Childhood Language Development Flashcards
Five-Step Approach to EBP
Shortened as: ASC-A-E
- A - Ask
- S - Search
- C - Critique
- A - Apply
- E - Evaluate
- Ask a question that is relevant to meeting a particular client’s or group’s needs.
- Search for available evidence
- Critique the quality of evidence
- Apply the evidence to one’s own practice
- Evaluate the effectiveness in terms of outcomes for a particular client or group.
EBP is the Integration of ___________, ___________, and ____________.
-Clinical expertise/expert opinion
-Evidence (external and internal)
-Client/patient/caregiver perspectives
Background clinical questions include ______________.
General knowledge about a disorder.
disorder-centered
Ethnographic Interviewing involves:
Strategic questions to gain perspectives of others.
Participant Observation involves:
Watching and interacting to interpret social-cultural rules for participation and interaction.
Studying Artefacts involves:
Analysis of products for evidence of strengths and needs.
Interpreting multiple sources of data involves:
Triangulation refers to:
Looking for deeper meanings and points of agreement
Asking informants whether interpretations match perceptions
In Negative Interdependence:
Members perceive that they can obtain their goals if, and only if the others fail to attain theirs.
Leads to Competetive Goal Setting
Without Interdependence
Actions of one team member are unrelated to those of another.
Leads to Individualistic Goal Setting
In Positive Interdependence
Members perceive that they can attain their goal if and only if the other team members attain theirs.
Leads to Cooperative Goal Settings
Cirriculum-based Assessment:
Cirriculum-based Language Assessment:
Assesses student performance within course content to determine the student’s instructional needs
Determines if the child has sufficient language skills to learn the cirriculum
The three related systems are ________, ________, and ________
- Language (including literacy)
- Speech
- Communication
The five parameters of language are:
- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics
The three domains of language are:
- Form
- Content
- Use
The two levels of language are:
These interact with the four communication modalities, which are:
- Sound/word
- Sentence/discourse
- Listening (oral comprehension)
- Reading (written comprehension)
- Speaking (oral expression)
- Writing (written expression)
The physical representations of language include:
- Air supply
- Voicing
- Articulation
- Resonation
- Automaticity, rhythym, fluency (prosody)
Per ASHA, ‘Language’ is defined as:
A complex and dynamic system of conventional symbols that is used in various modes for thought and communication.
In communication, a sender is:
The invidiual who has a message in mind
In communication, a reciever is:
A person who recieves the message of the sender
In communication, a medium is:
The method(s) used to convey a message
In communication, a message is:
The meaning being conveyed through the message
What are Grice’s Maxims?
- Maxim of quality
- Maxim of quantity
- Maxim of relation
- Maxim of manner
Grice’s Maxim of Quality states:
Be truthful and say only what you have reason to believe to be true
Grice’s Maxim of Quantity states:
Provide no more or less information than is needed by your partner to understand your message.
Grice’s Maxim of Relation states:
Say only things that are relevant to the topic at hand.
Grice’s Maxim of Manner states:
Be organised and avoid vaguness, wordiness, or amibuity.
The Prelocutionary Act/Stage develops at:
0 to 10 months
During the Prelocutionary Act/Stage, the infant:
- Focuses on objects and people
- Attends, discriminates, and responds to stimuli through cries and coos
The Illocutionary Act/Stage develops at:
8/10 months to 18 months (1 1/2 years old)
During the Illocutionary Act/Stage, infants begin:
- Using gestures and vocalisations coupled with eye gaze
- Repeating or modifying communicative acts in an intentional way to convey a message
The Locutionary Act/Stage develops at:
18 months +
During the Locutionary Act/Stage:
- First words emerge
- Words and gestures have symbolic meanings
- The infant begins experimenting with words
- The infant is no longer dependent upon gestural communication
The three stages of early communication development are:
- Prelocutionary
- Illocutionary
- Locutionary
The three prominent mechanisms of Nonverbal (Nonlinguistic) communication are:
- Kensic
- Proxemic
- Paralinguistic
Kinesic Devices include:
- Emblems
- Illustrators
- Affective Displays
- Regulators
- Adaptors
- Emblems - Convey verbal meaning
- Illustrators - Convey visual spatial info
- Affective Displays - Convey emotions
- Regulators - Control turn-taking
- Adaptors - Self-oriented, stress reducers
Phonology is:
The sound system of language
The two levels of metalinguistic awareness are:
- Shallow
- Deep
Shallow
* Sensitivity to sound patterns that occur across & within words
* Recognize rhymes
* Recognize phonological similarities
Deep
* Ability to compare, contrast, and manipulate phonological segments within and across syllables & words
Phonemic Awareness involves:
- Detecting words with different initial phonemes
- Taking off a final sound (Elision or Deletion)
- Switching initial and final sounds (Transposition)
- Segmenting the sounds in a word
- Blending the sounds in a word
A T-Unit is:
- Short for ‘minimal terminable units’
- Represents each main clause (subject + verb) and anything embeded in it or subordinated to it
I.e., ‘John and Susan came to the party’ = 1 T-Unit, 7 Words
I.e., ‘John came to the party and Susan did too’ = 2 T-Units, 4.5 words per T-unit
Children should develop their first words by:
12 - 18 months
Children should develop 50+ words by:
24 months
During Preschool, children develop ____ new words per day.
