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SLP 560: School Age and Adolescent Language Disorders > Exam #1 > Flashcards

Exam #1 Flashcards

1
Q

syntax

A

the rules governing sentence structure.
- this includes sentence word order and clausal structure

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2
Q

morphology

A

refers to the combination of morphemes, the smallest unit of meaning in language

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3
Q

phonology

A

sound system of language
- these are the smallest unit of sound in a language that we percieve

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4
Q

semantics

A

the meaning of language
- this includes vocab, synonyms, antonyms, multiple-meaning words, inferences, and definitions

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5
Q

pragmatics

A

social aspects of language

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6
Q

form

A

the structure of language
- includes syntax, morphology, and phonology

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7
Q

content

A

refers to the meaning of language
- includes semantics

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8
Q

use

A

refers to the purpose for the content and form
- includes pragmatics

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9
Q

what does “THE BIG SHIFT” refer to?

A

this occurs during second to 3rd grade when students transition from learning to read to reading to learn

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10
Q

specific language impairment (SLI)

A

This term refers to children with DLD with “average” IQ scores. This term was used in research but is not outdated and being replaced with DLD

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11
Q

primary language impairment

A

meant to emphasize that language is the primary impairment. it is often misinterpreted

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12
Q

language learning impairment

A

places an emphasis on the fact that children with DLD have difficulties learning language. this is not commonly used

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13
Q

developmental language disorder (DLD)

A

currently the preferred term for language (expression) and comprehension (receptive) problems that emerge early in development and that have no known cause. It refers to a difficulty learning language that is the only or primary affecting the child (i.e. not related to brain injury or intellectual disability)

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14
Q

pyramid of clinical terminology

A

neurodevelopmental disorders
- communication disorders
- language disorder and specific learning disorder

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15
Q

language disorder

A

refers to children who have difficulties with vocabulary, sentence structure, and/or discourse

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16
Q

specific learning disorder

A

this refers to children who have difficulties with reading, writing, or math whether they have the deficits in spoken language or not. However, since spoken language is critical for learning to read and write, children with DLD could be labeled as having specific learning disorder

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17
Q

developmental delay (ECDD)

A

children with delays in language acquisition. this term is typically used in educational settings that serve birth to eight years old. In our area we hear the term - early childhood developmental delayss

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18
Q

speech and/or language imparment (SLI)

A

children with a communication disorder, including language impairment, that affects their educational performances. this term typically abbreviated as SLI, which is not to be confused with Specific Language ImpairmentS

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19
Q

Specific Learning Disabiltiy

A

refers to children with difficulty understanding or using spoken or written language, which affects their reading, writing, spelling, math, or other areas

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20
Q

what kinds of language skills are needed for success in the classroom?

A

oral language:
- academic talk
- the hidden curriculum
- decontextualized language
- metalinguistic skills
- metacognitive skills and self-regulation

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21
Q

academic talk

A

-high level of control by the teacher
-questions with known answers
-precise academic vocabulary
-morphologically complex words
-passive sentences
-inferential language

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22
Q

the hidden curriculum

A
  • unspoken set of rules and expectations about how to behave and communicate in the classroom
  • not explicitly taught or verbalized (initial-response-evaluation)
  • in many instances, difficulties with classroom discourse are more likely to be the trigger for special education referrals for students with DLD than academic failure
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23
Q

decontextualized language

A

-topics are outside direct environment
-may be outside their personal experience
- research shows that middle-class families in general engage in more interactions that include narrations about personal experiences, but there is great individual variation

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24
Q

metalinguistic skills

A
  • defining words
  • recognize synonyms, antonyms, homonyms
  • sentence diagramming
  • identifying parts of speech
  • recognizing multiple meanings
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25
Q

metacognitive skills and self-regulation

A
  • know what needs to be done, organize, plan, carry it out, evaluate
  • reflect
  • control impulses
  • monitor one’s own comprehension
  • these skills provided the foundation for executive functions
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26
Q

true or false: are reading and writing are language based skills that simply use visual input

A

true

27
Q

emergent litetacy

A

refers to the period from birth to the beginning of formal education when children acquire knowledge of letters, words, and books through early literacy experiences in which children begin to develop ideas about how written language works and what it is used for long before they begin decoding

28
Q

examples of emergent literacy

A

target sign, mcdonalds, drawing pictures, joint book reading

29
Q

phonological awareness
print concepts

A

Awareness of the fact that words can be broken down into smaller units, such as syllables and phonemes. Ability to blend segment, and manipulate sounds within words.

