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PRAXIS EXAM > II: Developmental Communication Disorders > Flashcards

II: Developmental Communication Disorders Flashcards

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1
Q

SS d/os

liquids (2)

A

aka approximates, lateral:/l/ :: rhotic:/r/

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2
Q

SS d/os

monophthong vowel descriptions (4)*

A

tongue height, tongue advancement, tense/lax, lip configuration

*aka pure vowels

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3
Q

SS d/os

front vowels (5)

A

/i/ /ɪ/ /e/ /ɛ/ /æ/

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4
Q

SS do/s

central vowels (4)

A

/ɝ/ /ɚ/ /ə/ /ʌ/

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5
Q

SS do/s

back vowels (5)

A

/u/ /ʊ/ /o/ /ɔ/ /ɑ/

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6
Q

SS do/s

diphtongs (6)

A

onglide to offglide, /ɑɪ/ /ɔɪ/ /ɑʊ/ /eɪ/ /ou/

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7
Q

SS do/s

egressive vs ingressive

A

sounds with outflowing air stream :: sound with inflowing air stream

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8
Q

SS do/s

obstruents (4)

A

complete-narrow constriction of vocal tract (stops, fricatives, affricates)

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9
Q

SS do/s

homorganic sounds (1)

A

same place of articulation

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10
Q

SS do/s

sibilants vs stridents

A

speech sound with intense high-pitched noise :: sibilants but also with intense frication noise

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11
Q

SS do/s

behavioral theory (4)

A

learning theory that associates babbling with speech development, acknowledges role of input and speech sound perception, child’s role is passive, correct productions are reinforced

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12
Q

SS do/s

distinctive features theory (2)

A

categorize speech sounds into acoustic and articulatory aspects, intervention may include phonemic contrasts

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13
Q

SS do/s

generative phonlogy (4)

A

similar to generative grammar theory, two levels of language (surface and deep), speech sounds categorized (natural or marked), emphasis on phonological rules

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14
Q

SS do/s

natural phonology (1)

A

phonological acquisition influenced by phonological processes (syllable structure, substitution, assimilatory)

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15
Q

SS do/s

cognitive theory (3)

A

aka interactionist-discovery theory, children are active learners and use strategies to understand speech and language, applicable only to the earliest stages of development

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16
Q

SS do/s

nonlinear theory (4)*

A

metrical phonology (prosodic features), feature geometry (features within segments), optimality theory (constraints), gestural phonology (aka articulatory phonology)

*helpful in choosing treatment targets

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17
Q

SS do/s

infant prelinguistic speech production (7)

A

phonation, vegetative sounds, coo and goo, exploration/expansion, canonical babbling (7-9 mo.), jargon (10 mo.), transition to first words

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18
Q

SS do/s

late 8 sounds

A

/ʃ/ /ʒ/ /θ/ /ð/ /s/ /z/ /l/ /r/

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19
Q

SS do/s

childhood apraxia of speech (4)

A

no weakness or incoordination of speech musculature, inconsistent articulatory performance (same word pronounced multiple ways), error patterns (substitutions, omissions, additions, repetitions), automatic speech is easier to produce

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20
Q

SS do/s

dysarthria (2)

A

decreased strength and coordination or speech musculature that leads to imprecise speech production (slurring and distortions), errors are generally consistent

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21
Q

SS do/s

learnability theory (1)

A

providing complex input to assist language learning by pushing the client to learn more complex structures

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22
Q

SS do/s

van riper approach (4)*

A

sensory-perceptual (ear) training -> elicit-establish sound(s) in isolation or syllable level -> sound stabilization -> transfer and carryover

*aka traditional approach

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23
Q

SS do/s

sensory-motor approach (3)

A

uses facilitative phonetic contexts, gradual and systematic change of production units, treatment using bisyllabic productions

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24
Q

SS do/s

multiple phoneme approach (2)

A

three phases (establishment -> transfer -> maintenance), simultaneous instruction on errored phonemes

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25
Q

SS do/s

paired-stimuli approach (2)

A

highly structured sequence approach (words -> sentences -> conversations), trains four key words with two targets in word initial and two targets in word final

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26
Q

SS do/s

integral stimulation (1)

