Final Flashcards
Infancy milestones
- Produce their first recognizable word
- Use prosodic features to distinguish words
- Undergoes perceptual narrowing
- Distinguishes ‘speech’ from ‘nonspeech’ sounds
- Can discriminate purposeful from random actions
- Engaging in prelinguistic vocalizations
- Begin shifting attention between people and objects
- Pointing begins!
Toddlerhood milestones
- Biggest achievement in this period is the emergence of grammatical morphemes
- Multiword telegraphic utterances emerge
- Begin using Wh- questions
- Begin combing words to express simple functions (semantic relations)
- Overextend and underextend words as they refine word knowledge
- Begin to use language to ask for things and control others’ behavior
Preschool milestones
- Adding decontextualized language to their conversations
- Emergent literacy skills emerge
- Alphabet knowledge, phonological knowledge and print awareness emerge
- By the end of this period, the majority of phonemes have been mastered
- Verb phonology advances significantly
- More elaborate sentences patterns (beyond S+V+O) emerge
- Learning about two words per day
- Acquire new words via shared storybook reading
- Learn deictic terms, temporal terms, locational prepositions
- Understand that questions require answers
2 major processes that emerge in school years
Shifting sources of language input & competence in metalinguistics
Shifting sources of language input
Preschool: sole reliance on oral input
School-aged: learning to read
8-10 years: more and more input from text
Reading: highly individualized
Being able to read requires that preschoolers have well established print and phonological awareness prior to entering the school period
Emergent literacy skills
- print motivation
- vocab
- print awareness
- narrative skill
- letter knowledge
- phonologic awareness
Prereading skills or emergent literacy skills are critical to learning to read!
Important research findings for reading and writing
- Oral language provides the foundation for reading and writing
- vocab knowledge at kindergarten is strongly related to 7th grade reading skills
- 88% chance that kids behind in literacy in 1st grade will still be behind at 4th grade
- Reading and writing develop concurrently and interrelatedly in young children
- Literacy develops from real life situations where reading and writing are used to get things done
- learn literacy through active engagement
Role of SLP in literacy
- providing services for disorders of language including comprehension and expression
Role of Aud in literacy
- Reading problems can stem from APDs and the audiologist’s auditory processing evaluation is necessary to make this diagnosis.
- guide parents in different approaches to teaching reading
Developmental reading stages by Chall
- initial reading/decoding
- confirm, fluency, unglue from print
- reading to learn
- multiple viewpoints (HS)
- construct & reconstruct world view (college)
Stage 1: Initial reading or decoding
Covers period K-1st grade (5-7 years)
Begin to decode words via sound-symbol association
- sub for words they know (barking/growling)
- sub words that look alike (green/growling)
- sub words semantically alike (growing/going)
Stage 2: Confirmation, fluency, & ungluing from print
Covers 2nd – 3rd grade (7-8) Polish their decoding skills
- experience confirmation that what they’re reading is right
- gain fluency & speed
- unglue from print (reading more automatic - sight words)
Stage 3: Reading to learn new info
2 phases
3A grades 4-6: read to learn about world (not egocentric) & read works of adult length but not level
3B grades 7-8/9: read on general adult level & expand vocab, build world knowledge, reading habits formed
Stage 5: Multiple viewpoints
usually age 14-18
- handling more difficult concepts, and text structures
- can consider more viewpoints now, builds on world knowledge from stage 3
Stage 5: Construction & reconstruction
college age
- read selectively
- make judgements about what to read
- use analysis, synthesis, prediction to construct meaning from text
- Is what I just read true?
Metalinguistic competence
ability to think about, comment on and manipulate language
Phonological awareness
sensitivity to the sound structure of language
Preschool: segmenting words from sentences, segmenting syllables, detecting & producing rhymes
Kindy/1st: blending sounds, segmenting sounds from words, manipulating sounds
Phonemic awareness
level of phonological awareness that focuses on individual sounds
Phonemic awareness skills (5-6)
Blending tasks
- what word is /m/ /a/ /p/
- facilitates decoding skills
Segmentation tasks
- first sound in ‘dog’? last sound?
