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Language Disorders School-Age Children > Exam #1 > Flashcards

Exam #1 Flashcards

1
Q

PLEPS Acronym?

A

present level of educational performance statement

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2
Q

SPLED/SEIT Acronym?

A

special education, special education itinerant teacher

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3
Q

FAPE acronym?

A

free and appropriate public education

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4
Q

ADA Acronym?

A

American with disabilities act

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5
Q

ENL/TESOL acronym?

A

English as a new language, teacher of English as a second language

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6
Q

What is included in an IEP?

A

Legally binding contract between the student and the school district
-PLEPS
-Annual goals and objectives
-Criteria for success
-Summary of all SPLED services required
-Summary of all related services (e.g., transportation) required
-Statement of regular education participation (if any)
-Justification for LRE
-Statement of accommodation needed for regular education classroom participation
-Projected dates for initiation of services
-Duration and frequency of services
-Mandate of frequency
-Proposed date of review

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7
Q

What did the rehabilitation act of 1973 create?

A

504 plans

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8
Q

What and who are 504 plans used for?

A

-Legally binding, accommodations to optimize successful outcomes
-Preferential seating, extended testing time, distraction-free testing environment
-Significant allergies- access to an EpiPen
-Asthma
-APD, ADD/ADHD

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9
Q

Describe consultation vs collaboration.

A
  1. Consultation – helping teachers find new ways to increase student success in the academic setting
    Providing advice/insight (e.g., contextualize language, provide redundancy, decrease rate, distractions, stress, preferential seating etc.)
  2. Collaboration – working with teachers to implement strategies that increase success in the academic setting
    OT, PT, teachers (observe, divide responsibilities by specialization, teach together, etc.)
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10
Q

Define norm-referenced testing.

A

Standardized Tests
Norm-referenced on groups of children yielding statistically sound information (e.g., standard scores, SD’s, T/Z scores, stanines)

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11
Q

Define criterion-referenced testing.

A

-Performance-based measures (i.e., basic demonstration of knowledge and skill in a particular area)
-Professional judgment of speech clarity and language proficiency falls
-Checklists (i.e., assessments based on understanding of typical acquisition of skills)

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12
Q

What is dynamic assessment?

A

-Test-Teach-Retest
-Learning processes and cognition are emphasized
-Good way to determine whether a child simply requires modification/accommodation or is truly disordered

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13
Q

What is the general timeline of S/L assessment?

A

Screening/referral
Parental consent obtained
Assessment
IEP meeting conducted
IEP modified as needed
IEP agreed upon and enabled
Services initiated
Annual review conducted
Reevaluation

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14
Q

IDEA/NYS timeline requirements of assessment?

A

-By IDEIA (2004) standards, the evaluation process must be completed “within a reasonable amount of time.”
-NYS requires evaluation process and notification be completed in a 40 day period.

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15
Q

What is syntax?

A

The area of language that looks at the order and organization of multi-word utterances to move towards grammatically correct productions.

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16
Q

What are signed of disordered syntax?

A
  1. incorrect word order
  2. inappropriate use/omission of pronouns
  3. noun-verb disagreement
  4. incorrect conjunction/disjunction
  5. poor use of articles
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17
Q

What is morphology?

A

The area of language that explores structure of words- how people use affixes to change word meaning.
-past tense, plurals, present progressive

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18
Q

What are signs of disordered morphology?

A
  1. incorrect verb tensing
  2. inappropriate plurality
  3. poor use/no use of prefixes and suffixes
  4. difficulty with demonstration of possession
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19
Q

what is phonology?

A

The area of language that explores the rules governing the sounds within a specific language system.

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20
Q

Signs of disordered phonology?

A
  1. Use of unresolved phonological processes
    -Cluster reduction, initial/final consonant deletion, assimilation, backing, gliding, etc.
    -Simplifications that children use
  2. Decreased speech intelligibility
    -May be misdiagnosed as apraxia of speech.
  3. Poor command of morphology
    -May not be able to express changes of word meaning at the morphological level due to phonological process disorder.
    -FCD impacts morphology
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21
Q

What is semantics?

A

The area of language that explores word meaning.
Synonyms, antonyms…

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22
Q

Signs of disordered semantics?

A

-Receptive language deficits
-Expressive language deficits
-Word retrieval problems
-Decreased ability to associate related words (e.g., nouns, adjectives, verbs, adverbs)

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23
Q

What is pragmatics?

A

The area of language that looks at the rules of social and cultural rules.

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24
Q

Signs of disordered pragmatics?

A
  1. Poor awareness of personal space (proxemics)
  2. Inability to initiate or maintain conversational topics
  3. Inappropriate conversation
  4. Perseveration of topics
  5. Egocentricity
  6. Decreased turn-taking
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25
Q

What is standardization?

A

– Studies that are completed to determine if the test is valid and reliable and if the information is able to be utilized. A minimum N Sample of 100 people per age grouping should be use

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26
Q

What is age equivalence/why would SLPs use this?
Why would they not use this?

A
  • A numerical representation of a person’s performance with regard to a specific age when the demonstrated skills are typically observed.
    -may be easier for families to comprehend
    -depends on the age of the child
    -may cause parents to panic and misunderstand what it really means
27
Q

What is a standard score?

A

A numerical value that can be used to compare a person’s raw score on a test to the scores of peers

28
Q

What is a percentile rank?