A

multiple input modes for cueing

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27
Q

SS do/s

enhancing stimulability (1)*

A

increasing verbal communication attempts for unstimulable sounds

*fussy fish

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28
Q

SS do/s

distinctive features approach (1)

A

focuses on distinctive features missing from child’s phonological system

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29
Q

SS do/s

phonological contrast intervention (3)

A

creates phonological contrasts using: minimal pairs, maximal oppositions (maximally distant), and multiple oppositions (for clients with phoneme collapse)

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30
Q

SS do/s

cycles remediation approach (3)

A

uses cyclical goal attack strategy (different targets are addressed in succession without the need to reach criterion), known for auditory bombardment, generalization is expected

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31
Q

SS do/s

naturalistic speech (3)

A

conversational approach for treating phonological errors, uses natural activities, clinician models and recasts errors

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32
Q

SS do/s

whole-language treatment approach (3)

A

multiple areas of language are targeted simultaneously, uses meaningful and functional activities (play, daily routines, storytelling and retelling, conversations), clinician provides models and cues

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33
Q

SS do/s

morphosyntax approach (4)

A

designed for preschoolers with morphosyntactic errors, incorporates grammar and morphology for intervention (cross-domain effect), uses forced stimulation, emphasizes natural productions

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34
Q

SS do/s

metaphon (3)

A

metalinguistic approach to phonological disorders, uses phonological awareness to change expressive phonological skills, phase 1 hierarchy (concept -> sound -> phoneme -> word)

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35
Q

SS do/s

core vocabulary intervention (1)

A

targets whole words that are functional and important until client reaches 70 words

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36
Q

SS do/s

metaphonological intervention (1)

A

focuses on awareness of sounds and awareness skills

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37
Q

SS do/s

nonlinear phonological intervention (3)

A

emphasis on awareness and production of phonological forms in context, addresses prosodic structures and speech segments and features, uses various cues types to develop new word shapes and stress patterns

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38
Q

LD young

simultaneous (2) vs successive (2) bilingualism

A

2+ languages learned at the same time, may exhibit slowed language learning but this is temporary :: L2 is learned after L1, LD only diagnosed if it is present in L1

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39
Q

LD young

bloom and lay (1978) language components (3)

A

form, content, use

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40
Q

LD young

theory of mind (2)

A

a complex type of presupposition wherein a child demonstrates they understand what another believes to be true, typically difficult in children with autism

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41
Q

LD young

JARs (2)

A

joint attention routines, repetitive and predictable patterns of interaction

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42
Q

LD young

narratives vs expositories

A

story that follows prescribed story grammar :: description of how to do something

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43
Q

LD young

metalinguistics

A

using language to talk about language, demonstrates phonological awareness in a child

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44
Q

LD young

protodeclaratives vs protoimperatives

A

using objects to get the attention of caregivers :: child signals caregiver to get objects for them

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45
Q

LD young

late talker (1)

A

diagnosed to children who do not have at least 50 words and two-word combinations by age 2

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46
Q

LD young

fast mapping vs rote learning

A

correct use of a new word after one exposure using context clues :: providing definitions and examples for a new word for the child’s acquisition

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47
Q

LD young

free vs bound morphemes

A

any morpheme that can stand alone :: attached to a word stem since they cannot appear alone

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48
Q

LD young

mean length of utterance measure (1)

A

the amount of morphemes produced in a language sample and averaged across utterances

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49
Q

LD young

ASHA definition of LD (1)*

A

“impaired comprehension and use of spoken, written and other symbol systems”

*the disorder may involve form, content and/or function

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50
Q

LD young

specific language impairment (1)

A

a deficit in language learning is evident however there are no deficits in cognitive, socio-emotional, or motor development and no evidence of hearing impairment

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51
Q

LD young

nonspecific language impairment (1)

A

children who meet criteria for SLI and have cognitive test scores less than 1 standard deviation below the mean

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52
Q

LD young

IDEA definition of LD (1)

A

“a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations…”

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53
Q

LD young

language-learning disability (2)

A

most common, common deficits include: reading, writing, spelling

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54
Q

LD young

genetic features of LDs (2)

A

tendency to be inherited, may occur on specific genes (chromosomes 7, 16, 19)

