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Qualification Exams > Childhood Language Development (Adolescence) > Flashcards

Childhood Language Development (Adolescence) Flashcards

1
Q

P in a PICO question stands for:

A

Person, populations, problems, perspectives

  • What do I know about my client as an individual person?
  • What do I know about the population of individuals with the same diagnosis as my client?
  • What language and literacy problems are of greatest concern to my client?
  • What can I learn through the perspectives of the client, their family, and additional support staff/caregivers?
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2
Q

I in a PICO question stands for:

A

Intervention

What intervention procedures are most likely to achieve desired outcomes for this client?

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3
Q

C in a PICO question stands for:

A

Comparison or Contrast

What alternative assessment, prevention, or intervention approaches should I consider in contrast with the one I am leaning toward?

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4
Q

O in a PICO question stands for:

A

Outcomes

What functional outcomes can be defined so as to be observable and measurable to provide evidence for how the intervention worked for the client?

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5
Q

What are the four questions of context-based language assessment & intervention?

A
  1. Outside In (Assessment): What does the context require?; Yields expected response
  2. Inside Out (Assessment): What does the child currently do?; Yields an observed response
  3. Inside-Out (Intervention): What might the child learn to do differently?; What is the mismatch between expected response and observed response?
  4. Outside In (Intervention): How should the context be modified?; Bridge from the observed response to the expected response

Assessment: Curricular Context, Current Abilities
Intervention: Potential Improvement, Modifications

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6
Q

List Grice’s 4 Maxims

A
  1. Maxim of Quantity: Provide no more or less information than is needed by your parnter to understand your message
  2. Maxim of Quality: Be truthful and say only what you have reason to believe to be true
  3. Maxim of Relation: Say only things that are relevant to the topic at hand
  4. Maxim of Manner: Be organised and avoid vagueness, wordiness, or ambiguity
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7
Q

Violation of any one of the four maxims can result in:

A

Odd and uncomfortable communication without understanding of why

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8
Q

What are the 5 systems of language?

A
  1. Phonology
  2. Morphology
  3. Semantics
  4. Syntax
  5. Pragmatics
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9
Q

Phonology is:

A

The study of speech structure within a language, including:
* The patterns of basic speech units
* The accepted rules of pronunciation

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10
Q

The smallest units of sound that make up a language are called:

A

Phonemes

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11
Q

Morphology is:

A

The study of words, including:
* The principles by which they are formed
* How they relate to one another within a language

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12
Q

The smallest unit of meaning is called:

A

Morpheme

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13
Q

Syntax is:

A

The study of how individual words and their most basic meaningful units are combined to create sentences

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14
Q

Semantics is:

A

The culture-dependent ways in which a language conveys meaning including:
* Literal meaning of words
* Figurative meanings of words

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15
Q

Pragmatics is:

A

The ways the members of the speech community achieve their goals of using language including:
* Style of speech
* Communicative Intentions
* Discourse
* Relationship between speakers
* Cultural context
* Situational Context
* Paralinguistic skills

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16
Q

What is the difference between speech, language, and communication?

A
  • Speech includes reception and production
  • Language includes literate forms in both spoken and written modalities
  • Communication is both the verbal and non-verbal act of a sender delivering a message to a reciever through a medium (written, spoken, gestured, etc.)
17
Q

Least Restrictive Environment (LRE) means:

A
  • Any placement outside the general education classroom must be justified by the child’s individual disability-related needs
  • Students must have meaningful access to same age peers without disabilities, when appropriate
  • Schools must consider providing any services in the general education classroom and other integrated settings
18
Q

Free Appropriate Public Education (FAPE) means:

A
  • Students with disabilities have the same right to K-12 public education that students without disabilities have
  • In order to receive and benefit from that education, students with disabilities may need special education and/or related aids and services, provided under FAPE
19
Q

BLB-CCCS stands for what 7 theoretical perspectives of language acquisition?

