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Language Disorders > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

all behavior is a form of

A

communication

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2
Q

one person assigns meaning to/interprets another person’s

A

behavior

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3
Q

all behavior and the resulting interpretations tell a

A

story

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4
Q

all behavior _________ something

A

means

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5
Q

also a factor in adults assigning meaning

A

age

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6
Q

all behavior is OK, but ____________ and __________ the behavior occurs makes a difference in __________ the behavior is interpreted

A

where
when
how

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7
Q

all behavior is

A

learned

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8
Q

a behavior consists of a series of recognizable movements or

A

acts

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9
Q

all behavior has multiple _______________

A

interpretations

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10
Q

the connection between _______________ is huge

A

behavior, thinking, and language

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11
Q

all behavior is either ___________ acceptable or unacceptable

A

socially

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12
Q

acts combine to form a

A

behavior

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13
Q

behaviors combine to tell a

A

story

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14
Q

initially all behavior (motor acts) are responses to ___________ input

A

sensory

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15
Q

the meaning of behavior is dependent upon

A

the meaning that is consistently assigned

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16
Q

all behavior results in social ________________ which can be _____________

A

development
positive or negative

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17
Q

________ of learning the meaning about behavior occurs in 4 stages:

A

cycle
- sensory input
- perceptual patterns
- concepts/thoughts
- language

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18
Q

drinking out of a bottle

A

example of sensory input

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19
Q

bottle provides food

A

example of perceptual patterns

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20
Q

concept of bottle

A

example of concepts/thoughts

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21
Q

the word “bottle”

A

example of language

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22
Q

all behavior affects

A

others

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23
Q

social competence

A

ability to initiate and maintain healthy, positive relationships

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24
Q

opposite of social competence

A

anti-social behavior

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25
Q

all behavior has

A

consequences

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26
Q

natural consequences

A

responses to sensation without language or thought about the meaning of the behavior

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27
Q

most natural consequences are to

A

environmental sensations

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28
Q

learning conceptually about the outcomes of behaviors that do not have immediate natural consequences requires someone else to

A

assign the language of behavior

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29
Q

sensory systems

A

taste
smell
sight
touch
movement
body position
interoception

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30
Q

sensory integration

A

organization of sensory input for use

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31
Q

gustatory

A

taste

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32
Q

olfactory

A

smell

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33
Q

vision

A

sight

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34
Q

auditory

A

sound

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35
Q

tactile

A

touch

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36
Q

vestibular

A

movement

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37
Q

proprioception

A

body position

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38
Q

gagging
drooling
difficulty chewing
mouths or tastes objects
picky eater

A

taste/gustatory

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39
Q

smells things frequently
adverse reaction to smells

A

smell/olfactory

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40
Q

poor eye contact
poor hand eye coordination
bumps into things
difficulty learning to draw, copy shapes, or handwriting

A

sight/vision

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41
Q

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

A

sound/auditory

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42
Q

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

A

touch/tactile

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43
Q

fearful of movement
display increased tolerance for movement
poor balance
fall frequently
loves roughhousing
disoriented when moved out of position

A

movement/vestibular

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44
Q

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

A

body position/proprioception

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45
Q

children move from learning to __________ TO talking to _____________ and from learning to _____________ TO reading to ______________

A

talk
learn
read
learn

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46
Q

narrative skills are very important because they form a bridge between familiar, contextualized language of _______________ and abstract, decontextualized style of _____________ language

A

conversation
literate

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47
Q

during L4L period, important goal is to develop a

A

literate language style

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48
Q

four guiding principles of intervention products in L4L period

A

curriculum-based instructions
integration of oral and written language
focus on “meta” skills
preventive intervention

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49
Q

synthesize language intervention with the demands students face in the classroom every day

A

curriculum-based instruction

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50
Q

provide both oral and written opportunities for student to practice the forms and functions targeted in intervention

A

integration of oral and written language

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51
Q

direct conscious attention to the language and cognitive skills a student uses in the curriculum. talk about talking and think about thinking

A

focus on “meta” skills

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52
Q

use above principles in primary grades to attempt to ward off DLDs/LLDs in vulnerable children

A

preventive intervention

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53
Q

MTSS

A

multi-tiered support system
tier 1 - help all kids
tier 2 - small groups
tier 3 - one on one therapy

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54
Q

intervention processes in L4L period

A

clinician directed
child centered
hybrid

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55
Q

clinician directed intervention

A

computer software programs
cognitive behavior modification

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56
Q

child centered intervention

A

naturalistic, theme based
scaffolding - creation of optimal task conditions, guidance of selective attention, provision of external support

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57
Q

hybrid intervention

A

semantics
syntax and morphology
pragmatics

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58
Q

vocab
multiple meanings of words
word finding
integrate information and inferences
figurative language
paraphrase
identify main ideas

A

semantics

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59
Q

integrate so understanding is possible
advanced morphology
complex sentences

A

syntax and morphology

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60
Q

discourse
spoken and written narratives
message cohesion
figurative language
turn taking

A

pragmatics

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61
Q

classroom performances/ characteristics of students with LLD (AKA DLD, SLI)

A

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

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62
Q

tutoring tends to use the _________ neural pathways

A

same

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63
Q

therapy forms and strengthens ________ neural pathways

A

new

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64
Q

Learning disability

A

definition of exclusion
not mental retardation/intellectual impairment
not emotional disturbance
not a lack of opportunity to learn
not modality-impaired

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65
Q

children with LD experience a great deal of:

A

Frustration
Anxiety
Tension

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66
Q

often, the pace of the class seems too _____________ for children with a LD

A

fast

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67
Q

children with LD are still busy processing the ___________ while typical children are already processing the ___________

A

question
answer

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68
Q

distractible pays attention to ______________; poor attention span pays attention to _____________

A

everything
nothing

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69
Q

the LD child is usually

A

distractible

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70
Q

People with LD do not like

A

surprises

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71
Q

visual perception: teachers often use the following tactics when kids have trouble

A
  1. “look at it harder”
  2. bribe
  3. take away things
  4. blaming the victim
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72
Q

LD is not a ____________ problem

A

motivation

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73
Q

motivation only enables us to do what we are already __________ of doing to the best of our abilities

A

capable

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74
Q

LD can see, but not always perceive (bring ______________ to something)

A

meaning

75
Q

95% of textbooks and 93% of teachers teach comprehension through

A

vocabulary

76
Q

comprehension has much more to do with _____________ than vocab

A

background

77
Q

reading comprehension is a very complicated task. many children need direct

A

instruction

78
Q

often, LD kids truly dont know/understand

A

what they did wrong

79
Q

hands and eyes are getting mixed messages/contradictory information

A

visual motor coordination

80
Q

dysnomia

A

word finding problem

81
Q

happens to LD kids hundreds of times per day; problem between storage and retrieval

A

oral expression

82
Q

everything you do in life is either an ___________________ task or _______________ task

A

associative
cognitive

83
Q

associative task

A

can do multiple things at a time

84
Q

cognitive task

A

can only do one thing at a time

85
Q

for many LD kids, listening and talking are ____________ experiences

A

cognitive

86
Q

one of the most unattractive traits of LD kids: they identify other people’s

A

mistakes

87
Q

sometimes the greatest gift we can give LD children is the gift of

A

time

88
Q

if a child is having difficulty doing a task, dont tell the child that the task is

A

easy

89
Q

if decoding requires extensive energy/effort, then _________________ is compromised

A

comprehension

90
Q

some children learn better if they ___________ information first

A

hear

91
Q

fairness

A

does not mean every gets the same; rather, it means that everyone gets what he/she needs

92
Q

decoding =

A

reading

93
Q

auditory processing disorder (APD)

