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3200 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

give general example assessment protocols for individuals with:

1) a pragmatic deficit
2) a semantic deficit
3) morphosyntax deficit

A

1) play-based assessment, observe in classroom
2) PPVT/other standardized vocab tests, LSA-NDW, semantic categories.
3) look at writing samples, LSA

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2
Q

give general examples of some intervention activities for a 4 yr old with: 1) pragmatic deficit

2) semantic deficit
3) morphosyntax deficit

A

1) Walk around school/clinic to find ppl to talk to to initiate convo and greetings
2) bring in pictures/toys to play with and name together
3) ex/ practicing verb tense - tell me something that happened yesterday/tomorrow

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3
Q

When asking yourself, why am I choosing this intervention, what should you consider?

A

incorporate evidence-based practice (EBP) into the decision-making process (external and internal)

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4
Q
  • formal definition of external evidence

- simpler definition

A
  • documents an intervention within published research
  • research you’ve read that supports that this is an intervention technique that’s appropriate for this particular population
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5
Q
  • define internal evidence

- explain simpler

A
  • consider why a particular approach might be expected to work for a certain situation
  • looking at a specific case/situation - knowing the child very well and analyzing the situation.
    - thinking about what you know about language development/theory and applying it to this case
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6
Q

intervention techniques that are influenced by the behavioral theory involve what? (3)

A
  • choosing stimuli
  • eliciting responses
  • rewarding responses
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7
Q

the general way that using the behavioral theory works in intervention

A

adult does something, child responds in some way, and adults gives feedback (positive or negative)

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8
Q

behavioral theory: what are stimuli?

  • explain them
  • give ex/
A

the materials you’re going to use to encourage communication (objects or photos)

  • objects are more concrete than photos
  • ex/ 2 year old wouldn’t be motivated by pics (if the child is advanced enough, then pictures might be appropriate)
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9
Q

What are the ways to elicit responses with the behavioral theory?

A
  • prompts, shaping, modeling, cueing
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10
Q

Ways to reward responses with the behavioral theory?

A
  • fading, continuous reinforcement, intermittent reinforcement, partial reinforcement, and sentence recasts
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11
Q

define prompt (look this up in book)

A

giving some sort of instruction for what you want the child to do.

  • Can be questions, “What is this?”
  • or direct
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12
Q

define shaping

A

trying to teach something complex by breaking it down into simpler steps

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13
Q

Give an example of shaping

A
  • want a child to name something that they pull out of a bag

- start by just having them pull something out of the bag and work up to naming it

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14
Q

what is cueing?

A
  • the degree of support (cues) a child needs
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15
Q

explain fading

A

taking away support/rewards over time. The goal is to make them more independent

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16
Q

what is continuous reinforcement?

A

positive/negative feedback every time the child does something

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17
Q

what is intermittent/partial reinforcement?

A

giving reinforcement some of the time to keep them motivated, but not every time so that they’re not relying on the reinforcement

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18
Q

what’s a sentence recast? Give ex/

A

using some of what a child says and changing it it some way.
- ex/ child says: that’s a ball. Adult says: is that a ball? That IS a ball, a blue ball.

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19
Q

intervention techniques from the social interaction theory focus on what?

A

language facilitation - modeling

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20
Q

what’s the premise of the social interaction theory in language?

A

the adult is the motivator for communication. The adult is providing some sort of model/doing something that motivates the child to communicate.

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21
Q

Explain self-talk

A

when the adult/communication model is narrating what they’re doing and thinking - putting language to what I’m doing/thinking/feeling.

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22
Q

give ex/ of self-talk

A

Ex/ I’m hungry. I’m going to eat this sandwich. That’s a good sandwich. - provides child with a language model

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23
Q

explain parallel talk

A

when the adult is narrating everything the child is doing

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24
Q

give ex/ of parallel talk

A

ex/ golf announcers tell you exactly what golfer is doing.

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25
Q

parallel talk with younger children?

- school-aged?

A
  • younger: If child can see it and hear it - they can make connections about what’s happening and language
  • school-aged - do this with written language
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26
Q

What’s an expnasion?

give ex/

A
  • taking child’s words and building on it

ex/ child says: The dog is ronning. Adult says: Yes, the black dog is running.

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27
Q

What’s an extension?

