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Early Lang. Disorders > Final > Flashcards

Final Flashcards

1
Q

Expansion
Provide an example

A

when the adult gives the child a mature model of their utterance

“drink juice” to “drink the juice”

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2
Q

Established risk

Give an example

A

A condition that makes it likely that a developmental disability will be present. (deafness, CP,fragile X syndrome,cleft palate, intellecutal dsiabilities)

.

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3
Q

Developmental disability (DD)

Describe some characteristics

A

The number of specific conditions that affect mental and or physical functioning (ID, ASD, and CP)

  • mental or physical impairment or combination of impairments
    -Manifested before age of 22 years
    -Likely to continue indefinitely
    -Results in substantial functional limitations in 3+ areas of life such as self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent learning, and economic self-sufficiency
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4
Q

Word combination

A

equivalent words that encode an experience
two-word combinations may be expressed as a single-word

Just putting words together (no grammar yet).

EX: doggie big

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5
Q

Prematurity

A

birth prior to 37 weeks

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6
Q

Teaching requesting

A

requesting can be signaled by hand gestures, accompanied by vocalizations and eye contact

These behaviors can be taught separately with modeling and imitation

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7
Q

Contingent imitation

A

imitating the child may teach the child to imitate due to increasing motor neurons

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8
Q

IFSP ( Individualized family service plan)

What does it include?

A

A plan that addresses both the child and family’s need for development and these needs include services in natural environments

It includes - the child status, recommended services and outcomes, and the duration of services.

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9
Q

Apgar score

A

A score is given to a newborn 5 minutes after delivery.that assess the general status of the baby and its adaptively to life

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10
Q

What is the assessment protocol for toddlers with ASD?

A

establish rapport
systematically determine preferences and utilize preferences to determine communication function and level for children with ASD

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11
Q

Syntactic Analysis

A

this analyzes the different types of sentences the child uses

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12
Q

Family intervention

A

putting intervention into the family’s routines

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13
Q

Differential diagnosis

A

is used when a child sympotoms match more than one condition

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14
Q

How to evaluate research?

A
  • Develop a well-built question.
  • Select evidence sources.
  • Execute a search strategy.
  • Examine and synthesize the evidence.
  • Apply evidence
  • Evaluate the application of the EBP
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15
Q

Impairment (Provide an example)

A

abnormality of function or structure
Ex: Hearing impairment or cleft palate

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16
Q

Dynamic assessment

A

used to determine what the child knows and gives insight into the supportive strategies are helpful

An examination to help identify a child’s potential and the amount of external support needed. (related to Zone of proximal development)

this is a combination of informal and formal test

test-teach-retest model

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17
Q

What is early intervention

A

ages birth to 3
intervention that focuses on the family and the child for children who are at risk for developing a disability that will effect their development.

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18
Q

strategies for combining words

Stage 2: Pivot schemas

A

one word drives the meaning of the sequence

One word stays the same and gives the sentence meaning

Ex: want milk, want toy, want doggies

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19
Q

Questionnaires and parent interview

A

Provide information for the case history

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20
Q

Parallel talk

A

narrating what the child is doing

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21
Q

Bootstrapping

A

gestures are used in conjuction with words to bootstrap or add additional information

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22
Q

Communication temptation

A

providing an opportunity for communication so tempting that a child is compelled to engage
A caregiver gets out a cookie and begins to eat in front of the child

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23
Q

Components of play-based assessment

A

-build rapport through interacting
- asses during unstructured play and provide opportunities for intentional behaviors
asses during structured play and assess skills that haven’t been assessed

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24
Q

Symbolic play

A

is when children use objects to symbolize things (pretend play- feeding a baby) (object play- using banana as a phone)

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25
Q

Presymbolic communication/non-symbolic communication

A

early communication behaviors, such as gestures, facial expressions, or vocalizations that do not yet involve the use of words or symbols to convey meaning.

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26
Q

Play-based Interactional Assessment

A

Play-based assessment offers the the opportunity to hypothesize and gather more information

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27
Q

Language sampling

A

When the clinician gets a language sample of spontaneous speech through asking opened ended question story telling etc

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28
Q

Multiple measures

A

use other measures to assess the child not just a standardized tool

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29
Q

Natural environments

A

are settings that are typical for children
Ex: home, school, church

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30
Q

data analysis

A

Interpreting the data in order to make a plan for intervention

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31
Q

Deictic gestures

A

used to call attention to indicate an object or action

ex: pointing or taking an adult hand

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32
Q

Generalization

A

Carry-over
the child and parent can carry over their behaviors in all contexts (not just therapy)

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33
Q

Expanding intentions

A

expanding on the child’s intentions (request, reject, bringing attention

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34
Q

Hybrid approaches

A

Combination of directive and responsive, the clinician develops activities that are very natural but, at the same time, allow opportunities for the child’s spontaneous use of utterances containing the targeted language forms.

