Ch 7. Communication and learning disorders Flashcards
Anticipatory-struggle theory of stuttering
A theory used to explain stuttering; children expect speaking to be anxiety-provoking and these cognitions interfere with speech production
Auditory perception
The ability to accurately identify and differentiate sounds
Childhood-onset fluency disorder
A DSM-5-TR disorder characterized by a persistent problem with the normal rate, efficiency, and timing pattern of speech; causes anxiety and/or interferes with communication
Comprehensive assessment (of specific learning disabilities)
A method of learning disability assessment in which children are classified when they show (1) normative deficits in academic skills, (2) underlying cognitive processing problems that might explain these deficits, and (3) otherwise average intelligence
Conversational recast training
A therapy for SLI, the therapist structures the child’s environment to elicit verbal behavior; then, the therapist prompts the child to practice the behavior, correcting mistakes and reinforcing appropriate use
Conversational repair skills
Techniques used to help listeners regain an understanding of information conveyed during discourse; examples include providing additional background information or context
Covert-repair hypothesis
An explanation for stuttering; children who stutter show frequent disruptions in language formulation; their stuttering occurs when they try to correct these formulations while speaking
Curriculum-based assessment
A technique used in schools to measure children’s academic progress in terms of their ability to reach academic goals or benchmarks
Decomposition
A technique used to solve math calculation problems in which the problem is broken into smaller steps that are more easily recalled and performed
Digitally assisted reading
A technique to improve fluency using technology; children read text on a tablet or computer as a voice models fluent reading
Direct instruction
The systematic introduction, modeling, practice, and reinforcement of appropriate skills
Direct retrieval
In math calculation, the immediate recall of math facts (e.g., 3 x 3 = 9)
Double-deficit model
A model that indicates that children can have problems with (1) basic word reading, (2) reading fluency and comprehension, or (3) both
Dyscalculia
A pattern of learning problems characterized by difficulty processing numerical information, learning arithmetic acts, and performing simple math calculations accurately and quickly
Dyslexia
A pattern of learning problems characterized by difficulty with reading accuracy, reading fluency, and spelling
Expressive language
The ability to share beliefs, knowledge, and skills with others
Grammar
The rules that govern the use of morphemes and the order of words (syntax) in a sentence
Guided oral reading
A technique to improve fluency in which children read aloud and teachers provide assistance and feedback regarding mistakes
Immature speech
Developmentally less sophisticated speech production that might be adaptive in early childhood but hinders communication when the child is older
Individuals With Disabilities Education Improvement Act (IDEIA)
A federal law that entitles children with disabilities to free, appropriate public education
Language
Spoken, signed, or written communication in which beliefs, knowledge, and skills are experienced, expressed, or shared; involves the manipulation and organization of auditory or visual symbols according to a system of rules that is determined by one’s culture
Language disorder
A DSM-5-TR disorder characterized by persistent difficulties with the acquisition or use of language that include (1) reduced vocabulary, (2) limited sentence structure, or (3) impairments in discourse
Late language emergence
A subtype of language disorder characterized by significant delays in receptive or expressive language; usually identified between 18 and 36 months
Lateral sulcus
Also known as the sylvian fissure; a large gyrus in the left hemisphere of the brain, near important areas for language
Mands
A term used by speech-language therapists to refer to requests
Mediated or assisted instruction
A technique to improve math reasoning in which teachers help students comprehend math problems and offer assistance as children work through the problems themselves
Milieu training
A treatment for SLI; behavioral techniques to encourage children’s use of language in real-life settings
Morphology
The structure of words; usually the combination of several phonemes
Multitiered System of Support (MTSS)
A model that provides progressively more intensive services to children who do not meet academic, behavioral, and social-emotional benchmarks
Narrative skills
Communication skills used to tell stories or relate personal experiences; often deficient in youths with social communication disorder
Number sense
An early awareness that a group of stimuli can be understood in terms of their quantity
Number sets test
A test of number sense in which children must match numerals or objects with a target number; predicts math disabilities in young children
Phonemic awareness
The ability to hear, identify, and manipulate the sounds of a language
Phonemic mediation
The ability to use phonemic awareness and phonics skills to sound out words
Phonological short-term memory
The ability to hold auditory information in memory for short periods of time
Phonological theory of SSD
Asserts that SSD occurs when children develop incorrect mental representations for phonemes during the first few years of life
Phonology
The sounds of a language and the rules for combining these sounds
Processing speed
The ability to quickly and accurately perform relatively simple cognitive tasks without expending a high degree of effort
Psycholinguistics
The study of the psychological and neurocognitive underpinnings of language
Rapid automatized naming (RAN)
The ability to recall the names of a series of familiar items as quickly as possible
Rapid temporal processing
The ability to quickly and accurately process sensory information
RAVE-O
A program to improve reading fluency; involves instruction in retrieval, automaticity, vocabulary, elaboration, and orthography
Reading comprehension
The ability to read text for meaning, to remember information from the text, and to use information to solve problems or share with others
Reading fluency
The ability to read rapidly, accurately, and with proper expression or emphasis
Receptive language
The ability to listen to and understand communication
Response to intervention (RTI)
A method of learning disability identification in which children are classified when they persistently fail to respond to scientific, research-based educational interventions
Scripts
Detailed descriptions of social interactions in which people routinely engage; can be used to practice social communication skills
Self-instruction (in mathematics)
Teachers systematically present a series of verbal steps or “prompts” that children can use to solve math problems by themselves
Self-regulated strategy development (SRSD)
A technique to improve written expression; involves introducing, modeling, and reinforcing writing strategies for specific types of assignments
Semantics
The meaning of individual words or sentences
Skillstreaming
A social skills training program that systematically introduces, models, practices, and reinforces social skills; useful in teaching social communication
Social (pragmatic) communication disorder
A DSM-5-TR disorder characterized by persistent difficulties in the use of verbal and nonverbal communication in social contexts; interferes with communication and/or social functioning
Specific language impairment (SLI)
A subtype of language disorder characterized by significant deficits in morphology, syntax, and/or grammar
Specific learning disability
A legal term usually used in educational settings to describe problems in the basic psychological processes involved in spoken or written language; associated with impairment in reading, math, spelling, writing, or oral language
Specific learning disorder
A DSM-5-TR disorder characterized by difficulties learning or using reading, math, or writing skills; emerges in childhood or adolescence and causes significant distress or impairment
Speech
The modulation of one’s voice to produce specific, discernible sounds that have meaning in a particular language
Speech fluency
The ease and automaticity of speech; includes rate, duration, rhythm, and sequence
Speech sound disorder (SSD)
A DSM-5-TR disorder characterized by persistent difficulty with clear and articulate speech production; includes sound omissions, substitutions, distortions, and lisps
Story grammar
Knowledge of the components and structure of stories (e.g., characters, setting, plot); often deficient in children with poor reading comprehension
Tacts
A term used by speech-language therapists to refer to a comment or description
Text enhancements
Visual aids that assist students in identifying, organizing, understanding, and recalling information; important to nonfiction reading comprehension
Two-factor theory of stuttering
Posits that stuttering arises because of classical conditioning and is maintained through operant conditioning
Whole language reading
Reading instruction based on the belief that learning to read is a natural process that occurs through continued exposure to spoken and written language; it emphasizes the use of context cues to guess words rather than reliance on phonics
Working memory
The ability to simultaneously hold and manipulate multiple pieces of information in short-term memory to solve problems