Give ex/

A

taking what the child says and making it more gramatically correct

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28
Q

give an example of the build/up breakdown - contingency.

read in book

A
  • Child with only short sentences says doggie bark.
  • You say: the black dog barked.
  • Then, you take that big piece of info and break it down into parts and then come back to the big picture
  • That’s a dog. A black dog. The black dog barked.
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29
Q

Assertive/responsive communication scheme - READ about in book.
- In general, what’s this looking at?

A
  • how actively a child is engaging in communication (assertiveness)
  • and how well they respond
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30
Q

Autism - assertive/responsive?

A

they’ll tell you all about what they’re interest in, but they might not be responsive to you at all

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31
Q

expressive language impairment - assertive/responsive?

A

maybe won’t initiate, but will go play with another child if they’re approached

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32
Q

CASES TO LOOK AT

A

Ch 4: Slides 8, 10, 17, 20, 21

Ch 5: Slides 18, 19, 24

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33
Q

intervention techniques influenced from cognitive theory focus on what 4 general things?

A

1) imitation and practice
2) metacognition
3) metalinguistics
4) facilitating Meta skills

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34
Q

Explain the importance of imitation and practice (cog theory)

A

imitation is a foundational skill to learning language. If a child can’t imitate, then modeling doesn’t do them any good.
- adult should also imitate what the child says (acknowledgment of what they say)

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35
Q

what’s metacognition?

A

thinking/awareness about your thinking

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36
Q

what’s metalinguistics? What does it help kids do?

A

thinking about/self-awareness about your language

- meta stuff can help kids understand the thought process, make connections

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37
Q

list strategies for facilitating meta skills (7)

A
  • Describe
  • Model
  • Rehearse
  • Discuss
  • Teach student to monitor his progress
  • Reinforce
  • Provide task-specific feedback
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38
Q

explain the strategy of describing (look up in book???)

A

describing what you’re thinking/doing, can be adult modeling or child doing it themselves (?)

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39
Q

explain rehearsing (look up in book p. 146)

A

practicing skills to help a child move from our very structured setting in a therapy room to the real world

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40
Q

explain the strategy of discussing.

Give ex/

A

analyzing what you’re doing
- how well did you write that essay? What was hard for you when writing that essay? What could you have done differently?

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41
Q

what’s it mean to teach student to monitor his progress?

A

helping them become their own monitor/checking up on themselves rather than you always doing it

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42
Q

explain the strategy of reinforcement influenced by the cognitive theory

A

want to teach child to recognize when they’re doing well and reinforce themselves, be able to say “I did that really well.”

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43
Q

What’s task specific feedback? Give ex/

A

being very specific about what they did

- ex/ you remembered to put the capital letter at the beginning of that sentence!

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44
Q

Giving reinforcement and feedback can be from what theory? But can also be from another theory? explain

A

behaviorism
- BUT if this feedback causes the child to think about what he’s doing in a different way, then that’s cognitive theory. We’re trying to facilitate his thinking/meta skills.

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45
Q

One way we can support what intervention technique we’re using? Another way?

A
  • talk about the underlying theory

- using research evidence

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46
Q

List 5 things to look at to determine the level of quality of a research study.

A

1) compares performance of 2 or more groups
2) subject randomization
3) Contamination, bias, binding, fidelity
4) validity and reliability assessments used
5) significant and meaningful results

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47
Q

with research, what does comparing performance of 2 or more groups typically mean?

A

need one group who doesn’t get intervention to really determine the effects of the treatment

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48
Q

example that WOULD NOT be subject randomization

A

picking all kids out of one teacher’s classroom

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49
Q

give an ex/ of bias

A

researcher is so involved in the study that they’ll give the child a point when they don’t deserve it

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50
Q

with research, significant relates to? meaningful?

A
  • statistical significance

- how does it apply to what I’m doing?

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51
Q

define external and internal evidence based on the article we read?

A
  • external: research-based evidence, etc.

- internal: data we’re gathering day by day, expertise, etc.

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52
Q

Summarize the article’s views on internal/external evidence?

A
  • YES, we must have external evidence (and use it even when it’s leading us out of familiar waters).
  • BUT we have to realize that internal evidence is very impt too. We need to have a good handle on what the external evidence is, so what when we’re in the moment we can make good decisions.
  • Internal evidence is what we’re using in day-to-day decisions
  • It’s an ongoing cycle.
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53
Q

List 4 different ways to structure and implement treatment?

