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Communication and Science Disorders > Chapter 3 > Flashcards

Chapter 3 Flashcards

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1
Q

language is a uniquely ?

  • it is a ? that represents ?
  • a socially ?
  • provides the foundation upon which ? takes place
  • a disorder of language can have a profound ?
A

human process that involves sharing of info

  • rule governed symbol system of signs, sounds, gestures that represent ideas and concepts
  • shared code
  • communication, problem solving, and synthesizing knowledge takes place
  • impact on a person’s ability to learn and function competently in the world
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2
Q

language development involves both ?

A

comprehension (receptive learning) and production (expressive language)

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3
Q

bloom and lahey identified three skills that contribute to overall language ability

A

form: phonology morphology and syntax
content: semantics
use: pragmatics

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4
Q

the form of language :
phonology is the ?
the smallest units of language which consist of ?
phonotactics: rules for ?

A

phonology

  • sounds of a language and rules for combining them
  • vowels and consonants
  • combining speech sounds to create a word
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5
Q

morphology
is the ?
two types of morphemes ?

A

smallest meaningful unit of language - the structure of words
-free morpheme (stand alone word) cat, build, structure
bound morpheme: attached to free morphemes cats , builder, sturctured

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6
Q

syntax
the ?
example: nouns typically ?

A

structure of sentences and the rules for organizing words in sentences
-occur before verbs “he is running”

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7
Q

semantics: includes the ?
words can have
denontative meaning ?
connotative meaning?

A

meanings of individual words and word combinations

  • literal/dictionary meaning
  • emotions and feelings that a word creates. figurative language such as idioms, proverbs
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8
Q

figurative language

idiom: expression that does not have
proverb: a phrase that

A

a direct meaning
“its been raining cats and dogs”
expresses a basic truth
“the early bird catches the worm”

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9
Q

pragmatics

examples of these include

A

how language is used in context

  • greetings
  • departures
  • enquiries
  • informing
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10
Q

features of language development

A

vocalizations versus verbalizations
-pre-linguistic versus linguistic
vegetative versus non-vegetative
-reflexive versus non-reflexive

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11
Q 
from 0 to 2 months:
from 2 to 4 months:
from 5 to 8 months: 
from 9 to 11 months:
from 12 to 18 months:
A 
cry 
cooing 
reduplicated babbling 
variegated babbling 
single words
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12
Q

historic aspects of child language disorders
brown’s ?
-what children
-brown found an ? that correspond to the childs?
the orderly development is organized into ?
MLU is a common measure of ?
what is it exactly

A
  • 14 grammatical morphemes
  • orderly development across the first five years of life/ MLU
  • 5 stages
  • expressive language development
  • average number of morphemes in a language sample of 100 utterances
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13
Q

School- Age Language Development

  • growth in?
  • the most obvious growth occurs in areas of ?
  • emphasis shifts from ?
A
  • all aspects of language continue to occur
  • semantics (vocab) and pragmatics (language use)
  • spoke to written language
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14
Q

Language disorders affect up to ?
definition of a language disorder is the ?
this definition does not include ? so a language disorder can range from?

A
  • 13% of all children
  • impairment or nontypical development of comprehension and/or use of a spoken, written, or other symbol system
  • severity
  • mild, moderate, severe
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15
Q

Nonverbal: children who have developed ?
language deviance: child whose language is ?
language delay: child whose language is

A
  • no verbal language
  • qualitatively different from normal younger children
  • quantitatively impaired
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16
Q

acquired language disorder: a child whose language development is ?
language difference: the language features of a ? differ from the ?
-example

A

-interrupted
-community / majority language
(english as a second language)

17
Q 
Intellectual Impairment 
-a language disorder that is associated with ? 
-occurs in what percent of entire pop.
-language characteristics: 
-limited ?
-shorter?
-omit?
-language pragmatics is?
delay or deviance ? 
-language develops but at a ?
A
  • -intellectual disability (sub-average intellectual function)
  • 3%
  • and less diverse vocab
  • utterances
  • grammatical morphemes
  • less flexible