5
By age 6, children should have developed a lexicon of approximately ____ words.
14,000
Children develop approximately ____ new words per year.
3,000
Approximately 200 from school
By High School, children should have developed approximatley ____ words.
40,000
Behavioural Therapy was developed by:
B. F. Skinner
Behavioural Theory believes:
- Behaviourism proposes that we are a product of our environment
- Suggests that children learn the language first by imitating their caregivers and then modifying their use of language through operant conditioning
Operant Conditioning is:
A way of learning that focuses on the positive reinforcement (reward) or negative reinforcement (punishment) of desired or undesired behaviour
i.e., you can train a dog to sit by feeding it a treat when it follows the command, or you can stop it from sleeping on your bed by ignoring it/verbally discouraging it from doing so.
B. F. Skinner’s Four-Term Contingency includes:
- Motivating Operations
- Discriminative Stimuli
- Response
- Reinforcing Stimuli
The Nativist Theory was developed by:
Noam Chomsky
Nativism believes:
- Human brains contain a Language Acquisition Device that includes a universal grammar that underlies all human language.
- Children are born with a knowledge of syntax and sentence construction
- Language develops as long as the infant is exposed to it
- No teaching, training, or reinforcement is required for language to develop (opposing Skinner)
Zones of Proximal Development were developed by:
Lev Vygotsky
Zones of Proximal Development state that:
- The ZPD is the level of material a child is ready to learn if proper support and guidance are given
- Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations, and encourage elaboration
Scaffolding is:
- The process of a guide facilitating building upon what the child already knows.
- The adult provides support then gradually withdraws it, until the student can perform the task independently.
The Cognitive Theory was developed by:
Jean Piaget
The Cognitive Theory suggests:
- The primary drives behind our actions are our thoughts and internal processes
- Children are born with relatively little cognitive ability, but their minds develop and build new schemas as they age and experience the world around them
- Children change these schemas through the processes of assimilation and accomodation
Assimilation refers to:
Fitting new information into the individual’s pre-established schema
Accomodation refers to:
An individual changing their pre-established schema to support new information
A schema is:
A pattern of thought or behaviour that organises categories of information and relationships among them.
Piaget’s Four Stages of Cognitive Development are:
- Sensorimotor Stage
- Pre-operational Stage
- Concrete Operational Stage
- Formal Operational Stage
Sensorimotor Stage:
- Takes place from birth to approximately 2 years
- The child is developing sensory coordination and interacting with their environment by feeling and playing with things
Pre-Operational Stage:
- Takes place from 2 to 7 years of age
- Children are able to use language with a better grasp of grammatical structure, context, and syntax
- Child thinking at this stage is still very egocentric (their understanding of the world is limited to how it affects them)
Concrete Operational Stage
- Takes place from ages 7 to 11
- Children understand concepts such as time, numbers, and object properties
- Children gain reasoning and logic, which allows them to rationalize their beliefs and speak in greater detail about their own thoughts and the world around them
- They can also speak to others about their beliefs and understand how outcomes or viewpoints may differ
Formal Operational Stage
- Takes place from 12 years of age to adulthood
- Children can engage in higher reasoning and think and speak about the abstract, such as hypotheticals, morals, and political systems
- Language is essentially unlimited, there is no cognitive limit to one’s understanding of the world at this stage.
