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Abnormal Child and Adolescent Psychology (4th edition) > Chapter 7. Communication & Learning Disorders > Flashcards

Chapter 7. Communication & Learning Disorders Flashcards

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1
Q

Anticipatory-struggle theory of stuttering

A

A theory used to explain stuttering; children expect speaking to be anxiety-provoking and these cognitions interfere with speech production

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2
Q

Auditory perception

A

The ability to accurately identify and differentiate sounds

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3
Q

Childhood-onset fluency disorder

A

A DSM-5 disorder characterized by a persistent problem with the normal rate, efficiency, and timing pattern of speech; causes anxiety and/or interferes with communication

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4
Q

Comprehensive assessment (of learning disabilities)

A

A method of learning disability assessment in which children are classified when they show (1) normative deficits in academic skills, (2) underlying cognitive processing problems that might explain these deficits, and (3) otherwise average intelligence

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5
Q

Conversational recast training

A

A therapy for SLI, the therapist structures the child’s environment to elicit verbal behavior; then, the therapist prompts the child to practice the behavior, correcting mistakes and reinforcing appropriate use

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6
Q

Conversational repair skills

A

Techniques used to help listeners regain an understanding of information conveyed during discourse; examples include providing additional background information or context

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7
Q

Covert-repair hypothesis

A

An explanation for stuttering; children who stutter show frequent disruptions in language formulation; their stuttering occurs when they try to correct these formulations while speaking

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8
Q

Curriculum-based assessment

A

A technique used in schools to measure children’s academic progress in terms of their ability to reach academic goals or benchmarks

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9
Q

Decomposition

A

A technique used to solve math calculation problems in which the problem is broken into smaller steps that are more easily recalled and performed

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10
Q

Digitally assisted reading

A

A technique to improve fluency using technology; children read text on a tablet or computer as a voice models fluent reading

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11
Q

Direct instruction

A

The systematic introduction, modeling,

practice, and reinforcement of appropriate skills

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12
Q

Direct retrieval

A

In math calculation, the immediate recall of math facts (e.g., 3 x 3 = 9)

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13
Q

Double-deficit model

A

A model that indicates that children can have problems with (1) basic word reading, (2) reading fluency and comprehension, or (3) both

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14
Q

Dyslexia

A

A term used by some clinicians to refer to deficits in basic word reading and reading fluency

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15
Q

Expressive language

A

The ability to share beliefs, knowledge, and skills with others

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16
Q

Grammar

A

The rules that govern the use of morphemes and the order of words (syntax) in a sentence

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17
Q

Guided oral reading

A

A technique to improve fluency in which children read aloud and teachers provide assistance and feedback regarding mistakes

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18
Q

Immature speech

A

Developmentally less sophisticated speech production that might be adaptive in early childhood but hinders communication when the child is older

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19
Q

Individuals With Disabilities Education Improvement

Act (IDEIA)

A

A federal law that entitles children with disabilities to free, appropriate public education

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20
Q

Language

A

Spoken, signed, or written communication in which beliefs, knowledge, and skills are experienced,
expressed, or shared; involves the manipulation and
organization of auditory or visual symbols according to a system of rules that is determined by one’s culture

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21
Q

Language disorder

A

A DSM-5 disorder characterized by persistent difficulties with the acquisition or use of language that include (1) reduced vocabulary, (2) limited sentence structure, or (3) impairments in discourse

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22
Q

Late language emergence

A

A subtype of language disorder characterized by significant delays in receptive or expressive language; usually identified between 18 and 36 months

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23
Q

Mands

A

A term used by speech-language therapists to refer to requests

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24
Q

Mediated or assisted instruction (in math)

A

A technique to improve math reasoning in which teachers help students comprehend math problems and offer assistance as children work through the problems themselves

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25
Q

Milieu training

A

A treatment for SLI; behavioral techniques to

encourage children’s use of language in real-life settings

26
Q

Morphology

A

The structure of words; usually the combination of several phonemes

27
Q

Narrative skills

A

Communication skills used to tell stories or relate personal experiences; often deficient in youths with social communication disorder

28
Q

Number sense

A

An early awareness that a group of stimuli can be understood in terms of their quantity