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55
Q

LD young

dynamic assessment (2)*

A

uses intensive and individualized instruction to distinguish a child with severe developmental disability, greatly reduces over diagnosis of children from diverse backgrounds or children who have not received adequate instruction

*closely related to response to intervention (RTI) and diagnostic therapy

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56
Q

LD young

response generalization vs stimulus generalization

A

child’s production of untrained targets (linguistic level may differ) :: child’s production of the same level of accuracy in an untrained setting with new stimuli and a new clinician

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57
Q

LD young

facilitation vs induction

A

increasing the rate at which a targeted form or function is learned by using exaggerated models (assumed this target will be learned without therapy) :: using more explicit and systematic set of teaching steps beyond modeling (aka useful teaching where word learning is not assumed)

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58
Q

LD young

IFSPs (2)

A

individual family service plans, purpose: to monitor performance, describe the programming to be provided and periodically documents behavior change as well as viability of the service delivery plan

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59
Q

LD young

incidental language teaching (2)

A

a hybrid (client and clinician-centered) approach, the clinician has a specific set of targets and uses a conversation framework developed from materials in which the child is already engaged

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60
Q

LD young

experiential language intervention types (5)*

A

self-talk, parallel talk, imitation (direct or delayed), expansion/recast, expatiation (child initiates an error and caregiver corrects using an exaggerated model)

*each of these are performed by the caregiver/clinician

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61
Q

LD young

drill vs play (1)*

A

most structured :: least structured

*spectrum (drill -> drill play -> structured play -> play)

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62
Q

LD young

AIEs vs SIEs

A

antecedent instructional events (therapy methods prior to child’s attempt of language target) :: subsequent instructional events (feedback)

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63
Q

LD young

AMEs vs SMEs

A

antecedent motivational events (any activity not directly related to language targets that fosters the child’s attention/motivation) :: subsequent motivational events (reinforcement)

64
Q

LD school age

school age range (2)

A

K-12, generally ages 5-21

65
Q

LD school age

LD (2)

A

impairment in comprehension and/or the use of spoken or written or other symbolic language system, may manifest in: form, content and/or use

66
Q

LD school age

types of narratives (5)

A

recounts (past tense), accounts (personal narratives), event casts (broadcasting/directing), scripts (relate routine events/activities), fictional (novel generation of fictional stories)

67
Q

LD school age

macrostructure elements (8)

A

characters, setting, initiating event, internal response, plan, attempt, consequences, reaction

68
Q

LD school age

microstructure

A

literal language, cohesion using cohesive markers (reference, conjunctive, lexical, substitution, ellipses)

69
Q

LD school age

expository (types of topic presentations) (4)

A

sequence, comparison, cause-effect, problem-solution

70
Q

LD school age

types of perspective taking (3)

A

perceptual (to determine what another sees and how it is seen), linguistic (to modify form, content and use for the listener), cognitive (to understand internal psychological state of the listener)

71
Q

LD school age

contextual variation strategies

A

linguistic devices, used to mediate social use of language, include: register variation (altering tone, pitch, choice of words), presupposition, ellipses (deletion of redundant info), indirect requests

72
Q

LD school age

instructional vs content vocabulary

A

words used in daily classroom instruction students need to know to follow directions and complete assignments :: words specific to information contained in instructional or curricular materials

73
Q

LD school age

difficulty with nonword repetition tasks (1)

A

suggestive of a language disorder due to unstable underlying phonological representation

74
Q

LD school age

graduated prompting (1)

A

a form of diagnostic teaching where assessment and intervention occur simultaneously

75
Q

LD school age

rehabilitation act of 1973 (1)

A

prohibited discrimination on the basis of disability by programs and agencies receiving federal funding

76
Q

LD school age

education for all handicapped children act (2)*

A

PL 94-142, mandated all children with disabilities be afforded a free and appropriate public education

*PL 94-142 reauthorized via IDEA

77
Q

LD school age

IEP (3)

A

individual education plan, legal document written by health care professionals outlining short and long-term goals for children with disabilities, must include: present level of performance, special education services, aids/modifications, goals, benchmarks and least-restrictive environment

78
Q

LD school age

demonstration (1)

A

repeated but variable use of a sentence or text pattern

79
Q

LD school age

expansion (1)

