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3200 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

what is emergent literacy? list 3 examples

A

precursors to actual reading of words - the things that have to happen prior to actual reading/decoding of words

  • print concepts: understand that print has meaning
  • phono awareness: awareness of sounds
  • early writing
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2
Q

possible impact of language impairment on emergent literacy?

A

semantic deficit: have to have the word in their vocabulary before they can make sense of it in a book. even if a teacher is reading a story, the child won’t be able to understand a particular word if it’s not in his vocabulary

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3
Q

Why are SLPs involved in reading and writing instruction?

A

because understanding spoken language/reading and using oral language/writing are all LANGUAGE

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4
Q

dealing with reading and writing can lead to ____ issues for SLPs

A

case load

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5
Q

SLPs can be ____ or ____ involved in reading and writing instruction

A

directly, indirectly

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6
Q

prevention of reading disability - assess using what? what age?

A

RTI

- pre-k/kindergarten

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7
Q

primary targets for preventing reading disability (things to teach BEFORE issues arise) - (5)

A
  1. phonological awareness
  2. print concepts
  3. alphabetic awareness
  4. oral language skills
  5. emergent writing
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8
Q

phonological awareness can be broken down into what 2 things? explain each

A
  1. phoneme awareness: can hear the word and break it down into it’s sounds.
    - ex/ cat = c a t
  2. decoding: using knowledge of speech sounds to look at the word “cat” and make connections
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9
Q

give some examples of print concepts

A
  • knowing that the print on the page tells us a story
  • read L to R
  • turn one page at a time
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10
Q

what is alphabetic awareness?

A

connecting print to letters

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11
Q

what’s emergent writing? give ex.

A

scribbles
- ex/ have a child draw a pic and then ask them to write their name on it - do they understand that letters are separate from pictures?

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12
Q

how do kids learn reading and writing compared to spoken language?

A
  • spoken language: naturally develops, doesn’t require specific, direct instruction
  • literacy (reading and writing) requires some degree of specific instruction
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13
Q

6 types of assessment of early literacy skills

A
  1. quality and quantity of home literacy experiences
  2. criterion-referenced (not norm-referenced)
  3. Observational checklist
  4. Social literacy skills - how they interact with someone reading a book
  5. literacy orientation - motivation and attn to book
  6. PALS - PreK
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14
Q

common approach to early literacy intervention?

A

embedded-explicit approach

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15
Q

explain the embedded portion of the embedded-explicit approach
- list 3 things that fall under it

A

things inherent in a setting that you can use for intervention - setting up a naturalistic environment to include literacy

  • naturalistic opportunities
  • adult primes the activity
  • adult follows child
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16
Q

explain explicit part of embedded-explicit approach

  • list 3 things that fall under it
  • give example
A

adult models very specific behavior, gives a child’ models/scripts to help with narrative/writing skills
- structured
- sequenced
- adult-directed instruction
ex/ adult playing doctor and writing a prescription for a child - what does doctor say at doctor’s office? what does mom say?

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17
Q

early literacy intervention strategies (if child is struggling with early literacy) (6)

A
  1. rhymes and chants
  2. syllable recognition
  3. initial sound awareness
  4. print referencing
  5. literate language
  6. story dictation
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18
Q

look at slides 2,3,4, 12, 13, and 21 on literacy PP

A

look at them

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19
Q

spelling foundational skills? (4)

A
  • phonological awareness
  • visual storage
  • orthographic knowledge
  • morphological knowledge
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20
Q

interventions for spelling focus on?

- one example

A

deficit

- word sorts

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21
Q

foundational skills for reading comprehension (3)

A
  • vocabulary development
  • narrative ability
  • use of metastrategies
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22
Q

assessments for reading comprehension (3)

A
  • literal questions
  • inferential questions
  • critical questions
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23
Q

interventions for reading comrehension for school age students explicitly teach what? give 4 ex/

A
  • metaskills
    1. activate prior knowledge
    2. graphic organizers
    3. summarization
    4. rereading
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24
Q

school-age students: writing

- what does the writing process involve?

A

planning, writing, re-writing

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25
Q

types of asessments for writing?

