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Child Language Acquisition II > Final (Weeks 1 - 3) > Flashcards

Final (Weeks 1 - 3) Flashcards

1
Q

an umbrella term that includes intellectual disabilities and physical disabilities

A

developmental disabilities

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2
Q

intellectual disabilities limits:

A

cognitive (IQ) and adaptive functioning (social and practical skills)
*implications for daily life experiences

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3
Q

intellectual disabilities are determined by…

A

psychometric testing by clinical psychologist

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4
Q

what percentage of those with an intellectual disability are in the mild range of severity?

A

90%

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5
Q

dual diagnosis includes the co-occurance of….

A

both psychiatric disorder AND behaviour disturbance in addition to intellectual disability

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6
Q

most common diagnoses that co-occur with intellectual disability include….

A

ADHD
anxiety, bipolar and eating disorders
depression
schizophrenia

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7
Q

complete the sentence:

“it can be very hard to diagnose ______ _______ problems in those who cannot explain their own experience”

A

mental health

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8
Q

what are the dangers in diagnosing mental health problems in those who cannot explain their own experience?

A

danger of:
-inappropriate medication
- not recognizing a treatable problem
can lead to: isolation and withdrawal

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9
Q

in relation to language and cognition in intellectual disorders, what percentage of these individuals have difficulties?

A

50%

  • 25% receptive language skills below cognition
  • 25% expressive language below cognition
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10
Q

language in children with intellectual disabilities can be…

A

impaired but it varies.

follows the typical development but at a slower rate

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11
Q

pragmatic language patterns in children with intellectual disability include:

A

development slower of intentionality, intention of reading, presupposition (knowing what others know)

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12
Q

semantic language patterns in children with intellectual disability include:

A

slow rate of vocab acquisition, it is more concrete

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13
Q

syntax & morphology language patterns in children with intellectual disability include:

A
  • follows same patterns with grammar, markers, less complex

- narrative skills related to receptive vocab & knowledge

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14
Q

receptive language language patterns in children with intellectual disability include:

A
  • uses context to understand (context reliance)

- sentence recall impaired

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15
Q

expressive language language patterns in children with intellectual disability include:

A

perseveration (single focus on a specific topic)

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16
Q

attention in intellectual disabilities and the impact on language:

A

difficulties with:

  • scanning array of stimuli
  • selecting stimuli to focus on
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17
Q

discrimination in intellectual disabilities and the impact on language:

A

difficulties with:
-knowing which aspects of stimuli are important
-relevant/ irrelevant info
simple vs. conditional discrimination

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18
Q

organization in intellectual disabilities and the impact on language:

A

difficulties with:

  • forming association between words to recall another word
  • items that go together
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19
Q

memory in intellectual disabilities and the impact on language:

A

difficulties with:

  • retrieving info from long term memory
  • short term memory
  • inefficient rehearsal of info
  • language related info harder than non-linguistic
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20
Q

generalization in intellectual disabilities and the impact on language:

A

difficulties with:

-transfer of learned skills to new context (needs to be exclusively taught)

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21
Q

DSM V - ASD

intro persistent deficits in:

A

-social communications and social interactions across contexts

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22
Q

DSM V - ASD

three main points of persistent deficits

A
  • nonverbal communication
  • social and emotional cooperation
  • developing and maintaining relationships appropriate to development level
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23
Q

DSM V - ASD
fill in the blanks:
“________ or _____ patterns of behaviour, interests and activities”

A

restrictive / repetitive

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24
Q

DSM V - ASD

two of the following patterns of behav/interests:

A
  • stereotyped/ repetitive speech, motor movements
  • excessive adherence to routines, ritualized patterns of verbal/nonverbal behaviour, excessive resistance to change
  • high restricted/ fixated interests; abnormal intensity or focus
  • hyper/hypo reactivity to sensory input
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25
Q

DSM V - Social Communication Disorder

includes difficulties with:

A
  • social use of verbal and nonverbal communication diffs:
    • appropriate manner for context
    • changing communication to match context of listener
    • following rules for convo and story telling
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26
Q