A

1) Adult-Directed Intervention
2) Child-Directed Intervention
3) Hybrid Intervention
4) focused stimulation

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54
Q

Another important thing to remember when structuring and implementing treatment? Explain this

A

Continuum of naturalness: consider the overall naturalness of the activity, the physical context, the social context
- Goal: to make therapy more and more like a natural setting so they can use what they’re learning in everyday activities

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55
Q

Read about continuum of naturalness

A

figure 4.3

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56
Q

Explain adult-directed intervention?

  • Advantage?
  • Disadvantage
    p. 159
A

adult is providing structure, model, etc.

  • good, clear, explicit models from adult and expectations of the child
  • this approach relies on the assumption that the child will respond to a question
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57
Q

Explain child-directed intervention? Give ex/

A

Go along with what the child is doing/wants to talk about. Instead of direct questioning, leave it more open-ended.
ex/ Have them get a ball….oh, what do you have??

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58
Q

disadvantage of the child-directed talk

give ex/

A
  • must have it structured enough that you can get at the concepts you’re looking at
    ex/ targeting size concepts and have balls of all different colors, child might just comment on color
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59
Q

explain hybrid intervention

A

combining adult and child-directed - providing enough structure to get at concepts you’re looking at

60
Q

explain focused stimulation (read about in book)

A

adult is giving a model/multiple examples and creating an opportunity for child to do what they want them to do

61
Q

STUDY printed off chart

A

study

62
Q

Writing intervention goals: should answer what question?

- contain what three things?

A

What will the student do, in what situation, with what measure of success?

  • do statement
  • condition statement
  • criterion statement
63
Q

what must you remember when coming up with the “do” statement?
Give ex/

A
  • it must be specific and observable.
    ex/ don’t say: child will understand a first grade passage. The way I know if he understands is by whether or not he’s answering questions,
64
Q

what’s the “condition” statement involve?

- give ex/

A

In what sort of context - with what support - is the goal going to be met.
- is it going to be independently, carried over in classroom, etc.

65
Q

What’s a goal attack strategy? List them

A

the way in which multiple goals are approached or schedule within an intervention session
- vertical, horizontal, cyclic

66
Q

explain the vertical approach

- Often used when?

A
  • we’re focusing on one goal at a time. We’ve got a list of goals and we’re going to work our way down the list.
  • when we feel like there is a sequence of skills necessary - child really has to get this skill to move onto the next one
67
Q

explain the horizontal approach

A

working on multiple goals at one time

68
Q

explain the cyclic approach

- explain how it can be used with each of the other 2 approaches

A
  • work on a target for awhile then move on and cycle back around to it.
  • vertical: work on one goal at a time, then move through cycle and come back around to it.
  • horizontal: work on a few goals at once and then move on to the next set and come back
69
Q

Collecting Data: what’s baseline data?

A

the initial data we gather to see where the child’s performing before we start intervention

70
Q

Collecting Data: explain generalization probe? give ex/

A

after we’ve worked on some targets for awhile, we want to see if the child’s success in therapy room is carrying over to other settings. Try to get some data about what the child can do in a more naturalistic setting.
- ex/ might go into the classroom to see if the child can use the skills there.

71
Q

Collecting Data: Goal attainment scale (GAS) - helps do what?
- p. 171

A

see if child is staying at baseline, improving, or getting worse

72
Q

qualitative v. quantitative data

A
  • quantitative: numbers

- qualitative: more descriptive infor

73
Q

Collecting Data: descriptive vocabulary - what is this? Give ex/

A
  • descriptive words that give us some more valuable info
  • frequency (how often they do it)
  • accuracy
  • effort (good amount of effort, didn’t try, etc.)
74
Q
  • figure 5.1 p. 181
A

look at this with Ch 5, Slide 2

75
Q

what does SLI stand for?

A

specific language impairment

76
Q

SLI is determined by what? what does this mean?

A

exclusionary criteria

- there are other causes that have to be ruled out before SLI can be the diagnosis

77
Q

Define SLI

A

a child who has significant language impairment without associated hearing loss, cognitive deficit, neurological, or motor impairments

78
Q

why is SLI defined the way it is?