A

criterion-based or norm-referenced

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26
Q

intervention for writing? (4)

A
  • focus on foundational skills
  • story organizers
  • self-editing
  • evaluative rubric
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27
Q

cultural considerations

  • explain accomodation
  • explain incorporation
  • explain adaptation
A
  • consider the student’s communication styles and home literacy practices
  • build on the community’s funds of knowledge
  • provide access to language and literacy culture that leads to academic success
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28
Q

2 popular literacy interventions for students with significant levels of impairment - read about these on slide 19, ch 9

A
  • I to I model

- Explicit phonological awareness intervention

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29
Q

writing lab approach - top down or bottom up?

A

top down

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30
Q

writing lab approach relfects what approach?

A

construvtivist/information processing

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31
Q

the writing lab approach

  • teaches what?
  • uses what?
  • _____ projects
  • projects are ____
  • ____ partnerships
A
  • the writing process
  • computer support
  • personally meaningful projects
  • shared with an audience
  • collaborative partnerships for editing, revisions, and feedback
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32
Q

what does the behaviorism say about learning? Who developed this?

A

learning occurs when an environmental stimulus triggers a response or behavior
- BF Skinner

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33
Q

what is the goal of the behaviorism theory?

A

increasing the frequency of positive behaviors and decreasing altering negative behaviors

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34
Q

How does the behaviorism theory apply to individuals with ID?

A
  • do drill and practice activities because these kids need structure
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35
Q

what does Vygotski’s sociocltural theory say about cognitive developmentt? explain

A
  • it is socially mediated

- a child’s interactions with others influence his or her cognitive understandings

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36
Q

What’s the progression of the sociocultural theory?

A

initially a child and a more capable partner solve problems together, but eventually the child internalizes the process and is able to carry out the function independently

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37
Q

Vygotsky’s sociocultural theory says that ____ plays a critical role in shaping learning and thought? give ex/

A
  • language

- private speech: a child talking themselves through something - one step closer to being independent in doing that task

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38
Q

give an example of applying vygotsky’s sociocultural theory to ID

A
  • have an adult/more capable partner scaffold - they become more independent as they internalize the skill
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39
Q

main idea of the systems/ecological approach?

A

an individual’s family, community, and culture shape his or her functioning throughout the life span

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40
Q

systems/ecological apprach says that human behavior and development must be viewed how?

A

as occurring withing complex systems

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41
Q

types of goals systems/ecological appraoch focuses on? particularly useful for?

A
  • functional or life-skill goals linking aspects of language use, form, and function
  • for older students or adults with ID
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42
Q

how does the systems/ecological approach apply to individuals with ID? (2)

A
  • what kind of support system do they have - involved parent? teacher? programs at school?
  • we’re trying to make them successful in everyday life, day-to-day functional skills
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43
Q

definition of intellectual disability

A

an individual with severe intellecutal deficits and severe social deficits

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44
Q

when does ID originate?

A

before age 18

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45
Q

ID results in limitations in what? (2)

A
  1. intellectual functioning

2. adaptive behavior

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46
Q

what is adaptive behavior?

A

social interaction, basic life skills, conceptual knowledge (the extent that they can learn content knowledge)

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47
Q

prevalance of ID in entire population

- more males or females?

A

1 to 3% of population

- more males

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48
Q

ID can depend on ____ of risk factors

A

timing

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49
Q

4 possible risk factors for ID - explain them

A
  1. biomedical: biological issues, genetic or medical issues
  2. Social - community family is in, living situation, access to medical care
  3. behavioral - paren’t behavior - drug or alcohol use, caretaking behaviors
  4. educational - parent’s understanding of the support that’s available
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50
Q

New focus in the field of ID

  • evaluate and enhance?
  • improve?
  • identify appropriate?
  • ehnance?
A
  • functional skills
  • personal well being
  • support systems within family and community
  • competence through skill development and environmental modification
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51
Q

when we focus on the ecological model for individuals with ID, what do we do?

A

look at each of the levels and figure out how an individual can function at each level - what modifications can we make to the environment to help them be competent

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52
Q

ex/ greeter at walmart with ID - modifications that might need to be made at each level of the ecological system?