delay
-much slower rate

18
Q 
Autism Spectrum Disorder 
-a disorder of development that affects ?
-development typically affected ? 
-children with ASD are unable to ? 
-occurs in ? 
-language characteristics: 
-uneven 
-language use is ?
deviance or delay
A
  • language, social skills and behavior
  • verbal and nonverbal communication, social interaction, creative imaginative play
  • interpret world and what is happening around them in same way as other children
  • 1 out of 200 (.5%)
  • language development
  • impaired (echolalia)
  • deviance
19
Q 
Specific Language impairment (SLI) 
-a language disorder that occurs in the ? 
occurs in ? 
-language characteristics:
-limited 
-shorter 
-omit 
-50-75% also experienced 
-delay or deviance
A
  • absence of a known cause (neurological, sensory, intellectual, emotional)
  • 8% of all 5 year olds (more boys than girls)
  • vocabularies
  • utterances
  • grammatical morphemes
  • difficulties learning to read
  • delay
20
Q 
Language Learning Disability 
-subtle language disorder but severe enough to interfere with ?
-occurs during the approx. age range of ?
-language characteristics:
-semantic? (examples) 
-language use ?
-difficulties ?
deviance or delay
A
  • use of language for learning and socializing
  • 8-15 years 5% of children 4:1 ratio
  • deficit (word finding problems ) circomlocutions, on specific vocabulary, semantically empty place holders, speech sound errors
  • deficit (pragmatics)
  • understanding language
  • deviance
21
Q 
Experience Deprivation 
a language disorder resulting from a lack of ? during the ? 
-this period runs from ?
language characteristics:
-limited and unusual?
-fewer ?
-shorter?
-language pragmatics? 
deviance or delay
A
  • environmental exposure / critical period of language development
  • prenatal to first few years of life
  • vocab
  • grammatical morphemes
  • utterances
  • deficit
  • deviance
22
Q 
Behavior Theory (who and who)
-children learn language through 
-Nativist theory (who) 
-what device? predisposed to ? 
Interactionist theory (who and who?)
-what and what are important? children learn language because of ? 
Statistical Learning theory (who) 
-children learn language by ?
A
  • Piaget and skinner
  • imitation and reinforcement

Chomsky
-language acq. device / biologically predisposed to learn language

Bates and Carnevale

  • Behaviorist and nativist theory important
  • desire to comm.

Saffran
-deciphering what they overhear

23
Q

A process of observation and measurement of a child’s language behaviors to determine

A

whether a clinical problem exists
the nature and extent of the problem
the course to be taken to help the child

24
Q

Case history and review

  • SLP gathers information concerning
  • ?
  • communication as reported by ?
  • co-existence of
  • familial ?
  • family
A
  • birth, social, behavioral development
  • parents
  • complicating conditions
  • history of comm.
  • priorities
25
Q 
Standardized testing 
-also referred to as 
-two types of standardized tests ? 
norm references tests: allows for ? 
criterion references tests: the child's performance is evaluated with regard to
A
  • formal assessment
  • comparison between child’s performance and a group of same aged children
  • a standard or body of material
26
Q 
Non-standardized testing 
-also referred to as ? 
examples 
-more sensitive to the subtleties of  
-should be completed as compliment 
-no ?
-testing was not ?
A

informal assessment

  • interviewing observation language sampling
  • natural spontaneous language
  • standardized testing
  • consistent or standard manner of testing
  • normed on a large pop. prior to use
27
Q

language sampling: recording of?
-testing via?
-key is to collect a representative sample of both ?
features analyzed from sample might include ?

A
  • child’s language behaviors under relatively typical circumstances
  • object manipulation activities
  • expression and comprehension
  • production: MLU, grammatical morphemes, sentence types
  • comprehension: w-question comprehension
28
Q

hearing evaluation
hearing impairment can often be an ?
-audiometry: formal measurement of?

A
  • underlying factor for poor language development

- measurement of hearing acuity

29
Q 
written report 
generated after ?
the report should indicate: 
1. whether the child has a 
2. what is the nature of the ?
3. what is the ?
4. what should ?
A

gathering as much info as possible and after analyzing all of the information

  • problem with language
  • problem (delay versus deviance)
  • extent of the problem (severity)
  • be done (recommendations)
30
Q 
treatment of child language disorders 
-involves determining the?
treatment is directly based on ?
-some approaches work ?
-depends on factors such as ? 
treatment options include:
A

best course of action to assist the child in gaining communicative competence
-assessment results
-child’s age, attention span, particular type of language disorder
-family based
individual or group based
-classroom based

31
Q

family based intervention
an SLP works ?
an SLP teaches the family how to ?
examples

A
  • directly with family members closest to the child
  • interact with the child to promote specific communication and language skills
  • demonstrations, examples, handouts
32
Q

individual and group therapy
clients in hospitals and clinical settings receieve ?
-what determines individuals vs. group ?

A

individual, group or a combination of both types of therapy

  • which is more beneficial to the client
  • the SLPs scheduling constraints
33
Q

classroom based intervention

  • slp can design an intervention plan and ?
  • slp and teacher can ?
  • slp can come into the classroom to ?
A
  • consult with teacher about how she can successfully implement it in the classroom
  • collaborate and then co-teach
  • teach a small group of children
34
Q 
intervention with adolescents 
requires a different approach than used with 
-slp must be ?
suggestions
take time to ?
ask the student 
stick to what the child
A
  • younger children
  • flexible, willing to counsel, listen attentively, and offer guidance
  • talk with student
  • questions about his/her problem
  • wants to talk about
35
Q

cultural consideration in child language disorders
as the world becomes increasingly ? it is likely a SLP working in schools will be confronted with children who differ in ?
-assessment issues:
intervention issues

A
  • global
  • culture, dialect, as well as primary language compared to their own
  • bilingualism
  • differntiating a language difference from a disorder
  • elective therapy
36
Q

bilingualism
proficiency in the second language can be assessed in ?
two types of bilingualism
for the slp there are challenges in regard to both the ?

A

writing, reading, speaking and listening
-simultaneous
-consecutive
diagnosis and treatment of bilingual individuals

Communication and Science Disorders (15 decks)

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