Final Exam Study Guide Flashcards
The boy kicked the ball and ran around the bases
and
additive
This is the classroom where English is taught. When the bell rings the students go home
Where
when
Specification
Temporal (when is temporal connective because - when , before or after or during or while - it’s a time connective so it’s almost always temporal.
My friend told me that she was on her way here
that
communicative
Ms Jones who teaches english is in room 206
who
specification
I want to go home before 10 pm
to
state violation/intention
Because it was raining the game was canceled
because
Causal
Because is always causal (cause and effect)
I know how to make amazing chocolate chip cookies
how to
epistemic
James asked Laura to the dance but she already has a date
to
Adversative
Adversative because two facts are in conflict with each other
The mom came inside to see what the kids were yelling about
To
What
Two connectives because there are 3 verbs
state
notice (see is a notice verb)
She danced and ate cake at the wedding
and
additive
She told him that she was running late
that
communicative
That is what I saw yesterday.
what
notice
I need to go to class.
to
state or violation intention
I know where the cat is hiding
where
epistemic
I wanted the cookie but you ate it
but
adversative
Look at how fast the dog runs
how
notice
I’ll get off work and then drive home
And then (needs to be both!)
additive or temporal
These are the gifts that my mom gave us
that
specification
Yesterday was Saturday so I didn’t go to school
so
causal
Did you see how much it is raining?
I did see how much it is raining (rewrite the question to help)
how much
notice
I wanted to go but my parents said I couldn’t
but
adversative
When we finish eating, we get dessert
when
temporal
Describe goal planning and procedure planning
Goal planning - involves the plan! Child demonstrates best language for intentional communication (developmental hierarchy) to set intervention goals
Procedure planning - happens after intervention goals are set; must consider maintaining factors and views on different language theories
True or false: different language acquisition theories guide our procedural decisions
true
How theories differ regarding language learning
Behaviorism theory leads to operant conditioning clinician directed intervention
naturalistic theory leads to child direct natural stimulation
Role of adult: adult directed vs child directed
Nature of interaction: direct vs natural
Nature of adult’s response: reward vs reflection `
What are the 3 theories of weaknesses causing ASD
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
What is operant conditioning and how does it apply to ASD
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)
What is Social Cognitive theory of language learning?
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”
What is Naturalistic intervention and what is the continuum of naturalness
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
Which type of intervention leads to greater generalization → naturalistic or highly structured
Naturalistic but if a less naturalistic activity is more effective, it’s a better choice for the beginning of treatment
What is Indirect Language Stimulation and the 4 main techniques?
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
What is Directive Intervention
indirect intervention is opposite → falls under naturalist approach
Focus on environment that is clinician-led
Includes behavior modification with high structure
Goals and responses are predetermined by clinician
Eg ABA
What are 2 specific treatment tasks in directed/clinician-directed intervention
Drill: repetition task that is most directive; using elicited imitation and shaping
Modeling: using third-person model like doll, puppet or parent; less directive
What are the 3 main types of hybrid intervention approaches
child directed set up with directive approaches;
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
Fast forWord
Bottom up approach to therapy intervention → starting with auditory signal
Premise: Changes transition time between sounds/word
Not supported by research
Intellectual handicap
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
Manipulating the linguistic context to support language processing in children (Fey 10 principles paper)
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
What is a complex sentence
Level 4 of the plan
Two verb relations joined together often joined together with syntactic connective/conjunction but not always
Describe how CFU interact in complex sentences
Complex sentences demonstrate interaction between:
Form: syntactic connectives/forms
Content: semantic relations between prepositions
Use: discourse cohesion (independent and dependent)
What is discourse cohesion → independent vs dependent
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!
3 ways clauses can be joined by syntactic form to make complex sentence
Syntactic forms:
Conjunction
Complementation
Relativization
Example of specification with different syntactic form:
Conjunction
Complementation
Relativization
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
What is conjunction and which content categories fall under this
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
What is complementation and which content categories fall under this
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
What is relativization and what content categories fall under this
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
Describe State or Volition/intention
Complex sentence content category that takes State VR and makes it complex by adding 2nd verb
I want → I want to dance
Name the 9 content categories for level 4
State or Volition/intention Additive Temporal Causal Adversative Epistemic Specification Communication Notice
Define content category STATE OR VOLITION/INTENTION with an example
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)
Define content category ADDITIVE with an example
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
Define content category TEMPORAL with an example
Temporal → timing
Dependency between and among events or simultaneity
Associated with connective “then” “and then”
Eg. I take a bath, then go to bed
Define content category CAUSAL with an example
Coding of cause and effect relationship
Associated with connective “because” “so”
Eg i ate candy because i was hungry
Define content category ADVERSATIVE with an example
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
Define content category EPISTEMIC with an example
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
Define content category SPECIFICATION with an example
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)
Define content category COMMUNICATION with an example
Coding that describes communicative acts
Often verbs: “say” “tell”
Eg Mommy said not to do that (connective → “to”)
Define content category NOTICE with an example
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
CFU of narrative
The speaker uses narrative to express the content category communication in the terms of use.