- what are the 3 sounds in ‘dog’?
- related to spelling ability/spelling patterns
Phonemic awareness skills (around 7)
Sounds manipulation
- most complex PA ability
- say cat without the /k/
- switching sounds
small group activities for teaching PA>
What skills does reading build?
- lexical knowledge
- phonological skills
- pragmatic skills
Figurative language
not using words in literal way
- metaphor
- simile
- hyperbole
- idioms
- irony & sarcasm
- proverbs
Metaphor
similarity between 2 ideas or objects; implied comparison IS another thing; understanding begins in preschool
- ex: time is money, you are a summer’s day
Simile
type of metaphor that uses ‘like’ or ‘as’
-ex: as big as an elephant
Hyperbole
uses exaggeration for effect
- cry me a river, it’s raining men, so lonely I could die
Idioms
describes a situation; they have both a literal & figurative meaning (we’re in the same boat)
(1) Opaque: cost an arm and a leg
(2) Transparent: hit the nail on the head (can infer meaning)
Sarcasm
speaker’s intention is dif than the literal mesning
- can ONLY be verbal
- statement is opposite of what is intended
- form of irony
- can be hurtful
- ex: I’m trying to picture you with a personality
Irony
verbal or written
Situational:
- fire station burns down
- marriage counselor gets divorce
Dramatic:
- Romeo & Juliet
- Darth Vader is Luke’s father
Proverbs
a saying in general use - truth or advice
Encouragement: No matter where you are in life, it’s not too late
Commenting: Clothes do not make the man
Advising: An apple a day keeps the doctor away
Warning: An idle brain is the devil’s workshop
Interpreting: Barking dogs seldom bite
What does writing build on?
- Phonological Awareness
- letter recognition
- fine motor skills
Stages of writing development
- drawing/scribble or “pre-phonemic” (finger painting, play doh)
- letter-like forms & shapes (rhyming activities, sorting sounds)
- strings of random letters (message cards, name tracing)
- invented/transitional spelling (sentence building, word wall)
- conventional writing & spelling (link words to meaning)
How do kids demonstrate knowledge of reading & writing?
- making up stories
- inventing new rhymes
- writing pretend messages
- talking about books that have been read to them
- singing complex songs
- ‘read’ a memorized book
what can we do to support development of reading & writing
- dramatic play supports language development
- it’s a precursor to oral story telling & writing
- acting out stories aids the development of narrative skills
- reading aloud is strongly correlated with successful literacy development
- repeated reading leads to greater attention to print & story structure
School-aged milestones
- specific metalinguistic competence (phonemic awareness & figurative language)
- reading & writing develop
- gaining fluency & ungluing from print
- Using derivational prefixes and suffixes
- Adding dependent clauses into sentences
- Using infinitives and gerunds
- Understanding words can have multiple meanings
- Understanding lexical ambiguity, phonological ambiguity and sentence ambiguity
- Developing literate language; talking to learn
- Elaborates noun phrases
- Greater use of adverbs and conjunctions
- Using mental and linguistic verbs
- Advances in discourse: expository and persuasive
- Engaging in complex narratives
Achievements in language form in preschool
- phonological development
- morphological development
- complex syntax
phonological development
- sound modifications for plurals (hats vs watches) at 5/6 yrs
- vowel shifting (decide vs decision) mastered by 17
- use stress to distinguish between a compound word & phrase (green house vs greenhouse) mastery by 12
- use emphasis to distinguish nouns vs verbs (record vs record)
goes under phonology & not morphology because just the sound is changing
Morphological development
use of derivational prefixes & suffixes
Prefix: changes meaning to word (healthy vs unhealthy)
Suffix: can change word’s meaning and/or class of word (week-noun; weekly-adverb)
- requires explicit instruction
Complex syntax development
Advanced grammatical structures
- adding dependent clauses into sentences
- using infinitives & gerunds
- use of reg & irreg past participles (john ate cake, john had eaten the cake)
- passive voice (the cereal was eaten by the boy)
Morphology
rules that govern how meaningful units of language are used
Morphological awareness
ability to recognize morphemes in words - powerful literacy intervention
What are the major achievements in language content during the school years?