ASD prevalence

A

1 in 68

more common in males

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27
Q

common co-morbid conditions with ASD

A

anxiety disorders, mood disorders, OCD, tourette, fragile x, ADHD

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28
Q

language profiles in ASD can be highly ______

A

variable

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29
Q

75% of those with ASD have some type of _____ delay

A

language

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30
Q

commonalities with ASD and language related to communicative functions:

A

restricted communicative functions (most commonly used is requesting)
problem behavs often linked to limited language ability

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31
Q

unconventional verbal behaviour related to ASD:

A
  • echolalia (immediate or delayed)
  • perseverant utterances (incessant questioning)
  • stereotypical speech, scripting, idiosyncratic
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32
Q

other language behaviours related to ASD

A
  • grammatical errors (pronoun reversal)

- poor comprehension (semantic relations not understood, abstract concepts, sarcasm etc.)

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33
Q

social communication and ASD commonalities:

A
  • limited responding to nonverbal messages (gestures, nuances, hidden meaning)
  • not turn taking typically
  • not initiating interactions
  • not following typical conversational rules: off topic, interrupting, focus on fav topic, not asking Qs
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34
Q

Examples of restricted, repetitive patterns in ASD

A
  • more interest in object than person
  • adherence to routines (can lead to OCD)
  • coping with change difficult
  • rituals
  • singular interests
  • rote learning
  • stereotypical behavs (self-stimulatory)
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35
Q

what ability is a predictor of language outcomes?

in preschool where can these abilities be observed?

A

cognitive ability

  • object play skills
  • imitation
  • joint attention, gaze following, gesture (social-cog.)
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36
Q

what is theory of mind?

name some early pre-cursors of TOM

A 
TOM: knowing that another person has other thoughts that are different than your own. 
early pre-cursors: 
- looking at others 
- imitating other's actions 
-recognizing other's emotions/reason
-pretending skills, socio-dramatic play
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37
Q

what is the theory of executive dysfunction related to ASD?

A

difficulty managing deviations from routines, difficulty with emotional regulation, lack of awareness of self and others, difficulty in free play

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38
Q

theory of weak central coherence in relation to ASD

A

difficulty understanding the “whole picture” – related to information integration

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39
Q

mind and context blindness

A

difficulty understanding what others think and understanding how context in social situations may guide other’s thoughts

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40
Q

tools that can be used to help those with ASD maneuver mind and context blindness

A

social stories, reading emotions

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41
Q

what is overselectivity?

A

a type of ‘tunnel vision’

singular focus on one aspect of a stimulus, while unaware of the other stimuli

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42
Q

what is a real life example of overselectivity with a client?

A

a client only being focused on the spinning wheels of a toy car

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43
Q

interfering behaviours; we see problem behaviours. why are these likely happening? what should we look at to determine this?

A

we need to look at the functions of behaviour:

  • the client may have limited verbal skills and the behaviour is their only way of communicating.
  • may be due to attention, denial/ removal of reinforcer, or demands placed on child
  • learned behaviour
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44
Q

problem behaviours due to escape/ avoidance:
we see: compliance issues, poor instructional control
why are they happening?

A
  • learned behaviour
  • reinforcement at delay/ removal of activity
  • compounded by: limited language skills, obsession with reinforcer
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45
Q

limited requesting skills:
we see: child not ‘using their words’, negative behavs in place of a verbal request
why are they happening?

A
  • child may be able to ask for things only when they are in sight
  • child may have a defective mand repertoire (history of R+ after negative behaviours can result in use of behavs)
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46
Q

explain why a child may not be ‘using his words’?

A

good receptive vocab
good expressive vocab for labeling
not being able to use words when it comes to requesting items

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47
Q

limited labeling skills:
what we see: limited ability to label nouns/verbs, limited ability or errors with advanced labels (concepts, prepositions, adjectives)
why is this happening?

A

rote or gestalt learning has occurred in the past

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48
Q

give a client example of rote or gestalt learning with labeling

A

a client learned ‘bed’ and ‘sleep’ and now they say sleep every time they see a bed.

