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Foundations Of Speech Pathology > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Definition of language disorder

A

impaired comprehension and/or use of a spoken, written, and/or other symbol systems

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2
Q

Language disorders may involve these three things

A

the form of language (phonology, morphology, and syntax)

the content of language (semantics)

the function of language in communication (pragmatics)

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3
Q

True or False: a disorder is present if language skills are not consistent with what is typically seen in children of similar age and similar cultural and linguistic background.

A

true

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4
Q

Definition of language delay

A

a late start with language development; implies that the child can catch up with peers

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5
Q

language disability

A

suggests that children’s language difficulties are exerting a negative impact on their daily living activities or functions

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6
Q

language-learning disability

A

describes older children with language disorders who experience difficulties with academic achievement

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7
Q

True or False: language disorders are the most common type of communication impairments affecting children

A

true

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8
Q

language disorders are classified in these three ways

A

etiology

manifestation

severity

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9
Q

Definition of etiology

A

cause of a disorder or problem

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10
Q

Definition of manifestation

A

the impact and symptoms of a disorder or problem

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11
Q

etiology: secondary language impairment

A

occurs as a consequence of another disorder

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12
Q

etiology: developmental language disorder

A

present from birth

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13
Q

etiology: acquired language disorder

A

acquired sometime after birth

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14
Q

receptive language disorder affects what?

A

language comprehension

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15
Q

expressive language disorder affects what?

A

language production

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16
Q

mixed receptive-expressive language disorder affects what?

A

both language comprehension and language production

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17
Q

language disorder of form affects what?

A

only syntax and morphology

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18
Q

language disorder of content affects what?

A

only semantics

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19
Q

language disorder of use affects what?

A

only pragmatics

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20
Q

true or false: a language disorder affecting only one domain is a diffuse disorder

A

false - focal disorder

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21
Q

true or false: language disorder affecting multiple domains is a focal disorder

A

false - diffuse disorder

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22
Q

typically, a disorder that is diffuse is less likely to ____ and is ____ as more serious than a focal impairment.

A

resolve; viewed

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23
Q

Definition of lnterchild Differences

A

Variations of language disorders among children that occur in the cause, manifestation, and severity

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24
Q

Definition of intrachild differences

A

The symptoms and severity of a language disorder a child has that may change over time as a result of developmental maturation, treatments, and educational opportunities

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25
Q

Definition of specific Language Impairment (SLI)

A

a significant impairment of expressive and/or receptive language that cannot be attributed to any other causal condition

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26
Q

true or false: Children with SLI have normal hearing, normal intelligence, and no obvious neurological, motor, or sensory disturbances.

A

true

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27
Q

characteristics of specific Language Impairment (SLI)

A

inconsistent skills across domains

a history of slow vocabulary development

word finding problems

difficulty with grammatical production and comprehension

problems in social skills, behavior, and attention

language difficulties persisting over time.

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28
Q

Risk Factors of SLI

A

sensory deprivation due to environmental factors

biological factors (e.g., chronic middle ear infections)

low birth weight, prematurity, exposure to toxins, malnutrition

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29
Q

true or false: currently is no known cause for SLI

A

true, but there appears to be a strong biological and genetic component.

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30
Q

what percentage of children with SLI have a sibling or a parent with a language disorder

A

20-40%

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31
Q

Autism Spectrum Disorder

A

umbrella term describing a variety of developmental disorders characterized by significant difficulties in social relationships, communication, repetitive behaviors, and overly restrictive interests

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32
Q

Autism Spectrum Disorder affects __ in ___ children

A

1 in 500

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33
Q

true or false: there is a lower rate of these disorders in children with family members who are also affected, indicating a strong genetic component.

A

false - higher rate

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34
Q

true or false: boys are about four times as likely to be affected with autism spectrum disorder as girls

A

true

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35
Q

Three hallmark characteristics of autism are:

A

difficulties with social interactions

severe impairment of communication skill

restricted and stereotypical behaviors and interests

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36
Q

true or false: Children with autism have impaired verbal behaviors and little awareness of the feelings or needs of others

A

false - they have impaired NONverbal behaviors and little awareness of the feelings or needs of others

37
Q

Definition of childhood disintegrative disorder

A

children under 10 years of age who appear to be developing normally until at least their second birthday but then display a significant loss or regression of skills in two or more of the following areas: language, social skills, bowel control, play, or motor skills

38
Q

Definition of childhood disintegrative disorder

A

children under 10 years of age who appear to be developing normally until at least their second birthday but then display a significant loss or regression of skills in two or more of the following areas: language, social skills, bowel control, play, or motor skills

39
Q

Definition of Asperger’s syndrome

A

children who have substantial problems with social interaction and show restricted and idiosyncratic behavioral patterns and interests

40
Q

true or false: language skills of children with Asperger’s syndrome tend to be relatively weII-developed and are not viewed as clinically disordered

A

true

41
Q

Definition of Pervasive Developmental Disorder {PDD)

A

children who have severe problems with social interactions and communication and who display repetitive behaviors and overly restricted interests but do not otherwise meet the criteria for autism, childhood disintegrative disorder, or Asperger’s syndrome