A

slide 10, chapter 7

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53
Q

Chapter 7 - slide 11 is cases, slide 18

A

look at these slides

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54
Q

what does top-down learning use?

- explain

A
  • uses everyday interactions, environmental cues, and familiarity
  • use what they’re familiar with, their everyday interactions to help them learn a new skill
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55
Q

give an example of top-down learning

A
  • ex/ individual loves chips. told him he wouldn’t get them today if he didn’t calm down. familiar routine helped teach him the skill of calming down
56
Q

what is bottom-up learning?

A

teaching specific subskills to help an individual be successful in functional settings

57
Q

bottom-up learning requires what? list them (5)

A
  • cognitive processing subskills

- attention, discrimination, organization, transfer, memory

58
Q

how to accomodate attention subskill with ID

A
  • individual’s with ID may have a delayed reaction time, so increase WAIT TIME
59
Q

how to acommodate discrimination

A

manipulate the task and teach self-monitoring skills

- teach them to look beyond one little piece of info (ex/ first letter in name)

60
Q

how to accommodate for organization subskill in ID?

- give ex/

A
  • teach strategies such as chunking and word association to aid in faster and more efficient informatino retrieval
    organize info for learning - theme-based. ex/ farm animal focus instead of just animals
61
Q

how to accommodate for transfer with ID?

A

teach children with ID simple metacognitive strategies which improve transfer of learning

62
Q

how to accommodate for memory in children with ID?

A

rehearsal, repetition or chunking of info to aid in memory

63
Q

language of young children with ID?

A

appears to be a delay - same skills at slower rate

64
Q

language of children with ID after age 10?

A

looks more like a language disorder - start seeing gaps in skills

65
Q

ID is a very ____ population

A

complex, varied

66
Q

With ID, language domains vary in relation to?

A

cognitive ability

67
Q

some indivdiuals with ID ____ expectations

A

surpass

68
Q

limitations of norm-referenced tests for individual’s with ID?

A
  • doesn’t give us functional info about accommodating needs
  • very structured: have to maintain structure to be able to use normed info, which can be difficult to do with an individual with ID
69
Q

so what types of assessments do we use with individuals with ID?

A
  • criterion-referenced

- informal assessment: observe functional skils

70
Q

3 pronged approach for individuals with ID - what are the 3 prongs? explain them

A
  1. typical language development pattern - ex/ performing at a 5 year old, what should a 6 year old be able to do?
  2. lifespan needs
  3. modifications in response to strengths and weaknesses
71
Q

when intervening with ID, we should use a ___ viewpoint

A

ecological

72
Q

three intervention approaches for individuals with ID

A
  • functional communication training (FCT)
  • The ABC chart
  • the It’s Fun program
73
Q

what’s functional communication training?

A

ID a behavior that might not be approporate and learn and practice the replacement behavior

74
Q

what’s ABC chart stand for and what does it involve?

A

antecedent behavior consequence: analysis of what’s leading to a behavior so that we can deal with the antecedent behavrio to avoid the behavior/consequence

75
Q

read about the It’s fun program

A

read - in chapter 7

76
Q

what parent concerns might you hear that may indicate a potential hearing loss?

A
  • child ignoring you, TV turned up really loud, baby doesn’t react when mom drops a pan
77
Q

% of children born with hearing loss? % of those under 18?

A
  • 3%

- 17%

78
Q

what are the three types of hearing loss?

A

conductive, sensorineural, mixed

79
Q

what id a conductive hearing loss? typically caused by? give ex/

A
  • HL of outer or middle ear that interferes with sound being conducted/moved through
  • by some medical reason that can be fixed
  • middle ear infection - fluid builds up in middle ear and sound isn’t conducted as well/is distorted
80
Q

what is a sensorineural loss? can it be FIXED? explain

A
  • HL of inner ear

- can’t be fixed - has to be accommodated via hearing aid, cochlear implant, etc.

81
Q

what id a mixed hearing loss?

A

a combination of both conductive and sensorineural loss

82
Q

degree of hearing loss determines what?

A

which sounds will be inaudible

83
Q

when discussing hearing loss, we’re talking about what two aspects of sound?

