Exam 2 Flashcards
all behavior is a form of
communication
one person assigns meaning to/interprets another person’s
behavior
all behavior and the resulting interpretations tell a
story
all behavior _________ something
means
also a factor in adults assigning meaning
age
all behavior is OK, but ____________ and __________ the behavior occurs makes a difference in __________ the behavior is interpreted
where
when
how
all behavior is
learned
a behavior consists of a series of recognizable movements or
acts
all behavior has multiple _______________
interpretations
the connection between _______________ is huge
behavior, thinking, and language
all behavior is either ___________ acceptable or unacceptable
socially
acts combine to form a
behavior
behaviors combine to tell a
story
initially all behavior (motor acts) are responses to ___________ input
sensory
the meaning of behavior is dependent upon
the meaning that is consistently assigned
all behavior results in social ________________ which can be _____________
development
positive or negative
________ of learning the meaning about behavior occurs in 4 stages:
cycle
- sensory input
- perceptual patterns
- concepts/thoughts
- language
drinking out of a bottle
example of sensory input
bottle provides food
example of perceptual patterns
concept of bottle
example of concepts/thoughts
the word “bottle”
example of language
all behavior affects
others
social competence
ability to initiate and maintain healthy, positive relationships
opposite of social competence
anti-social behavior
all behavior has
consequences
natural consequences
responses to sensation without language or thought about the meaning of the behavior
most natural consequences are to
environmental sensations
learning conceptually about the outcomes of behaviors that do not have immediate natural consequences requires someone else to
assign the language of behavior
sensory systems
taste
smell
sight
touch
movement
body position
interoception
sensory integration
organization of sensory input for use
gustatory
taste
olfactory
smell
vision
sight
auditory
sound
tactile
touch
vestibular
movement
proprioception
body position
gagging
drooling
difficulty chewing
mouths or tastes objects
picky eater
taste/gustatory
smells things frequently
adverse reaction to smells
smell/olfactory
poor eye contact
poor hand eye coordination
bumps into things
difficulty learning to draw, copy shapes, or handwriting
sight/vision
fearful of sudden or loud noises
distracted by clothing that makes noise
seems “not to hear” but testing reveals no deficits
enjoy making noises
cover or slap ears
sound/auditory
refuse to wear certain textures
certain textures are calming
aggression when touched by another person
touch or feel everything
oblivious to touch or pain
dislikes getting hands messy
withdraw from touch
touch/tactile
fearful of movement
display increased tolerance for movement
poor balance
fall frequently
loves roughhousing
disoriented when moved out of position
movement/vestibular
bump into walls
strong force for all activities
“bull in a china shop”
hold items very tightly
difficulty completing tasks which require pressure
wiggles in seat
bangs and breaks toys
body position/proprioception
children move from learning to __________ TO talking to _____________ and from learning to _____________ TO reading to ______________
talk
learn
read
learn
narrative skills are very important because they form a bridge between familiar, contextualized language of _______________ and abstract, decontextualized style of _____________ language
conversation
literate
during L4L period, important goal is to develop a
literate language style
four guiding principles of intervention products in L4L period
curriculum-based instructions
integration of oral and written language
focus on “meta” skills
preventive intervention
synthesize language intervention with the demands students face in the classroom every day
curriculum-based instruction
provide both oral and written opportunities for student to practice the forms and functions targeted in intervention
integration of oral and written language
direct conscious attention to the language and cognitive skills a student uses in the curriculum. talk about talking and think about thinking
focus on “meta” skills
use above principles in primary grades to attempt to ward off DLDs/LLDs in vulnerable children
preventive intervention
MTSS
multi-tiered support system
tier 1 - help all kids
tier 2 - small groups
tier 3 - one on one therapy
intervention processes in L4L period
clinician directed
child centered
hybrid
clinician directed intervention
computer software programs
cognitive behavior modification
child centered intervention
naturalistic, theme based
scaffolding - creation of optimal task conditions, guidance of selective attention, provision of external support
hybrid intervention
semantics
syntax and morphology
pragmatics
vocab
multiple meanings of words
word finding
integrate information and inferences
figurative language
paraphrase
identify main ideas
semantics
integrate so understanding is possible
advanced morphology
complex sentences
syntax and morphology
discourse
spoken and written narratives
message cohesion
figurative language
turn taking
pragmatics
classroom performances/ characteristics of students with LLD (AKA DLD, SLI)
negative attitude about learning in school
doesnt seem to listen or follow directions
asks irrelevant questions
doesnt organize work space, materials, desk, locker, binder, etc.
