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CDS-101 > CDS-101 Exam 2 Study guide > Flashcards

CDS-101 Exam 2 Study guide Flashcards

1
Q

What kind of syllables are first true words

A

simple syllables, often consonant-vowel

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2
Q

What happens to language demands as a child gets older and enters school

A

Language demands increase as children are expected to understand and use more complex language

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3
Q

What is a specific language impairment

A

significant receptive/expressive delay that doesn’t have a specific cause

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4
Q

What are the criteria for having a specific language impairment

A

2-word phrases emerge late, speech sounds develop slowly, lack of yes or no to questions

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5
Q

What kind of difficulties do we see with a Specific Language Impairment

A

Difficulties initiating with peers, rhyming words, and naming letters

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6
Q

What are narrative skills

A

able to describe things, events, and tell stories

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7
Q

What are conversational skills

A

Active listening, turn taking, body language awareness

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8
Q

Bilingual children use of language in different environments

A

Code switching multiple times

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9
Q

What is MLU

A

Mean length of utterance/ average number of morphemes in a child’s individual utterance

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10
Q

What symptoms of language disorders that appear as the child gets older

A

difficulty following complex instructions and forming coherent sentences, difficulty with reading and writing

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11
Q

What is Autism

A

a lifelong behavioral syndrome and is a developmental disorder/barely interested in social interaction and relationships, impaired communication skills

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12
Q

How is autism diagnosed

A

Usually after a well-child screening and parent’s concerns. Diagnoses is made by a team of health professionals

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13
Q

What is the SLPs role in the diagnosis of autism

A

they asses children for autism ad don’t make the diagnosis (focus on communication and social skills)

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14
Q

Early signs and red flags of autism

A

Delayed speech, lack of eye contact, and repetitive behaviors

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15
Q

Echolalia

A

imitation/repetition of words or phrases. May occur as a way to process language

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16
Q

Why is small groups important with autism

A

provides a chance to practice social skills

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17
Q

Areas assessed for autism and what is looked at in each area

A

Phonology- Sound patterns
Morphology- Word forms
Syntax- Sentence structure
Semantics- Meanings
Pragmatics-Social use

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18
Q

How do we take a sample of child’s language

A

Audio recording spontaneous, conversation language by play, story-telling, and open-ended questions

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19
Q

Babbling

A

production of repeating sounds

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20
Q

Age by which a child should know different number of words

A

50 word by 18 months

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21
Q

Dialect

A

a regional variation of language

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21
Q

Academic skills affected by a language disorder

A

Difficulty following complex instructions and forming coherent sentences. Difficulty with reading and writing

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21
Q

Poverty affect on language learning

A

it can lead to limited vocabulary exposure

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21
Q

Code switching

A

a child who is fluent in both home language and English and language switching both languages back on forth depending on who they are talking to

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22
Language learning Disability with academic skills are affected
Struggle with reading and writing (difficulty in understanding written text)
22
Phoneme and how many
A speech sound (45)
22
letter and how many
an arbitrary or printed symbol representing a speech sound (26)
22
how does speech sounds develop
listening to the sounds they hear in the languages around them
22
Stage 1: Birth to 12 months: Cooing, babbling/Vocal play / longer string of syllables Stage 2: 12 to 24 months: first true word emerges/ using two-word sentences/ Stage 3: 2-5 Years: they have 3-4 word sentences and most speech sounds have fully developed by age 5 Stage 4: 6-12 years:95-100% intelligible/ able to articulate all speech sounds correctly
22
Place
When two articulators come together when we produce a speech sound
22
Manner
How you move the airstream through your mouth
22
Voicing
Determining when our voice are on or off for each sound
22
Bilabial
Examples of using the lips
23
Labiodental
Upper teeth on the lower lip
24
Linguadental
tongue between the teeth
25
Alveolar
tongue to the alveolar ridge
26
Palatal
roof of mouth
27
Velar
tongue to the alveolar
28
Plosive
Stop the air and let it go
29
Fricatives
air forces through a narrow construction
30
Affricate
stop the air that is released as a fricative
31
Nasal
Lower velum and let air pass into the nasal cavity
32
Glide
air stream is frictionless
33
Voiced
Vocal folds vibrate during production
34
Voiceless
Vocal folds don't vibrate
35
Cognates
two sounds that differ only in voicing
36
blends
combination of two or three consonants together with no vowel separation
37
Frequency of production
most frequent sound in the alveolar ridge
38
SODA
Substitutions: (booT/book) Omissions: (ba/baLL) Distortions (literal lisps) Additions: (Guhlass/Glass)
39
What is an articulation disorder
a disorder affecting production of 1-2 speech sounds due to timing, placement, and speed (very few errors)
40
Stimulability
child's ability to revise and accurately produce speech sounds in error
41
Process of evaluation for an articulation disorder
quality of speech, intelligibility, proportion of words that are accurately perceived by listener
41
Articulation treatment
Phonemic awareness, auditory training, and reinforcement
42
Dipthongs
combined vowel sounds
42
What is a phonological disorder
errors of phonemes that form patterns
42
phonological treatment
auditory bombardment, (model, drill, feedback), and cycle approach
42
What does the Goldman Fristoe Test of Articulation test
speech sound production
43
Name of several common phonological processes
syllable structure, substitutions, assimilatory.
44
What is a phonological process
simplification of sounds that are difficult for children to produce in an adult manner
45
What is childhood apraxia of speech (CAS)
a motor speech disorder in the absence of muscle weakness, affecting planning and initiating motor movement of the articulators
46
How and when is Childhood Apraxia of Speech diagnosed
through child's history of speech development and information from assessments as a last resort
47
How much repetitions is necessary for Childhood Apraxia of Speech
hundreds of thousands of repetitions
48
Dysarthria
Motor speech disorder caused by weakness or paresis
49
what is the focus of treatment for motor speech disorders
intensive and individualized treatment involving repetitive planning, programming, and production practice
50
Cerebral Palsy
a group of disorders affecting movement and muscle tone
51
Common kinds of Cerebral Palsy
spastic, athetoid, ataxic
52
Pediatrician wait and see approach
a strategy where treatment is delayed to observe if symptoms improve naturally
53
Speech
production of sound that has no meaning
54
Language
socially shared code with arbitrary symbols, rules that govern language
55
Communication
exchange of ideas, wants, needs, thoughts, and feeling with another person
55
what is AAC
Augmentative and Alternative Communication/ Electronic or nonelectronic communication board that can be use for all speech and to supplement it.
55
What must goals contain
specific, measurable, attainable, relevant, timebound
56
What is a goal
Any skill the clinician tries to teach a client, to enhance communication abilities
56
Common Phonological Process
Fronting
57
3 trademarks of Childhood Apraxia of Speech
groping, inconsistent production, more difficulty as utterances get longer
58
What is the primary focus of articulation treatment
increases intelligibility and communicative competence
59
3 trademarks features of dysarthria
-speech sounds mushy -low airflow -weakness or paresis

CDS-101 (1 decks)

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