Exam 1 Flashcards
Many warning signs of possible development of ASD can development within
the first 6 & 12 months
When a child’s physical, cognitive, behavioral, or social development falls behind their peers, the child is considered to exhibit
a developmental delay
When a child’s physical, cognitive, behavioral, or social development falls behind their peers, the child is considered to exhibit
a developmental delay
A parent voices the following concerns regarding their preschool age, male child: inability to predict what will happen, emotional regulation difficulties, a recent diagnosis of anxiety, and preference for solitary activities, and only 1 friend. The child exhibits these behaviors due to:
the emotional and social effects of ASD
Risk factors associated with extremely high rate of maltreatment
social immaturity when engaging with others
lack of adequate communication skills needed to tell someone about their experience of maltreatment
over-compliant behaviors with adults they rely on to meet their basic needs
interpersonal isolation
primary deficit that may affect an individual’s social verbal and nonverbal communication. problems may be seen in the person’s pragmatics, social interaction, and social cognition. this can exist as a singular diagnosis or with other conditions and a diagnosis should be made when or after a child reaches 4-5 years of age.
social communication disorder
anxiety disorder characterized by repetitive thoughts, behaviors, and rituals
OCD
Very rare phobia that is characterized by a fear of loud sounds, particular sounds, frequencies, or voices, or a fear of one’s own voice
phonophobia
auditory abnormalities that can be seen with ASD
hypoacusis and significant hearing loss
Two months into the school year, a kindergarten teacher is concerned that one of her students has not spoken. The teacher talks to the child’s mother and finds out that the child speaks frequently at home, but has trouble speaking in public places. This child most likely has:
mutism
assessed while screening an individual for ASD
pretend play, eye gaze, orienting to one’s name
a child exhibits distinct physical characteristics, including small ears, a flat face, short neck, upward-slanting eyes, small hands, and hypotonia. this child most likely has:
down syndrome
congenital anomalies such as cardiac, digestive, musculoskeletal, and respiratory are often associated with:
down syndrome
difference between developmental disability and developmental disorder
a disability is characterized by the features of the condition following the typical developmental course but with an overall delay in progress
common therapies and behavioral interventions for ASD include:
applied behavioral analysis, naturalistic intervention, discrete trial training
often one of the most impaired areas of individuals with developmental disabilities is;
expressive language
signs and symptoms of intellectual disabilities
continued infant-like behavior
slow development of language skills
difficulty adapting to new situations
ASD is characterized by
lack of interest in social interactions
difficulty with receptive and expressive communication skills
presence of repetitive and restrictive behaviors
characterized by significant limitations in both intellectual functioning and adaptive behavior, and originates before 18 years of age
Developmental disability
Intellectual disability
individuals with ASD have difficulty with ________________ or recognizing and understanding the mental states of other people
theory of mind
signs of auditory abnormalities often found in individuals with ASD include:
hypoacusis
hyperacusis
phonophobia
50% of children with ASD are considered nonverbal with selective or elective
mutism
characteristics of SCD
deficit in the use of nonverbal and verbal communication
following the rules of communication context (i.e., turn-taking)
understanding nonliteral language (i.e., jokes)
An SLP typically assesses these areas of an individual with ASD
receptive/expressive language
literacy skills
social/conversation skills
common physical features of down syndrome
small head
flat face
upward slanting eyes
single line across the palm of the hand
individuals with down syndrome typically have speech sounds with a nasal quality. ______________ of the muscles of the soft palate can contribute to this.
hypotonicity
concerns for families of children with ASD
problems with communication
emotional expression
antisocial behaviors
form of behavior that involves the ability to express wants, needs, feelings, thoughts, knowledge, and preferences that others can understand
functional communication
ability to act as independently and responsibly as other people of the same age and cultural background
adaptive behavior
abnormal enlargement of the tongue in proportion to other structures in the mouth
macroglossia
mild language disorder effects
some effect on child’s ability to perform in social or educational situations but doesn’t prevent normal activities in school or community
moderate language disorder effects
significant degree of impairment that necessitates special accommodations for child
severe language disorder effects
difficulty to function in community and educational activities without extensive support
profound language disorder effects
little to no ability to use language to communicate and is unable to function in community and educational activities
impaired comprehension and/or use of spoken, written, and/or other symbol systems
language disorder
a slow start at language development that will eventually reach normal standards
language delay
expressive communication affected by cultural and linguistic diverse backgrounds
language difference
significant receptive and/or expressive language impairments that cannot be attributed to any general or specific cause or condition
Specific Language Impairment (SLI)
expressive language impairments
articulation & phonological problems
morphological & syntactic problems
vocabulary development & semantic problems
metalinguistic problems
pragmatic problems
receptive language impairments (language comprehension impairments)
impaired ability to understand & integrate info
difficulty understanding abstract concepts
difficulty understanding direct & indirect questions
Language-Learning disability (LLD)
impairments of receptive and/or expressive linguistic symbols that affect learning and educational achievement
traditional approach of treatment for language disorders
requires well organized therapy sessions
naturalistic approach of treatment for language disorders