uses gestures instead of words
mispronounces words
doesnt follow classroom rules
tutoring tends to use the _________ neural pathways
same
therapy forms and strengthens ________ neural pathways
new
Learning disability
definition of exclusion
not mental retardation/intellectual impairment
not emotional disturbance
not a lack of opportunity to learn
not modality-impaired
children with LD experience a great deal of:
Frustration
Anxiety
Tension
often, the pace of the class seems too _____________ for children with a LD
fast
children with LD are still busy processing the ___________ while typical children are already processing the ___________
question
answer
distractible pays attention to ______________; poor attention span pays attention to _____________
everything
nothing
the LD child is usually
distractible
People with LD do not like
surprises
visual perception: teachers often use the following tactics when kids have trouble
- “look at it harder”
- bribe
- take away things
- blaming the victim
LD is not a ____________ problem
motivation
motivation only enables us to do what we are already __________ of doing to the best of our abilities
capable
LD can see, but not always perceive (bring ______________ to something)
meaning
95% of textbooks and 93% of teachers teach comprehension through
vocabulary
comprehension has much more to do with _____________ than vocab
background
reading comprehension is a very complicated task. many children need direct
instruction
often, LD kids truly dont know/understand
what they did wrong
hands and eyes are getting mixed messages/contradictory information
visual motor coordination
dysnomia
word finding problem
happens to LD kids hundreds of times per day; problem between storage and retrieval
oral expression
everything you do in life is either an ___________________ task or _______________ task
associative
cognitive
associative task
can do multiple things at a time
cognitive task
can only do one thing at a time
for many LD kids, listening and talking are ____________ experiences
cognitive
one of the most unattractive traits of LD kids: they identify other people’s
mistakes
sometimes the greatest gift we can give LD children is the gift of
time
if a child is having difficulty doing a task, dont tell the child that the task is
easy
if decoding requires extensive energy/effort, then _________________ is compromised
comprehension
some children learn better if they ___________ information first
hear
fairness
does not mean every gets the same; rather, it means that everyone gets what he/she needs
decoding =
reading
auditory processing disorder (APD)
AKA central auditory processing disorder (C)APD
any breakdown in the child’s auditory abilities that results in diminished learning through hearing, even though peripheral auditory sensitivity is normal
difficulty in background noise
APD characteristic
difficulty following oral directions
APD characteristic
poor listening skills
APD characteristic
academic difficulties
APD characteristic
poor auditory association skills
APD characteristic
distracted, inattentive, hyperacusis
APD characteristic
hyperacusis is
sensitivity to sounds
difficulty following long conversations
APD characteristic
difficulty on the telephone
APD characteristic
difficulty learning foreign languages or challenging vocabulary words
APD characteristic
difficulty understanding people with accents
APD characteristic
diagnosing APD: professional group should at least include a/an
audiologist
SLP
psychologist
history of otitis media
red flags for APD
history of hyperbilirubinemia
red flags for APD
family history of APD
red flags for APD
issues/complications during pregnancy/labor
red flags for APD
severe childhood illness
red flags for APD
neurologic issues
red flags for APD
maternal smoking
red flags for APD
anesthesia
red flags for APD
hierarchy of auditory skills: lower level
awareness/localization
discrimination
recognition
auditory attention
figure-ground
synthesis
closure
hierarchy of auditory skills: upper level
dichotic listening (separation, integration)
auditory memory
sequencing
temporal resolution
problems with auditory awareness/localizaiton
is the person AWARE that an acoustic even occurred, and can the person indicate where it came from?
characteristics of auditory awareness/localization
will not respond when name is called
will be unable to identify where the speaker is located
problems with auditory discrimination
given two sounds or words, can the person describe them as same or different?
characteristics of auditory discrimination
will have difficulties with comprehension
will confuse sounds
problems with auditory recognition
without visual cues, can the person repeat what was heard?
characteristics of auditory recognition
will have poor vocabulary
will have difficulty understanding what is said even in quiet
will have difficulty spelling
problems with auditory attention
can the person attend to auditory signals for an age-appropriate length of time?
characteristics of auditory attention
will have difficulty attending to the auditory signal
will have problems staying on task
may not be able to perform will in background noise
problems with auditory figure-ground
can the person attend to speech when background noise is present?
characteristics of auditory figure-ground
will have difficulty understanding in the presence of background noise
problems with auditory synthesis
can the person blend or merge discrete speech sounds together into something meaningful?
characteristics of auditory synthesis
will have difficulty “sounding out”
will have problems with parts of words
problems with auditory closure
can the person “fill in the gap” when phonemic information is missing from the word?
characteristics of auditory closure
will have difficulty with degraded signals
problems with auditory dichotic listening
dichotic separation: can the person attend to/repeat back two different words?
dichotic integration: can the person merge information from two ears to form one concept?
characteristics of auditory dichotic listening
will have difficulty with organizing and using language
child’s brain is ‘wired’ differently
problems with auditory memory
can the person store and recall info presented with audition only?
characteristics of auditory memory
will have poor working (short term) memory
will have problems manipulating auditory info
will have difficulty following directions
problems with auditory sequencing
can the person recall what was presented auditorily in the correct order or sequence?