A
  1. Biological Maturation
  2. Linguistic Innateness
  3. Behaviourist
  4. Cognitive-Emotional
  5. Cognitive-Connectionist
  6. Cognitive-Constructionist
  7. Social Interactionist
20
Q

Behaviourist Theory was founded by ________ and believes:

A
  • B.F. Skinner
  • Language is a verbal behaviour
  • Language is learned through an event and a consequence to that event
21
Q

The four operant principles of the behaviourist theory are:

A
  1. Echoic - Exact Repetition
  2. Mand - Request
  3. Tact - Labelling
  4. Reinforcement
22
Q

ABC in Behaviourist theory stands for:

A
  • Antecedent - Stimulus
  • Behaviour - Response
  • Consequence
23
Q

The four types of consequences are:

A
  1. Positive Reinforcement - Adds something pleasant to increase the behaviour
  2. Negative Reinforcement - Removes something unpleasant to increase the behaviour
  3. Punishment - Adds something unpleasant to reduce the behaviour
  4. Extinction - Withholds something pleasant to reduce the behaviour
24
Q

Cognitive Emotional theory was developed by ________ and believes:

A
  • Erick Erickson
  • Connection with others and expression of one’s identity is the means of language.
  • Development of language depends upon a nurturing relationship with caregivers
25
Q

What are Greenspan’s 6 Stages of Child Emotional Development?

A
  1. 0-3 Months: Self-regulation and interest in the world (homeostasis)
  2. 2-7 Months: Attatchment
  3. 3-10 Months: Intentionallity and Basic Cause & Effect (Somatic-Psychological Differentiation)
  4. 9-24 Months: Complex Sense of Self (Behavioural Initiative & Organisation)
  5. 18 Months-4 Years: Representational Ellaboration
  6. 4 Years-Adolescence: Emotional Thinking (Representational Differentiation)
26
Q

Cognitive-Connectionist theory was developed by ____ and believes:

A
  • Elizabeth Bates
  • Language is learned, not innate
  • Language development relies on generic cognitive information-processing and pattern-recognition mechanisms
  • Repeated language input strengthens neural connections
27
Q

Biomaturational theory was developed by and believes:

A
  • Norman Geschwind
  • Language is the product of neurological structures and functions which play a primary role in supporting language
  • A combination of genetic predisposition, development, and experience work together to form more efficient neural networks

There are critical macrostructures in language: Wernicke’s, Broca’s, arcuate fasciculus, angular gyrus, tempro-occipital lobe, cerebellum, and thalamus

28
Q

The Linguistic (Nativism) theory was developed by and believes:

A
  • Noam Chomsky
  • Language is a human talent, not a cultural invention.
  • Language input and social interaction don’t have influence on each other.
  • A Language Acquisition Device (LAD) plays a major role in helping children acquire adult grammar
  • Universal grammar is innate
29
Q

What is a Language Acquisition Device (LAD)?

A

A LAD is purported instinctive mental capacity, proposed by Noam Chomsky in 1960, which enables an infant to acquire and produce language

30
Q

The Social Interactionist theory was developed by and believes:

A
  • Lev Vygostky
  • Language is a tool of social interaction and cognitive development
  • Language and cognition are different
  • Sociocultural experiences influence language development and thinking
  • Adult mediation plays a role in helping children construct knowledge of language and the world
31
Q

The Cognitive-Constructivist theory was developed by and believes:

A
  • Jean Piaget
  • Language is a symbol system for representing concepts
  • Language is not innate but precursors are
  • Evolution of thought and language both start with disequillibrium between current cognitive schemas and new evidence, followed by adaptation and ellaboration
32
Q

What are Piaget’s four stages of cognitive development?

A
  1. Sensorimotor Stage: Birth-2 Years; Child acquires knowledge through sensory experiences and manipulating objects
  2. Preoperational Stage: 2-7 Years; Child begins to think symbollically and learn to use words and pictures to represent objects
  3. Concrete Operational Stage: 7-11 Years; Child begins to think logically about concrete events, understand conversation, and thinking becomes more logical and organised
  4. Formal Operational Stage: 12+ Years; Child begins to think abstractly and reason about hypothetical problems, thinking becomes more moral and philisophical
33
Q

What two methods develop schema, according to the cognitive-constructionist theory?

A
  • Assimilation: Improves existing knowledge of something thanks to new but congruent information (Information is added to current schema)
  • Accomodation: Amending existing knowledge of something thanks to new information that contradicts previous thinking (Information replaces information in current schema)
34
Q

Down Syndrome is:

A
  • A genetic disorder caused by an extra copy of the 21st chromosome
  • Results in malformations in body and facial structures
  • Results in articulation difficulties, difficulties with phonological concepts, language comprehension difficulties, cognitive and literacy deficits, and deficits in pragmatic skills

Malformations include: short fingers and unusual palm creases; wide spaced first toes; epicanthal folds around the eyes; Brushfield spots; small ears, nose, and chin, brachycephaly

Qualification Exams (2 decks)

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