Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

language disorders > final study guide > Flashcards

final study guide Flashcards

disorders

1
Q

HL affects on language

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

etiologies of conductive HL

A

impacted cerumen
malformations of pinna
otitis media/middle ear fluid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

etiologies of sensorineural HL

A

genetic disorder
birth defect
premature birth
infections

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

etiologies of mixed HL

A

genetic disorder cooccurring with middle ear infection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

assessment process for HL

A

newborn hearing screening
Ling 6 Sound Test
consider child’s communication w/ hearing age
standardized tests administered informally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Ling 6 Sound Test

A

tests potential for auditory learning
have child repeat, discriminate, and identify sounds while covering mouth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

intervention approaches for hearing loss

A

strategies for maximizing language and literacy in children using sign language
auditory verbal techniques
language experience books

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

strategies for maximizing language and literacy in children using sign language - HL intervention

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

auditory verbal techniques - HL intervention

A

Learning to Listen
acoustic highlighting
hand cue
sound sandwich
sabotage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

DLD language impairments

A

protracted language development
morphosyntax deficits: lack of verb forms, fewer complex sentences
associated problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

associated problems with DLD

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

etiologies of DLD

A

neurodevelopmental disorder
no other occurring disorders

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

assessment process for DLD

A

language sample analysis - quantitative and qualitative
norm-referenced language assessment
criterion referenced naturalistic assessment - observing parent-child interactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

quantitative language sample analysis

A

morphosyntax: for young children, MLU, for older children, # T-Units
semantics: for all children, NDW, for children 3-8, type-token ratio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

qualitative language sample analysis

A

microstructure: for young children, pragmatic function, semantic roles, Brown’s morphemes; for older children, % complexity
macrostructure: discourse skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

language intervention for DLD

A

young children: enhanced milieu teaching, conversational recast training
older children: sentence combining

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Enhanced Milieu Teaching

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Conversational Recast Traning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Sentence Combining Intervention

A

for reduced syntactic complexity
open combining: student combines 2 simple sentences
sentence expansion: SLP gives sentence, student combines it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

social communication intervention for children with DLD

A

pre-school: peer entry and cooperative play
school-aged: sociodramatic script training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

diagnostic criteria for ID

A

IQ less than 70
significant limitations in 2 or more adaptive behaviors: conceptual skills, social skills, practical life skills
limitations apparent before 18

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

language characteristics of Down Syndrome

A

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

23
Q

language characteristics of Fragile X

A

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

24
Q

language characteristics of Williams Syndrome

A

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

25
Q

skills for processing in ID

A

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

26
Q

etiology of ID

A

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

27
Q

assessment of ID

A

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

28
Q

intervention approaches for ID

A

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

29
Q

early indicators of ASD

A

not looking when called
not pointing to objects spontaneously
no joint attention
does not imitate motor movements
less use of gestures
hand leading

30
Q

key features of ASD

A

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

31
Q

etiologies of ASD

A

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

32
Q

assessment of ASD

A

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

33
Q

interventions for ASD

A

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

34
Q

primary targets for emergent literacy

A

phonological awareness: ability to manipulate phoneme segments
print concepts: understanding use/function of print
alphabetic awareness: letter names
oral language skills
emergent writing

35
Q

etiologies of emergent literacy

A

preschooler with speech and language delay
children in low-quality language environment

36
Q

assessment of emergent literacy

A

observational checklists
criterion referenced
understanding quantity/quality of home language experiences
Phonological Awareness and Literacy Screening - PALS-PreK

37
Q

intervention approaches for emergent literacy - embedded interventions

A

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

38
Q

language characteristics of narrative-impaired children

A

difficulty with spoken or written production of narratives
disorganized story-telling
lack of episode elements
impaired mirco and macrostructure

39
Q

etiologies of narrative impairment

A

general language learning disorder - DLD, ASD, ID, etc.

40
Q

assessment of narrative impairment

A

first, elicit a story; then analyze:
microstructure - syntax, vocabulary, discourse/cohesion
macrostructure: overall story organization - episode with initiating event, attempt, consequence

41
Q

intervention for narrative impairment

A

narrative microstructure - target specific linguistic structures
narrative macrostructure - use picture or written cues to remind student to use key story components

42
Q

language characteristics of reading impairment

A

phonological awareness deficits
poor language comprehension
poor decoding
poor foundational skills - narrative ability, vocabulary development, use of meta-strategies

43
Q

etiologies of reading impairment

A

general language learning disorder - DLD, ASD, ID, etc.
dyslexia

44
Q

assessment of reading impairment

A

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

45
Q

intervention approaches for reading impairment

A

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

46
Q

characteristics of writing impairment

A

spelling: difficulty at any stage of writing building blocks
writing: difficulty at any stage of process of planning, writing, rewriting

47
Q

building blocks of spelling

A

phonology
orthography
morphology
semantics

48
Q

phonology - building block of spelling

A

use of phonological knowledge to segment words into individual phonemes
is the word missing a sound?
target is “float,” child writes “fot” - missing /l/

49
Q

orthography - building block of spelling

A

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”

50
Q

morphology - building block of spelling

A

ability to consider morphemic structure of words
is it related to a prefix or a suffix?
target is “walked,” child writes “walkt”

51
Q

semantics - building block of spelling

A

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”

52
Q

etiologies of writing impairment

A

general language learning disorder: DLD, ASD, ID
dyslexia

53
Q

assessment of writing impairment

A

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

54
Q

intervention approaches for writing impairment

A

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

language disorders (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions