Exam 2

Question 1

Guiding Principles of Early Intervention

Answer 1

Family-Centered Services, Culturally and Linguistically Responsive Services, Developmentally Supportive Services, Team-Based Services, Evidence-Based Practice

Question 2

Continuum of Naturalness

Answer 2

most natural: child centered (focuses on what the child wants to do)
slightly less natural: hybrid (clinician and child are both important and should be a mix of child-led and clinician-led activities)
least natural: clinician directed (clinician has all control, ex: drill, drill play)

Question 3

Self Talk

Answer 3

Talk about what you are doing as your child watches

Question 4

Parallel Talk

Answer 4

Talk about what your child is doing or seeing

Question 5

Responsivity

Answer 5

Watch what the child is doing, listen to what they’re saying, observe what they’re watching, respond.

Question 6

Expansion

Answer 6

Expanding your child’s utterance provides a more accurate grammatical context for your child without being too complicated for them to understand.

Question 7

Extension

Answer 7

Extending your child’s utterance provides new information for your child relevent to their utterance but adding to what they initially said.

Question 8

Communication Temptations

Answer 8

change the environment to cause the child to speak, set up situations that encourage your child to communicate

Question 9

Communicate Intent Key Components

Answer 9

social motivation (intentional communication supported by elicited bootstrapping)
Progression: Gestural (8 – 12 months), Gestures combined with word approximations (12 – 18 months), Words and word combos. (18 – 24 months)

Question 10

Criteria for a communicative act

Answer 10

Social Orienting: Directed towards the adult (eye gaze, physical proximity)

Social Seeking: Obviously trying to get the message across
influencing adult’s behavior, focus of attention, or state of knowledge

Social Maintaining: Persistent in the attempt

Question 11

Proto-imperative

Answer 11

requests for objects, requests for actions, rejections or protests

Question 12

Proto-declarative

Answer 12

Preverbal attempts to get adult to focus on object or event (Showing or
Commenting)

Question 13

Considerations for selecting targets for first words

Answer 13

choose words similar to those usd by typically developing children, nouns (child’s name, pets, family, etc.), pronouns (self then others), verbs (basic and functional first)

Question 14

Predictors and risk factors for early language delay

Answer 14

Prematurity, Low birth weight, Neonatal Abstinence Styndrome (addicted to drugs at birth and show withdrawal symptoms), Fetal Alcohol Syndrome

Question 15

Criteria for DLD

Answer 15

1. child has language difficulties that create obstacles to communication or learning in everyday life
2. child’s language problems are unlikely to resolve (or have not resolved) by five years of age
3. no known biomedical condition (brain injury, neurodegenerative conditions, genetic conditions, or chromosome disorders–e.g., Down Syndrome, sensorineural hearing loss, ASD, ID)

Question 16

3 groups of children with DLD

Answer 16

children with primary DLS, school-aged children with primary DLDs that exist with literacy disorders, and children with DLDs that are associated with/ secondary to other developmental disorders

Question 17

Early Signs of DLD

Answer 17

limited/absent reaction to sound, limited/no babbling, minimal attempt to communicate with gestures and words. has no spoken first word by age 2

Question 18

Key diagnostic markers of DLD

Answer 18

deficits in syntax and morphology especially in reference to verbs