final study guide Flashcards
disorders
HL affects on language
prelingusitic communication - different babbling, and babbling may stop w/ fluctuating HL
phonology - initial syllable omission, voicing, nasality errors, lower speech intelligbility
morphosyntax - slower MLU growth, delayed acquisition of grammar
delayed vocabulary development
etiologies of conductive HL
impacted cerumen
malformations of pinna
otitis media/middle ear fluid
etiologies of sensorineural HL
genetic disorder
birth defect
premature birth
infections
etiologies of mixed HL
genetic disorder cooccurring with middle ear infection
assessment process for HL
newborn hearing screening
Ling 6 Sound Test
consider child’s communication w/ hearing age
standardized tests administered informally
Ling 6 Sound Test
tests potential for auditory learning
have child repeat, discriminate, and identify sounds while covering mouth
intervention approaches for hearing loss
strategies for maximizing language and literacy in children using sign language
auditory verbal techniques
language experience books
strategies for maximizing language and literacy in children using sign language - HL intervention
letter calling: word sign, finger spell, print word
storybook reading: read with child and find episode events
chaining: link fingerspelling, print, and sign versions of words
sign placement: sign words right over text when reading
auditory verbal techniques - HL intervention
Learning to Listen
acoustic highlighting
hand cue
sound sandwich
sabotage
DLD language impairments
protracted language development
morphosyntax deficits: lack of verb forms, fewer complex sentences
associated problems
associated problems with DLD
phonology: reduced consonant and syllable structure repertoire
semantics: difficulty learning complex vocabulary, develop vocab slower, use less verbs
attention: presents like ADHD
reading/writing
social communication: fewer friends, lower self-esteem
etiologies of DLD
neurodevelopmental disorder
no other occurring disorders
assessment process for DLD
language sample analysis - quantitative and qualitative
norm-referenced language assessment
criterion referenced naturalistic assessment - observing parent-child interactions
quantitative language sample analysis
morphosyntax: for young children, MLU, for older children, # T-Units
semantics: for all children, NDW, for children 3-8, type-token ratio
qualitative language sample analysis
microstructure: for young children, pragmatic function, semantic roles, Brown’s morphemes; for older children, % complexity
macrostructure: discourse skills
language intervention for DLD
young children: enhanced milieu teaching, conversational recast training
older children: sentence combining
Enhanced Milieu Teaching
intervention for young children with DLD
manipulating the environment to encourage communication
involves modeling using language facilitating techniques
expansion - adding correct grammar
extension - adding content and grammar
build-up - changing it to make it more complex
mand-model procedure, time delay, incidental teaching
Conversational Recast Traning
facilitates grammar by highlighting the grammatical form
forms of recast are:
questioning - is the man drinking?
false assertions - oh I think the man is eating
forced alternative questions - is he eating or drinking
Sentence Combining Intervention
for reduced syntactic complexity
open combining: student combines 2 simple sentences
sentence expansion: SLP gives sentence, student combines it
social communication intervention for children with DLD
pre-school: peer entry and cooperative play
school-aged: sociodramatic script training
diagnostic criteria for ID
IQ less than 70
significant limitations in 2 or more adaptive behaviors: conceptual skills, social skills, practical life skills
limitations apparent before 18
language characteristics of Down Syndrome
speech: significant articulation impairments, motor planning deficits
language: sentences typically lack morphemes, coordinating conjunctions, and subordinating clauses; do not produce words until 2-3yo, vocabulary is equivalent or above cognitive ability
pragmatics: may struggle with indirect requests
language characteristics of Fragile X
speech: artic deficits, impaired prosody, hoarseness or breathiness
language: expresses develops at 1/3 rate, receptive develops at 1/2 rate; severe deficits may be nonverbal
pragmatics: may have poor eye contact, hyperactivity, social deficits similar to ASD
language characteristics of Williams Syndrome
speech: typically normal
language: verbal delays in early life but eventually catch up to mental age
pragmatics: over-friendly, overtalkativeness, impaired topic cohesion, inability to read nonverbal gestures, trouble interpreting abstract language
skills for processing in ID
memory: trouble retaining info to carry out a task
organization: limitations organizing incoming info
attention: show delayed response time
transfer: limitations applying motor knowledge to novel situation
discrimination: show over-selectivity
etiology of ID
risk factors: time - pre, peri, post birth; type - biomedical, social, educational, behavioral
TBI - trauma, car accident, falls, abuse
genetic abnormalities contribute to most common syndromes resulting in ID
assessment of ID
limitations of norm-referenced: small # of people with ID, mainly mild cases
criterion referenced: language sample analysis, discourse analysis
classroom or workplace assessments to determine vocabulary for intervention
acheiving communication competence: for AAC users to identify realistic outcomes
functional assessment: turn challenging behaviors into communicative intent by determining antecedent
intervention approaches for ID
3 pronged approach: typical language development patterns, lifespan needs, modifications based on strengths-weaknesses
