Chapters 1, 2 Flashcards
language
a complex and dynamic system of conventional symbols that is used in various modes for thought and communication
5 domains of language
phonology, morphology, pragmatics, semantics, and syntax
form
phonology, morphology, syntax
content
semantics
use
pragmatics
phonology
sound system of the language, the smallest unit of language that overlays meaning onto the motor movements of speech
morphology
smallest unit of language that expresses meaning
bound morphemes
must be attached to root word; can be inflectional or derivational
free morphemes
can stand alone
inflectional morphemes
indicate the tense of verbs (present, past, etc) walk->walked
derivational morphemes
change the word class of the root morpheme (happy->happiness
syntax
sentence-level structure of language that marks relationships between words and ideas
semantics
the meaning system of language; deals with lexical and conceptual information
lexical information
word form that includes the phonological composition of the word
conceptual information
meaning associated with the lexeme
pragmatics
how we use the form and content of language; may include intention, body language, gestures
receptive language
ability to understand or comprehend the domains of language
expressive language
ability to produce or speak language
stages of communication
perlocutionary, illocutionary, locutionary
perlocutionary
the unintentional stag of communication; burping or vocalizations that have no intended message; occurs between 8 and 10 months of age
illocutionary stage
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.
locutionary stage
intentional communication expressed with words; around 12 mo, the linguistic and metalinguistic stage of communication
linguistic stage
language
metalinguistic
the child’s ability to think and talk about language
speech language pathologists
professionals who are trained in the assessment and treatment of disorders in the areas of speech
when do you get a referral?
when a parent, teacher or pediatrician is concerned that a child is delayed in meeting speech, language, or feeding milestones
how to determine if evaluation is needed
- parents main concern
- child’s primary medical and developmental diagnoses
- an acquisition timeline of some early developmental milestones
assessment protocol
a plan of procedures to follow during the evaluation=appropriate goals, strengths and weaknesses, demonstrating delays, say other referrals
evaluation protocol
- 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)
process
referral background history (is eval necessary) assessment evaluation written report diagnosis and prognosis statements recommendations
when a child is born prematurely,
clinicians must correct the child’s age for the remaining gestational months
if child is 12 months old, but born 2 months premature,
then the gestational age is 10 months/he should be hitting 10month old milestones
spontaneous language sampling
found by structuring a developmentally appropriate interaction such as toys and storybook; require a sample of 100 utterances
100 utterances
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)
MLU
mean length of utterance is a syntactic measure of utterance length in morphemes
NDW
number of different words is a semantic measure of how many different vocal words the child uses
formal tests
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
basal level of performance
level of skills that the child has
ceiling level
upper limit of what the child can accomplish
raw score
the range from basal to ceiling; also the number of correct items on the test
normative-referenced tests
a specific child’s performance is compared to a sample of children used to provide a summary of typical development
standard score has a mean score and a standard deviation from the mean
for most tests, the mean is 100 and the sd is 15 points
85-100 or 100-115
is within one standard deviation of the mean 85-115 is considered typically developing performance
70-85 or 115-130
considered to be within 2 standard deviations of the means
percentile score
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
if in 90th percentile
then 10% of children scored higher and 89 performed worse
ss of 85 and 10-15th percentile
coincide
below the 10th percentile
identified as having a delay in the area of development being tested
Preschool Language Scale, IV Edition
tests the child’s comprehension and production of a variety of language domains: auditory comprehension and expressive communication
Rossetti Infant-Toddler Language Scale
a criterion referenced test used to survey the development of children from birth to 3 years. measures interaction/attachment, pragmatic, gesture and play skills
Peabody Picture Vocabulary Test
assesses the size of the vocal that the child comprehends by identifying the correct pic when a clinician uses a word label
Expressive Vocabulary Test
presented with pics and students are asked to name them, assesses the size of the vocal that the child expresses
Goldman Fristoe Test of Articulation
asked to name the pictures; the pics make up each consonant or vowel sound of english in the initial, medial and final positions
long term goals
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
short term goals
smaller steps taken to achieve the LTG, meant to be accomplished within weeks to months of setting them
session objectives
goals set for a particular treatment session; smallest step to achieve the short term goal
therapeutic scaffolding
includes models, cues, prompts, feedback, preparatory sets of info, structuring of the amount of language that the child must produce and any environmental modifications
verbal model (therapeutic scaffolding)
exact demonstration of what the clinician expects the child to do
tactile clue (therapeutic scaffolding)
clinician may run her hand along childs arm to indicate that the child should pronounce the/z/ sound at the end of cars
feedback
helps the child experience different sensations such as feeling, seeing, listening and watching
nature
internal wiring of child for language development
nurture
environmental input the child receives
interactionist approach
focuses not only on the structures and mechanisms internal to the child, but also on the powerful influence that experiential and social factors have
