chapter 6 Flashcards
Early language acquisition is more rapid than later language acquisition by older students and adolescents
True
_________ _________ are those that precede the production of words and phrases
preverbal behaviors
What is the most significant preverbal behavior?
babbling
How can babbling be increased?
social reinforcemnet
Most children produce their first words around the age of ______ year and produce about 50 words by the age of ______ months
1 year, 18 months
word utterances appear at the age of ______ months. This is the begging of ______
18
syntax (word order)
_____________ ___________ is young children’s speech because it does not include required grammatical features
telegraphic speech
the average length of a child’s multiple utterances; the length is measured in terms of morephemes, both bound and free
mean length of utterance
what questions are acquired earlier?
what where and who
social use of language to communicate effectively
pragmatic view
serves to get various kinds of help from others
instrumental function of speech
intended to control others’ behaviors
regulatory function
What does later language acquisition look like?
it is slower more gradual and it is somewhat harder to see the changes within narrow age ranges.
children aceuire language because of an innate mechanism
Nativist theory
contain the universal rules of language. The environment provides information about the unique rules of the language to which the child is exposed. The ____________ ________ _______ integrates the universal and the unique aspects of hte language and thus helps the child learn the language in a relatively short time.
language acquisition device
Language acquisition is made possible by cognition and general intellectual processes. A child must first understand concepts before producing words.
cognitive theory
lanuage delay, language disorder, language impairment or language problem
limited language skills
Language problem sin children may affect:
semantic
morphological
syntactic
pragmatic
language disorders in children who are otherwise developing normally are called ___________ ____________ _______________
specific language impairment
acquire words and their meanings rather slowly
show slow growth of vocabulary
tend to learn only simpler, frequently used, and concrete words;
have difficulty understanding the meanings of spoken words
Semantic Problems
________ _________ of language are ways in which words are formed and modified to change the meaning
morphological aspects
Difficulties in sentence construction. The child with a language disorder speaks in short or incomplete sentences and may make mistakes in word order.
syntactic problems
Problems of social communication. A child with a language disorder might acquire some language structures but not use them appropriately in social situations.
pragmatic skills
Pragmatic skills include
poor discourse skills, lack of turn taking, lack of topic maintenance, poor narrative skills
associated clinical conditions
various genetic syndromes intellectual disabilities hearing loss autism spectrum disorders cerebral palsy and other forms of brain injury
Process of observation and measurement of a client’s language behaviors to determine
Whether a clinical problem exists
what the nature and extent of the problem are
what course of action must be taken to help the child.
Language assessment
Assessment includes
case history interview of client and family orofacial examination hearing screening observation and measurement of language
a procedure of recording a person’s language production and conversational speech whenever possible
language sampling
___________ ____________ describes the language skills of the child, how the child produces the language in social situations and what the prognosis for improvement is. The report offers recommendations for treatment.
Assessment report
statement about hte likely future course of the disorder when certain steps are taken or when nothing is done.
prognosis
language skills that are useful in social contexts are known as
functional treatment targets
If the child produces a wrong response the clinician says no not correct. This kind of verbal disapproval reduces the production of wrong responses
corrective feedback
immediate praise for a correct answer
verbal reinforcement
sequence of treatment
vocalization individual words phrases simple sentences' complex sentences conversational speech
naturally occurring opportunities for communication are used to teach language
incidental teaching
treatment variation in which the emphasis is not on what the child says but on what the child knows about things and events.
cognitive or semantic procedure
