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Child Language Development > Chapters 1, 2 > Flashcards

Chapters 1, 2 Flashcards

1
Q

language

A

a complex and dynamic system of conventional symbols that is used in various modes for thought and communication

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2
Q

5 domains of language

A

phonology, morphology, pragmatics, semantics, and syntax

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3
Q

form

A

phonology, morphology, syntax

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4
Q

content

A

semantics

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5
Q

use

A

pragmatics

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6
Q

phonology

A

sound system of the language, the smallest unit of language that overlays meaning onto the motor movements of speech

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7
Q

morphology

A

smallest unit of language that expresses meaning

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8
Q

bound morphemes

A

must be attached to root word; can be inflectional or derivational

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9
Q

free morphemes

A

can stand alone

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10
Q

inflectional morphemes

A

indicate the tense of verbs (present, past, etc) walk->walked

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11
Q

derivational morphemes

A

change the word class of the root morpheme (happy->happiness

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12
Q

syntax

A

sentence-level structure of language that marks relationships between words and ideas

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13
Q

semantics

A

the meaning system of language; deals with lexical and conceptual information

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14
Q

lexical information

A

word form that includes the phonological composition of the word

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15
Q

conceptual information

A

meaning associated with the lexeme

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16
Q

pragmatics

A

how we use the form and content of language; may include intention, body language, gestures

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17
Q

receptive language

A

ability to understand or comprehend the domains of language

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18
Q

expressive language

A

ability to produce or speak language

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19
Q

stages of communication

A

perlocutionary, illocutionary, locutionary

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20
Q

perlocutionary

A

the unintentional stag of communication; burping or vocalizations that have no intended message; occurs between 8 and 10 months of age

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21
Q

illocutionary stage

A

the intentional communication without use of words: approx 10 months of age, a typically developing infant begins to use gestures and nonlinguistic vocalizations intentionally to communicate.

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22
Q

locutionary stage

A

intentional communication expressed with words; around 12 mo, the linguistic and metalinguistic stage of communication

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23
Q

linguistic stage

A

language

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24
Q

metalinguistic

A

the child’s ability to think and talk about language

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25
Q

speech language pathologists

A

professionals who are trained in the assessment and treatment of disorders in the areas of speech

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26
Q

when do you get a referral?

A

when a parent, teacher or pediatrician is concerned that a child is delayed in meeting speech, language, or feeding milestones

27
Q

how to determine if evaluation is needed

A
  • parents main concern
  • child’s primary medical and developmental diagnoses
  • an acquisition timeline of some early developmental milestones
28
Q

assessment protocol

A

a plan of procedures to follow during the evaluation=appropriate goals, strengths and weaknesses, demonstrating delays, say other referrals

29
Q

evaluation protocol

A
  • get details about child’s history of development (BACKGROUND HISTORY)
  • testing language skills (FORMAL TESTING)
  • analyzing language skills within a functional communication context(SPONTANEOUS LANGUAGE SAMPLING)
  • Discourse (CONVERSATIONAL)
  • narrative (STORYTELLING)
30
Q

process

A 
referral
background history (is eval necessary)
assessment
evaluation
written report
diagnosis and prognosis statements
recommendations
31
Q

when a child is born prematurely,

A

clinicians must correct the child’s age for the remaining gestational months

32
Q

if child is 12 months old, but born 2 months premature,

A

then the gestational age is 10 months/he should be hitting 10month old milestones

33
Q

spontaneous language sampling

A

found by structuring a developmentally appropriate interaction such as toys and storybook; require a sample of 100 utterances

34
Q

100 utterances

A

must be continuous and considered representative of the child’s communication; oftentimes the middle 100 utterances are analyzed (child has gotten comfortable, but not yet fatigued)

35
Q

MLU

A

mean length of utterance is a syntactic measure of utterance length in morphemes

36
Q

NDW

A

number of different words is a semantic measure of how many different vocal words the child uses

37
Q

formal tests

A

developed to survey a child’s skills in a variety of areas; allow the clinician to calculate a raw score by adding the points for accuracy

38
Q

basal level of performance

A

level of skills that the child has

39
Q

ceiling level

A

upper limit of what the child can accomplish

40
Q

raw score

A

the range from basal to ceiling; also the number of correct items on the test

41
Q

normative-referenced tests

A

a specific child’s performance is compared to a sample of children used to provide a summary of typical development

42
Q

standard score has a mean score and a standard deviation from the mean

A

for most tests, the mean is 100 and the sd is 15 points

43
Q

85-100 or 100-115

A

is within one standard deviation of the mean 85-115 is considered typically developing performance

44
Q

70-85 or 115-130

A

considered to be within 2 standard deviations of the means

45
Q

percentile score

A

based on 100% of children sampled and is best understood as how a child performs relative to how many children perform above and below her

46
Q

if in 90th percentile

A

then 10% of children scored higher and 89 performed worse

47
Q

ss of 85 and 10-15th percentile

A

coincide

48
Q

below the 10th percentile

A

identified as having a delay in the area of development being tested

49
Q

Preschool Language Scale, IV Edition

A

tests the child’s comprehension and production of a variety of language domains: auditory comprehension and expressive communication

50
Q

Rossetti Infant-Toddler Language Scale

A

a criterion referenced test used to survey the development of children from birth to 3 years. measures interaction/attachment, pragmatic, gesture and play skills

51
Q

Peabody Picture Vocabulary Test

A

assesses the size of the vocal that the child comprehends by identifying the correct pic when a clinician uses a word label

52
Q

Expressive Vocabulary Test

A

presented with pics and students are asked to name them, assesses the size of the vocal that the child expresses

53
Q

Goldman Fristoe Test of Articulation

A

asked to name the pictures; the pics make up each consonant or vowel sound of english in the initial, medial and final positions

54
Q

long term goals

A

relate to broadest areas of development or the end product of therapy; doesn’t usually include a percentage of accuracy measure, but rather tends to be measured within the functional context of daily living

55
Q

short term goals

A

smaller steps taken to achieve the LTG, meant to be accomplished within weeks to months of setting them

56
Q

session objectives

A

goals set for a particular treatment session; smallest step to achieve the short term goal

57
Q

therapeutic scaffolding

A

includes models, cues, prompts, feedback, preparatory sets of info, structuring of the amount of language that the child must produce and any environmental modifications

58
Q

verbal model (therapeutic scaffolding)

A

exact demonstration of what the clinician expects the child to do

59
Q

tactile clue (therapeutic scaffolding)

A

clinician may run her hand along childs arm to indicate that the child should pronounce the/z/ sound at the end of cars

60
Q

feedback

A

helps the child experience different sensations such as feeling, seeing, listening and watching

61
Q

nature

A

internal wiring of child for language development

62
Q

nurture

A

environmental input the child receives

63
Q

interactionist approach

A

focuses not only on the structures and mechanisms internal to the child, but also on the powerful influence that experiential and social factors have

Child Language Development (3 decks)

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