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Articulation and Phonology > Final Exam > Flashcards

Final Exam Flashcards

1
Q

time before children say their first meaningful words

A

prelinguistic phase

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2
Q

when does the prelinguistic phase take place

A

birth-approximately 12-15 months

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3
Q

list there three phases of typical communicative development

A

perlocutionary, illocutionary, locutionary

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4
Q

takes place from birth until approximately 9 months

A

perlocutionary

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5
Q

in this stage children do not have communicative intent meaning they are unaware that behaviors affect partners and caregivers respond as if it is intentional

A

perlocutionary stage

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6
Q

list the behaviors children demonstrate during the perlocutionary stage

A

eye contact, smiles and vocalizations, shared affect, turn-taking/engaging in routines

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7
Q

when do we look for behaviors such as eye contact, smiles and vocalizations, shared affect, and turn-taking/engaging in routines

A

chronologically young children who are at risk for language disorders or chronologically older children who are still in the early stages of language development

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8
Q

is the key to all early communication

A

eye contact

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9
Q

may be the earliest sign of later risk for autism spectrum disorder

A

reduced eye contact

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10
Q

children with disabilities may have reduced production of this behavior due to various reasons including hearing loss or motor challenges

A

smiles and vocalizations

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11
Q

looking at communication partners to share in excitement

A

shared positive affect

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12
Q

including partners when fussing or distressed

A

protest/shared negative affect

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13
Q

a critical part of the emergence of intent because they are predictable

A

turn-taking and routines

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14
Q

when assessing pre-intentional clients what are the assessment targets

A

eye contact, smiles and vocalizations, shared affect, turn-taking and routines

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15
Q

If pre linguist clients do not demonstrates the 4 behaviors these come ___ ___

A

intervention targets

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16
Q

the stage from approximately 9-15 months

A

illocutionary stage

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17
Q

begins with the emergence of communicative intent and children realize they can affect the behavior of others without using words

A

illocutionary stage

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18
Q

what does communicative intent do for clients

A

it gives them a level of control over their own lives

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19
Q

in the illocutionary stage children start to demonstrate which behaviors

A

eye gaze shift, persistence, satisfaction/frustration, change in form of attempt, use of conventional form (words)

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20
Q

which illocutionary stage behavior? visual attention switches from object/event and partner

A

eye gaze shift

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21
Q

which illocutionary stage behavior? continuing communication behavior even if they do not get what they want

A

persistence

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22
Q

which illocutionary stage behavior? appropriate reactions when a child gets/doesn’t get what they want

A

satisfaction/frustration

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23
Q

which illocutionary stage behavior? shifting communication from one mode to another mode

A

change in form of attempt

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24
Q

which illocutionary stage behavior takes us into the linguistic stage

A

use of conventional form (words)

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25
Q

the ___ of communication is how the client is communicating

A

mode

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26
Q

the ___ of communication is why the client is communicating

A

function

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27
Q

list the three functions of prelinguistic communication

A

joint attention, behavior regulation, social interaction

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28
Q

which function of prelinguistic communication? to direct another’s attention to an object or event

A

joint attention

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29
Q

which function of prelinguistic communication? to request or reject objects or actions

A

behavior regulation

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30
Q

which function of prelinguistic communication? to attract attention to oneself

A

social interaction

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31
Q

when we are assessing illocutionary clients we are looking to evaluate:

A

the behaviors of intentional communication , the modes of intentional acts, and the functions of intentional acts

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32
Q

when assessing for illocutionary behaviors what are we looking for

A

is the child demonstrating behaviors that indicate intent such as shift in eye gaze, persistence, satisfaction/frustration, change in form of attempt, use of conventional form

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33
Q

when assessing for illocutionary modes what are we looking for

A

what modes of communication are being use, how frequently is each mode used

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34
Q

t/f gestures cannot predict language development

A

false

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35
Q

when assessing for illocutionary functions what are we looking for

A

what functions are used and how frequently do each occur

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36
Q

t/f we look for an equal representation of the three communicative functions

A

true

37
Q

list the parts of a prelinguistic assessment

A

case history, behavioral observation, criterion-referenced assessment

38
Q

a standardized tool that can be used to evaluate communication and symbolic abilities of kids between 6 months and 2 years of age

A

communication and symbolic behavior scales

39
Q

how do we treat prelinguistic clients if they need to establish intentionality

A

help caregivers identify important behaviors and help develop parent’s supportive responses

40
Q

how do we treat prelinguistic clients that have some intentionality

A

we encourage the parent to respond to prelinguistic forms of communication and use evidence-based interaction strategies

41
Q

when the role of the SLP when providing routines-based intervention

A

we need to be flexible and facilities the interactions. We are embedding ourselves in already established routines

42
Q

When is toddlerhood

A

About 1 ½ to 2 ½ years

43
Q

what are the language milestones of toddlerhood

A

vocabulary explosion and emergence of early grammar/syntax

44
Q

name some principles of assessment in toddlerhood

A

Family-centered assessment in both home and clinical settings, Assess as early in the child’s life as possible and repeat assessments throughout toddlerhood, Work with a collaborative team with other professionals, Involve individuals from the child and family’s culture when possible, Conduct interviews and gather an extensive case history, Evaluate caregiver-child interactions patterns, Make sure that the child’s hearing has been tested, MUST use multiple measures in assessment of young children with potential language impairments, Must make sure that assessment is nondiscriminatory and appropriate for the child’s and family’s linguistic and cultural background