A

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

94
Q

difficulty in background noise

A

APD characteristic

95
Q

difficulty following oral directions

A

APD characteristic

96
Q

poor listening skills

A

APD characteristic

97
Q

academic difficulties

A

APD characteristic

98
Q

poor auditory association skills

A

APD characteristic

99
Q

distracted, inattentive, hyperacusis

A

APD characteristic

100
Q

hyperacusis is

A

sensitivity to sounds

101
Q

difficulty following long conversations

A

APD characteristic

102
Q

difficulty on the telephone

A

APD characteristic

103
Q

difficulty learning foreign languages or challenging vocabulary words

A

APD characteristic

104
Q

difficulty understanding people with accents

A

APD characteristic

105
Q

diagnosing APD: professional group should at least include a/an

A

audiologist
SLP
psychologist

106
Q

history of otitis media

A

red flags for APD

107
Q

history of hyperbilirubinemia

A

red flags for APD

108
Q

family history of APD

A

red flags for APD

109
Q

issues/complications during pregnancy/labor

A

red flags for APD

110
Q

severe childhood illness

A

red flags for APD

111
Q

neurologic issues

A

red flags for APD

112
Q

maternal smoking

A

red flags for APD

113
Q

anesthesia

A

red flags for APD

114
Q

hierarchy of auditory skills: lower level

A

awareness/localization
discrimination
recognition
auditory attention
figure-ground
synthesis
closure

115
Q

hierarchy of auditory skills: upper level

A

dichotic listening (separation, integration)
auditory memory
sequencing
temporal resolution

116
Q

problems with auditory awareness/localizaiton

A

is the person AWARE that an acoustic even occurred, and can the person indicate where it came from?

117
Q

characteristics of auditory awareness/localization

A

will not respond when name is called
will be unable to identify where the speaker is located

118
Q

problems with auditory discrimination

A

given two sounds or words, can the person describe them as same or different?

119
Q

characteristics of auditory discrimination

A

will have difficulties with comprehension
will confuse sounds

120
Q

problems with auditory recognition

A

without visual cues, can the person repeat what was heard?

121
Q

characteristics of auditory recognition

A

will have poor vocabulary
will have difficulty understanding what is said even in quiet
will have difficulty spelling

122
Q

problems with auditory attention

A

can the person attend to auditory signals for an age-appropriate length of time?

123
Q

characteristics of auditory attention

A

will have difficulty attending to the auditory signal
will have problems staying on task
may not be able to perform will in background noise

124
Q

problems with auditory figure-ground

A

can the person attend to speech when background noise is present?

125
Q

characteristics of auditory figure-ground

A

will have difficulty understanding in the presence of background noise

126
Q

problems with auditory synthesis

A

can the person blend or merge discrete speech sounds together into something meaningful?

127
Q

characteristics of auditory synthesis

A

will have difficulty “sounding out”
will have problems with parts of words

128
Q

problems with auditory closure

A

can the person “fill in the gap” when phonemic information is missing from the word?

129
Q

characteristics of auditory closure

A

will have difficulty with degraded signals

130
Q

problems with auditory dichotic listening

A

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?

131
Q

characteristics of auditory dichotic listening

A

will have difficulty with organizing and using language
child’s brain is ‘wired’ differently

132
Q

problems with auditory memory

A

can the person store and recall info presented with audition only?

133
Q

characteristics of auditory memory

A

will have poor working (short term) memory
will have problems manipulating auditory info
will have difficulty following directions

134
Q

problems with auditory sequencing

A

can the person recall what was presented auditorily in the correct order or sequence?

135
Q

characteristics of auditory sequencing

A

will have difficulty following directions in order
will have difficulty telling stories in sequence

136
Q

problems with auditory temporal resolution

A

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?