- lexical development
- understanding multiple meanings
- understanding ambiguity
- development of literate language
Lexical development
study of changes that occur in vocab knowledge over childhood
What are the 3 mechanisms to learn new words during this period? (lexical development)
- morphological analysis
- direct instruction
- contextual abstraction
Morphological analysis
use inflectional & morphological info to learn meaning
Direct instruction
learn meaning via person or source
Contextual abstraction
using context clues to determine meaning
lexical ambiguity
quality of being open to more than 1 interpretation; can be understood in 2+ ways
Includes: homophones, homographs, homonyms
HomoGRAPHS
2 words that have the same spelling but a dif sound & dif meaning
- close (connected) vs close (shut)
- lead (metal) vs lead (in front)
- wind (not a straight course) vs wind (gust of air)
- bass (low sound) vs bass (fish)
HomoPHONES
words that sound the same but have dif meaning and may or may not be spelled the same
- dam, damn
- deer, dear
- dye, die
- fair, fare
- flour, flower
HomoNYMS
words that are both a homograph and homophone (speeled & pronounced alike but dif meaning)
- ring (call someone) vs ring (band on finger)
- spring (coiled metal) vs spring (season)
- right (correct) vs right (direction)
What is literate language?
Term used to describe language that’s highly decontextualized; talking to learn
- used to reflect on experience, plan, predict
- crucial to school success
- required to engage in discourse
Discourse development
Development of discourse is a continuum from ‘learning to talk’ to ‘talking to learn
- use lang to communicate & engage in higher order cog functions (reasoning, planning)
- requires highly specific vocab & complex syntax
1st feature of literate language
Elaborated noun phrases: noun + modifiers to provide additional info
- The big, brown dog chased the cat
- My friend Mary, walks to school with me
- I had some candy after lunch
2nd feature of literate langauge
Adverbs
- Suddenly, she started crying
- He told the story well
- I barely ate lunch
3rd feature of literate language
Conjunctions
- we drove and visited my mom
- I would love to, but I can’t
- I’m heading home because it’s late
4th feature of literate language
Mental/linguistic verbs: acts of thinking (think, know, believe, imagine, feel, etc) and speaking (say, tell, speak, answer, listen)
- I really think we should take a plane
- she feels like we’re talking about her
- he decided to leave school
Achievements in language use during school years
- functional flexibility
- conversational abilities
- narrative development
functional flexibility in pragmatics
Ability to use language for a variety of communicative purposes or functions
- ex: ability to compare & contrast, to persuade, hypothesize, explain, classify & predict
What are some of the improved conversational abilities of school aged children?
- maintaining topic
- lengthier dialogues via more conversational turns
- including factual & relevant comment
- changing topics easily
- adjusting content & style to listener
4 types of narratives used by school-aged children
- Recounts: telling or retelling a story; telling an account as prompted
- tell me about 3 little pigs - Accounts: spontaneous telling
- tell me about your weekend - Event casts: describe an event or (AWA - looking at pictures)
- Functionalized stories: invented narratives
What are the components of story grammar?
- introduction
- initial event
- character development
- mental states (who’s thinking what)
- referencing (pronoun referents)
- cohesion (order of events)
- resolution (how did problems get resolved)
- conclusions
Examples of excessive elaboration
- Appendages: cues of intro or ending (“once upon a time”)
- Orientations (details regarding setting & characters)
- Evaluations (convey narrators perspective or perspective of characters
Men vs women vocab differences
- women use more polite words
- men swear more often
- men use more assertive language
- men/women have dif ways of being friendly in convo
- context & social status may have bigger role than gender
- kids adapt their speech style regardless of gender (ex: if partner uses more compliments, they will too)
Men vs women pragmatic differences
- women use more eye contact & closer stance
- men change topics more frequently
- women indicate they are paying attention more frequently (uh huh, yes)
- women request clarification more often
Formative assessment
monitor student learning for ongoing feedback; identify strengths and weaknesses - how is LD process going?