A

when there’s hearing, cognitive, neurological, or motor issues, these are issues that are most likely impacting language.

  • If we fix the initial problem, then language would be fine
  • For SLI, we have to rule out that the language disorder is related to all of these things. It has to be specifically related to LANGUAGE
79
Q

% of children with SLI?

- of that %, ___% don’t exactly meet the diagnostic criteria

A

15%

80
Q

list the major characteristics of SLI (6)

A

1) Language test score - 1.25 SD or lower
2) Nonverbal IQ of 85 or higher (no cog impairment)
3) Normal hearing
4) No oral abnormalities
5) No neurological disorder
5) Normal social ability

81
Q

One of the things that used to qualify kids for services?

A

a discrepancy between IQ score and language ability
- cognitive ability had to be higher than language ability to show that they could improve (If cognitive and language abilities were both low but the same, they didn’t qualify for services)

82
Q

3 major sub-types of SLI

A

1) Major delay in receptive language
2) Major delay in expressive language
3) Delay in both

83
Q

What is a late talker?

- these children usually______

A
  • a term for late bloomers, kids who aren’t really talking before age 4
  • catch up to their peers in late pre-school
84
Q

Research on gender and SLI? (2)

A
  • some experts report that SLI occurs more frequently in males than females, 3:1 ration
  • other researchers have NOT found a greater occurrence in males
85
Q

genetics and SLI?

A
  • current research suggests that SLI may be hereditary
86
Q

Can a child’s environment be the cause of SLI?

A

NO

87
Q

Child’s environment and SLI:

- Lack of enough ___ to acquire ___

A
  • language stimulation, adequate language production
88
Q

Child’s environment and SLI:

  • Children with SLI require what?
  • what should be monitored?
A
  • more intense and focused stimulation to become language proficient
  • parent-child communication patterns should be monitored and sometimes modified to foster language
89
Q

Associated problems of SLI? (7)

A
  1. Problems with interactive communication
  2. Phonological impairment
  3. Processing difficulty
  4. Presence of neurological soft signs
  5. 59% ADHD
  6. 80% reading problems
  7. Writing and spelling challenges
90
Q

Major deficits of children with SLI (5)

A
  1. MORPHOSYNTAX - primary area of difficulty
  2. Verb issues
  3. Possessive issues
  4. Pronoun issues
  5. Difficulty learning complex syntax and vocab
91
Q

Three treatment paradigms for social communication? (SLI)

A
  • social interaction with peers
  • peer confederate training
  • sociodramatic script training
92
Q

what is peer confederate training?

A

taking a typically developing peer and having them try to get the child to play with them and talk with them - makes the interactions more naturalistic

93
Q

what is sociodramatic script training?

- give ex/

A

practicing routines over and over

  • ex/ help the child build scripts for activities like lunch/snack time
  • ex/ what do you want for lunch today? He says, “I want pizza.” You say: “Well, how do you ask for pizza in the lunch line?”
94
Q

social communication skills to work on? (SLI)

A
  • peer entry
  • answering, asking, commenting
  • conflict negotiation
95
Q

what is peer entry?

- who often has difficulty with this? Why?

A

getting involved, initiating

  • SLI students: watch fom the outside, hover next to a group of children they want to play with.
  • if you’re having difficulty with morphosyntax, it can be hard for them to communicate/get involved
96
Q

Ways to help children with peer entry?

- why is this important?

A
  • help teach them how to answer peer questions, comment on peers (ex/ you’re really good at bball, can I play too?)
  • interacting with peers = they’re around typically developing language which is good for their language development
97
Q

Why is conflict negotiation often difficult for kids with SLI?
- what can this result in?

A
  • conflict adds more language demand

- they’ll often turn physical if they can’t communicate verbally

98
Q

peer mediated intervention: strategies for young children?

A
  1. ID problem behavior
  2. Teach appropriate behavior
  3. Support practice
99
Q

ex/ of peer mediated strategy for young children

A
  1. Problem: Johnny doesn’t know how to respond when someone takes toy from him
  2. Teach him the script for saying: “I want to keep the toy for 2 min or It’s not your turn yet.”
  3. Be there to provide support when the children is actually experiencing conflict
100
Q

peer mediated intervention strategies for school-age students (3)

A
  1. Encourage understanding of others’ emotions
  2. Practice established social routines
  3. Use and understand “hidden communication”
101
Q

why is understanding others’ emotions impt for school age kids?

