Final Exam Study Guide Flashcards

Question

How theories differ regarding language learning Behaviorism theory leads to operant conditioning clinician directed intervention naturalistic theory leads to child direct natural stimulation

Answer 1

Role of adult: adult directed vs child directed Nature of interaction: direct vs natural Nature of adult’s response: reward vs reflection `

Answer 2

Executive function - planning actions, thinking about future, sorting incoming info Central coherence - making judgment about whole picture not just details Theory of mind Each affect different treatment approach

Answer 3

Operant conditioning is language learning controlled by clinician controlling the environment clinician-led model Drills, modeling and reward based Learning sequence involves selection of stimulus → response to stimulus → outcome (favorable or unfavorable) Responses are consistent and preplanned with rewards for increase in desired behavior Eg applied behavioral analysis (ABA)

Answer 4

Aka social learning; transactional learning Lang is learned through social interaction (opposite of behavioral operant theory) Clinician-led → Adult provide models of behavior Approaches are modeling, scaffolding ( as kid's skills increase, teacher decreases scaffolding), routine and scripts Influenced concept of “dynamic assessment”

Answer 5

Child directed intervention approach with a focus on the environment in intervention Interactive, nondirective, low structure, supportive Goal targets speech language communication in the context of play but not play therapy continuum : child-led → hybrid → clinician directed

Answer 6

Naturalistic but if a less naturalistic activity is more effective, it’s a better choice for the beginning of treatment

Answer 7

Representative approach of naturalistic intervention; child directed 4 techniques: Self-talk: clinician describes own actions while engaging in parallel play with child → provides match between form and content Parallel talk: clinician talks about child’s actions, focus of attention Buildups and breakdowns: associated with language growth in TD children → expand child’s utterance first then break it down and then you let the child hear repetitions of parts of that expanded utterance Recast sentence: expand child’s utterance and then clinician shapes it into different types of utterance

Answer 8

Focus on environment that is clinician-led Includes behavior modification with high structure Goals and responses are predetermined by clinician Eg ABA

Answer 9

Drill: repetition task that is most directive; using elicited imitation and shaping Modeling: using third-person model like doll, puppet or parent; less directive

Answer 10

Focused stimulation → clinician maintains control by giving multiple examples of target in contexts that highlight the content and use of that form → goal: child will start using forms in appropriate contexts (child is not required to produce target) Milieu teaching → behavior modification principles are applied in a semi-naturalistic setting; clinician arranges setting to elicit child’s initiation (like putting toy on high shelf); uses child’s interest and initiation as opportunities for modeling, prompting and questioning to get child to produce language Script play → let child produce language within cognitive script (context of familiar routine like birthday party)to help reduce cognitive load; challenge child to react by violating routine

Answer 11

Bottom up approach to therapy intervention → starting with auditory signal Premise: Changes transition time between sounds/word Not supported by research

Answer 12

Type of clinical syndrome with significantly subaverage intellectual functioning, existing concurrently with - communication - social skills - academics - self-care ``` Have difficulty with: directing attention Discrimination tasks Organization Recall Use of strategies Generalization ```

Answer 13

Always account for mental age and capabilities and functional readiness other than just chronological age Don’t just target grammatical form Stimulate language acquisition processes rather than teach specific form Manipulate social context to create more freq grammatical opportunities Use sentence recasting Avoid telegraphic speech Elicited imitation

Answer 14

Level 4 of the plan Two verb relations joined together often joined together with syntactic connective/conjunction but not always

Answer 15

Complex sentences demonstrate interaction between: Form: syntactic connectives/forms Content: semantic relations between prepositions Use: discourse cohesion (independent and dependent)

Answer 16

Level 4 - complex sentences Independent: child makes complex sentence independently; child’s utterance connected on to their own utterance → no prompt required Eg: I am excited because it’s almost summer! Dependent - The child only makes complex sentence with help from the clinician;child needs prompt (from adult utterance or question) to respond Eg: I am excited! Why? Because it’s almost summer!

