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Developmental > Developmental Norms > Flashcards

Developmental Norms Flashcards

1
Q

At what age do children start to have a poorer prognosis with remediation than those identified earlier?

A

5 years old

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2
Q

What 4 areas can a speech and language delay affect?

A

Literacy

Socialisation

Behaviour

Educational attainment

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3
Q

What is the age range for referrals?

A

0 - 18 years

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4
Q

What 5 key areas present as risk factors for speech and language difficulties?

A
  • Family history of speech and language difficulties
  • History of hearing difficulties
  • Parent-child interaction concerns
  • Behavioural or attentional difficulties
  • Poorly developed play skills
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5
Q

What is the estimated prevalence of speech and language difficulties?

A

5 - 9 % in average population

(Law et al; 2000)

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6
Q

What is expressive language?

A

The ability to communicate thoughts and needs with others (verbally and non-verbally)

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7
Q

What is receptive language?

A

The ability to understand and process communication (both verbal and non-verbal)

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8
Q

What do you need to look for in a child’s expressive communication sample?

A

Vocabulary

Sentence construction

Grammar

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9
Q

What do you need to look for in a child’s receptive communication?

A

Ability to:

  • follow 2, 3 and 4 step auditory instructions
  • follow classroom directions
  • understand space and time concepts
  • understand WH questions and respond appropriately
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10
Q

What should you look for in a child’s social understanding?

A
  • Turn-taking,
  • Eye contact,
  • Ability to make friends
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11
Q

What are some of the types of referrals seen by SLTs?

A
  • Speech delay/disorder
  • Language delay/disorder
  • Stammering
  • Voice disorder
  • Hearing impairment
  • Cleft lip and palate
  • Bilingualism
  • Feeding difficulties
  • Selective mutism
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12
Q

What is the average subtest scaled score range for receptive and expressive language?

A

7 to 13

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13
Q

What is the above average subtest scaled score range for receptive and expressive language?

A

13 to 17

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14
Q

What is the below average subtest scaled score range for receptive and expressive language?

A

3 to 7

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15
Q

What are all standardised assessments are on a scale of?

A

100

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16
Q

What is the standard deviation for standardised assessments?

A

15

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17
Q

What is the average range of scores for standardised assessments?

A

85 to 115

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18
Q

If a child scores 86+ (or +/- 1SD) which category do they fall within?

A

Normal limits

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19
Q

If a child scores 78 - 85 (or - 1SD to - 1.5 SD) which category do they fall within?

A

Mild language delay

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20
Q

If a child scores 71 - 77 (or - 1.5 SD to - 2SD) which category do they fall within?

A

Moderate language delay

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21
Q

If a child scores 70 and below (or - 2SD and below) which category do they fall within?

A

Severe language delay

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22
Q

Who should receive copies of SLT reports?

A
  • Parents
  • Referral source
  • School (once parent has consented)
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23
Q

What should SLT reports include?

A
  • Birth and developmental history
  • Hearing, medical and feeding history
  • S&L development to date
  • Assessment results
  • Observations (A&L, play)
  • Recommendations
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24
Q

What should the assessment results section in a report include?

A
  • Interpretation of scores
  • Diagnosis (receptive vs. expressive/ phonological vs. articulation)
  • Strengths / Weaknesses
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25
Q

What is meant by ‘language delay’?

A

The child is following the normal pattern of language development but they are not at the level they should be for their age

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26
Q

What is meant by a ‘language disorder’?

A

The child is following an atypical pattern of language development

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27
Q

What is phonological awareness?

A

Awareness of the sounds within words

28
Q

What is phonological awareness training?

A

Aims to give the child access to sounds within words and is auditory based (E.G. what is the first sound in ‘cat’?)

29
Q

What is phonics?

A

The last stage of phonological awareness

30
Q

What does phonic training entail?

A

Giving the child letter to sound training enabling children to encode and decode (for reading and writing)

31
Q

What are children with speech sound difficulties also likely to struggle with?

A

Reading and spelling

32
Q

Why is phonological awareness so important?

A
  • It is the strongest predictor of success in early reading
  • It allows children to play with blending and manipulating sounds
33
Q

What percentage of children entering primary school have not naturally acquired phonological awareness skills?

A

35

34
Q

What percentage of children with spoken language impairment present with adolescent academic difficulties?

A

50-70

35
Q

In what order do phonological awareness skills develop?