A

contingent verbal responses that increase the length or complexity of the child’s utterance

80
Q

LD school age

expatiations (1)

A

contingent verbal responses that add new but relevant information to the child’s utterance

81
Q

LD school age

vertical structures (1)

A

clinician/teacher asks questions to construct a syntactically complete sentence

82
Q

LD school age

prompts/questions (1)

A

comments and questions that serve to extend what the student has said or written

83
Q

LD school age

autosomal disorders (2)

A

trisomy 21/down syndrome, cri du chat syndrome

84
Q

LD school age

sex-linked chromosomal disorders (7)

A

turner syndrome, klinefelter syndrome, fragile X syndrome, cornelia de lange, neurofibromatosis, prader-willi, williams syndrome

85
Q

LD school age

metabolic disorders (4)

A

phenylketonuria, mucopolysaccharidoses, hurler syndrome, enzyme deficiency

86
Q

LD school age

language difficulties associated with down syndrome (3)

A

expressive

87
Q

LD school age

fragile X (5)

A

characteristics of autism, LDs are primarily expressive and often associated with articulation problems, delayed onset and development of syntax, difficulties with organization and auditory memory, hyperactivity and impulsivity

88
Q

LD schol age

ADHD (2)

A

attention deficit/hyperactivity disorder, difficulties in: concentration, organization, impulse control, planning, short-term memory, self-monitoring

89
Q

LD school age

SLDs (3)

A

specific learning disabilities, includes specific learning disability, difficulties with executive functions (planning, organizing, problem solving)

90
Q

LD school age

NTDs (3)

A

neural tube defects, most common is spina bifida, affects: spinal cord, brain and/or vertebrae

91
Q

LD school age

CP (3)

A

cerebral palsy, a developmental non progressive disability caused by a disturbance in the brain (often a consequence of brain injury), difficulties in receptive and expressive language

92
Q

LD school age

TBI (2)

A

traumatic brain injury, auditory perceptual problems if injury is on the left

93
Q

LD school age

ASDs (2)

A

autism spectrum disorders, deficits in: social interaction, communication, repertoire of activity and interests (restricted)

94
Q

LD school age

DIR model (2)

A

development-individual relationship, includes: floor time, rapport build with caregiver(s), modeling

95
Q

LD school age

PVT (2)

A

pivotal response training, focuses on increasing motivation through: choices, reinforcing, modeling and natural consequences

96
Q

WLD school age

orthography (1)

A

a secondary symbolic system imposed on the primary oral language system

97
Q

WLD school age

processes of reading vs writing

A

receptive processes (word ID and comprehension) :: expressive processes (spelling and written formulation)

98
Q

WLD school age

phonic word attack and encoding (3)

A

involves: phonological awareness, grapheme-phoneme correspondence and syllable recognition skills

99
Q

WLD school age

onset vs rime (1::1)*

A

any consonant sounds preceding vowel sounds in a syllable :: vowel sounds and any other consonants that occur after the initial consonant sound

*these are a prerequisite of phonological awareness^^^

100
Q

WLD school age

phonemic awareness (2)

A

the capacity the analyze and manipulate speech at the phoneme level, phonemic tasks (blending, segmentation, elision/manipulation)

101
Q

WLD school age

GPC (2)

A

grapheme-phoneme (symbol-sound) correspondence, the ability to connect letters with corresponding phonemes

102
Q

WLD school age

six syllable types

A

closed=(C)VC, open=CV, silent e=CVCe, vowel team/combination=(C)VV(C), r-controlled=-Vr, consonant + le=Cle

103
Q

WLD school age

syllabication (1)

A

splitting words into syllables

104
Q

WLD school age

sight-word reading (3)

A

automatic whole-word identification, replaces heavy demands on orthographic memory for visual word forms, aka gestalt reading

105
Q

WLD school age

automaticity vs fluency (1::1)*

A

word-recognition skills :: fluent, prosodic oral reading

*each refer to reading efficiency (speech and accuracy)

106
Q

WLD school age

HOTS (3)

A

higher-order thinking skills, support and direct the reader’s interaction with/derived from meaning from the text, examples: getting facts, identifying main ideas, drawing inferences, drawing conclusions