137
Q

characteristics of auditory temporal resolution

A

will have difficulty with the prosodic aspects of speech
will have difficulty understanding jokes, sarcasm, emphasis

138
Q

ASHA preferred practice for audiologists: management of (C)APD

A

auditory training
communication and/or educational strategies
metalinguistic and metacognitive skills and strategies
hearing assistive technology systems
acoustic enhancement and environmental modifications

139
Q

ASHA preferred practice for SLPs: management of (C)APD

A

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

140
Q

components of auditory processing management

A

modification of the environment
compensatory strategies
perceptual/auditory training
cognitive training

141
Q

preferential seating, FM system, earplugs, decrease noise

A

modification of the environment

142
Q

maximize sensory cues, animated teacher, sensory/motor breaks, hands-on activities, “whole body” listening

A

compensatory strategies

143
Q

auditory localization and awareness training, speechreading, word discrimination, dichotic training

A

perceptual/auditory training

144
Q

vocabulary, organization, and other meta-skills

A

cognitive training

145
Q

ADHD

A

problems with attention and impulsivity-overactivity/hyperactivity

146
Q

3 possible ADHD diagnoses:

A

predominantly inattentive presentation (lay term = ADD)
predominantly hyperactive-impulsive presentation
combined presentation

147
Q

Levels of ADHD

A

mild
moderate
severe

148
Q

often fails to give close attention to details or makes careless mistakes

A

symptom of inattention

149
Q

often has difficulty sustaining attention in tasks or play activities

A

symptom of inattention

150
Q

often does not seem to listen when spoken to directly

A

symptom of inattention

151
Q

often does not follow through on instructions and fails to finish tasks

A

symptom of inattention

152
Q

often has difficulty organizing tasks and activities

A

symptom of inattention

153
Q

often avoids or is reluctant to engage in tasks that require sustained mental effort

A

symptom of inattention

154
Q

often loses things necessary for tasks or activities

A

symptom of inattention

155
Q

often easily distracted by extraneous stimuli

A

symptom of inattention

156
Q

often fidgets with or taps hands or squirms in seat

A

symptom of hyperactivity-impulsivity

157
Q

often leaves seat in situations when remaining seated is expected

A

symptom of hyperactivity-impulsivity

158
Q

often runs about or climbs in situations where it is inappropriate

A

symptom of hyperactivity-impulsivity

159
Q

often unable to play or engage in leisure activities quietly; is often “on the go” acting as if “driven by a motor”

A

symptom of hyperactivity-impulsivity

160
Q

often talks excessively

A

symptom of hyperactivity-impulsivity

161
Q

often blurts out answers before questions have been completed

A

symptom of hyperactivity-impulsivity

162
Q

often interrupts or intrudes on others

A

symptom of hyperactivity-impulsivity

163
Q

ideal treatment of ADHD

A

medication + behavior modification (therapy)

164
Q

ADHD diet modifications

A

cut the sugar

165
Q

ADHD insulate from chemical exposure

A

phenols, glue, perfume, paint, ite/ate chemicals

166
Q

ADHD: enhance organization and

A

notebook arrangement

167
Q

ADHD energy discharge control

A

fidget
theraband
weight lifting, push ups

168
Q

ADHD distraction control

A

clutter control
earbuds
one notebook at a time

169
Q

ADHD: adjust

A

workload

170
Q

ADHD: help note-taking “FLOWS”

A

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

171
Q

ADHD: enhance homework productivity

A

set a timer

172
Q

ADHD: involve

A

parents/family

173
Q

ADHD: teach

A

social skills, decision-making, problem solving

174
Q

ADHD: anger control

A

pause button
take deep breath and count

175
Q

ADHD: foster

A

hobbies, skills, talents, interests

176
Q

self talk

A

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

177
Q

mnemonic strategies

A

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

178
Q

visual strategies

A

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)

179
Q

organizational strategies

A

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

180
Q

test taking strategies

A

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

181
Q

test accommodations

A

extended time
more frequent breaks
quiet room
paraphrase instructions
calendar or multiplication chart
spellchecker or word processor

182
Q

scaffolding

A

support

183
Q

orthography

A

how letters combine to form sounds or words

184
Q

ortho

A

straight/correct

Language Disorders (3 decks)

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