- weekly quizzes
- group work
- clicker questions
Summative assessment
evaluate student learning by comparing it to a benchmark or standard - final outcome?
- standardized tests
- final projects, essays, presentations
development in school age years & beyond
Screening: brief assessment to determine who may need assistance
Comprehension Evaluation: in depth examination of student needs
Monitoring progress: rate of improvement - several time points via formative
signs of language disorders in elementary grades
- longer reliance on gesture for meeting needs
- difficulty initiating with peers
- difficulty sustaining turns in conversation
signs of language disorders in adolescence
- poor social language
- problems providing sufficient info to listeners
- redundancy
language difference
normal variability in language develop- ment (e.g., dialectical variations)
language disorder
variability that reflects an underlying neuro- logical impairment affecting language development
Late talker
- less than 50 words
- Not producing 2-word utterances by 24 months
- Usually identified around 2 years
- 1/5 in children
- More common in boys
- Slow start in language
Primary language impairment or Specific to language- specific language impairments (SLI)
Significant language impairment in the absence of any other developmental difficulty
- 7-10% of children over 4
- Many have history of LLE
- Risk factors: preterm birth; family history
Secondary language impairment (SLI)
Language disorders that occur secondary to other conditions
- Possible etiologies: intellectual deficit, autism, brain injury, cerebral palsy
Common traits of specific language disorder
- Areas of strength and weakness
- Struggle to learn new words so slow vocabulary development
- Considerable difficulty with grammar = shorter utterances; missing key GMs- pronoun usage; verb development
- Poor academic adjustment: poor social behavior skills; poor attention; math & literacy, reading development
- 60% of children with SLI in kindergarten will have problems in adolescence & adulthood
Defining characteristics of ASD
Severity level is based on 2 primary issues: Severity of social-communication abilities (Mild - engagement but unusual patterns of communication, failure to initiate - to Severe - More severe, lack of engagement with other people) & Severity of restrictive interests and repetitive behaviors (Extreme, restrictive interests, preoccupations)
Early indicators of ASD
- no babbling or pointing by 1
- no single words by age 16 months or 2-word phrases by age 2
- no response to name
- loss of language or social skills previously acquired
- poor eye contact
- excessive lining up of toys/objects
- so smiling or social responsiveness
Late indicators of ASD
- impaired ability to make friends with peers
- impaired ability to initiate or sustain conversation with others
- absence or impairment of imaginative & social play
- repetitive or unusual use of language
- abnormally intense or focused interest
- preoccupation with certain objects/subjects
- inflexible adherence to specific routines or rituals
Characteristics of Intellectual disability
Intellectual disability is a condition characterized by significant limitations in bothintellectual functioning (IQ test) and adaptive behavior that originatesbefore the age of 22.