The Interactionist Theory was developed by:
Jerome Bruner
The Interactionist Theory States:
- Children are born with an ability to develop language but require regular interaction with their caregivers or teachers to learn and understand it to a level of full fluency
LASS or Language Acquisition Support System refers to:
- The network of adults or “more-knowledgeable” others that interact with a young child and, in doing so, support that child’s language development
- Proposed by Jerome Bruner and his interactionist theory
A primary disorder _________.
Cannot be accounted for by any other known etiologies
A secondary disorder __________.
Can be accounted for by another primary (comorbid) condition
Such as:
* autism
* Hearing impairment
* General developmental difficulties
* Behavioural or emotional difficulties
* Neurological impairment
What are the three main categories of Child Language Disorders?
- Speech Sound Disorders
- Language Impairment
- Learning Disability
Speech Sound Disorders are comprised of what two types?
- Articulation Disorders
- Phonological Disorders
A language disorder is:
Impaired comprehension and/or use of spoken, written, and/or other symbol systems
A language order may involve any combination of:
- Form of Language (phonology, morphology, syntax)
- Content of Language (semantics)
- Function of Language in communication (pragmatics)
Specific Expressive Language Delay (SELD) is commonly known as:
Late Talker
Specific Expressive Language Delay (SELD) includes children from ____ years of age who are:
- Children from 18-36 months
- Slow to begin to talk with few words (first words by 18 months) or not combining words (by 2 years of age)
- Achieve other developmental milestones on time
- Use gestures and other nonverbal means to communicate
- Have normal Hearing
- Have no discernible complications in language comprehension
Specific Language Impairment (SLI) refers to:
A primary communication disorder that interferes with the development of language skills in children who have:
* Normal Hearing
* No intellectual disability
* Nonverbal IQ at 85 or above
Specific Language Impairment (SLI) affects:
- Speaking
- Listening
- Reading
- Writing
Specific Language Impairment (SLI) exclusion criteria includes:
- Inadequate support for language development in the environment
- Cultural linguistic difference
- Hearing impairment
- Neuromotor impairment or other developmental disorders
- Intellectual/cognitive impairment
Non-Specific Language Impairment (NLI) criteria includes:
- Nonverbal IQ within the range of 70-84
- Low Language abilities
- Low cognitive abilities
- IQ above level to meet criteria as cognitively impaired (Greater than 75)
Specific Learning Disability (SLD) criteria includes:
- Neurodevelopmental disorder
- Typically diagnosed in early school-aged children, although may not be recognized until adulthood
- Characterized by a persistent impairment in at least one of three major areas - reading, written expression, and/or math
Dyslexia is:
A specific learning disability that is neurological in origin.
Characterized by:
* Difficulties with accurate and/or fluent word recognition
* Poor spelling and decoding abilities
* Deficits in the phonological component of language often unrelated to other cognitive abilities
Hyperlexia consists of:
- Strong phonological/word-level abilities
- Difficulty comprehending language at the sentence/discourse level
Characteristics of Nonverbal Language Disorder (NVLD) include:
Strengths in:
* Rote verbal memory
* High volume of speech output
* Excellent single word reading decoding skills
* Good verbatim memory for oral and written verbal material
Weaknesses in:
* Unusual prosody (rhythm and fluency)
* Language comprehension
* Bilateral tactile-perceptual deficits
* Cognitive skills and executive function
* Pragmatic skills
* Psychosocial symptoms including: anxiety & depression
* Hyperactivity during early childhood, but normal or hypoactivity with advancing years
Pragmatic skills include: social perception, social judgment, and social interaction skills
Cognitive skills include: visual-spatial-orginizational skills and mathematics, concept-formation, problem-solving, strategy-generation, hypothesis-testing, and formal thought
Developmental Disability is:
- A physical or mental impairments that begin before age 22
- These impairments alter and substantially inhibit a person’s capacity to do at least three of the following
1. Executive functions
2. Speak and be understood clearly
3. Learn
4. Walk/Move around
5. Make decisions
6. Live on their own
7. Earn and manage an income
Intellectual Disability
- A disability characterised by significant limitations both in intellectual functioning and in adaptive behaviours
- Covers everyday social and practical skills
- This disability originates before the age of 18