107
Q

WLD school age

five stages of spelling

A

preliterate (awareness) -> semi phonetic (letter names are used to spell aka “R U OK?”) -> later phonetic (simplification on some blends) -> syllable juncture (reflect emergent knowledge of orthographic patterns) -> derivational (knowledge of phonological roots and affixes)

108
Q

WLD school age

age in which emergent writing phase occurs (1)

A

ages 4-6

109
Q

WLD school age

school age writing phase during 1st grade (2)

A

aka conventional writing phase, may be: knowledge-telling, egocentric, in third person, and/or using porto-expository object descriptions

110
Q

WLD school age

school age writing phase during grades 2-3 (2)

A

children begin to learn and develop classic expository text structures, first at the paragraph level and then multi-paragraph

111
Q

WLD school age

chall’s stage theory (2)

A

widely referenced when discussing reading acquisition and/or reading interventions, six stages of knowledge and skill acquisition (chronological)

112
Q

WLD school age

stages of chall’s theory (6)

A

stage 0=preliteracy (ages 0-6), stage 1=decoding/encoding (ages 6-7), stage 2=ungluing from print (ages 7-8), stage 3=reading to learn (ages 8-13), stage 4=multiple viewpoints (ages 13-18), stage 5=construction and reconstruction (ages 18+)

113
Q

WLD school age

benchmark (1)

A

expected level of performance

114
Q

WLD school age

RAN (2)

A

rapid automatic naming, the ability to rapidly name a sequence of systematically randomized letters or digits

115
Q

WLD school age

decoding bottleneck (1)

A

when deficient decoding and decoding fluency reduces the child’s ability to access meaning in text even if the child has strong underlying language skills

116
Q

WLD school age

exclusionary factors for differential diagnosis of reading/writing disability (5)

A

peripheral sensory deficits, global cognitive delay, primary emotional disturbance, neurological insult, environmental exposure to language/literacy

117
Q

WLD school age

LLDs (2)

A

language learning difficulties, characterized by difficulties in underlying language skills (vocabulary, morphology, syntax, discourse)

118
Q

WLD school age

dyslexia (1)

A

weaknesses in word recognition and spelling with deficits in phonological and orthographic processing

119
Q

WLD school age

hyperlexia (1)

A

deficits in underlying language skills such as vocabulary, morphology, syntax and discourse

120
Q

WLD school age

top-down vs bottom-up approaches (1::1)*

A

whole-langauge approach (reading unfamiliar words through contextual guessing) :: approach that teaches a progression

*balanced approach incorporates both

121
Q

WLD school age

V-A-K modalities (2)

A

multi-sensory teaching, involves: visual, auditory-oral, tactile-kinesthetic

122
Q

WLD school age

MSL principles (1)

A

multi-sensory structured language principles

123
Q

WLD school age

spiral back (1)

A

to revisit and ensure mastery of skills at different levels of language complexity

124
Q

WLD school age

GRRM (3)

A

gradual release of responsibility model, used with students who struggle with literacy learning, uses frequent prompting/modeling and support then weans off to student performing independently

125
Q

ASD

dr. kanner’s core shared features (6)

A

obsessive, stereotypic behaviors, echolalia, purposeful relationship to objects, desire for isolation and sameness (routines), lack of affective interaction and/or contact with people

126
Q

ASD

three primary symptoms

A

impaired development of reciprocal social interaction, impaired development of speech and language for verbal and nonverbal communication, abnormal behavioral patterns and interactions with objects

127
Q

ASD

age of onset (1)

A

developmental delays and differences noted by 12-24 months

128
Q

ASD

severity levels (3)

A

level 1:requires support :: level 2:requires substantial support :: level 3:requires very substantial support

129
Q

ASD

asperger’s disorder (1)*

A

deficits in: social domain (lack of reciprocity and empathy), prosody, theory of mind

*otherwise normal to above-average intellectual/cognitive function and language skills

130
Q

ASD

etiological information (2)

A

no clearly substantiated cause, presumed: underdevelopment of neural connections and/or genetic predisposition (theories that imply involvement of chromosomes: 5, 7, 11, 15, 16)

131
Q

ASD

paternal vs maternal risk factors

A

father is 40 years or older :: mother uses antidepressants

132
Q

ASD

tactile defensiveness (2)

