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SFL 355 > Exam 3 powerpoints > Flashcards

Exam 3 powerpoints Flashcards

1
Q

what is a cochlear implant?

A

a surgically implanted electronic device that provides direct electrical stimulation to the auditory nerve.

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2
Q

What is a hearing aid?

A

an electronic device that amplifies sound

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3
Q

When is the ear fully developed?

A

at birth

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4
Q

Parts of ear

A

Outer, middle, inner, acoustic nerve, brains auditory processing center

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5
Q

Why does hearing loss occur?

A
  • asphyxia
  • bacterial meningitis
  • congenital or perinatal infections
  • defects of head and neck
  • jaundice
  • family history
  • low birth weight-3 lbs or less
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6
Q

types of hearing loss

A

Conductive and Sensory hearing loss

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7
Q

Conductive hearing loss:

A

ear infection, outer and middle (mechanical energy)

ottis media chronic ear infections

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8
Q

sensory hearing loss:

A

inner ear and auditory nerve (electrical energy/impulses)

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9
Q

Symptoms of hearing loss

A
  • reduced responses to environmental noises
  • consistently setting radio loud
  • enjoys rhythmic games but not uninterested in music
  • immature speech language development
  • social withdrawal or act out
  • cant tell where sound is coming from
  • difficulty following directions or requests despite listening attentively
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10
Q

Dangerous noise level:

A

anything at or above 110db for more than one minute poses risk for permanent hearing loss

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11
Q

Hearing loss educational approaches

A

1) oral instruction
2) total communication oral and sign
3) bilingual

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12
Q

ASL development

A

Children who learn ASL as a first language show patterns of development that are similar to those of children acquiring an oral language

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13
Q

ASL basic info

A

is learned as a first language by many deaf children and is a natural and rule-governed language

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14
Q

who qualifies for cochlear implants?

A

those:

  • with profound loss in both ears
  • who had limited benefit from hearing aids
  • have no other medical problems that make surgery risky
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15
Q

phonological development sounds affected by hearing loss

A

1) High frequency sibilants
2) Less visible phonemes
3) Sounds at the ends of words
4) Prosody-lacks fluid co-articulation patterns

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16
Q

hearing loss: services depend on individual needs:

A

1) current age of child
2) age of onset of the hearing loss
3) age hearing loss discovered
4) severity of loss
5) type of hearing loss
6) age of amplification
7) communication mode child is using

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17
Q

hearing loss service types

A
  • training in auditory perception
  • using visual cues
  • improving speech
  • managing communication
  • managing hearing aids and assistive listening devices
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18
Q

Accommodations for those with hearing loss:

A
  • Preferential Seating-It is not always in the front of the room.
  • Utilize pictures and visual prompts that reinforce language and content.
  • Be sure speaker’s face is visible.
  • May be appropriate to provide class notes with critical information.
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19
Q

strategies for auditory processing difficulties

A

attention, preview and review, fm system, flexible seating, time, orginizatonal strategies

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20
Q

whats the big thing with auditory processing?

A

background noise

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21
Q

What is intellectual disability

A

depressed general intellectual functioning with limitation in adaptive behaviors (IQ mild-50-70, moderate 35-50 profound below 20

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22
Q

cause of an ID intellectual disability

A

Cause of an intellectual disability (ID)

  • ACQUIRED: head injury, FAS, etc.
  • BIOLOGICAL: for severe ID, chromosomal
  • CONCOMITANT DIAGNOSES: seizures, cerebral palsy, hearing & vision loss, ADHD=DON’T cause the ID but may complicate how it affects language development
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23
Q

williams syndrome

A

what: missing genetic material
strengths: outgoing, good eye contact and good auditory memory
difficulties: Modulating emotion, attending, increased sensitivity to sound, anxiety in unexpected change, and visuospatial difficulties. Difficulties with topic coherence. May have restricted & repetitive interests.

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24
Q

fragile x syndrome

A

males more than females

what: Repetition of chromosome pattern. (Instead of 6-45 repetitions there are 200 repetitions)
strength: have good receptive vocabulary
difficulties: articulation, language, fluency

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25
Q

Down syndrome

A
  • is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. It affects about 1 in every 800 babies.
  • low muscle tone
  • most have mild to moderate intellectual impairment
  • some have medical conditions (higher risk for childhood leukemia and hypertension)
  • hearing and vision difficulties
26
Q

Down syndrome speech:

A

1) The anatomy of the face can influence speech clarity.
2) Tongue size normal housing is smaller
3) Higher, narrower palate
4) The complexity of what a child wants to say can affect how clearly it is spoken. is also a factor.

27
Q

Down syndrome speech and language

A

first words typically occur between 2-4yrs old

  • they can usually understand more Ethan they can express
  • thick middle ear fluid can cause temporary hearing loss

language with children with Down syndrome may have a surge at ages 2-4 yrs of age

28
Q

difficulty with articulation:

A

Down syndrome, fragile X, and sometimes williams

29
Q

difficulty with language:

A

those with down syndrome, sometimes Williams, and fewer fragile X

30
Q

difficulty with fluency

A

less Down syndrome, less Williams syndrome, more fragile X

31
Q

what is mental age?