characteristics of auditory sequencing
will have difficulty following directions in order
will have difficulty telling stories in sequence
problems with auditory temporal resolution
can the person’s system perform all of the above tasks at an age appropriate speech, which requires the discrimination of pitch, duration, and gaps?
characteristics of auditory temporal resolution
will have difficulty with the prosodic aspects of speech
will have difficulty understanding jokes, sarcasm, emphasis
ASHA preferred practice for audiologists: management of (C)APD
auditory training
communication and/or educational strategies
metalinguistic and metacognitive skills and strategies
hearing assistive technology systems
acoustic enhancement and environmental modifications
ASHA preferred practice for SLPs: management of (C)APD
enhancement of cognitive-communication and language resources
recommendations for optimizing listening environment
improvement of auditory processing ability through - auditory training and stimulation, language comprehension and production strategies, metalinguistic and metacognitive skills and strategies
components of auditory processing management
modification of the environment
compensatory strategies
perceptual/auditory training
cognitive training
preferential seating, FM system, earplugs, decrease noise
modification of the environment
maximize sensory cues, animated teacher, sensory/motor breaks, hands-on activities, “whole body” listening
compensatory strategies
auditory localization and awareness training, speechreading, word discrimination, dichotic training
perceptual/auditory training
vocabulary, organization, and other meta-skills
cognitive training
ADHD
problems with attention and impulsivity-overactivity/hyperactivity
3 possible ADHD diagnoses:
predominantly inattentive presentation (lay term = ADD)
predominantly hyperactive-impulsive presentation
combined presentation
Levels of ADHD
mild
moderate
severe
often fails to give close attention to details or makes careless mistakes
symptom of inattention
often has difficulty sustaining attention in tasks or play activities
symptom of inattention
often does not seem to listen when spoken to directly
symptom of inattention
often does not follow through on instructions and fails to finish tasks
symptom of inattention
often has difficulty organizing tasks and activities
symptom of inattention
often avoids or is reluctant to engage in tasks that require sustained mental effort
symptom of inattention
often loses things necessary for tasks or activities
symptom of inattention
often easily distracted by extraneous stimuli
symptom of inattention
often fidgets with or taps hands or squirms in seat
symptom of hyperactivity-impulsivity
often leaves seat in situations when remaining seated is expected
symptom of hyperactivity-impulsivity
often runs about or climbs in situations where it is inappropriate
symptom of hyperactivity-impulsivity
often unable to play or engage in leisure activities quietly; is often “on the go” acting as if “driven by a motor”
symptom of hyperactivity-impulsivity
often talks excessively
symptom of hyperactivity-impulsivity
often blurts out answers before questions have been completed
symptom of hyperactivity-impulsivity
often interrupts or intrudes on others
symptom of hyperactivity-impulsivity
ideal treatment of ADHD
medication + behavior modification (therapy)
ADHD diet modifications
cut the sugar
ADHD insulate from chemical exposure
phenols, glue, perfume, paint, ite/ate chemicals
ADHD: enhance organization and
notebook arrangement
ADHD energy discharge control
fidget
theraband
weight lifting, push ups
ADHD distraction control
clutter control
earbuds
one notebook at a time
ADHD: adjust
workload
ADHD: help note-taking “FLOWS”
Follow teacher’s eyes
Look for test items
Outline by drawing divider lines when topic changes
Write minimally; muse note-taking symbols and abbreviations
Sit near teacher and a few model peers
ADHD: enhance homework productivity
set a timer
ADHD: involve
parents/family
ADHD: teach
social skills, decision-making, problem solving
ADHD: anger control
pause button
take deep breath and count
ADHD: foster
hobbies, skills, talents, interests
self talk
model self talk
ask client to use self talk
encourage client to share effective self talk strategies
provide written scripts for clients to practice
encourage client to analyze his/her self talk and look for ways to make it more effective
mnemonic strategies
first letter mnemonics - NO CAP, FAN BOYS
acrostics - Please Excuse My Dear Aunt Sally
keywords
pegwords - one sun, two shoe, three tree
rhymes and associations - spring forward, fall back
method of loci - location
songs and chants
story
visual strategies
post behavioral and academic rules
use cartoons, pictures, props
use stick drawings
provide step charts
highlight margins
put reminders on desks or binders
use clocks or timers
add color to salient aspects of new tasks
give students actions to do with study materials
use graphic organizers (thinking maps)
organizational strategies
establish routines for placement of objects
tell client where each piece of paper goes and allow time to follow through
teach client to use calendars, schedules, do/due sheets
provide direction instruction on notebook organization
teach study skills
test taking strategies
be positive
teach relaxation strategies
practice different test formats
teach students to - think of a positive event, look through test first, mark difficult items, underline key words, cross out incorrect MC responses
stick with first answer
test accommodations
extended time
more frequent breaks
quiet room
paraphrase instructions
calendar or multiplication chart
spellchecker or word processor
scaffolding
support
orthography
how letters combine to form sounds or words
ortho
straight/correct