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35
Q

Individualized

A

Services must be tailored for that specific child.

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36
Q

Explain part C of the IDEA

A

focuses on services between birth and the age of 3
in 1997 it strengthen the role of the family

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37
Q

Incidental learning

A

the unplanned or unintentional learning of knowledge or skills that occurs through everyday experiences and interactions.

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38
Q

Tactile prompt

A

support using touch

to guide or assist individuals in completing a task or learning a new skill by providing tactile (touch-based) cues.

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39
Q

Functional equivalence

A

it is when two behaviors serve the same function. (Ex: tapping a teacher and screaming to get the teacher’s attention so they are functionally equivalent.

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40
Q

Gesture-word combinations

A

a combination of word and gestures to communicate

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41
Q

Mediated learning

A

asking questions and supporting the child rather than giving them the answer.

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42
Q

Why should you assess children with ID, and ASD early?

A

ECI with these children can be very effective and make a huge impact. It allows for all the child’s needs to be met.
Early identification and intense intervention before 3 are associated with better communicative, academic, and behavioral outcomes.

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43
Q

Name three pre-symbolic behaviors

A

joint attention, motor imitation vocalizations

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44
Q

Play-based

A

a teaching approach where a child can learn new knowledge and skills through play

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45
Q

Supplemental combination

A

convey different cross-modality information to increase a effeciency

such as the representational gesture of holding a cup up and saying “juice” to convey “want juice.”

or point to a dog and saying “bite”

sign for more and say juice

usually consist of pointing or showing of an object with a spoken word or an action gesture like nodding and a spoken word

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46
Q

At- risk

give an example

A

a child may or may not develop a developmental delay but is at risk based on biological and or environmental variables. (international adoption)

Ex: maltreatment or mom drinking during pregnancy.

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47
Q

Explain the transdisciplinary team

A

-maximizes collaboration by team members
- the role of the family is maximized
- more blended roles for other team members
ongoing collaboration
- role of the primary service provider is to deliver direct cross-disciplinary services

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48
Q

What are the outcomes of premature birth?

A

late language emergence
respiratory problems
circulatory problems
feeding and digestive problems

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49
Q

Bilingual development

A

Children who are bilingual are the same as typically developing children when learning language.

Language intervention in one langue will cross over to the other.

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50
Q

Blended intervention strategies

A

focuses on caregiver and child interactions
the clinician coached the caregiver and provided support

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51
Q

Behavioral chain interruption

A

an interruption of an enjoyable task to establish any form of communication

Ex: pausing the music that a child likes and waiting for some form of signal to start the music again (eye content, body movement, verbal response)

52
Q

Myths related exposure to two languages

A

Children can lose their home language and culture

53
Q

Functional equivalence and challenging behavior

A

This is when the SLP tries to replace a challenging behavior with a more appropriate one, but they will both have the same function

54
Q

Early identifying signs of health and developmental problems

A

color
heart rate
respiratory effort
muscle tone
reflex

55
Q

Skinner’s behaviorism

A

states that people learn through reinforcement of their behaviors. If a child does good behavior and is rewarded, they will most likely do it again. If a child does a bad behavior and gets a punishment, they most likely won’t do it again.

56
Q

Intentional communication exchange

A

a back-and-forth interaction where a child deliberately communicates with another person to share information, request, or respond, expecting a reaction or feedback in return.

57
Q

Transdisciplinary model of assessment

A

When a team of professionals from different disciplines work together to find a common problem using the same data. (Think arena)

58
Q

zone of proximal development

A

In Vygotsky’s theory, the range between children’s present level of knowledge and their potential knowledge if given support

59
Q

Teaching semantic categories

A

teaching more symbols across semantic categories such as nouns, verbs etc
teach symbols through word combinations

60
Q

Positive behavioral support and the use of punishment as a last resort:

A

Positive behavioral support is a method used with children with severely challenging behaviors that focuses on assisting children in developing new communicative skills and manipulating the environment to reduce the challenging behaviors
Ex: modifying the routine to minimize wait time

the use of punishment is the last resort to decrease these challenging behaviors

Ex: time-out

61
Q

When are family concerns, priorities, and resources addressed?

A

Should be addressed during the assessment and throughout the intervention.

62
Q

Mand-Model

A

an adult will request the communicative exchange and will give a model if not produces

ex: “Tell me what you “ and if the child doesn’t respond, you then give a model

63
Q

Screening

A

Quick initial assessment to identify individuals who may need further evaluation

64
Q

Reinforcing combination

A

Gesture-word combinations in which both convey matching information (EX: pointing to juice and saying juice)
- usually includes a deictic gesture like pointing and a spoken word

65
Q

Incidental teaching

A

teaching opportunities embedded in child-led interactions based on the child’s interests

66
Q

Modeling

A

practice of demonstrating correct language, behavior, or actions for a child to observe and imitate as part of their learning process.