A

a measure of a child’s intelligence based on answers to age-graded questions

32
Q

AAC

A

Alternative and augmentative communication devices

33
Q

aaa helps who successfully

A

those with intellectual disabilites

34
Q

SLI

A

Specific language impairment

35
Q

red flag with SLI

A

SYNTAX

36
Q

sli info:

A

they dont misuse rather they omit-theyre not aware of those morphemes to be used

  • diagnosis of exclusion(whats not affected-no hearing problems, no cognitive problems
  • delayed in language
  • start services later
37
Q

Strategies that would be beneficial for SLI

A
  • modeling
  • imitating
  • scaffolding
  • recasting(taking what theyre saying and “I runned to the store” “oh you ran to the store?)
  • expansion(goignade a ltitle further on what they said)
  • focused stimulation
38
Q

ASD

A

Autism spectrum disorder

39
Q

3 overlapping characteristics of ASD

A

1) social reciprocity
2) communication difficulties
3) behavioral rigidity

40
Q

ASD: what is Social reciprocity

A

social give and take like in a conversation (reciprocating behavior-one person wave other waves and smiles back) also eye gaze and joint attention

41
Q

ASD: communication difficulties

A

a) significantly delayed onset of spoken language or total absence
b) imparted patterns of initiating and responding in conversation

Echolalia: repetition of others speech
lack of imaginative or social imitative play appropriate to child’s development level
NOT AS LIKELY TO HAVE ARTICULATION DIFFICULTIES

42
Q

ASD: Behavior Rigidty

A

extreme resistance to change of any kind. Autistic children tend to want to maintain established behavior patterns and a set environment. opposed to change and may become preoccupied with one particular topic

43
Q

ASD cause:

A

initially thought autism had its origins in a disturbance of the parent child relationship(this is wrong)

  • genetic disorder
  • brain difference-difficult to locate the nuerological foundation that produce specific social, linguistic, and cognitive symptoms that describe autism
44
Q

ASD: Joint attn(social/communicative weakness)

A

attending to social partner, flexibly shifting eye gaze between people and environment and getting others attention to initiate interaction

45
Q

ASD: symbol use(social/communicative weakness)

A

difficulty learning verbal labels for concepts as well as use of gestures. demonstrate lack of play

46
Q

ASD: ToM(social/communicative weakness)

A

trouble using theory of mind

47
Q

Lang delay autism

A

20% never develop expressive language–those that do develop expressive language are characterized by “uneven” or “disordered course of develpment

48
Q

lang delays with children with ASD

A

1) poor use of grammar-particularly relating to social circumstances
2) poor use of pragmatics
3) inability to establish turn taking

49
Q

asd treatments

A
  • intervention should begin early
  • intervention should be intensive
  • parents and family members should be integrally involved in any treatment approach approach
  • treatment must include and focus on social aspects of communication
  • instruction should be systematic but customized
  • emphasis should be placed on generalization
50
Q

asd/echolalia treatments

A
  • intervention should begin early
  • intervention should be intensive
  • parents and family members should be integrally involved in any treatment approach approach
  • treatment must include and focus on social aspects of communication
  • instruction should be systematic but customized
  • emphasis should be placed on generalization
51
Q

what percentage of children diagnosed with autism never develop more than a few words?

A

20%

52
Q

what percentage of children diagnosed with autism never develop more than a few words?

A

20%

53
Q

why does echolalia occur?

A
  • exhibit comprehension difficulties
  • communicative strategy to participate in conversation
  • typically as language develops echolalia decrease sin frequency
54
Q

accommodations for and/echolalia

A

social stories, scheduling, reinforcement schedule, picture exchange communication system

55
Q

Cleft palate and cleft lip: how it affects speech & language

A

Palate: wont be able to produce sounds that require your palate(stops and fricatives will be hard becaus you cant build up air pressure) nasals will be hard
Lip: stops
Affects speech not language!

56
Q

specific language impairment vs atypical speech development

A

SLI: disorder of language only (lexicon, syntax, pragmatics)

Speech impairment: disorders of speech production:(cleft palate or lip, articulation, fluency-stuttering)

57
Q

Who is at risk for speech impairments

A
  1. children with hearing impairments
  2. children with reduced oral stimulation
  3. children with oral motors structural impairments
  4. some children with syndromes
  5. children with family history of speech impairments
58
Q

articulation disorders:

A

basically the observation we did

59
Q

predictors of long-term speech delay in children 30-36 mos

A 
limited number of sounds
mostly one syllable words
less than 45% of consonants correct
inconsistent errors
unusual substitutions
little change form 24-36 mos
60
Q

Characteristics of Stuttering

A 
Part-word repetitions
Whole-word repetitions 
Initial-sound repetitions
Prolongations
Blocks - of air flow or voiced

SFL 355 (13 decks)

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