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