67
Q

What is the role of parents in assessment?

A

Parents are the primary informants of the child’s behavior during an assessment.

68
Q

Discuss ASD in early intervention

A
  • established risked
    -a disorder characterized by social communication impairment with the presence of repetitive behaviors
  • early signs may be decreased oral motor gestures, don’t like touch, extreme irritability, lack of facial expressions
    -children with ASD are difficult to assess because of deficits in joint attention, pay less attention to stimuli,
69
Q

What is language sample analysis (LSA)?

What is the benefit of LSA?

A

a sample of spontaneous speech so the SLP can analyze the child’s language

This allows SLP to see how well the child communicates during everyday life. Allows the SLP, to make an intervention plan and track progress.

70
Q

Teaching rejecting

A

rejecting gestures included shaking your head no, turning away or using defensive hand gestures

a way to teach this is to give the child unwanted items or items that were ejected before. Wait out the tantrum and then teach the rejective gestures

71
Q

Responsiveness

A

ability to react appropriately and promptly to a child’s communication attempts, whether verbal or nonverbal, fostering language and social development.

72
Q

Goals of pre- assessment Planning

A

Identify the family’s assessment expectations
- Explore the family’s priorities and preferences
- Identify strength areas and activities
- Determine the roles family members with play in the assessment(ch 5)

73
Q

Vocalizations

A

sound and syllable shapes are important for later language

74
Q

Education of Handicap Act

A

Mandates that states establish a comprehensive severices for children with developmental disabilities and thier families.

75
Q

Eval vs Assessment

A

An eval is conducted to see if the child is eligible for services. Eval is where you identify the child’s level of development. (standardized and formal)

An assessment is an ongoing process of identifying the child’s unique needs. The focus is on what level of support the child/family needs to be successful and NOT what is wrong with the child. (can be Informal)

76
Q

symbolic communication

A

when a child starts to use words, signs, or an ACC to communicate

77
Q

Functions of gestures and establishing gestures:

A

Gestures function:
serve purposes of joint attention, behavioral regulation, and interaction
marks the transition to intentional communication
allow a child to request and comment
express semantic knowledge

The goal of establishing gestures is to:
enhance communication with a new mode of interaction and establish intentions that can be used to facilitate the acquisition of speech and sign language

To establish gestures:
provided choices (teaches pointing)
provide positive examples
back-and-forth games (giving and reaching for objects)
use proximal gestures (shaking head, pointing, waiving)

78
Q

Intentional communication

A

gesture and/or vocalization that is either conventional or symbolic in form and produced in combination with a behavior that demonstrates coordinated attention to both an object or event and a person simultaneously

For example : point to a bottle and vocalizing baba

79
Q

Disability

A

inability or lack of ability to perform functional tasks or skills

80
Q

What is EBP?

A

Evidenced-based practice

81
Q

List 3 intervention strategies

A

responsive
directed
blended (hybrid)

82
Q

Symbolic request vs nonsymbolic request

A

asking for things verbally or with an AAC/ sign
asking for things without words like pointing

Ex: signing for the word cup or saying cup
Ex: pointing and making eye contact with a cup

83
Q

Directive intervention strategies

A

structured therapy, the clinician is in charge.

84
Q

Elements of EI
Briefly explain them

A

Transdisciplinary team -the team responsible for providing services
Importance of families -intervention is effective when it family family-centered.
Overcoming barriers- most are clinician factors (caseload training experiences) be able to over come these barriers to be successful

85
Q

Transactional model

A

A typical language and communication development when the child and the parent are both contributors
As a clinician paying attention to both the clinician and the child’s behavior is effective.

86
Q

Telegraphic speech
vs
Language model

A

simplified, ungrammatical speech
The language model is simplified but grammatically correct

87
Q

What is the best way to assess and measure bilingual children?

A

best measure of vocabulary for bilingual children is to measure their total vocab. rather than comparing the languages

88
Q

What is the issue with eligibility services?

A

Schools decide who receives EI services. They use criterion referencing, which is inappropriate for determining eligibility services.

89
Q

Responsive approach

A

Intervention is when the clinician responds to what the child says and wants
follows the child’s lead
- this is when we use self and parallel talk

90
Q

Recasting
Provide an example

A

when the adult changes the type of sentences, on top of giving the mature model with additional information

“drink juice” to “do you want to drink the yummy juice”

91
Q

Early symbolic intervention - basic principles and guidelines

A
  • Words or concepts in daily routines
  • Words that occur often at home in adult language, especially when it’s used to address the child
  • Contain sounds and syllables the child already produces
  • Words the child understands
  • Objects or actions the child has an interest in
92
Q

contingent caregiver response

A

a response based on the perceived intent of the child. The response is related to the child’s behavior

(e.g., the child struggles to reach the toy, and the mother says, “You want to train?” and hands the child the toy).