Causes & risk factors for ID
- Exposure to toxic substances (alcohol exposure, - - prenatal- postnatal lead exposure)
- Nutritional deficiencies (prenatal iodine deficiencies)
- Brain radiation
- Childhood brain infections
- Traumatic brain injury
- Maternal infections (rubella, cytomegalovirus)
- Pregnancy and perinatal problems: fetal - malnutrition, prematurity, anoxia, viral infections
- Many cases the cause is unknown
Most common genetic cause of ID in US
Down Syndrome
Most common inherited cause of ID in the US
Fragile X
Causes and risk factors for TBI
- Falls - most common in adults 65 and older
- Motor Vehicle Accidents -most common in young adults
- Impact sports injuries
- Being struck by an object
- Child abuse- most common cause for children under 4
- Blast injuries due to explosions
- Assaults
Closed head injury
- brain matter is not exposed or penetrated
- car accident, shaken baby syndrome
- most common
Open head injury
- brain matter is exposed or penetrated
- gun shot wound
- a more focused injury
Cognitive & communication problems resulting from TBI
- Varies person to person
- Depends on factors such as:
-Individual’s premorbid personality
-Preinjury abilities
-Severity of the injury
Difficult to predict long-term in first weeks following injury
Language problems resulting from TBI
- word-finding difficulty (anomia)
- poor sentence formation
- lengthy & often faulty descriptions or explanations
- difficulty understanding multiple meanings in jokes, sarcasm or figurative expressions
- unaware of their errors so become frustrated or angry
- place blame for comm difficulties of the person whom they are speaking
- reading & writing abilities are often worse than those for speaking & understanding spoken words
- simple & complex mathematical abilities are often affected
Behavioral phenotype of prematurity
- Executive function: inattention, ADHD, hyperactivity
- Emotional dysreg: emotional lability, difficulty with transitions, low frustration tolerance, poor persistence to task
- Social: increased anxiety, socially awkward, depression
- Language: poor processing speed, poor syntax, difficulty with complex language (figurative)
- Cognitive: low average IQ, mental fatigue
Conductive vs Sensorineural HL
Conductive: fluid, foreign objects, allergies, ruptured eardrum, impacted wax
Sensorineural: aging, noise damage, drug side effects, auditory tumors, blast/explosion
Causes of acquired hearing loss
- Noise exposure
- Infection
- Use of ototoxic medications
- Chronic middle-ear infections
Causes of Congenital hearing loss
50% occur for unknown reasons
- Genetic transmission
- In utero infections
- Prematurity
- Pregnancy complications
- Trauma during birth
Comprehensive language eval - Case history & interview
- documents developmental history
- general health, medical conditions, allergies
- family make-up and resources
- language & communication history
- child’s current skills, interests, and behaviors
- parents’ perceptions of suspected problems
What are some forms of analyses that can be conducted from a language sample?
- Semantics: total number of words, number of dif words, use of rare words, lexical ties across utterances, naming errors
- Phonology: % correct consonant prod, sound inventory, consonant use patterns
- Syntax & morphology: MLU, grammatical morpheme use, % grammatical utterances, variety of sentence types
- Pragmatics: length of conversation turns, number of initiations, response to breakdowns, number of communicative intentions
What are registers of speech?
Various styles of communication people use
- social
- occupation (school, work)
Changes to the nervous system that occur in aging
- brain decreases in size and connectivity
- reduced receptors which reduces sensation: reduced sensory input for all the senses
- reduced muscle mass
- leads to cognitive changes & slower swallowing associated with healthy aging
What are some of the age-related changes that occur in our sensory systems?
- trouble remembering what they did yesterday (hippocampus)
- delayed response/processing (white matter)
- difficulty with quick decision-making (prefrontal cortex)
What happens to working memory & attention as part of healthy aging?
- selective attention: difficulty ignoring irrelevant stimuli
- alternating attention
- working memory: difficulty following along, complex directions answering multiple choice questions presented verbally, more off topic responses
What is the ‘tip of the tongue’ phenomenon observed in healthy aging?
word finding experience due to phonological retrieval deficit, not semantic
Coherence
Link elements of a story while maintaining the theme = declines
- ideas tie together & logically flow from one paragraph to another
Cohesion
Each sentence of the story relates to the previous sentence
- Cara loves to cook dinner for her husband, The dinner she likes cooking most is lasagna. Lasagna is a very popular dish in Italy
Resource allocation
Humans are able to flexibly allocate resources from a single cognitive pool to various cognitive tasks
- cognitive pool has limited capacity so when more resources are taken up by one task, fewer resources remain to be used for other tasks
- Result: decreased task performance
What is dementia?
group of symptoms caused by various diseases and conditions that affect the brain which leads to a progressive decline in cognition, language & personality
- Alzheimer’s is a type of dementia
What is aphasia?
- an ACQUIRED impairment of the language processes
- NOT a problem of intellect or confusion
- it impacts conversational interaction; expressive and/or receptive language
- it’s caused by damage to certain areas of the brain