29
Q

Number Sets Test

A

A test of number sense in which children must match numerals or objects with a target number; predicts math disabilities in young children

30
Q

Phonemic awareness

A

The ability to hear, identify, and manipulate the sounds of a language

31
Q

Phonemic mediation

A

The ability to use phonemic awareness and phonics skills to sound out words

32
Q

Phonological short-term memory

A

The ability to hold auditory information in memory for short periods of time

33
Q

Phonological theory of Speech Sound Disorder

A

Asserts that SSD occurs when children develop incorrect mental representations for phonemes during the first few years of life

34
Q

Phonology

A

The sounds of a language and the rules for combining these sounds

35
Q

Processing speed

A

The ability to quickly and accurately perform relatively simple cognitive tasks without expending a high degree of effort

36
Q

Psycholinguistics

A

The study of the psychological and neuro-cognitive underpinnings of language

37
Q

Rapid automatized naming (RAN)

A

The ability to recall the names of a series of familiar items as quickly as possible

38
Q

Rapid temporal processing

A

The ability to quickly and accurately process sensory information

39
Q

RAVE-O

A

A program to improve reading fluency; involves instruction in retrieval, automaticity, vocabulary, elaboration, and orthography

40
Q

Reading comprehension

A

The ability to read text for meaning, to remember information from the text, and to use information to solve problems or share with others

41
Q

Reading fluency

A

The ability to read rapidly, accurately, and with proper expression or emphasis

42
Q

Receptive language

A

The ability to listen to and understand communication

43
Q

Response to intervention (RTI)

A

A method of learning disability identification in which children are classified when they persistently fail to respond to scientific, research-based educational interventions

44
Q

Scripts

A

Detailed descriptions of social interactions in which people routinely engage; can be used to practice
social communication skills

45
Q

Self-instruction (in mathematics)

A

Teachers systematically present a series of verbal steps or “prompts” that children can use to solve math problems by themselves

46
Q

Self-regulated strategy development (SRSD)

A

A technique to improve written expression; involves introducing, modeling, and reinforcing writing strategies for specific types of assignments

47
Q

Semantics

A

The meaning of individual words or sentences

48
Q

Skillstreaming

A

A social skills training program that systematically introduces, models, practices, and reinforces social skills; useful in teaching social communication

49
Q

Social (pragmatic) communication disorder

A

A DSM-5 disorder characterized by persistent difficulties in the use of verbal and nonverbal communication in social contexts; interferes with communication and/or social functioning

50
Q

Specific language impairment (SLI)

A

A subtype of language disorder characterized by significant deficits in morphology, syntax, and/or grammar

51
Q

Specific learning disability

A

A legal term usually used in educational settings to describe problems in the basic psychological processes involved in spoken or written language; associated with impairment in reading, math, spelling, writing, or oral language

52
Q

Specific learning disorder

A

A DSM-5 disorder characterized by difficulties learning or using reading, math, or writing skills; emerges in childhood or adolescence and causes significant distress or impairment

53
Q

Speech

A

The modulation of one’s voice to produce specific, discernible sounds that have meaning in a particular language

54
Q

Speech fluency

A

The ease and automaticity of speech; includes rate, duration, rhythm, and sequence

55
Q

Speech sound disorder (SSD)

A

A DSM-5 disorder characterized by persistent difficulty with clear and articulate speech production; includes sound omissions, substitutions, distortions, and lisps

56
Q

Story grammar

A

Knowledge of the components and structure of stories (e.g., characters, setting, plot); often deficient in children with poor reading comprehension

57
Q

Tacts

A

A term used by speech-language therapists to refer to a comment or description

58
Q

Text enhancements

A

Visual aids that assist students in identifying, organizing, understanding, and recalling information; important to nonfiction reading comprehension

59
Q

Two-factor theory of stuttering

A

Posits that stuttering arises because of classical conditioning and is maintained through operant conditioning

60
Q

Working memory

A

The ability to simultaneously hold and manipulate multiple pieces of information in short-term memory to solve problems

Abnormal Child and Adolescent Psychology (4th edition) (16 decks)

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