Mild Functional Limitations are classified as:
- IQ range of 50-55 to 70-75
- 85% of the special population
- Adaptive behaviours close to typically developing
- Children may function at age level
- High degree of literate language use and understanding
- Adults can hold a job and live with minimal supervision/support
Moderate Functional Limitations
- IQ range of 35-40 to 50-55
- 10% of special population
- Adaptive behaviours moderately affected
- Social communication & academic skills at least at second-grade-level
- Literacy skills when targeted through deliberate instruction
- Semi-skilled work in general society or sheltered workshops
Severe Functional Limitations
- IQ range of 20-25 to 35-40
- 3-4% of the special population
- Adaptive behaviours severely affected, difficult to function with independence
- Language and academic skills limited
- Literacy limited to recognition of common environmental symbols
- With appropriate education, perform tasks and self-care routine with close supervision in employment and home living contexts
Profound Functional Limtiations
- IQ range below 20-25
- 1-2% of special population
- Adaptive behaviours profoundly affected
- Language, communication, motor, and sensory abilities profoundly affected
- Require essentially complete supervision and assistance
Prader-Willi Syndrome (PWS)
- Deletion of chromosome 15 from father or duplication from mother
- Equal effects on males and females
- Micrognathia and feeding problems
- Failure-to-thrive syndrome
Angelman Syndrome (AS)
- No speech
- Stiff, jerky gait
- Frequent laughter
- Often misdiagnosed as CP or ASD
- Cortical atrophy or dysmelination may appear on MRI or CT scans
Williams Syndrome
- Deletion of long arm of chromosome 7 (deletion of several genes)
- “Elfin-like” appearance
- Low birth weight, FTT, feeding problems
- Strengths in speech, vocabulary knowledge, long term memory, some social skills
- Weaknesses in fine motor, visual-spatial, pragmatic language/communication
Elfin-like appearance: small upturned nose, long philtrum, wide mouth, full lips, small chin, puffiness around eyes
CRI-DU-Chat Syndrome
- Deletion of short arm of chromosome 5
- Low birth weight, slow growth
- Cranofacial malformations
- Hypersensitive hearing (hyperacusis)
- Communicate at basic level but extremely limited language skills
- May show obsessive attatchment to objects, repetitive movements, and self-injurious behaviours (SIB)
Childhood Disintegrative Disorder
- Marked regression in multiple areas of functioning following at least two years of apparently normal development
- Clinically significant loss of previously acquired skills in 2 of 5 areas
1. Receptive or expressive language
2. Social skills or other adaptive behaviours
3. Bowel or bladder control
4. Play
5. Motor skills - Part of the autism spectrum-symptoms in at least 2 of 3 cardinal autism areas:
1. Social interaction
2. Communication
3. Restricted, repetitive, or stereotyped patterns of behaviour, interest, and motor mannerisms
RETT Syndrome
- Occurs only in females
- Affects gene MECP2 on the X chormosome
- Affects protein that switches on other genes and proteins
Stage 1 of Rett Syndrome:
- Occurs at 6-18 months of age
- Loses interest in the social environment, eye contact, toys
- Deceleration of head growth; delayes in gross motor skills, sitting or crawling
Stage 2 of Rett Syndrome
- Age 1-4 years
- Dx based on slowing of head-growth
- Rapid or gradual loss of spoken language, social interaction, communication
- Replacement of purposeful hand motions by hand wringing or other repetitive motions
- Breathing irregularities, unsteady gait patterns, and difficulty initiating motor movements
Stage 3 of Rett Syndrome
- 2-10 years of age
- Improvmenet in behaviour, less irritability, crying, or autistic-like characteristics
- Apraxia, motor problems, and seizures prominent
- Improvement in interest in environment, alertness, attention span, and communication
- Can last for most of a girl’s life
Stage 4 of Rett Syndrome
- Beginning in adulthood
- Reduced mobility, muscle weakness, rigidity (stiffness), spasticity, dystonia (abnormal posutring of extremity or trunk), scoliosis (curvature of the spine)
- Potential loss of ability to walk
What prelinguistic skills must a child orient to before developing language organization
- Emotional stability
- Mutual attention
- Early social communication
- Synchronous reciprocal dialogues
- Joint action routines
- Preverbal intentions
What factors contribute to the child’s homeostatic balance?
- Change in positioning
- Reduction in the intensity of interactions
- Waiting before initiating further interaction
- Change in timing or type of feeding or other care routines
- Change in clothing or other tactile contact
- Desensitization techniques