A
  • frequency/pitch

- decibels

84
Q

2 examples of auditory perceptual problems

A
  • auditory processing disorder

- auditory neuropathy/dys-synchrony

85
Q

some factors that impact the impact that a hearing loss might have? (3)

A
  • age (earlier identify, the better)
  • parental involvement
  • severity and type of HL
86
Q

explain how HL can cause impairments in language domains

A
  • phonology: difficulty hearing sounds, thus understanding and producing them
  • pragmatics: don’t hear so don’t respond to peers, don’t have confidence in spoken language
  • semantics: they’ll call a sun an “un” and no one else will understand them
  • syntax: ex/ can’t hear /s/ will impact use of plurals
87
Q

what has been the paradigm shift in hearing loss intervention?

A

we used to wait and see to intervene, now the focus is on early detection and intervention

88
Q

explain neuroplasticity and how it relates to HL intervention

A
  • the brain/auditory system can make new connections despite damage or disease with early stimulation
  • the earlier we provide input, the better our results
89
Q

what are communication modalities? is there controversy with which to use?

A

manual or spoken language

- YES

90
Q

how does audiological management happen?

A

cochlear implantation

91
Q

explain deaf culture and the controversy surrounding it

A
  • communities of people who are deaf who sign and don’t use spoken language
  • if a deaf person has a hearing child in these communities, will their child learn to speak?
92
Q

Listening and Spoken Language (LSL) is an approach for kids with HL that focuses on what?

A

developing listening skills

93
Q

with LSL, we look at a child in terms of what? give an example of this

A

their hearing age

- ex/ child born with hearing loss. at 4 mo they get a hearing aid, so at 8 mo, they’re hearing age will only be 4 mo

94
Q

is there research to support the use of “baby signs”? explain

A

NO - there’s nothing that says it’s harmful to use sign with your baby, but there’s not strong evidence that shows that it makes a child smarter/improves cognitive skills

95
Q

parents of children with HL often have feelings of what?

A

anger, inadequacy, grief

96
Q

three important skills to teach when counseling parents of children with HL

A
  1. tolerating conversational silence
  2. reflecting feeling
  3. asking open vs closed questions
97
Q

family role in intervention with HL?

A

parents are the child’s primary language teachers

98
Q

SLPs should train parents with kids with HL do do what 3 things?

A
  1. maximize early language experiences
  2. use scaffolding, imitation, and close-ended questions
  3. engage in frequent storybook reading
99
Q

6 possible intervention techniques for kids with HL

A
  1. learning to listen
  2. acoustic highlighting
  3. hand cue
  4. sound sandwich
  5. sabotage
  6. language experience books
100
Q

give an example of learning to listen technique

A

practicing producing and listening for a fire truck, plane, police siren, etc.

101
Q

what is acoustic highlighting?

A

drawing attention to words using lots of different pitches, variations in intonation to highlight what we are trying to draw their attn to

102
Q

what are hand cues?

A

hand shapes and positions that help you distinguish between sounds when the mouth shape looks the same

103
Q

HL Case Study - Slide 18, Ch 6

A

look over

104
Q

prevalance of autism?

- has this remained constant?

A

1 in 88 children

- has grown steadily over last 20 years

105
Q

___ times more boys with ASD than girls

A

3

106
Q

% of individuals with ASD who are nonverbal

A

40

107
Q

some examples of early signs of ASD that we saw in videos

A
  • intense interest in toy phone, doesn’t share enjoyment of phone with others, doesn’t respond to name, no eye contact, doesn’t follow pointing gaze
108
Q

first 2 diagnostic criteria for ASD

A
  1. PERSISTENT deficits in SOCIAL COMMUNICATION and social interaction across multiple contexts, currently or by history
  2. restricted, repetitive patterns of behavior, interests, or activities, currently or by history
109
Q

last 3 diagnostic criteria for ASD

A
  1. symptoms present in early developmental period
  2. clinically significant impairment in social, occupation, or other important areas of current functioning
  3. Not better explained by ID or GDD (may co-occur with ID)
110
Q

what’s the difference between social communication disorder and ASD?