A

they need to have a better understanding of the other person’s perspective so you can understand how to respond appropriately

102
Q

examples of hidden communication?

A

sarcasm, nonverbal facial expressions, body language

103
Q

Assessments for children with SLI?

- 3 w/ subcategories

A

1) In-depth LSA
2) Norm-referenced Preschool Language Scale
3) Criterion-referenced/naturalistic assessments
- parent-child toy play and book reading
- curriculum-based language assessment

104
Q

what’s the preschool language scale give us info on?

A

expressive and receptive language

105
Q

Parent-Child Interaction assessment aligned with what theory?
- why?

A

social interaction theory

  • children likely to use complex language in familiar routines
  • ID’s parent’s scaffolding strategies
106
Q

How can parent-child interaction assessment align with Piaget and behaviorist theory?

A
  • child’s play may reveal level of cognitive development (Piaget)
  • documents target behaviors and antecedent events and reinforcement (behaviorist)
107
Q

look over parent scaffolding p. 189

A

study

108
Q

curriculum-based language assessment helps us do what?

A
  • identify what the student needs to be successful in the classroom - if they’re not succeeding, what gaps do we need to fill.
  • are there modifications we need to suggest to the teacher?
109
Q

Curriculum-based language assessment assesses what?

- ID’s what? (2)

A
  • language skills of student
  • knowledge and language required to succeed academically
  • instructional modifications to enhance success
110
Q

curriculum-based language assessment results in?

- requires?

A
  • meaningful intervention goals

- close collaboration between the SLP and classroom teacher

111
Q

Enhanced Milieu Training intervention approach:

  • appropriate for?
  • type of strategy?
  • aims for?
A
  • beginning language learners
  • a naturalistic child-centered strategy
  • responsive conversational skills in everyday communication contexts
112
Q

EMT approach - what does it involve?

  • focuses on?
  • strategies include? (3)
A
  • parents are trained to be the child’s primary language teacher
  • vocabulary development and early semantics
    • mand-model
    • time-delay
    • incidental teaching
113
Q

what type of approach is EMT? explain

A

hybrid approach

- child-centered and also some adult guidance

114
Q

Intervention techniques from the social interaction theory focus on what? List 5 strategies that fall under this.
- what else does SI theory include?

A

Language facilitation - modeling
Self talk, parallel talk, language expansions, language extensions, build up/break down contingency
- assertive/responsive communication scheme

115
Q

Name 3 intervention approaches for SLI

A
  1. Enhanced Milieu Training
  2. Conversational Recast Training
  3. Sentence Combining
116
Q

Explain the mand-model strategy

- what is this strategy a part of?

A
  • Language trainer uses a verbal prompt in the form of a question
  • works in a hierarchy: start very broad (what do you want) and work to more specific (giving a specific model - tell me you want a crayon)
  • **enhanced milieu training
117
Q

explain the time delay strategy

  • give ex/
  • what is this strategy a part of?
A
  • providing a prompt and then wait expectantly for a response
  • ex/ Throwing ball back and forth. Adult stops and holds the ball, waiting for them to say “throw the ball.”
  • enhanced milieu training
118
Q

explain incidental teaching

  • give ex/
  • what is this strategy a part of?
A
  • the language trainer manipulates the environment so that the child is more likely to talk
  • ex/ give them a cup and no juice to create a natural environment for them to ask for juice
  • enhanced milieu training
119
Q

conversational recast training is an effective approach for what?

A

facilitating grammatical development (MORPHOSYNTAX)

120
Q

with conversational recast training, children are what? focus is on?

A
  • engaged in play-like activities (looks like a very play-based natural convo)
  • a specific language target
121
Q

what does conversational recast training involve?

  • explain this
  • what does this do?
A
  • sentence recasting
  • modifying a child’s sentence while maintaining meaning - a very specific way to model
  • provides model for child, acknowledges that adult understood what the child was saying
122
Q

read more about CRT

A

p. 202

123
Q

read about sentence combining example

A

p. 205

124
Q

sentence combining improves what? (2)

- appropriate for?

