Chapter 4 - Language Disorders In Children Flashcards

1
Q

Intellectual disability

A

Mental retardation
Prenatal causes - rubella, lead, anoxia
Microcephaly, fine/gross motor problems, poor morphology, delayed syntax

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2
Q

Definition of ASD from the DSM-V

A

Deficits in social, emotional, reciprocity, nonverbal behaviors, developing/maintaining/understanding relationships

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3
Q

Focal injury vs diffuse injury

A

Focal - one area of the brain

Diffuse - multiple areas

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4
Q

Immediate effects of TBI

A

Coma
Confusion
Amnesia

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5
Q

Cerebral palsy - 3 types

A

Effects nervous system
Orthopedic problems, seizures, feeding problems and hearing loss
Ataxic = balance and gait
Spastic (most common) = stiff, jerky, slow
Athetoid = slow, involuntary

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6
Q

Factor most related to a child’s SES

A

Mothers education level

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7
Q

Deficits in children with low SES

A
Reading and writing 
Temporal concepts 
Lack of familiarity with school tasks (ABCs)
Delayed vocabulary
Less elaboration
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8
Q

language assessment determines 3 things

A

Existence of a clinical problem
Nature and extent of problem
Course of action to take

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9
Q

Screening indicates two things

A

If child language skills fall within normal range

Possible language impairment or if further assessment is needed

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10
Q

How to calculate MLU

A

of morphemes divided by # of utterances

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11
Q

Parallel play

A

Child mimics others

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12
Q

Associative play

A

More interested in each other than in the toys

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13
Q

Cooperative play

A

Organization within play routine

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14
Q

Initiate response evaluation

A

Teacher initiates
Student responds
Teacher evaluates response

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15
Q

Discrete trials

A

One skills with promoting or modeling until child gets target

Continuous trials

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16
Q

Shaping

A

Complex response broken down into smaller components that are taught sequentially

17
Q

Immediate response contingent feedback

A

Positive reinforcement and corrective feedback

18
Q

Expansion

A

Expand telegraphic utterance into a more complete grammatical utterance

19
Q

Extension

A

Adding new or relevant information to child’s utterance

20
Q

Focused stimulation

A

Clinician repeats and focuses on one target

21
Q

3 parts of milieu teaching

A

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

22
Q

Parallel talk

A

Comment on what the child is doing

23
Q

Recasting

A

Changing child’s statement in a modified form

Statement to a question
Present to past

24
Q

Phonological awareness skills

A

Rhyming
Syllable awareness
Phoneme isolation
Sound blending

25
Q

Order of phonological tasks (earliest to latest)

A
Rhyming
Syllable awareness 
Syllable segmentation/blending 
Onset rime, blending, segmentation 
Blending and segmenting individual phonemes
26
Q

Rank of predictive ability of reading

A

1) phonological awareness
2) rhyming
3) segmentation

27
Q

Assessing for AAC

A

Identity communication needs
Assess barriers to communication
Assess current limitations
Assess their motor

28
Q

Major purposes of AAC

A
Express wants and needs 
Transfer info 
Promote social closeness 
Participate in social etiquette 
Communicate with oneself
29
Q

Pantomime

A

Gestures and movements that involve parts of or the entire body

30
Q

Gestural unaided AAC

A
No instruments or external aid 
Eye blinking
ASL
American Indian hand talk
Left handed manual alphabet