Chapter 7

Question 1

Exhibits significant and persistent difficulties with comprehension and/or expression of spoken/ written language is called ___

Answer 1

Language disorder

Question 2

Children who use use regional, social, or cultural variations of language- such as a specific regional dialect- do not exhibit a language disorder, but rather what might be conceived of as a ____ _____

Answer 2

Language difference

Question 3

Phonology, morphology, and syntax`

Answer 3

Form

Question 4

Semantics

Answer 4

Content

Question 5

Pragmatics

Answer 5

Function

Question 6

Norm-referenced test and comprehensive may help see if there is an

Answer 6

Significance

Question 7

This term carries the connotation that children exhibiting problems with language achievements are getting a late start with language development and can be expected to catch up with peers.

Answer 7

Language delay

Question 8

Only language affected, no other developmental disability also called specific language impairment, and 7-10% of kids>5 is called ___.

Answer 8

Primary language impairment

Question 9

Results from a developmental disorders or brain injury, 1 in 1000 dx’d w/DD , 1 in 500 dx’d w/Autism, 2% of kids have sig head injuries is called ___.

Answer 9

Secondary language impairment

Question 10

Cause defines`

Answer 10

Etiology

Question 11

Presented from birth; it may be a primary language disorder obvious cause or an impairment that is secondary to another congenital disability, such as Down Syndrome, which results in intellectual disability.

Answer 11

Developmental Language disorder

Question 12

Experienced sometime after birth, typically as the result of some type of insult or injury.

Answer 12

Acquired language disorder

Question 13

As the content gets more difficult the child can get behind what tells us this?`

Answer 13

Bell Curve

Question 14

Child who have problems with expressive language is called

Answer 14

Specific expressive language disorder

Question 15

Children who show impairments in both comprehension and expression is called

Answer 15

Mixed receptive expressive disorder

Question 16

Structure of language

Answer 16

form

Question 17

meaning expressed through language

Answer 17

content

Question 18

describes how language is used in social contexts

Answer 18

use

Question 19

This information comes from norm-referenced test, and answers the question of how significant it is.

Answer 19

Severity

Question 20

Has some impact on child’s ability to perform in social or academic situations but does not preclude participation in normal, age-appropriate activities in school or community

Answer 20

Mild

Question 21

Involves a significant degree of impairment that necessitates some special accommodations for the child to participate in mainstream community and academic settings

Answer 21

Moderate

Question 22

Usually makes it very difficult for a child to function in community and educational activities without extensive supports

Answer 22

Severe

Question 23

Implies that the child has little or no ability to use language to communicate and is unable to function in community and educational activities

Answer 23

Profound

Question 24

These are necessary to qualify kids for tx/special education programs. While helpful, it tells us little to nothing about the kid.

Answer 24

Labels

Question 25

Our job is to focus on ______ and language level

Answer 25

Communication ability

Question 26

Our job is to look at/assess each ____ of language to determine each child's strengths and weaknesses

Answer 26

Parameters

Question 27

Our job if necessary is to plan a course of

Answer 27

tx

Question 28

Our job has basic tx _____ that are similar, but tx is individualized

Answer 28

Principles

Question 29

Primary developmental language impairment, no known cause, typically dx after 3rd birthday, can have issues in one area or multiples areas of language

Answer 29

Specific Language Impairment

Question 30

For SLI research indicates short and long term issues with

Answer 30

Morphologyy

Question 31

In SLI there is a gap between intellectual abilities and

Answer 31

standard

Question 32

Gesture, vocalizations and non-verbal language | concern: non-verbal v non communicative

Answer 32

Non-verbal communicators

Question 33

1 word utterances (via speech, sign, AAC) | Concern: No word combinations

Answer 33

Single-word communicators

Question 34

Using the easiest 2-4 word syntax | Concern: Missing word endings

Answer 34

Early Multi word communicators

Question 35

Diagnosis whereby a child who does not have a language disorder is diagnosed as having one

Answer 35

False positive

Question 36

Diagnosis whereby a child who has a language disorder is not accurately identified as having one

Answer 36

False negative

Question 37

For kids who do not talk these are all examples of : | Anticipate their needs, avoid verbal interaction, let them entertain themselves, give in to their tantrums

Answer 37

How not to respond

Question 38

For kids who do not talk these are all examples of: often labeled as behavior and attention problems and doing these things facilitates maintenance of low language abilities

Answer 38

How not to respond

Question 39

Sometimes they have less obvious deficits in pragmatics and metalinguistics

Answer 39

School age

Question 40

Pragmatics take into account: the type of listener, physical arrangement of communication environment, conversation rules, and creating a clear, well ordered utterance

Answer 40

School age

Question 41

Unclear explanations, difficulty sequencing information, difficulty staying on topic, difficulty giving or following directions, revisions, hesitations, filled pauses, word finding problems, inappropriate use of words, and incorrect grammar and syntax are all

Answer 41

Red flags