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Qualification Exams > Childhood Language Development > Flashcards

Childhood Language Development Flashcards

1
Q

Five-Step Approach to EBP

Shortened as: ASC-A-E

A
  • 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.
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2
Q

EBP is the Integration of ___________, ___________, and ____________.

A

-Clinical expertise/expert opinion

-Evidence (external and internal)

-Client/patient/caregiver perspectives

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3
Q

Background clinical questions include ______________.

A

General knowledge about a disorder.

disorder-centered

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4
Q

Ethnographic Interviewing involves:

A

Strategic questions to gain perspectives of others.

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5
Q

Participant Observation involves:

A

Watching and interacting to interpret social-cultural rules for participation and interaction.

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6
Q

Studying Artefacts involves:

A

Analysis of products for evidence of strengths and needs.

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7
Q

Interpreting multiple sources of data involves:

Triangulation refers to:

A

Looking for deeper meanings and points of agreement

Asking informants whether interpretations match perceptions

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8
Q

In Negative Interdependence:

A

Members perceive that they can obtain their goals if, and only if the others fail to attain theirs.

Leads to Competetive Goal Setting

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9
Q

Without Interdependence

A

Actions of one team member are unrelated to those of another.

Leads to Individualistic Goal Setting

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10
Q

In Positive Interdependence

A

Members perceive that they can attain their goal if and only if the other team members attain theirs.

Leads to Cooperative Goal Settings

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11
Q

Cirriculum-based Assessment:

Cirriculum-based Language Assessment:

A

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

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12
Q

The three related systems are ________, ________, and ________

A
  • Language (including literacy)
  • Speech
  • Communication
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13
Q

The five parameters of language are:

A
  • Phonology
  • Morphology
  • Syntax
  • Semantics
  • Pragmatics
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14
Q

The three domains of language are:

A
  • Form
  • Content
  • Use
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15
Q

The two levels of language are:

These interact with the four communication modalities, which are:

A
  • Sound/word
  • Sentence/discourse

  • Listening (oral comprehension)
  • Reading (written comprehension)
  • Speaking (oral expression)
  • Writing (written expression)
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16
Q

The physical representations of language include:

A
  • Air supply
  • Voicing
  • Articulation
  • Resonation
  • Automaticity, rhythym, fluency (prosody)
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17
Q

Per ASHA, ‘Language’ is defined as:

A

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

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18
Q

In communication, a sender is:

A

The invidiual who has a message in mind

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19
Q

In communication, a reciever is:

A

A person who recieves the message of the sender

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20
Q

In communication, a medium is:

A

The method(s) used to convey a message

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21
Q

In communication, a message is:

A

The meaning being conveyed through the message

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22
Q

What are Grice’s Maxims?

A
  • Maxim of quality
  • Maxim of quantity
  • Maxim of relation
  • Maxim of manner
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23
Q

Grice’s Maxim of Quality states:

A

Be truthful and say only what you have reason to believe to be true

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24
Q

Grice’s Maxim of Quantity states:

A

Provide no more or less information than is needed by your partner to understand your message.

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25
Q

Grice’s Maxim of Relation states:

A

Say only things that are relevant to the topic at hand.

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26
Q

Grice’s Maxim of Manner states:

A

Be organised and avoid vaguness, wordiness, or amibuity.

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27
Q

The Prelocutionary Act/Stage develops at:

A

0 to 10 months

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28
Q

During the Prelocutionary Act/Stage, the infant:

A
  • Focuses on objects and people
  • Attends, discriminates, and responds to stimuli through cries and coos
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29
Q

The Illocutionary Act/Stage develops at:

A

8/10 months to 18 months (1 1/2 years old)

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30
Q

During the Illocutionary Act/Stage, infants begin:

A
  • Using gestures and vocalisations coupled with eye gaze
  • Repeating or modifying communicative acts in an intentional way to convey a message
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31
Q

The Locutionary Act/Stage develops at:

A

18 months +

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32
Q

During the Locutionary Act/Stage:

A
  • First words emerge
  • Words and gestures have symbolic meanings
  • The infant begins experimenting with words
  • The infant is no longer dependent upon gestural communication
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33
Q

The three stages of early communication development are:

A
  • Prelocutionary
  • Illocutionary
  • Locutionary
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34
Q

The three prominent mechanisms of Nonverbal (Nonlinguistic) communication are:

A
  • Kensic
  • Proxemic
  • Paralinguistic
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35
Q

Kinesic Devices include:

A
  • 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
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36
Q

Phonology is:

A

The sound system of language

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37
Q

The two levels of metalinguistic awareness are:

A
  • 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

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38
Q

Phonemic Awareness involves:

A
  • 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
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39
Q

A T-Unit is:

A
  • 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

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40
Q

Children should develop their first words by:

A

12 - 18 months

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41
Q

Children should develop 50+ words by:

A

24 months

42
Q

During Preschool, children develop ____ new words per day.

A

5

43
Q

By age 6, children should have developed a lexicon of approximately ____ words.

A

14,000

44
Q

Children develop approximately ____ new words per year.

A

3,000

Approximately 200 from school

45
Q

By High School, children should have developed approximatley ____ words.

A

40,000

46
Q

Behavioural Therapy was developed by:

A

B. F. Skinner

47
Q

Behavioural Theory believes:

A
  • 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
48
Q

Operant Conditioning is:

A

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.