A

Commonly used in reports
– A numerical score that expresses what percentage of the testing population scored lower than the person in question.

29
Q

What is sensitivity?

A

How accurate is the test in identifying children with language impairments?
How successful the test is in identification

30
Q

What is specificity?

A

How accurate is the test in identifying children with typical language skills?

31
Q

When does development of adult-like sentences typically begin?

A

2.5-3.0 years for children
Noun phrases & verb phrases
Complexity and structure may vary

32
Q

Every clause has a _____ and a ______.

A

subject; verb

33
Q

What is stage 1 in the developmental sequence of syntactic forms?

A

MLU= 1.0-2.0- semantic roles and syntactic relations

34
Q

What is stage 2 in the developmental sequence of syntactic forms?

A

MLU= 2.0-2.5- modulated relations

35
Q

What is stage 3 in the developmental sequence of syntactic forms?

A

MLU= 2.4-3.25- modalities of simple sentences

36
Q

What is stage 4 in the developmental sequence of syntactic forms?

A

MLU= 3.25-3.75- advanced sentence modalities (embedding)

37
Q

What is stage 5 in the developmental sequence of syntactic forms?

A

MLU= 3.75-4.0+
Categorization (coordination)

38
Q

What is stage 6 in the developmental sequence of syntactic forms?

A

MLU= 4.0+
Complex structures

39
Q

What is a phrase?

A

a collection of words that may contain a subject or a verb, but not both.

40
Q

What is an interrogative?

A

question (where did you get them?

41
Q

What is a declarative?

A

statement (example: I declare that was a good sentence; I like those glasses)

42
Q

What is an imperative?

A

command (stop that!)

43
Q

What are Chomsky’s 2 levels affecting syntax?

A
  1. Phrase Structure rules
    -internal organization of sentences
    -universal across languages
    -these “within-sentence” units are called constituents (NP and VP)
  2. Transformational rules
    a. governed by complexity changes
    b. how phrases are reorganized within a sentence
    c. not universal but a function of each specific language
    d. transformational rules affect phrase-structure rules in numerous ways
44
Q

What is an intransitive verb?

A

Action verbs without a direct object

45
Q

What is a transitive verb?

A

Action verbs with a direct object

46
Q

Relative clauses are always _______.

A

dependent/subordinate

47
Q

What are relative clauses?

A

Relates to an actor within the utterance
Usually is embedded in the sentence
Acts as the subject
Relative clauses are dependent

48
Q

What are t-units?

A

-(terminal/terminable units or minimum terminable units)
-refers to a main clause plus any subordinate clauses that may be attached to it.
-better indicators with older school-aged children
-can be either oral or written language modalites

49
Q

How many t-units are in this sentence?
1. The students were afraid of syntax.

A

(1 T-unit)

50
Q

How many t-units?

The students studied their syntax and Dr. Maldonado was pleased.

A

(2 T-units)

51
Q

How many t-units?

The students did well because they studied.

A

( 1 T-unit/s)

52
Q

How many t-units?

Dr. Maldonado lectured and the students were bored.

A

( 2 T -unit/s)

53
Q

How many t-units?

The students prepared and did well on their exams.

A

1 T-unit/s

54
Q

What is an initiator?

A

Adverb that begins a sentence
Only, at least, less than, almost

55
Q

what is a determiner?

A

adjective - quantifier, article, possessive, demonstrative, numerical terms

56
Q

what is a modal auxiliary?

A

used to indicate feeling, mood, permission (“may”), determination or willingness (“will”), promise (“shall” more formal), possibility (“might”), and ability (“can”)
degree of uncertainty

57
Q

What 3 things do mature narratives have?

A
  1. Plot – organizing theme of the narrative
  2. Setting – characters involved, location of the story, and the time of the story
  3. Episodes – Series of events
58
Q

what do episodes have?

A
  1. Initiating event or complication – the cause - effect flows from here
  2. Internal response – character’s internal feelings
  3. Reaction (plan of action) – the plan or goal of the characters as a result of the initiating event
    1. Attempt to solve the problem
    2. Consequence – achievement of character’s goals
    3. Resolution – main character’s reaction to consequences
    4. Ending
59
Q

what are heaps?

A

(~ 2 years)
a. Sets of unrelated statements about a central character or event
b. No real story line or sequencing
c. No cause or effect
Heaping=dumping information without connecting pieces

60
Q

What is chaining?

A

(~ 2-3 years)
a. Events linked by similar events or attributes
b. Connect or “chain” one sentence to another as a chronology to events (more typical of 4-year-olds)

61
Q

what is centering/primitive narratives?

A

a. Organized around center event or person
b. Related in concept (complementary)
c. Not organized

62
Q

What are real plot narratives?

A
  1. Unfocused Chains (~ 5 years)
    a. one event leads to another with character shift
    b. story elements are linked
    1. Focused Chains (~ 9 years)
      a. events “focus” on a character coursing through connected events
      b. may exclude character’s motivation for actions
63
Q

what are true/complete narratives?

A

(~ 10-12 years)
a. Contain all elements of mature narratives
b. Stories have introductions, a solid plot, climax, and ending

64
Q

What are complex narratives?

A

(~ 13+ years)
a. Main and supporting characters
b. Subplots

Language Disorders School-Age Children (2 decks)

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