A
  1. Identification of words as units
  2. Identification of words by blending syllables and sounds
  3. Clapping out syllables
  4. Rhyming
  5. Identifying initial, medial and final sounds
  6. Clapping out individual sounds
36
Q

List some developmental norms for children age 4

A
  • Follow 3 step directions
  • Know 6 colours
  • Understands location words (under, behind, next to and in front of)
  • Understands basic shapes
  • Understands and remembers
  • Details of simple stories
  • MLU = 4+
  • Answers who, how and how many qus
  • Can report on past events
  • Uses regular past tense
  • Tells stories in simple, logical order
37
Q

List some developmental norms for children age 5

A
  • Understands longer directions
  • Understands number concepts (all, some, more, none)
  • Descriptive words (soft, hard, long, short)
  • Defines objects by use
  • Uses longer, complex sentences
  • Uses time words
  • Can explain and answer questions
38
Q

List some developmental norms for children age 6

A
  • Understands time concepts (after, before, now)
  • Humour
  • More detailed vocab
  • Complex concepts (half, whole, few)
  • Follows instructions given to a group
  • Follows 3+ part commands
  • Uses comparatives (heavier, tallest)
  • Asks why and how qus
  • Can tell connected stories
  • Uses descriptive words (full, empty)
39
Q

List some developmental norms for children age 7

A
  • Uses grammatical rules (fell, falled, mice, mouses)
  • Uses joining words to tell a story (because, until, if)
  • Structured stories
  • Names opposites
40
Q

List some developmental norms for children age 8

A
  • Uses complex and compound sentences relatively easily
  • Rare lapses in grammatical structures
  • Reading easily
  • Writing simple stories
  • Well developed number and time concepts
  • Adult-level conversation
41
Q

List some developmental norms for children age 9 - 11

A
  • Carry out 4+ level commands
  • Narratives have logical beginning, middle, end structure
  • Grammatical markers used correctly
  • Use of simple and complex sentence types
42
Q

At what age do children develop use of the possessive -s?

A

26 - 40 months

(Brown’s stages of morphology acquisition)

43
Q

At what age do children use uncontractable copulas (he is)?

A

27 - 39 months

(Brown’s stages of morphology acquisition)

44
Q

At what age do children develop use of the article -a?

A

28 - 46 months

(Brown’s stages of morphology acquisition)

45
Q

At what age do children develop use of the regular past -ed ending?

A

26 - 48 months

(Brown’s stages of morphology acquisition)

46
Q

At what age do children develop use of the regular 3 person -s?

A

26 - 48 months

(Brown’s stages of morphology acquisition)

47
Q

At what age do children develop use of the irregular 3rd person (does / has)?

A

28 - 50 months

(Brown’s stages of morphology acquisition)

48
Q

At what age do children use contractible auxiliaries (he was running)?

A

29 - 48 months

(Brown’s stages of morphology acquisition)

49
Q

At what age do children use contractible copulas (he’s)?

A

29 - 49 months

(Brown’s stages of morphology acquisition)

50
Q

At what age do children use contractible auxiliaries (he’s running)?

A

30 - 50 months

(Brown’s stages of morphology acquisition)

51
Q

At what age do children start to understand and use ‘in / on, big / little’?

A

2 years

52
Q

At what age do children start to understand and use ‘under’?

A

2.5 years

53
Q

At what age do children start to understand and use colours?

A

3 years

54
Q

At what age do children start to understand and use simple descriptive concepts (e.g. heavy/empty)?

A

3.5 years

55
Q

At what age do children start to understand and use ‘in front / behind / beside’?

A

3.5 years

56
Q

At what age do children start to understand and use descriptive concepts?

A

4 years

57
Q

What concepts do children aged 4.5 years usually understand?

A

Quantity, texture, simple opposites

58
Q

What concepts do children aged 5-6 years usually understand?

A
  • Temporal concepts
  • Sequential concepts
  • Adds up to 5
  • Right and left,
  • Coin values
59
Q

What is the mean length of utterance of a child aged 4 years?

A

7 words

60
Q

What is the mean length of utterance of a child aged 5 years?

A

8 words

61
Q

What is the mean length of utterance of a child aged 5;6 years?

A

9 words

62
Q

What is the mean length of utterance of a child aged 6 years?

A

10 words

63
Q

What is the mean length of utterance of a child aged 6;6 years?

A

11 words

64
Q

What is the mean length of utterance of a child aged 7 years?

A

12 words

65
Q

What is the mean length of utterance of a child aged 8 years?

A

14 words

Developmental (3 decks)

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