A

still see some pragmatic difficulties, but don’t see restricted, repetitive behaviors or interests

111
Q

first diagnostic criteria for social communication disorder

A
  1. persistent difficulties in the social use of verbal and nonverbal communication
112
Q

with social communication disorder, deficits must result in ____
- give examples

A
  • functional limitations

- effective communication, social participation, social relationships, academic achievement, occupational performance

113
Q

with social communiaction disorder, the difficulties cannot be attirbuted to what? (6)

A
  • medical/neurological condition
  • low morphosyntax abilities
  • ASD
  • ID
  • GDD
  • mental disorder
114
Q

onset for social communication disorder is ____ but may not appear until?

A
  • early in developmental period

- until social communication demands exceed capabilities

115
Q

major changes from DSM-4 to DSM-5? (4)

A
  1. change in terminology from pervasive developmental disorders to autism specturm disorders
  2. reduce from 3 domains to 2 (combined social and comm)
  3. added severity levels
  4. eliminated spearate diagnostic categories under overall heading
116
Q

possible causes of ASD

  • ____ factors
  • ____ abnormalities
  • vaccines?
A
  • genetic
  • biochemical: may make a child more susceptible to environmental factors
  • no science to support that they’re a cause
117
Q

2 developmental issues that indivduals with ASD might have

A
  1. issues with sensorimotor skills

2. lack of joint attention

118
Q

children with ASD often use little ___ or ____ play

A

imaginative, symbolic

119
Q

children with ASD may relate to ____

A

objects better than people

120
Q

home intervention programs for ASD

  • implement____?
  • involve?
  • facilitate?
A
  • behavior modification programs
  • child in daily interactions
  • independence, self-monitoring, goal setting, self-evaluation skills
121
Q

study Dr. Richard’s powerpoint

A

study

122
Q

list some reciprocal social interaction deficits typical of ASD (5)

A
  1. poor eye contact
  2. minimal facial expression, gestures
  3. lack of initiation for interaction; ignore other people
  4. lack of joint attention/shared interest
  5. ego-centric focus: one-sided monologue vs. dialogue
123
Q

with the DSM-5, ASD is less associated with what?

A

intellectual disability

124
Q

% of people with ASD how have mental impairment

A

40%

125
Q

with the new DSM, ____ are allowed. give ex/

A
  • intellectual disabilities/cognitive delays
  • speech-language disorder
  • OCD
  • ADHD
126
Q

3 levels of severity in ASD?

- goal of intervention?

A
  1. Requiring very substantial support
  2. Requiring substantial support
  3. requiring support
    - to move them down levels
127
Q

should be indentifying ASD by when? median age diagnosed?

A
  • 18 mo

- 5 years

128
Q

SLPs can have the greatest impact on ASD when? why?

A

before 3 yrs

- early intervention changes the way the brain develops, decreases ASD characteristics significantly

129
Q

ASD communication warning signs checklist part of what project?

A

First Words

130
Q

what’s an acquisition deficit?

A
  • they don’t know what’s expected and so they don’t know how to execute the social behavior
131
Q

with acquisition deficit, treatment begins with?

A

specific instruction to address the lack of knowledge for social skills in deficit

132
Q

what’s a performance deficit?

A
  • they know what’s expected/what should be done, but they can’t do it in real life
  • don’t perform expected behaviors, don’t know when to use social skill//behavior, competing internal behavior states
133
Q

with performance deficit, treatment begins with?

A

specific instruction in recognizing and responding to situational cues

134
Q

ASD hierarchy goals for preschool-elementary (6)

A
  1. Joint attention
  2. Turn-taking/Reciprocity
  3. Initation
  4. Play
  5. Topicalization
  6. Communicative functions
135
Q

ASD goals for school-age to adolescent - 3 major headings with sub-skills

A
  1. conversational discourse
    - negotiation, persuasion, narration, humor, empathy
  2. nonverbal communication
    - facial expression, body language/gesture, paralinguistics, proxemics
  3. presupposition
136
Q

social competency is a _____, not a _____

A

judgement, test score

137
Q

treatment of ASD should be ____ and ____

A

consistent with etiology (biochemical/neurological), individualized

3200 (4 decks)

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