Milieu teaching
peer-training models
functional communication training: replace challenging behaviors with socially acceptable communication options
IT’s fun: 3-week program building on strengths of children with Down Syndrome
early indicators of ASD
not looking when called
not pointing to objects spontaneously
no joint attention
does not imitate motor movements
less use of gestures
hand leading
key features of ASD
restricted and repetitive behaviors
lack of joint attention
poor sensorimotor skills relating to humans
hypersensitive to sensory stimulation
narrow, rigid interests
delayed motor development
toe-walking
difficulty with boy posturing
impairment in memory for meaningful information
deficit in empathizing
etiologies of ASD
genetic: gene mutations increase embryos susceptibility
environmental: exposure to air pollution during pregnancy
genetic-environmental link: a genetically at-risk embryos are more susceptible to air pollution or chemical factors
assessment of ASD
screening - M-CHAT
hearing
oral-motor skills
speech and language assessment:
criterion referenced
language sample
communication:
what motivates communication - intent
how does child communicate - verbal/nonverbal
observation of abilities
interventions for ASD
Facilitating Joint Attention
Reciprocal Imitation Training (RIT): clinical models child, changes behavior, encourages imitation
Applied Behavioral Analysis (ABA): ABC model
Discrete Trial Therapy (DTT): part of ABA
TEACCH: builds strengths rather than just drilling deficits
SCERTS: addresses child’s social communication in social relationship
PECS: prelinguistic children with ASD to teach functional communication
PROMPT: tactile based therapy for reshaping phonemes
primary targets for emergent literacy
phonological awareness: ability to manipulate phoneme segments
print concepts: understanding use/function of print
alphabetic awareness: letter names
oral language skills
emergent writing
etiologies of emergent literacy
preschooler with speech and language delay
children in low-quality language environment
assessment of emergent literacy
observational checklists
criterion referenced
understanding quantity/quality of home language experiences
Phonological Awareness and Literacy Screening - PALS-PreK
intervention approaches for emergent literacy - embedded interventions
targeted in the classroom, naturalistic opportunities, adult primes activity
for phonological awareness: syllable recognition, onset-rime, initial sound awareness, sound blending and segmenting
print/alphabet concepts
oral language
emergent writing
language characteristics of narrative-impaired children
difficulty with spoken or written production of narratives
disorganized story-telling
lack of episode elements
impaired mirco and macrostructure
etiologies of narrative impairment
general language learning disorder - DLD, ASD, ID, etc.
assessment of narrative impairment
first, elicit a story; then analyze:
microstructure - syntax, vocabulary, discourse/cohesion
macrostructure: overall story organization - episode with initiating event, attempt, consequence
intervention for narrative impairment
narrative microstructure - target specific linguistic structures
narrative macrostructure - use picture or written cues to remind student to use key story components
language characteristics of reading impairment
phonological awareness deficits
poor language comprehension
poor decoding
poor foundational skills - narrative ability, vocabulary development, use of meta-strategies
etiologies of reading impairment
general language learning disorder - DLD, ASD, ID, etc.
dyslexia
assessment of reading impairment
to assess decoding: norm referenced test, criterion referenced - assessed in sequential order of development
to assess reading comprehension: norm referenced test, ask literal questions, ask inferential questions, ask critical questions
intervention approaches for reading impairment
for decoding: less-intense, more game like
focuses on blending/segmenting and teaching meta-cognitive strategies
elkonin boxes
for comprehension: explicitly teaching meta-strategies like activate prior knowledge, graphic organizers, summarization, reading
characteristics of writing impairment
spelling: difficulty at any stage of writing building blocks
writing: difficulty at any stage of process of planning, writing, rewriting
building blocks of spelling
phonology
orthography
morphology
semantics
phonology - building block of spelling
use of phonological knowledge to segment words into individual phonemes
is the word missing a sound?
target is “float,” child writes “fot” - missing /l/
orthography - building block of spelling
knowledge of set of patterns to apply when translating speech into print - knowing what letter/letters to use
does it have target number of phonemes but missing specific spelling pattern?
target is “float,” child writes “flot”
morphology - building block of spelling
ability to consider morphemic structure of words
is it related to a prefix or a suffix?
target is “walked,” child writes “walkt”
semantics - building block of spelling
understanding of how meaning affects spelling
is word spelled correctly but not the correct version of the word?
target is “too cute,” child writes “to cute”
etiologies of writing impairment
general language learning disorder: DLD, ASD, ID
dyslexia
assessment of writing impairment
for spelling: norm referenced, informal analysis from a writing sample using building blocks of spelling and Spelling Scope and Sequences Chart
for writing: norm based or criterion referenced
intervention approaches for writing impairment
for spelling: focus on deficit areas, use word sorts
for writing: focus on foundational skills, story organizers, self-editing, evaluative rubric
writing lab approach
interaction to independent model - I:I model
