Ch 5

Question 1

specific language impairment (SLI)

Answer 1

• determined by Exclusionary criteria
• a child who has significant language impairment without associated hearing loss, cognitive deficit, neurological, or motor impairments

Question 2

exclusionary criteria defined

Answer 2

there are other causes that need to be ruled out before we can it SLI

Question 3

major characteristics of SLI

Answer 3

• language test score -1.25 standard deviations or lower
• nonverbal IQ of 85 or higher
• normal hearing
• no oral abnormalities
• no neurological disorder
• normal social ability

Question 4

3 major sub-types of SLI

Answer 4

• major delay in receptive language
• major delay in expressive language
• delay in both

Question 5

late talkers

Answer 5

term for late bloomers, before the age of 4. There children catch up to their peers in late pre-school

Question 6

gender and SLI

Answer 6

-some experts report that SLI occurs more frequently in males than females, at a ratio of 3:1

Question 7

genetic causes of SLI

Answer 7

current research that SLI may be hereditary

• the extended optional infinitive theory
• surface theory describe inherited deficits priming SLI

Question 8

child environment causes of SLI

Answer 8

• not the cause of SLI
• lack of enough language stimulation to acquire adequate language production
• children with SLI require more intense and focuses stimulation to become language proficient
• parent-child communication patters should be monitored and sometimes modified to foster language

Question 9

major deficits of children with SLI

Answer 9

• morphosyntax (primary area)
• verb issues
• possessive issues
• pronoun issues
• difficulty learning complex syntax and vocab

Question 10

associated problems with SLI

Answer 10

-problems with interactive communication, phonological impairment, processing difficulty
-presence of neurological soft signs
59% of SLI children also have ADHD
80% have reading problems
-writing and spelling also poses challenges

Question 11

social communication: 3 treatment paradigms

Answer 11

social interaction with peers
peer confederate training
sociodramatic script training

Question 12

peer confederate training

Answer 12

taking typically developing peers of the child and have them create a natural environment for the client and play and talk with them

Question 13

sociodramatic script training

Answer 13

as much consistency or practice you can do with snack time, lunch time, clean up
-help child plan a few scripts for natural, everyday occurrences, we can build on that

Question 14

social communication skills (more functional)

Answer 14

peer entry
answering, asking, commenting
conflict negotiation

Question 15

peer entry

Answer 15

getting involved and initiating
-how can we provide them this opportunity? - being able to comment on what other kids are doing, answering/asking questions from peers

Question 16

conflict negotiation

Answer 16

hard for students with SLI, not sure how to handle conflict, and they become physical to the other child or adult

Question 17

strategies for young children in peer mediated intervention

Answer 17

identify problem behavior
teach appropriate behavior
support practice

Question 18

strategies for school-age students

Answer 18

encourage understanding of others emotions
practice established social routines
use and understand “hidden communication”

Question 19

assessment for children with SLI

Answer 19

in-depth LSA
Norm-referenced preschool language scale
criterion-reference/naturalistic assessment
-parent-child toy play and book reading
-curriculum-based language assessment

Question 20

parent-child interaction assessment

Answer 20

aligned with social interaction theory
-children likely to use complex language in familiar routines
-identifies parent’s scaffolding strategies
child’s play may reveal the child’s level of cognitive development (cognitive theory)
documents target behaviors and the antecedent event and reinforcement (behaviorist)

Question 21

curriculum-based language assessment

Answer 21

• assess language skills of student
• identifies knowledge and language required to succeed academically
• identifies instructional modifications to enhance success
• results in meaningful intervention goals
• requires close collaboration between the SLP and classroom teacher- building relationships with other professionals

Question 22

intervention approaches for SLI

Answer 22

enhanced Milieu training (EMT)
-appropriate for beginning language learners
-a naturalistic child-centered strategy (play based)
-aims for responsive conversational skills in everyday communication contexts
-parents are trained to be the child’s primary language teacher
-focuses on vocab development and early semantics
strategies include: mand model, time-delay, incidental teaching
-working on semantics

Question 23

mand-model

Answer 23

giving some kind of specific direction/requesting a response from the child
ex= do you want milk or juice? or tell me what you want.
-work in hierarchy (start with broad questions)

Question 24

time delay

Answer 24

providing prompt and waiting a response
-showing expectation for the child to respond
ex= doing something with the child and then you stop, wait for them to ask for more or ask for something else

Question 25

incidental teaching

Answer 25

creating an environment in which the child needs to use the language, play-based
ex= child has a cup at snack time, but we don’t give them juice and we wait for them to ask for it

Question 26

conversational recast training (intervention approach(

Answer 26

• an effective approach facilitating grammatical development
• children are engaged in play-like routines
• focus is on a specific language target
• sentence recasting (modifying a child’s sentence while maintaining the meaning)
• this is working on morphosyntax structure

Question 27

sentence combining

Answer 27

improves ability to use complex grammar
shows how words can be put into varying patterns
appropriate for school-age to college students
improves writing skill