Answer 17

Syntactic forms: Conjunction Complementation Relativization

Answer 18

Conjunction: This is a truck and you drive it Complementation: This is what I said Relativization: This is the big one, that goes over here

Answer 19

Type of syntactic form Definition: the joining of sentences, noun phrases, or verb phrases by means of a coordinating or subordinating conjunction ``` Additive Temporal Causal Adverstiatve Specification ```

Answer 20

Type of syntactic form Definition: one value (the complement) serves as a main constituent of another clause (the matrix) ``` Epistemic Notice State Intention Communication Specification ```

Answer 21

Type of syntactic form Definition: one clause modifies a constituent in another clause Appear late and are rare Specification This is the man who drives the truck

Answer 22

Complex sentence content category that takes State VR and makes it complex by adding 2nd verb I want → I want to dance

Answer 23

``` State or Volition/intention Additive Temporal Causal Adversative Epistemic Specification Communication Notice ```

Answer 24

Makes reference to the state of affair either internal, external, attributive or possessive Verbs like: wanna, gonna, have to Often without a connective Eg. I want to go now (consider “to” the connective)

Answer 25

Involves the joining of two object, events or states without dependency on order → no temporal or causal relationship Associated with connective “and” Eg: I sit here and you sit there

Answer 26

Temporal → timing Dependency between and among events or simultaneity Associated with connective “then” “and then” Eg. I take a bath, then go to bed

Answer 27

Coding of cause and effect relationship Associated with connective “because” “so” Eg i ate candy because i was hungry

Answer 28

Involves the coding of two events or state that are in contrast to one another Associated with connective “but” Eg: I like red but you like blue

Answer 29

Coding that refers to mental states about events or objects Involves verb like “know, think, wonder Often without a connective Eg. I think I can put that here I believe I will see her there

Answer 30

Coding that describes a particular person, object or event mentioned in the first clause → something introduced in 1st VR and then the 2nd VR is modifying or specifying the 1st VR Often includes contrasting use of “this” and “that” Eg: That is the man who drives the truck (connective → who) This is what I’m talking about (connective → what)

Answer 31

Coding that describes communicative acts Often verbs: “say” “tell” Eg Mommy said not to do that (connective → “to”)

Answer 32

Coding a relationship that calls attention to a person, object or event named in the second clause Common verbs: see, hear, look, watch, show Eg Look what Mommy gave me (connective → “what”) I see a bird flying way up there

Answer 33

The speaker uses narrative to express the content category communication in the terms of use. Now sharing content with more advanced form

Answer 34

Increased MLU and more advanced grammatical structure Decrease in fluency and intelligibility because system is being taxed and child knows they are performing to tell story

Answer 35

``` Level 1 - precursors Level 2 - single words Level 3 - verb relations with 2-3 constituents Level 4 - complex sentences Level 5 - narratives ```

Answer 36

Level 1 Precursors of content - object permanence, searching for objects, using toys together, interest in exploring environment Precursors of form - babbling, speech sound prosody, CVC approximations Precursors of use - mutual gaze, joint attention, pointing

Answer 37

Additive → temporal → causal

Answer 38

Conversation → Narrative → Expository → Persuasive Expository - class studies dolphins → task: tell me everything you know about dolphins Persuasive - debate/discussion/point of view

Answer 39

Unstructured task: no perceptual support, unstructured play Partially structure: story starter, scripts like picture showing an action, doll house High structured: predetermined; sequencing cards, cartoon without sound

Answer 40

Additive chain Temporal chain Causal chain Multiple Causal chain

Answer 41

No plot, no cause and effect, sentences can be moved around and doesn’t change the meaning of story; use of lists

Answer 42

Plot in specific order No problem being solved No cause and effect

Answer 43

problem /event/obstacle at start of story and whole story has cause and effect relationship with beginning Multiple causal - multiple problems

Answer 44

Learning 2 languages will not lead to language impairment There are two types of bilingualism in children → simultaneous and sequential A language disorder will be present in both languages

Answer 45

Story grammar → describes an internal structure of stories that we tend to tell in western culture → specifies natural components of story —> story schemata (structures of production and comprehension) and knowledge guide our expectation of what should come next in story Lahey is the only developmental hierarchy system describing the interactions between CFU

Answer 46

Type of microstructure → in Lahey how the child uses cohesive devies or linguistic form to make story clear (macrostructure is content development) Types used in narratives: -conjunction: looks at how c-units are tied together -referencing: how prior mention is connected with what follows; refer back to characters using pronouns; eg: pronoun and definite articles

Answer 47

Exophoric - referring to something thats present in the nonlinguistic context; decreases with development eg: using “it” for book that child has in hand “here it is” Endophoric (anaphoric): referring to something in the linguistic context (eg: previous utterances) Two types: indirect and more direct association

Answer 48

Indirect association: implicit use of article - “we found a lost dog, the leg was broke” Direct association: “the leg was broke, it had blood on it”

Answer 49

Endophoric reference: (referring to linguistic context) referring back to something that was previously mentioned most likely with the use of pronoun Lexical: uses different words for same category eg. car, auto, vehicle Conjunctive: (connectives) how the child is using connective to tie the c-units together in story Substitution: most frequently used in conversation and infrequent in stories Ellipsis: commonly used in conversation but not in stories eg “Do you need money” “no I don’t need any”

Answer 50

Uses different words to refer back to same category; makes story more interesting to listener Auto→ car → vehicle

Answer 51

Independent vs dependent Level 4 Independent: child makes complex sentence independently; child’s utterance connected on to their own utterance → no prompt required Eg: I am excited because it’s almost summer! Dependent - The child only makes complex sentence with help from the clinician;child needs prompt (from adult utterance or question) to respond Eg: I am excited! Why? Because it’s almost summer! → doesn’t always have to be an answer to a question

Answer 52

depdendent

Answer 53

Micro: Analysis of story cohesion Looking at connective used to connect c-units How child is using pronouns, how characters are referred to and features introduced earlier in teh story Macro: How child is organizing the C-units in the story and the types of c-units used

Answer 54

Asking child to perform task and know how it will tax the system Language task are more vulnerable to slow processing speed → short term memory and phonological loop

Answer 55

Tasks that work well: Detailed tasks with visuospatial or sensoriperceptual, single-modality problem-solving → increase in memory Doesn’t work well: decrease transfer of info across modalities, complex task involving multiple domains of information processing, focusing on whole→ not the parts

Answer 56

Children with SLI respond more slowly on both linguistic tasks (eg picture naming, word recognition) and non-linguistic tasks (eg block design, mental rotation) compared to children TD Nonword repetition tasks are more difficult for kids with SLI

Answer 57

Communication through hand over hand typing on computer; a form of augmented communication device used to treat ASD Controversial b/c clinician is the one communicating/typing not actually the child

Answer 58

It’s an assessment free from experimental or cultural bias Its a test of the child’s memory for sounds without interference from their stored lexicon

Answer 59

No consensus Discrepancy criteria: different between expected level of language performance on age, grade level or nonverbal IQ and actual language performance Language test scores -1.25 standard deviations below mean If you look at nonverbal IQ (NVIQ) tests kids with SLI have uneven profile even if combined score is close to 85 (cut off level)

Answer 60

Two theories! Language specific → linguistic POV; SLI is a delay with specific differences in grammar → morphosyntax, poor vocabulary learning, grammar, verb morphology especially past tense -ed, 3rd person singular -s and copula verb Processing perspective → more general in nature; problem of poor processing abilities underlying language comprehension and production; poor short term working memory and phonological loop

Answer 61

Quantitative → delay Qualitative → differences in CFU interactions → not seen in TD

Answer 62

Internal change: cognitive growth will lead to changes in language behavior External change: entering school creates a new set of requirements and demands => taxing the language processing system during school year than done before

Answer 63

ABA - clinician directed; behavior modification with reinforcements DIR Floor time - developmental approach, naturalisitci, child directed ESDM - Early Start Denver model - hybrid approach incorporating ABA and developmental approaches

Answer 64

``` Phonological awareness → lang form Narrative skills Word recognition → decoding Letter recognition Reading comprehension ```

Answer 65

aka C-units Definition: a main clause and all attached dependent clauses or modifiers A way to segment and analyze narratives Higher inter-rater reliability due to having an independent neutral measure Contains subject, verb, and dependent clause Can stand on its own Complete thought

Answer 66

Must have both Deficits in social communication Restricted or repetitive behaviors or interests

Answer 67

Orientations - older kid skill linked to theory of mind; introducing who what where when why Evaluations - expresses how characters felt about what happened; directly -indirectly - implied Appendages - like “once upon a time”

Answer 68

NTG: child will use two-constituent utterances composed of a relational word and a subject to code recurrence (e.g. more snack) (phase ??)

Answer 69

NTG: child will use 3 constituent utterances to code locative action (e.g. Put the book down) (phase ??)

Answer 70

NTG: child will use 2-3 constituent uttenances to code locative state (e.g. I am at school)

Answer 71

IFG: Child will increase the use of coding attribution + existence (e.g. pretty bird) → no example needed when coding use

Answer 72

NTG: Child will use single word utterances to code nonexistence (e.g. allgone) (phase ??)

Answer 73

NTG: child will use single words to code locative action (e.g. down) (phase ??)

Answer 74

IFG: Child will increase the frequency of two word utterances coding action (e.g. mommy dance) (phase ??)

Answer 75

NTG: child will code communicative function direct action (use 2) → no example needed when coding use

Answer 76

NTG: Child will use two constituent utterances composed of a relational word + subject to code recurrence (e.g. more snack) (phase ??)

Final Exam Study Guide Flashcards

(105 cards)