A

1) ability to use complex grammar
2) Writing skills
- school-age to college students

125
Q

what does the sentence combining approach involve? (2)

A
  • shows how words can be put into varying patterns

- taking simple sentence structures and providing models for how they might fit together to form a complex sentence

126
Q

study case study on Ch 5 slides 19 and 20

A

study

127
Q

ellie study slide 24

A

study

128
Q

READ article NOTES ch 5 slides 22 and 23

A

read and read over articles too

129
Q

what falls into our cultural frameworks? (4)

A
  • social practices
  • beliefs
  • values
  • behaviors
130
Q

cultural frameworks are used how?

  • how do we get them?
  • how does language relate to them?
A
  • used intentionally and unintentionally to communicate and interact
  • they’re passed down through generations
  • language is the medium through which we learn values, expectations, roles, and rules
131
Q

what’s important to remember about cultural frameworks in therapy? (3)

A

1) we have to think about the values/beliefs/etc. of our clients
2) we have to be aware of our cultural framework and know how it impacts our actions - your belief may lead you to thinking something is best for the child that the family wouldn’t agree w/
3) Don’t make generalizations to what other cultures might believe of practice -ex/ choosing food for swallowing

132
Q

differences between European Americans and Native Americans (3)

A

1) EA think NA talk to little. NA think EA talk too much.
2) EA more likely to initiate convo.
3) EA talk about abilities/things we do well. Might be viewed as bragging by NA.

133
Q

EA and Asian differences with education (3)

A

1) formal lectures for Asians - no convo-based class
2) more expectation for student to be quiet and obedient.
3) more drill type HW, less applied

134
Q

how does role of nuclear family and extended family vary in cultures?

A
  • some cultures believe that raising children/having a family should be more of a shared experience with extended family
135
Q

how family values about child communication norms vary from culture to culture

A
  • are children expected to talk? Are the expected to be seen and not heard?
  • In our European culture, the expectation is that children will talk/communicate, etc.
136
Q

Cultural Competence Article:

  • why is self-assessment important?
  • identify what?
  • integrate?
  • consult?
A
  • self-assess to consider the influence of your biases and beliefs
  • ID limitations in education, training, etc. and seeking out additional resources
  • integrate clients’ traditions, customs, values, and beliefs in service delivery
  • consult with other service providers with appropriate cultural and linguistic proficiency
137
Q
  • integration
  • separation
  • assimilation
  • marginalization
A
  • maintaining home culture and developing new culture too
  • maintaining home culture and NOT adopting values of society they moved into
  • NOT maintaining home culture, adopting new culture
  • NOT maintaing home culture and NOT adopting new culture
138
Q

important to have convos with family to see where they are with what issues?

A
  • integration, separation, etc.
139
Q

% of population speaks language other than English?

- number of children with a second language at home? what percent of those are spanish?

A

21%

- 2.7 million, 73%

140
Q

% of chidlren in schools who are ELLs?

- how many k-3?

A

10%

- nearly half

141
Q

definition of bilingualism

A

a continuum of language skills in which proficiency in any of the languages may fluctuate over time and across social settings, conversational partners, and topics, among other variables

142
Q

Sequence of Events for Second Language Acquisition (5)

A
  1. Home language use
  2. Silent Period
  3. Telegraphic and Formulaic Speech
  4. Productive language use (with residual errors)
  5. Narrative Competence
    - 1 to 2 years for social language
    - 3 to 5 years for academic language
143
Q

explain telegraphic and formulaic speech

- give ex/

A

starting to put a few words together but maybe not using appropriate morphology/grammar

  • they’ll find a cetain “formula” that isn’t necessarily right but gets their point across
  • ex/ I do lunch.
144
Q

how to distinguish between a difference and a disorder

A
  • If a child truly has a language disorder, the difficulties will be across BOTH languages.
  • If we see that they have difficulties with English that they don’t have with Spanish, it’s likely a DIFFERENCE.
145
Q

what’s important to remember when using norm-referenced tools on bilingual kids?

A

standardized test scores are not valid for an individual not reflected in the nromative sample for a given assessment
- make accommodations and modifications, and note them

146
Q

Intervention for bilingual kids?

  • consider?
  • begin with?
A
  • case history

- goals common to both languages

147
Q

intervention for bilingual kids

  • consider what?
  • incorporate?
A
  • sum of language skills across languages

- family beliefs, values, and traditions

3200 (4 decks)

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