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49
Q

limited motor imitation

what we see in session:

A
  • lack of/limited spontaneous imitation of movement related to comms.
  • imitation of non salient stimulus
  • not visually attending to model stimulus
  • prompt dependent (verbal/ physical)
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50
Q

receptive language issues

what we would see in session:

A
  • limited attending to speaker
  • visual scanning and discrimination issues
  • limited comprehension of spoken utterances at phrase level: 1 step or multi step instructions
  • limited comprehension of utterances requiring conditional discriminations
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51
Q

receptive language issue behaviours:

why are they occurring?

A
  • involve multiple tasks (visual, auditory, motor)

- may need to be specifically and explicitly taught

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52
Q

difficulty responding to questions that do not include visual stimuli:
what do we see in session?

A
  • limited responding ability to wh-questions

- rote responding (ex/ any Q about a dog includes the response ‘bark’)

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53
Q

difficulty responding to questions that do not include visual stimuli:
why are we seeing these behaviours?

A
  • this is the most complex verbal skill to learn

- Qs involve different antecedent stimuli and change frequently (vs. pics and objects)

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54
Q

prompt dependency:

what do we see? when can this be seen, what settings?

A
  • child does not respond unless clinician prompts

- can be evident in speech, language, social play, academic skills and functional activities

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55
Q

scrolling:

what do we see in session?

A
  • guessing
  • usually going from one previously learned response to the next etc.
  • may occur with expressive and receptive tasks
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56
Q

scrolling:

why is this happening?

A
  • guessed responses have been reinforced in the past

- could have been assumed ‘self corrections’ in past

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57
Q

difficulty generalizing:
what does this present as in session?
why is this occuring?

A

-diff. using target behaviour at different times, places etc.
- rote responding, and always responding in the same way (response generalization)
why? client is learning to only respond to certain stimulus conditions

58
Q

issues with motivation:

what we see

A
  • limited number of preferred items
  • unusual or very strong preferred items, patterns
  • stays with preferred item for short periods (fleeting MO)
  • unconditional motivators may not be strong
  • loss of interest of preferred item once task demanded
59
Q

issues with motivation:

why are they occurring?

A
  • linked to cognitive and sensory profile
  • response effort may be too high
  • reinforcement history of removal of demand when child shows lack of interest in preferred
60
Q

issues with reinforcement:

what we see in session

A
  • child may not work unless continually reinforced

- *child dependent on edible reinforcers not by social praise

61
Q

issues with reinforcement:

why this happens?

A
  • clinician may not be thinning reinforcement schedule

- clinician not specifically pairing edible and tangible reinforcement with social praise

62
Q

strong obsessions:

what we see in session

A
  • obsession with patterns or textures
  • certain routines repeated
  • during play child may line things up in a particular way
  • may not tolerate disruption of materials
63
Q

strong obsessions:

why are they happening?

A
  • learned behaviours
  • related to sensory preferences/ aversions
  • may require behavioural assessment
64
Q

self-stimulatory/ stereotypical behaviour:
what we see in session?
why is this happening?

A

-rocking, flicking hands, humming, flapping, spinning, picking etc.
why? automatic reinforcement, reinforcing value of these behaviours, may help person reduce anxiety

65
Q

hyperactivity:
what we see in session?
why does this happen?

A

-constant movement, running, climbing, jumping, fidgeting, making noises, talking
why? ADHD common comorbidity, limited opportunity for movement

66
Q

limited eye contact:

what do we see in session?

A
  • child not looking at speaker, communication partner while making a request
  • child not following eye gaze or initiating for joint attention
67
Q

limited eye contact:

why is this happening?

A
  • this is a core deficit in ASD
  • may be tied to reinforcement
  • eye contact may be highly aversive
68
Q

sensory issues:

what we see in session?