49
Q

B. F. Skinner’s Four-Term Contingency includes:

A
  • Motivating Operations
  • Discriminative Stimuli
  • Response
  • Reinforcing Stimuli
50
Q

The Nativist Theory was developed by:

A

Noam Chomsky

51
Q

Nativism believes:

A
  • 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)
52
Q

Zones of Proximal Development were developed by:

A

Lev Vygotsky

53
Q

Zones of Proximal Development state that:

A
  • 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
54
Q

Scaffolding is:

A
  • 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.
55
Q

The Cognitive Theory was developed by:

A

Jean Piaget

56
Q

The Cognitive Theory suggests:

A
  • 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
57
Q

Assimilation refers to:

A

Fitting new information into the individual’s pre-established schema

58
Q

Accomodation refers to:

A

An individual changing their pre-established schema to support new information

59
Q

A schema is:

A

A pattern of thought or behaviour that organises categories of information and relationships among them.

60
Q

Piaget’s Four Stages of Cognitive Development are:

A
  • Sensorimotor Stage
  • Pre-operational Stage
  • Concrete Operational Stage
  • Formal Operational Stage
61
Q

Sensorimotor Stage:

A
  • 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
62
Q

Pre-Operational Stage:

A
  • 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)
63
Q

Concrete Operational Stage

A
  • 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
64
Q

Formal Operational Stage

A
  • 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.
65
Q

The Interactionist Theory was developed by:

A

Jerome Bruner

66
Q

The Interactionist Theory States:

A
  • 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
67
Q

LASS or Language Acquisition Support System refers to:

A
  • 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
68
Q

A primary disorder _________.

A

Cannot be accounted for by any other known etiologies

69
Q

A secondary disorder __________.

A

Can be accounted for by another primary (comorbid) condition

Such as:
* autism
* Hearing impairment
* General developmental difficulties
* Behavioural or emotional difficulties
* Neurological impairment

70
Q

What are the three main categories of Child Language Disorders?

A
  • Speech Sound Disorders
  • Language Impairment
  • Learning Disability
71
Q

Speech Sound Disorders are comprised of what two types?

A
  • Articulation Disorders
  • Phonological Disorders
72
Q

A language disorder is:

A

Impaired comprehension and/or use of spoken, written, and/or other symbol systems

73
Q

A language order may involve any combination of:

A
  • Form of Language (phonology, morphology, syntax)
  • Content of Language (semantics)
  • Function of Language in communication (pragmatics)
74
Q

Specific Expressive Language Delay (SELD) is commonly known as:

A

Late Talker

75
Q

Specific Expressive Language Delay (SELD) includes children from ____ years of age who are:

A
  • 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
76
Q

Specific Language Impairment (SLI) refers to:

A

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

77
Q

Specific Language Impairment (SLI) affects:

A
  • Speaking
  • Listening
  • Reading
  • Writing
78
Q

Specific Language Impairment (SLI) exclusion criteria includes:

A
  • Inadequate support for language development in the environment
  • Cultural linguistic difference
  • Hearing impairment
  • Neuromotor impairment or other developmental disorders
  • Intellectual/cognitive impairment
79
Q

Non-Specific Language Impairment (NLI) criteria includes:

A
  • 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)
80
Q

Specific Learning Disability (SLD) criteria includes:

A
  • 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
81
Q

Dyslexia is:

A

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

82
Q

Hyperlexia consists of:

A
  • Strong phonological/word-level abilities
  • Difficulty comprehending language at the sentence/discourse level
83
Q

Characteristics of Nonverbal Language Disorder (NVLD) include:

A

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

84
Q

Developmental Disability is:

A
  • 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
85
Q

Intellectual Disability

A
  • 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
86
Q

Mild Functional Limitations are classified as:

A
  • 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
87
Q

Moderate Functional Limitations

A
  • 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
88
Q

Severe Functional Limitations

A
  • 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
89
Q

Profound Functional Limtiations

A
  • 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
90
Q

Prader-Willi Syndrome (PWS)

A
  • Deletion of chromosome 15 from father or duplication from mother
  • Equal effects on males and females
  • Micrognathia and feeding problems
  • Failure-to-thrive syndrome
91
Q

Angelman Syndrome (AS)

A
  • No speech
  • Stiff, jerky gait
  • Frequent laughter
  • Often misdiagnosed as CP or ASD
  • Cortical atrophy or dysmelination may appear on MRI or CT scans
92
Q

Williams Syndrome

A
  • 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

93
Q

CRI-DU-Chat Syndrome

A
  • 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)
94
Q

Childhood Disintegrative Disorder

A
  • 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
95
Q

RETT Syndrome

A
  • Occurs only in females
  • Affects gene MECP2 on the X chormosome
  • Affects protein that switches on other genes and proteins
96
Q

Stage 1 of Rett Syndrome:

A
  • 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
97
Q

Stage 2 of Rett Syndrome

A
  • 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
98
Q

Stage 3 of Rett Syndrome

A
  • 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
99
Q

Stage 4 of Rett Syndrome

A
  • 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
100
Q

What prelinguistic skills must a child orient to before developing language organization

A
  • Emotional stability
  • Mutual attention
  • Early social communication
  • Synchronous reciprocal dialogues
  • Joint action routines
  • Preverbal intentions
101
Q

What factors contribute to the child’s homeostatic balance?

A
  • 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

Qualification Exams (2 decks)

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