Now sharing content with more advanced form
Research shows narratives have
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
General hierarchy of Lahey’s levels
Level 1 - precursors Level 2 - single words Level 3 - verb relations with 2-3 constituents Level 4 - complex sentences Level 5 - narratives
What are the CFU precursors
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
General hierarchy of narratives and type of narrative - causal, additive and temporal
Additive → temporal → causal
List the hierarchy of Narratives
Conversation → Narrative → Expository → Persuasive
Expository - class studies dolphins → task: tell me everything you know about dolphins
Persuasive - debate/discussion/point of view
Describe the structured tasks involved with story elicitation/development
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
True/false: Retelling stories taxes child’s system more than tasks with support
true
What are the 4 types of narratives
Additive chain
Temporal chain
Causal chain
Multiple Causal chain
Define additive chain
No plot, no cause and effect, sentences can be moved around and doesn’t change the meaning of story; use of lists
Define temporal chain
Plot in specific order
No problem being solved
No cause and effect
Define causal chain
problem /event/obstacle at start of story and whole story has cause and effect relationship with beginning
Multiple causal - multiple problems
Childhood bilingualism - 3 main take-aways
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
Why and how Lahey’s system differs from other ways of describing child language
Story Grammar vs Lahey’s Narrative Development
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
What are cohesive devices in narratives
Cohesive devices that tie sentences together to form a connected unit
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
What are two types of referents
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
What are the two types of endophoric referents
Endophoric: referring to something in the linguistic context (eg: previous utterances)
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”
What are the 5 main types of cohesive ties in narratives
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”
Define lexical cohesion
Uses different words to refer back to same category; makes story more interesting to listener
Auto→ car → vehicle
What is discourse cohesion
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
True/false Why questions produce complex answers
true
Independent vs dependent discourse cohesion
C: I am wearing snow boots
A; why?
C: Because it is snowing
dependent
Independent vs dependent discourse cohesion
A: Why are you wearing snow boots?
C: because its snowing
depdendent
Independent vs dependent discourse cohesion
A I’m wearing snowboots
C: because it’s snowing
dependent
What is narrative cohesion
level 5
Bloom and lahey: microstructure analysis vs macrostructure
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
Task analysis
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
Task analysis for ASD
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
Task analysis for SLI
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
What is facilitative communication and why is it controversial
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
What is nonword repetition task
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
Inclusionary criteria for SLI
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)
What are the two theories outlining the difficulties in SLI
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
Quantitative differences vs qualitative differences in language development
Quantitative → delay
Qualitative → differences in CFU interactions → not seen in TD
Two types of outcomes for SLI
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
ASD and treatment approaches
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
What are the 5 predictors for reading and writing
Phonological awareness → lang form Narrative skills Word recognition → decoding Letter recognition Reading comprehension
What are Content Units
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
What are the DSM-V qualifiers for ASD
Must have both
Deficits in social communication
Restricted or repetitive behaviors or interests
Goals of use for narratives
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”
NTG for two-constituent utterances to code recurrence
NTG: child will use two-constituent utterances composed of a relational word and a subject to code recurrence (e.g. more snack) (phase ??)
NTG for 3 constituent utterance coding locative action
NTG: child will use 3 constituent utterances to code locative action (e.g. Put the book down) (phase ??)
NTG for 2-3 constituent uttenances to code locative state
NTG: child will use 2-3 constituent uttenances to code locative state (e.g. I am at school)
IFG for coding USE - attribution + existence
IFG: Child will increase the use of coding attribution + existence (e.g. pretty bird)
→ no example needed when coding use
NTG for SW to code nonexistence
NTG: Child will use single word utterances to code nonexistence (e.g. allgone) (phase ??)
NTG for SW to locative action
NTG: child will use single words to code locative action (e.g. down) (phase ??)
IFG for 2 word utterance coding action
IFG: Child will increase the frequency of two word utterances coding action (e.g. mommy dance) (phase ??)
NTG for USE communicative function direct action
NTG: child will code communicative function direct action (use 2) → no example needed when coding use
NTG for two word utterances coding recurrence
NTG: Child will use two constituent utterances composed of a relational word + subject to code recurrence (e.g. more snack) (phase ??)