A
  • holding hands over ears (sound)
  • not wanting to get hands wet, sticky etc.
  • not eating certain foods
  • running, jumping, smelling things, licking things
69
Q

ABA stands for

A

Antecedent
Behaviour
Consequence

70
Q

ABA does not mean

A
  • drill work
  • sitting at the table
  • flashcards
71
Q

naturalistic in session means

A
  • daily life experiences
  • variety of contexts, people, objects/ toys
  • multitude of stimuli
72
Q

pivotal response treatment

-environment and involvement includes:

A

teaching occurs in natural enviro

involvement of parents and collaboration btwn providers

73
Q

pivotal response treatment

“pivotal skills lead to ____ _________ in other areas”

A

skill development

74
Q

pivotal response treatment

pivotal skills taught:

A

motivation
responding to multiple cues
self-management
initiations (ultimately will lead to other comm. skills and functions)

75
Q

pivotal response treatment is based on ______

A

ABA - ABC framework

76
Q

pivotal response treatment: early language learner

A
  • child choice
  • natural reinforcers
  • reinforce attempts
  • intersperse maintenance (easy) tasks
  • get child’s attention
  • provide a clear opportunity – WAIT
77
Q

early start denver model (ESDM) was developed for:

A

developed for intervention with young children with ASD, aged 1-3 years, up to age 5
(not meant for older children as play based)

78
Q

early vocal production in ASD

A
  • limited canonical babbling

- lower frequency of vocalization

79
Q

list some developmental domains included with the early start denver model (ESDM):

A 
receptive and expressive communication 
social, play skills 
cognitive skills 
fine motor and gross motor skills 
adaptive behaviour skills
80
Q

after what age does speech development become unlikely? after what age is it very poor?

A
  • age 5 (unlikely)

- age 13 (very poor)

81
Q

speech production in individuals who have vocal phrase-level speech

A

unusual prosody (stress, pitch, intonation, rhythm, volume, rate of speech)

82
Q

considerations for intervention that lead to functional speech:

A
  • AAC
  • vocal imitation
  • sound repertoire
83
Q

sound repetoire

A

take inventory of:

    • individual sounds
    • sound combinations
    • prosody
84
Q

early start denver model (ESDM) intervention includes ______ (number) short term objectives per domain. intervention takes place over _____ (number) weeks.

A

2-3 domains

12 weeks

85
Q

early start denver model (ESDM) service delivery method includes:

A

intensive, in home
20 hours per week
parent delivered in home

86
Q

early start denver model (ESDM) joint activity routines includes:

A

teaching opportunity every 10 seconds

object and sensory based activities

87
Q

early start denver model (ESDM) borrows from ABA and PRT:

A

ABA: capturing child’s attention, prompting, shaping
PRT: child’s choice, reinforcing

88
Q

verbal behaviour is reinforced through another ______

A

person —> interaction

89
Q

verbal behaviour may include:

A

vocal speech AND non vocal means (exchanging pics, SGD, sign)

90
Q

skinner’s conceptualization of a ‘word

A

Different functions
Defined by function not form
Functions are learned independent of each other
Speaker and listener behavior: two distinct processes
Verbal operants are functionally independent, i.e. context determines if/what verbal operant is expressed

91
Q

linguistic conceptualization of a ‘word’

A

Once acquired person will “know” the word
In SLP -> Do they know it receptively, expressively, or both?
Syntax, morphology, phonology, semantics, pragmatics, communicative functions
Expressive and receptive related processes.

92
Q

sound combinations:

A
  • single syllables
  • duplicated
  • syllables with vowel/consonant change
  • three syllables
93
Q

stimulus-stimulus pairing

A
  • pairing the reinforcing activity with specific sound

- inconsistent results, effects are only show to be temporary

94
Q

describe the ABC’s of: mand

A 
antecedent 
-desire or motivation
behaviour
-verbal behaviour
consequences
-SR+ specific to MO
95
Q

ultimate goal of mand training

A

the child is able to request what he wants when he wants it, even if it’s not in sight

96
Q

increasing the number of vocalizations and eliciting new sounds

A
  • stimulus-stimulus pairing
  • lag schedule of reinforcement
  • rapid motor imitation
97
Q

tasks analysis

A
  • simple discriminations for early language learners
  • SD: “give me”, “touch ___”, “point to___”, “show me.___” “where is _____”
  • follow single step actions: gross motor (jump, clap, stand up, sit down, arms up, wave)
98
Q

chaining

A
  • forward chaining

- backward chaining

99
Q

things to watch out for when modelling

A
  • don’t add the schwa
  • model sounds, NOT letters
  • don’t repeat sounds
  • do slow your speech rate but use the natural rhythm of speech
100
Q

tacts for advanced learners

A
  • ultimate goal is spontaneous labelling
  • actions
  • features (colours, shapes, sizes)
  • function
  • prepositional phrases
  • class (categories)
101
Q

listener responding

A
  • following actions to do motor action:
    • one component (e.g. stand up)
    • two components (e.g. stand up slowly)
    • two components with object (make the car go fast)
  • conditional discriminations (e.g. find the red car)
102
Q

in plain english, describe: tact

A

Saying “coffee” because you see, or smell coffee being brewed”

103
Q

in plain english, describe: echoic

A

Saying “coffee” right after someone else has said coffee”

104
Q

in plain english, describe: intraverbal

A

Saying “coffee” when someone asks what you like to drink in the morning”

105
Q

describe the ABC’s of: mand

A 
antecedent 
-desire or motivation
behaviour
-verbal behaviour
consequences
-SR+ specific to MO
106
Q

setting up a manding session

A
  • ensure you are paired
  • identify reinforcers
  • set up your therapy space
107
Q

errorless teaching procedure for manding with children who have echoic responses

A
  • select 4 or 5 of the most potent reinforcers and have them visible to child
  • entice with one and give a small freebie
  • as child is indicating he wants more of that item/activity offered…
    • provide an echoic prompt (single word)
  • if he repeats, give item right away and say word again
    • if not, still give it.
  • subsequent trials: fade the echoic prompt
108
Q
  • pivotal response teaching procedure for manding with children who have echoic responses
A
  • select 4 or 5 of the most potent reinforcers and have them visible to child
  • entice with one item or give a small freebie
  • as child is indicating he wants more of that item/activity offered…
  • wait for child to initiate request with some kind of vocalization - give item right away contingent on ANY attempt at the word and say the word
  • subsequent trials: use of echoic prompt to differentially reinforce closer approximations
109
Q

ultimate goal of mand training

A

the child is able to request what he wants when he wants it, even if it’s not in sight

110
Q

describe the ABC’s of: echoic

A 
antecedent 
-someone's verbal behaviour
behaviour 
-verbal behaviour (matches)
consequences
-social
111
Q

describe the ABC’s of: tact

A 
antecedent 
-non verbal stimulus
behaviour 
-verbal behaviour
consequences
-social
112
Q

describe the ABC’s of: intraverbal

A 
antecedent 
-someone's verbal behaviour
behaviour 
-verbal behaviour (does not match)
consequences
- social
113
Q

pre-requisite skills for receptive language

A
  • orienting to speaker
  • responds to name
  • sustained attention to speaker
  • visually attends to pictures/objects
  • motor skills
114
Q

tasks analysis

A
  • simple discriminations for early language learners
  • SD: “give me”, “touch ___”, “point to___”, “show me.___” “where is _____”
  • follow single step actions: gross motor (jump, clap, stand up, sit down, arms up, wave)
115
Q

what are the teaching considerations for receptive language?

A
  • choose lots of easy targets and intersperse few new targets
  • teach errorlessly at first
  • clear the array after each trial - - vary SD (i.e. don’t always say “show me” or “give me”)
  • provide powerful reinforcer
  • error correction if needed
  • multiple exemplar teaching (generalization)
116
Q

mands for advanced learners

A
  • ultimate goal is MO only
  • mands for missing items
  • more specific mands containing verb, adjective, and prepositional phrases
  • mands for information
  • mands for stopping/removal of aversive activity
117
Q

tacts for advanced learners

A
  • ultimate goal is spontaneous labelling
  • actions
  • features (colours, shapes, sizes)
  • function (what things are used for)
  • prepositional phrases (e.g. the cookie is on the table)
  • class (categories)
118
Q

listener responding

A
  • following actions to do motor action:
119
Q

manding is a…..