93
Q

food reinforcement

A

When a child is given food after doing something good

94
Q

corrective feedback

Provide an example

A

this is when the child makes a mistake and the adult corrects it

For example: when a child calls a cow a dog
the adult might say, “No, that’s not a cow, that’s a dog, he says woof!”

95
Q

Pre symbolic behaviors

A
  • Joint attention
  • Motor imitation
  • vocalizations
96
Q

Extension

Provide an example

A

when the adult gives the child a mature model of their utterance AND add additional information

“drink juice” to “drink the yummy juice”

97
Q

Why is it important to assess the caregiver and child interaction?

A

It allows the clinician to gather information on their interaction and look at the strengths and weaknesses of the interactions

98
Q

Handicap

A

Social consequences of disability or impairment that prevent an individual from realizing their potential.

99
Q

self talk

A

narrating what you (the clinician/parent) are doing during play

100
Q

Name some important things to remember with family concerns, priorities, and resources.

A

Each family’s concerns are different and can be influenced by culture and experiences

gather info on how the family perceives the child

identify the family priorities

consider resources for the family

establish what type of role the family would like to play during the intervention(active role or let the clinician take the lead and do everything).

101
Q

Assessment process

A
  1. referral
    2.obtain background info
  2. evaluate through standardized and or dynamic assessment
  3. interpret scores and synthesize results
  4. communicate results
102
Q

Reduplicated combinations

A

Babababababa

103
Q

Explain vocalization development: vocal imitation (consider the complexity of development;

complex vocal imitation).

A

Vocal imitation is the child being able to imitate speech or speech sounds as the child gets older this becomes more complex.

104
Q

Functional play

A

involves a child playing with toys or objects in a typical, intended way (such as rolling a ball or stacking blocks) while interacting with another person, encouraging social interaction

105
Q

Explain Type- token ratio
How do you calculate?

A

This analyzes different parts of speech (verbs, adjectives, nouns) the child uses. It tells the SLP how diverse the child’s vocabulary is
# of unique words/ # of total words

106
Q

Imitation

A

a technique used for kids to learn during intervention by copying (utterances or actions) exactly what the child is doing

107
Q

Where and when to provide EI?

A

during routines (things the child and parent do together) and natural environments of the child.

108
Q

Explain MLU and how you calculate it.

A

MLU is the mean length of utterance. This is the number of morphemes a child uses per utterance

of morphemes/ total # of utterances

109
Q

Informal Assessment

A

A non-standardized way to assess a child’s communication skills

110
Q

Late Language emergence

List factors

A

Children who have a slow start in language

low birth weight, premature birth, family history

111
Q

Environmental sabotage

A

manipulating the environment so that the child’s access to a desired object or activity is prohibited, thus creating an opportunity for communication.

112
Q

Specific disorders

A

Some children will require special means of testing/ analysis due to the nature of their disability

113
Q

strategies for combining words

Item-based constructions

A

grammar emerges in word combinations including action + object +action

Words start to follow basic grammar rules

ex: big doggies run

114
Q

Build-up/breakdown

A

When the adult expands the child’s utterance and then breaks it down into serval smaller units

the child says “doggie bed”

the adult would say, “the doggie is sleeping in the bed” “sleep in bed” “doggie sleep” “sleep in bed”

115
Q

joint attention

A

the child and the parent are focused on the same thing

ability to coordinate attention between people and object

116
Q

Expectant delays

A

waiting for a response or communicative behavior from the child

117
Q

Fading

A

The goal is to eliminate the prompt entirely, enabling the child to perform the behavior independently

118
Q

Explain exposure to two languages during ELD

A

encourage use of for language stimulation; there are no negative consequences to speaking two languages to a child

119
Q

Interactional observation

A

clinician observes the client and parents’ interaction in order to gather information or expand on it.

look at the child and the parents behaviors and it will provide more information for the clinician after the interview and questionnaire

120
Q

Conventional communication

A

a traditional method of communication

121
Q

Functional communication

A

The use of symbols or actions/words to express basic wants and needs and to obtain desired outcomes.

122
Q

Representation or symbolic gestures

A

often related to representing an object or action
ex: putting a cup to your mouth to represent drinking
ex: waving bye to represent you leaving

123
Q

Cultural competence

A

Having an awareness and acceptance of cultures and the ability to interact effectively with people of diverse cultures.

124
Q

Late talker

A

refers to when the child starts using words

a late talker started using words later than the typical age

125
Q

Context manipulation

A

manipulate the environment in any way to promote communication (giving the child juice but not opening it)

Early Lang. Disorders (6 decks)

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