempts, models

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35
Q

4 early literacy concepts that SLPs can embed in their therapy sessions

A

phonological awareness, print concepts and alphabet awareness, oral language skills, emergent writing

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36
Q

The ability to reflect on and manipulate phonemic segments of speech. Includes Word awareness, rhyming, counting syllables, breaking words into sounds, and decoding

A

phonological awareness

37
Q

Understanding the use and function of print. Example: What’s the difference between the pictures and text in a book, letter names, reading direction, book orientation

A

Print Concepts and Alphabet Awareness

38
Q

Promoting the use of an enriched oral language environment, including opportunities to learn sophisticated vocabulary

A

Oral language skills

39
Q

Encouraging attempts to “write” and moving towards letter development

A

Emergent Writing

40
Q

What kind of literacy intervention: Work to enhance early literacy skills through meaningful activities and interactions. Ex. Storybook reading, dramatic play, center-time activities

A

Embedded Interventions

41
Q

What kind of literacy intervention: Structured, sequenced adult-directed instruction on early literacy concepts.
Ex. Practicing writing letters, writing “plays”, discussing the structure of stories, songs

A

Explicit Interventions

42
Q

4 literacy concepts that school-aged children need to know for success

A

phonological awareness, spelling, reading, writing

43
Q

A long and intense program that uses direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive ways to teach literacy

A

Barton Reading and Writing System

44
Q

The Barton Reading and Writing System can take between _____-____ years of _______-_______ sessions for students to complete all ten levels

A

2-4, twice-weekly

45
Q

Alternative and Augmentative Communication (AAC) is an intervention approach that ________ or _________, either temporarily or permanently, for the ________ or _______ patterns of individuals with expressive and/or receptive language impairments.

A

compensates or facilitates, impairment or disability patterns

46
Q

AAC helps assist those with _______ ________ ________

A

complex communication needs

47
Q

AAC users fall into what 2 categories

A

congenital disabilities and acquired disabilities

48
Q

Multi-_______ Communication refers to the use of ________ ________ when a person communicates

A

modal, multiple modalities

49
Q

form of AAC that does not require an external tool but does require some motor control

A

unaided form of AAC

50
Q

form of AAC that requires some form of external support from either an electronic or nonelectric system

A

Aided form of AAC

51
Q

Form of AAC that does not require any form of battery-powered tech but requires some kind of tool

A

low/light tech

52
Q

Form of AAC that enables dynamic symbol/language representation and is used with some form of technology

A

high tech

53
Q

Dynamic retrieval process in which options offered to an individual change according to the portion of a word or message that has already been formulated

A

Prediction

54
Q

Help an individual quickly express a lengthy message. Often through color-coding or symbol coding

A

encoding

55
Q

Person directly selects the symbol through pointing or eye gaze

A

direct selection

56
Q

Displays symbols in a predetermined pattern and the person would stop it when it got to the word they wanted to say

A

scanning

57
Q

Organizes vocabulary and messages schematically rather than semantically. Photos depict familiar scenes, objects, or people–and users can touch “hot spots” on the photo to speak messages that relate to the pictured scene or object

A

Visual Scene Displays

58
Q

What does PECS stand for

A

Picture Exchange Communication System

59
Q

True or false: PECS is evidence-based

A

false

60
Q

Pecs consists of ______ phases and begins by teaching an individual to give a single _______ of a desired item or action to a “communicative partner” who immediately honors the exchange as a ______

A

six, picture, request

61
Q

communication behavior seen from birth

A

reflexive sounds

62
Q

communication behavior seen from 1-4 months

A

cooing

63
Q

communication behavior seen from 4-8 months

A

babbling

64
Q

communication behavior seen from 8-12 months

A

jargon

65
Q

communication behavior seen at 12 months

A

first words

66
Q

Communication behavior seen at 24 months

A

multiple word combinations

67
Q

An assessment that covers a variety of areas to get a broad overview of all language components.

A

broad-based assessment

68
Q

Also called “standardized tests” or “formal tests”

A

Norm-referenced

69
Q

Tests in which the client’s performance is compared with a pre-specified standard or specific skill.

A

criterion-referenced

70
Q

test that only provides raw scores

A

criterion referenced

71
Q

provides only a snapshot of an individual’s performance at one moment in time

A

static assessment

72
Q

A process-oriented measure that evaluates the child’s ability to learn

A

dynamic assessment

73
Q

predetermined number of answers a tester must answer correctly before a test can move forward

A

basal

74
Q

The “end point”. After the predetermined number of errors, the test ends.

A

ceiling

75
Q

transformed raw scores measured in standard deviation units.

A

standard scores

76
Q

the percentage of scores in its frequency distribution that are equal to or lower than it

A

percentile rank

77
Q

MLU stands for

A

Mean length of utterance

78
Q

Calculate MLU: Take the # of grammatical ________ and divide it by the total # of __________

A

morphemes, utterances

79
Q

Repeating back exactly what a child said but with correct grammar/use of morphemes

A

expansions

80
Q

Repeating what the child said but adding in extra information that the child did not say

A

extensions

81
Q

Take the child’s initiation, expand it to have correct grammar, and then break it down into little phrases, and then build it back up into the longer phrase

A

buildups/breakdowns

82
Q

The adult turns the child’s utterance into a question or negative statement

A

recasts

83
Q

We are not going to make what the child says go into the adult form (because the child isn’t going to be able to do that yet) but we are going to add a bit more onto it.

A

Telegraphic speech

84
Q

How the session is going to be structured

A

approaches

85
Q

the specific techniques we use to help clients gain skills

A

Interventions

86
Q

Each ________- falls underneath the umbrella of one of the three approaches

A

intervention

87
Q

Giving them knowledge about what a word means so that they can really connect with a word

A

semantic cues

88
Q

extra information about the sounds in a word to help them remember it

A

phonological cues

89
Q

A good goal has what

A

do statement, condition, criterion

Communication Ethics (2 decks)

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