the reinforcement is…

A

demand or request for something of value (a reinforcer)

reinforcement is receipt of this valuable item/ activity

120
Q

motivating operation key points

A
  • they are transient (come&go)
  • they are the most important variable in language training
  • mand must be under functional control of the MO
121
Q

MO’s effect on value of reinforcer: two things
too much of item is….
too little of item is…

A 
satiation = too much, do not want anymore = not effective
deprivation = had too little, , want more, receiving item now has more value = effective
122
Q

establishing operations

A

events or conditions that: alter the value of reinforcers
AND
increases the likelihood that the behaviour that has produced the reinforcer is more likely to occur

123
Q

why is mandiing so important?

A

when young children have no or limited manding repertoire, problem behaviour will develop, which will serve the function of mands

124
Q

things we can mand for include:

A

preferred items (objects in sight and not in sight)
preferred actions (provide certain action, removal of aversive)
information (“where is___”)
attention (could be problem behaviour)

125
Q

an echoic involves steps:

A

verbal imitation
child repeats exactly what is heard
reinforcement is non-specific

126
Q

intraverbals for advanced learners

A
  • ultimate goal is to answer questions such as “tell me two things about dogs”
127
Q

prerequisite skills for intraverbals

A
  • child has ~ 50 mands and tacts
  • tacts
  • listener responding
  • divergent and convergent stimulus control
128
Q

divergent stimulus

A

a single stimulus evokes many different responses (e.g. name some furniture)

129
Q

convergent stimulus

A

multiple stimuli converge to evoke a correct response (e.g. couch, chair, table are all furniture)

130
Q

simple discriminations

A
  • head and shoulders, knees and …
  • what is your name?
  • what are some animals? (divergent)
  • what can fly? (divergent)
131
Q

conditional discriminations

A
  • tell me a fruit that is red
  • name an animal that has whiskers
  • where do you wash your hands?
  • tell me something that is not food
132
Q

teaching progressions for intraverbals

A
  • fill-ins (i.e. songs, animal sounds, associated words)
  • use reinforcers (mand targets) initially
  • answering Wh-questions
  • answering questions that involve use of features, function, class
133
Q

use tacting to teach intraverbals

A

e. g. “tell me a red fruit”

- pictures: strawberry, banana, red car, yellow block

134
Q

ultimate goal of mand training in ABA terms

A

child’s mands are in functional control of the MO (pure mands).

135
Q

a tact involves:

A

naming/ labeling something or describing the property of something that is present in the environment that the speaker can conTACT
(eg/ nonverbal stimulus that can be seen, touched, heard, smelled)

136
Q

a intraverbal involves:

A

a verbal behaviour that is emitted about something (item, person) or a property of something that is not present in the immediate environment in response to another person’s verbal behaviour

137
Q

examples of types of intraverbals:

A

fill in the blanks/ sentence starter
word association
answering questions
conversations

138
Q

errorless teaching

A
  • prompt immediately after you provide your instruction for new targets
  • fade prompts as soon as possible
  • if child makes errors and you must use error correction on 2 trials, use most prompt for remainder of session
139
Q

error correction procedure with example:

A

Tacting and Intraverbals
 SD: “What’s this?” (picture of dog)
Child errors - says “cat”
 Immediately re-issue SD + 0-delay echoic prompt (prompted trial)
 SD: “What’s this?” “dog”
Child says “dog”
 Present 1 to 3 mastered easy tasks (distractor trials)
 Then clinician re-issues SD
 SD: “What’s this?” (may need to give partial prompt)

140
Q

errorless teaching

A

Prompt immediately after you provide your instruction for new targets
 E.g. What’s this? “sock” – child says “sock”
Unless pretty certain child is able to do it without prompt, prompt! (most to least prompt hierarchy)
 Then fade prompts as soon as possible
If child makes errors and you must use error correction on 2 trials, use most prompt for remainder of session

141
Q

transfer control of the mand from echoic to MO

A
  • start with item visible and echoic prompt
  • then item visible and partial echoic prompt
  • then item visible

Child Language Acquisition II (2 decks)

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