30
Q

alphabet knowledge

A

Knowing names and sounds of letters in uppercase and lowercase; understanding that letters stand for sounds and can be groped ot represent words; understanding that words can be read by decoding the sounds of the individual letters within them.

31
Q

literal language

A

Ability to understand decontextualized language; familiarity with conventional language used in narratives (once upon a time).

32
Q

print concepts

A

Understanding that letters and print make up words and represent ideas; ability to talk about units of language, such as words and letters, understanding the structure of books, such as left-to-right progression, orientation of pages; understanding that the same pages read the same way upon repetition (Goodnight Moon)

33
Q

what is the key concept of Scarborough’s reading rope

A

once words have been decoded, understanding meaning through reading makes use of all the same processes used to extract meaning from oral language

34
Q

language comprehension

A
  • background knowledge
  • vocabulary
  • language structures
  • verbal reasoning
  • literacy knowledge
35
Q

word recognition

A
  • phonological awareness
  • decoding
  • sight recognition
36
Q

true or false

A

DLD does not apply to children with language differences

37
Q

true/false: a large discrepancy between nonverbal and verbal ability is required for a diagnosis

A

false

38
Q

disorders that DLD can co-occur with

A

dyslexia, ADHD, behavioral issues

39
Q

risk factors for DLD

A

family history of language disorders or dyslexia, being male, being a younger sibling in a large family, fewer years of parental education

40
Q

children with DLD are ______ x more likely to exhibit math difficulties

A

4

41
Q

children with DLD are ______ x more likely to have reading difficulteis

A

6

42
Q

true or false: there is more need than there are services, which are underfunded because of the perception of the lower incidence

A

true

43
Q

causal factors of DLD

A

-biological factors
-social-environmental factors
-processing factors

44
Q

true or false: those with DLD show reduced activation in the brain areas critical for communication processing - the frontal lobe

A

true

45
Q

concomitant Health conditions with DLD

A
  • 2-3 more likely to have ADHD
  • 6 more times likely to have clinical anxiety
  • 3 times more likely to have clinical depression
  • one-third of children who qualify as DLS D also have coordination disorders
  • 50% of children with DLD have early feeding and swallowing challenges
46
Q

RTI (response to intervention)

A

at-risk students who are struggling in class are given talented individual and small-group support within the classroom setting before a special education referral is made

47
Q

normalist approach

A

-based on the norm, on average performance
-score on a standardized test

48
Q

neutralist approach

A

-compares present performances to past or that of other children
-descriptive
-thorough analysis of language sample
-narratives

49
Q

reliability

A

repeatability

50
Q

validity

A

does it assess what it says it assesses

51
Q

sensitivity

A
52
Q

specificity

A
53
Q

relevance

A
54
Q

some challenges with descriptive assessment

A

-level of language expertise needed by an SLP to elicit and analyze a child’s language
-amount of time needed to collect and analyze the child’s language
-reliability and validity of the sample

55
Q

true or false: by 4 years of age, the more areas of language disordered, the greater the likelihood that problems will persist

A

true

56
Q

true or false: most standardized tests assess multiple aspects of semantic knowledge

A

false

57
Q

how could you informally assess language comprehension (elementary)

A

-note inappropriate or irrelevant responses that indicate lack of comprehension
- note the complexity level at which comprehension breaks down (words vs sentences)
- give specific commands that gradually increase in length and complexity

58
Q

how are ways that pragmatics can be assessed (elementary)

A

-eye contact and other nonverbal behaviors
-topic initiation and maintenance
-turk taking
-ability to remain on topic

59
Q

true or false: adolescent language assessments typically take a longer time than elementary due to narratives, writing samples, and multiple teacher interviews

A

true

60
Q

how to assess semantics (adolescents)

A

-word definition skills
-word retrieval problems - disfluencies
-difficulty in using precise terms
-difficulty in understanding and correctly using figurative language

61
Q

how to assess pragmatics (adolescent)

A
  • document the frequency with which they ask for information to be repeated
    -assess the correct register
    -note any inappropriate body language during conversation
    -evaluate ability to maintain topics over several turns
    -ask the student to tell a story and then retell it
    -note interruptions and irrelevant comments
    -make unclear statements and observe whether the student makes requests for clarification
62
Q

how to assess reading and writing (adolescent)

A

-ask the student to read grade-level material; analyze the type and frequency of errors
-ask questions to assess comprehension
-analyze multiple writing samples (their notes, concept maps, etc)

63
Q

how to assess narrative test and measures

A
  • a number of narrative language tests exist (Test of Narrative Language-2)
  • narrative can also be addressed via language samples

SLP 560: School Age and Adolescent Language Disorders (3 decks)

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