Chapter 4 - Language Disorders In Children Flashcards
Intellectual disability
Mental retardation
Prenatal causes - rubella, lead, anoxia
Microcephaly, fine/gross motor problems, poor morphology, delayed syntax
Definition of ASD from the DSM-V
Deficits in social, emotional, reciprocity, nonverbal behaviors, developing/maintaining/understanding relationships
Focal injury vs diffuse injury
Focal - one area of the brain
Diffuse - multiple areas
Immediate effects of TBI
Coma
Confusion
Amnesia
Cerebral palsy - 3 types
Effects nervous system
Orthopedic problems, seizures, feeding problems and hearing loss
Ataxic = balance and gait
Spastic (most common) = stiff, jerky, slow
Athetoid = slow, involuntary
Factor most related to a child’s SES
Mothers education level
Deficits in children with low SES
Reading and writing Temporal concepts Lack of familiarity with school tasks (ABCs) Delayed vocabulary Less elaboration
language assessment determines 3 things
Existence of a clinical problem
Nature and extent of problem
Course of action to take
Screening indicates two things
If child language skills fall within normal range
Possible language impairment or if further assessment is needed
How to calculate MLU
of morphemes divided by # of utterances
Parallel play
Child mimics others
Associative play
More interested in each other than in the toys
Cooperative play
Organization within play routine
Initiate response evaluation
Teacher initiates
Student responds
Teacher evaluates response
Discrete trials
One skills with promoting or modeling until child gets target
Continuous trials
Shaping
Complex response broken down into smaller components that are taught sequentially
Immediate response contingent feedback
Positive reinforcement and corrective feedback
Expansion
Expand telegraphic utterance into a more complete grammatical utterance
Extension
Adding new or relevant information to child’s utterance
Focused stimulation
Clinician repeats and focuses on one target
3 parts of milieu teaching
Incidental - adult waits for child to initiate verbal response and prompts elaboration
Mane model - clinician mands response, if child doesn’t answer, clinician models/prompts
Time delay - predetermined waiting periods before a model or prompt
Parallel talk
Comment on what the child is doing
Recasting
Changing child’s statement in a modified form
Statement to a question
Present to past
Phonological awareness skills
Rhyming
Syllable awareness
Phoneme isolation
Sound blending
Order of phonological tasks (earliest to latest)
Rhyming Syllable awareness Syllable segmentation/blending Onset rime, blending, segmentation Blending and segmenting individual phonemes
Rank of predictive ability of reading
1) phonological awareness
2) rhyming
3) segmentation
Assessing for AAC
Identity communication needs
Assess barriers to communication
Assess current limitations
Assess their motor
Major purposes of AAC
Express wants and needs Transfer info Promote social closeness Participate in social etiquette Communicate with oneself
Pantomime
Gestures and movements that involve parts of or the entire body
Gestural unaided AAC
No instruments or external aid Eye blinking ASL American Indian hand talk Left handed manual alphabet