42
Q

Autism spectrum disorders currently are viewed as

A

neurobiological disorders resulting from an organic brain abnormality

43
Q

risk factors of autism

A

prenatal and perinatal complications

particularly maternal rubella and anoxia

encephalitis

fragile X syndrome

severe sensory deprivation (environmental deprivation)

44
Q

Definition of mental retardation (MR)

A

a condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period

45
Q

About ___% of children in American schools have a diagnosis of MR, reflecting about ___% of children receiving special education services

A

1, 10

46
Q

Diagnoses of MR can be made when

A

children under the age of 18 years experience significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills

47
Q

Definition of rubella

A

German measles - three day measles

48
Q

Definition of anoxia

A

lack of oxygen to the brain

49
Q

An accurate diagnosis of MR is made on the basis of two key considerations:

A

limitations in intelligence

limitations in adaptive behavior and the activities of daily living

50
Q

true or false: profound can be used to describe MR

A

true

51
Q

profound MR may restrict patience to:

A

unable to care for themselves, communicate, or participate in any community or employment activities

52
Q

In general, children with MR show

A

show delays in early communicative behaviors and are slow to use their first words and to produce word combinations.

53
Q

true or false: the language skills of a person with MR usually approximate the degree of cognitive impairment

A

true

54
Q

true or false: the path to language acquisition tends to follow the same path as that of children who are developing typically, but at a slower rate

A

true

55
Q

Children with ___ forms of MR may have ___ oral language skills, particularly in vocabulary, with ___ difficulties with abstract concepts, figurative language, complex syntax, conversational participation, and communicative repairs

A

mild, well-developed, minor

56
Q

Some individuals with MR never learn to express themselves through ___.

A

verbal means

57
Q

Historically, it was thought that individuals with MR reached an early plateau in ___ ___, but research has shown that new language skills continue to emerge well into ___ for persons with MR

A

language development, adolescents

58
Q

Definition of brain injury

A

damage or insult to an individual’s brain

59
Q

true or false: acquired brain injuries are the leading cause of death and disability among young children, and the majority of these injuries result from transportation-related accidents

A

true

60
Q

true or false: when it comes to acquired brain injuries, females are affected twice as often as males

A

false - males are twice as often as females

61
Q

About ___% of those affected by a brain injury have lifelong serious impairments that negatively impact daily living activities

A

60%

62
Q

Mild brain injuries characterized by what?

A

a concussion and loss of consciousness for 30 minutes or less

63
Q

Definition of traumatic brain injury (TBI)

A

brain damage resulting from physical trauma, particularly blunt trauma to the head

64
Q

true or false: most common type of TBI is a closed-head injury (CHI)

A

true

65
Q

Definition of edema

A

swelling of the brain due to increased fluid

66
Q

Definition of discourse

A

producing language that is fragmented and difficult to follow

67
Q

two Language difficulties commonly associated with brain injury

A

giving less information due to discourse

having difficulties with word retrieval

68
Q

true or false: Children and adolescents with brain injury may be less likely to exhibit aggression, irritability, depression, and anxiety

A

false - more likely

69
Q

three most common causes of brain injuries

A

automobile accidents, falls, and sports injuries

70
Q

true or false: screening follows a referral

A

true

71
Q

screenings determine what?

A

if a comprehensive language assessment is needed

72
Q

language evaluation develops a profile of ___ strengths and weaknesses

A

linguistic

73
Q

three parts to a comprehensive language evaluation

A

case history, interview, analysis

74
Q

Definition of case history

A

a child’s developmental history

75
Q

two criteria of a comprehensive language evaluation

A

broad-based and functional

use multiple methods of inquiry

76
Q

Definition of broad-based assessment

A

this assessment examines all domains of language (form, content, use) in both comprehension and production

77
Q

Definition of functional assessment

A

this assessment characterizes the extent to which children’s language skills impact their ability to function in home, school, and community environments

78
Q

Definition of evaluation of Collateral Areas

A

this assessment should screen cognitive skills, oral-motor structure and function, and hearing

79
Q

three things involved in how are language disorders treated

A

targets, Strategies, and Context

80
Q

Definition of treatment Targets

A

the elements of language that are addressed during intervention

81
Q

Definition of treatment Strategies

A

the manner in which treatment targets are addresses

82
Q

Definition of treatment contexts

A

the settings in which treatment targets and strategies are used

83
Q

Definition of child-centered treatment approach

A

The child sets the pace of therapy and chooses the materials. The SLP seeks ways to facilitate language learning.

84
Q

Definition of clinician-directed treatment approach

A

The SLP sets the pace of therapy and chooses the materials.

85
Q

true or false: reatment contexts should include as many settings as possible to promote generalization

A

true

86
Q

Five intervention Principles for Infants, Toddlers, and Preschoolers

A

early prevention

parental involvement

naturalistic environments

social interaction

functional outcomes

87
Q

Five intervention Principles for School-Age Children

A

metalinguistic awareness

functional flexibility

discourse-level skills

literacy achievement

least restrictive environment

88
Q

Definition of discourse-level skills

A

storytelling and conversational skills

89
Q

Definition of literacy achievement in pre-school and school-aged children

A

phonological awareness and other reading skills

Foundations Of Speech Pathology (13 decks)

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