creates opportunities for a child to use targeted language structures in the child’s natural environment
children 7-8 years of age with SLI experience more ______________ than children without SLI
victimization
stickler syndrome/robin sequence
micrognathism
u-shaped cleft palate
hearing loss
down syndrome
most prevalent of chromosomal abnormalities
mild to severe
round face
prognathism
small oral cavity
hypotonia
hyperreflexia
may have heart/respiratory/blood disorders
fragile x syndrome
most common genetic ID
mild to moderate intellectual impairments
ASD and/or ADHD
large ears
prognathism
long face
males have it worse than females
apert syndrome
facial malformations become more noticeable as child gets older
open bite; frequently cleft palate
prognathism
bulging eyes
hypertelorism
hydrocephalus associated with craniosynostosis
short upper arms
syndactyly
often conductive hearing loss
velocardiofacial syndrome
affects multiple body systems - soft palate, heart, face
cleft palate common
may have LLD and/or ADHD
often hearing loss
often difficulty feeding and/or digestive issues
williams syndrome
mild to severe ID esp. in math &/or ADHD &/or anxiety disorders
auditory sensitivity
“cocktail party speech”
unusual music skills
broad forehead
depressed nasal bridge
wide-spaced teeth
full lips
“elfin” face
sometimes misdiagnosed as FASD
noonan syndrome
congenital heart malformation
hypotonia
hypertelorism
ptosis (drooping of eyelids)
lots of eye problems (e.g., strabismus (lazy eye), nystagmus (eye shaking))
micrognathia
consistently have speech & language delays
some have features of ASD
angelman syndrome
small piece of chromosome 15 missing
“sister” syndrome of prader willi
delayed overall development
unusual movements (jerky mvmts or tremors)
seizures common
may have ASD and/or ADHD
*hallmark feature: lack of expressive language
attraction to/fascination with water
prader-willi syndrome
short stature
hypotonia, esp in neck
almond shaped eyes
delayed puberty
morbid obesity
*hallmark characteristic: hyperphagia
symptoms of ASD
CHARGE association
coloboma (defect in iris or retina)
heart defect
atresia choanae (congenital blockage of nasal passages)
retarded growth & development
genital hypoplasia
ear anomalies/deafness
square-shaped face
prominent forehead
arched eyebrows
sometimes ptosis
flat midface
small mouth
moebius syndrome
unable to move face or articulators (CN 6 & 7 affected)
may have hand & feet anomalies
do not necessarily have ID
de Lange syndrome
multiple congenital anomalies
distinctive facial appearance
short, upturned nose
long philtrum
low set ears
possible cleft palate
long, curly eyelashes
hirsutism
bluish, mottled skin
90% have sensorineural hearing loss
gastroesophageal (GE) reflux
dental & eye problems
usually severe developmental & cognitive problems
important factors to consider with hearing impairment
degree of loss
age of onset
audiometric slope of loss
age of identification & amplification
two major causes of deaf-blindness
ushers
rubella
have more trouble figuring out the purpose of language
blind children
most challenging aspect of language in blind children
pragmatics
2 main components of ADHD
excessive inattention
impulsivity/overactivity
over half of children with some form of attention disorder also have
language deficits
children with anxiety & affective disorders often fail
speech & language screening
pragmatic problems AND presence of restricted, repetitive patterns
ASD
pragmatic problems WITHOUT restricted or repetitive patterns of behavior
SCD
pragmatic skills generally better than skills in language form
developmental language disorder (DLD) (i.e., SLI, LLD)
at increased risk for attention and activity problems and may have “soft” neurological signs
DLD (i.e., SLI, LLD)
SSPI
severe speech & physical impairment
language development is often affects; damage is often diffuse rather than focal, lack of normal interaction in environment - limits language development
SSPI
3 diagnostic criteria for FASD
growth deficiency
specific minor morphologies
neurobehavioral effects
prenatal drug exposure should be considered a risk for a communication disorder rather than
the cause of it
maltreatment
physical, emotional, sexual abuse
neglect
cornerstone of communication
interaction
why child communicates
to get needs met
social reasons
four stages of communication
own agenda
requester
early communicator
partner
interact with familiar adults very briefly and almost never with other children
own agenda stage
not communicate intentionally with others
own agenda stage
interact with people breifly
requester stage
communicate mainly when he needs something by leading adult or taking adult’s hand
requester stage
requests that adults continues physical game
requester stage
interact with familiar people in familiar situations
early communicator stage
request that a familiar partner continue a few favorite physical people games, using same actions, sounds, or words each time you play
early communicator stage
use of immediate echolalia
early communicator stage
understand simple, familiar sentences
early communicator stage
play with other children (most successfully in familiar play routines)
partner stage
make up his own sentences
partner stage
have short conversations
partner stage
expect the partner stage to still
show difficulties in communication
get confused
not know how to end a conversation
possible parent/clinician roles
helper/teacher
do-not disturber
mover
cheerleader
partner
owling
observe
wait
listen
face to face
be at physical level
use the four “I” way
include child’s interests
interpret
imitate
intrude
ROCK when you play people games
repeat what you say and do
offer opportunities for child to take their turn
cue child to take their turn
keep it fun! keep it going!
ZPD
zone of proximal development; distance between child’s current level of independent functioning and potential level of functioning
intervention procedures for children with developing language
clinician-directed
client-centered (indirect language stimulation & naturalistic, theme-based intervention)
Hybrid
hybrid intervention methods
focused stimulation
script therapy (event structures, literature-based, activity-based)
using conversation & narratives
content
semantics
use
pragmatics
form
morphology
syntax
phonology
four types of congenital syndromes
chromosomal
genetic
metabolic
teratogenic
substantial limitations in present functioning
cognitive disability (i.e., intellectual impairment, ID, developmentally delayed, cognitively challenged)