45
Q

When assessing toddlers why is it important to evaluate caregiver-child interactions

A

we can see if there is a lack of communication taking place or at least what the interactions are looking like. We can see if the caregiver is not responsive linguistically and we can help guide them to see communicative attempts

46
Q

t/f When talking to parents we use deficit language to point out the children’s weaknesses

A

false

47
Q

what are some things that we may ask parents about

A

their concerns for the child, the families resources and support systems, understanding the child’s daily environment

48
Q

what are the three things that we are looking for in oiiur assessment of language in toddlers

A

continued development of new vocabulary, emergence of new communicative functions, Childs level of play

49
Q

what are the two ways to formally assess a child’s vocabulary

A

standardized norm-referenced tests that are administered to the child, or norm-referenced parent reports like the Macarthur-Bates Communicative Development Inventories

50
Q

what is the standard age for the Macarthur-Bates Communicative Development Inventories

A

16-30 months

51
Q

what are the two parts of the Macarthur-Bates Communicative Development Inventories

A

1) parents mark words the child says or signs 2) parents indicate child’s understanding of word forms and the complexity of the child’s multi-word utterances

52
Q

list some advantages of the Macarthur-Bates Communicative Development Inventories

A

representative because the parent has a broad knowledge base, it demonstrates child’s full knowledge, not common use, cost-effective, can be done before seeing the child, good for measuring change after intervention

53
Q

what are some disadvantages of Macarthur-Bates Communicative Development Inventories

A

can be subject to bias either up or down, requires literacy skills if we send it home with a parent or caregiver, norming sample can be an issue

54
Q

how can we informally assess receptive vocabulary

A

ask the child to choose a specific game from among other games

55
Q

how can we informally assess expressive vocabulary

A

have them play a search game and prompt with “oh you found a”

56
Q

list the additional functions that emerge in toddlerhood

A

ask and answer questions, talk about people/things not present, negotiate, make jokes, lie

57
Q

what are some benefits of play

A

play is how children learn, and it can help us choose activities and materials

58
Q

in play what are we looking for

A

how social is the play, what cognitive level is the play, how is language being incorporated into the play

59
Q

what is a more natural structure for therapy

A

child centered that involves daily activities and facilitative play

60
Q

what is the least natural structure for therapy

A

clinican directed that involves direct teaching and drill play

61
Q

list the characteristics of child-centered intervention

A

clinician arranges the activity so that the teaching opportunities are likely to occur naturally, clinical offers child choice of multiple items and follows child’s attentional lead, and the child may accept approximations of the responses and then model them

62
Q

list the evidence-based interaction strategies

A

communication temptations, elicited imitation, parallel talk, recasting, modifying the linguistic input

63
Q

provide natural opportunities for the child to communication. Ex. give the child a broken toy

A

communication temptations

64
Q

use the help student practice target form Ex. “Oh your horse is jumping too? Now you try. Tell me “He’s Jumping”

A

Elicited imitation

65
Q

running commentary of what the child is doing

A

parallel talk

66
Q

who might parallel talk be useful for

A

the with a larger receptive language than expressive language

67
Q

repeats some of the child’s words while adding new information

A

recasting

68
Q

who might recasting be helpful for

A

young children who need work on the syntactic or grammatical aspects of their language

69
Q

Repeat what the client said with slower rate and decreased complexity

A

Modifying linguistic input

70
Q

what is the preschool age range

A

3-5 years

71
Q

what are the major language milestones in preschoolers

A

morphology and syntax develop

72
Q

what time of assessment is used in preschoolers

A

standardized assessments i.e CELF Preschool-3, language sampling i.e MLU, informal measures

73
Q

List two types of informal testing

A

the wug test and the hiding “game”

74
Q

What might we use for language intervention in preschool

A

clinician-directed instruction, evidence-based input strategies

75
Q

what are the 5 domains of language

A

phonology, morphology, syntax, semantics, pragmatics

76
Q

What is the age for school-age kids

A

5-12 years

77
Q

what is the form development in school-age kids

A

increases in length, complexity, and sophistication of both spoken and written language

78
Q

What does content development in school age kids look like

A

sarcasm, word definitions, figurative language, word relationships

79
Q

what does use development in school age kids look like

A

turn-takkiing, narrative cohesion, discourse genres

80
Q

what type of narrative uses a past personal experience or event, it is often scaffolded bay someone else who was there

A

recount

81
Q

what type of narrative explains a personal experience that was not shared by the listener

A

account

82
Q

what type of narrative tells about an ongoing activity or future plan

A

event casts

83
Q

what type of narrative relates past, present, or future events that are not real

A

stories

84
Q

Conscious awareness of language and language structure, not just the ability to use language correctly, but also to talk or reason about what is correct and why

A

Metalinguistics

85
Q

what are some examples of metalinguistics

A

nonliteral meanings, judging grammaticality, inferring word meaning

86
Q

conscious awareness of what language does in social contexts and discourse

A

metapragmatics

87
Q

what are some examples of metapragmatics

A

adjusting to audience, group speak-picking up what other people say and using it

88
Q

in IEPs all of our goals must be

A

curriculum aligned

Articulation and Phonology (5 decks)

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