A

not liking to be touched, sensitive to clothing textures

133
Q

ASD

hyperacusis (2)

A

auditory sensitivity, negative reaction to loud noises and noisy environments

134
Q

ASD

hyperlexia (1)

A

fascination with letters, numbers and words that begins at a very young age

135
Q

ASD

NICHD’s five warning behaviors for ASD evaluation

A

national institute of child health and human development, warning behaviors: does not babble or coo by 12 months, does not gesture by 12 months, does not say single words by 16 months, does not say two-word phrases independently by 24 months, has any loss of any language or social skills at any age

136
Q

ASD

screening instruments (5)

A

first year inventory (FYI), checklist for autism in toddlers (CHAT), communication and symbolic behavior scales developmental profile (CSBS DP), systematic observation of red flags (SORF), social communication questionnaire (SCQ)

137
Q

ASD

diagnostic instruments (4)

A

autism diagnostic observation schedule (ADOS, which is the gold standard in the diagnosis of ASD), autism diagnostic interview-revised (ADI-R), childhood autism rating scale (CARS-2), gilliam autism rating scale (GARS-2)

138
Q

ASD

language impairments in ASD (4)

A

pragmatic (primary impairment in all types and severity levels of ASD), semantic (usually impaired in all types), syntax and morphology (impaired when language deficits are present), phonology and articulation (impaired when childhood AOS or expressive speech delays are present)

139
Q

ASD

ASHA’s four domains of ASD intervention

A

joint attention, social reciprocity, language and related cognitive skills, behavior and emotional regulation

140
Q

ASD

ASD intervention techniques (7)

A

ABA and discrete trail training (DTT), AAC, floor time, peer and play mediation, PECS, social stories, theory of mind

141
Q

fluency

fluency vs disfluency

A

forward continuous flow of speech :: interruptions in the forward movement (typical or atypical)

142
Q

fluency

stuttering (1)

A

an abnormally high frequency and/or duration of stoppages in the forward flow of speech

143
Q

fluency

core vs secondary stuttering behaviors

A

atypical speech disfluencies occurring at a higher frequency than typical disfluencies :: attempts to control the core stuttering movements (classified as either escape or avoidance)

144
Q

fluency

developmental stuttering (2)

A

most common type of fluency disorder, emerges ages 2-5 (males>females and 80% of them will spontaneously recover)

145
Q

fluency

consistency effect vs anticipation effect

A

likely to stutter on the same word(s) :: ability to predict words the PWS will most likely stutter on

146
Q

fluency

adaptation effect (1)

A

decreased amount of disfluencies due to repeated successive reading

147
Q

fluency

risk factors (3)

A

male, family hx of stuttering, weak phonological abilities

148
Q

fluency

guitar’s theoretical model (2014) (2)

A

primary stuttering:includes the earliest developmental symptoms of stuttering (speech disfluencies) :: secondary stuttering:features that are reactions to primary features (tension, struggle, escape, avoidance)

149
Q

fluency

four major types of fluency disorders

A

developmental stuttering, cluttering, neurogenic stuttering, psychogenic stuttering

150
Q

fluency

cluttering (2)

A

due to neurological causes, expressed as: a high frequency of disfluent, rapid and irregular speech rate

151
Q

fluency

neurogenic stuttering (2)

A

secondary behaviors are few to none but attempts to modify speech are less successful, possible causes: stroke, TBI, tumors and other neurologic conditions

152
Q

fluency

psychogenic stuttering (3)

A

caused by a reaction to stressful or emotional situations and traumatic events, usually improves with short-term therapy, stuttering behaviors may be atypical and/or unusual

153
Q

fluency

guitar’s model of stuttering development (5)

A

normal disfluency -> borderline stuttering -> beginning stuttering (secondary behaviors begin to surface) -> intermediate stuttering (avoidance behaviors begin to appear d/t more prevalence of core behaviors) -> advanced stuttering

154
Q

fluency

circumlocution (1)

A

talking around a troublesome word

155
Q

fluency

therapy approaches for PWS (3)

A

degree of focus on client or environment, degree of focus on fluency shaping or stuttering modification to achieve natural effortless speech, degree of focus on counseling and interpersonal issues

PRAXIS EXAM (5 decks)

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