II: Developmental Communication Disorders Flashcards
SS d/os
liquids (2)
aka approximates, lateral:/l/ :: rhotic:/r/
SS d/os
monophthong vowel descriptions (4)*
tongue height, tongue advancement, tense/lax, lip configuration
*aka pure vowels
SS d/os
front vowels (5)
/i/ /ɪ/ /e/ /ɛ/ /æ/
SS do/s
central vowels (4)
/ɝ/ /ɚ/ /ə/ /ʌ/
SS do/s
back vowels (5)
/u/ /ʊ/ /o/ /ɔ/ /ɑ/
SS do/s
diphtongs (6)
onglide to offglide, /ɑɪ/ /ɔɪ/ /ɑʊ/ /eɪ/ /ou/
SS do/s
egressive vs ingressive
sounds with outflowing air stream :: sound with inflowing air stream
SS do/s
obstruents (4)
complete-narrow constriction of vocal tract (stops, fricatives, affricates)
SS do/s
homorganic sounds (1)
same place of articulation
SS do/s
sibilants vs stridents
speech sound with intense high-pitched noise :: sibilants but also with intense frication noise
SS do/s
behavioral theory (4)
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
SS do/s
distinctive features theory (2)
categorize speech sounds into acoustic and articulatory aspects, intervention may include phonemic contrasts
SS do/s
generative phonlogy (4)
similar to generative grammar theory, two levels of language (surface and deep), speech sounds categorized (natural or marked), emphasis on phonological rules
SS do/s
natural phonology (1)
phonological acquisition influenced by phonological processes (syllable structure, substitution, assimilatory)
SS do/s
cognitive theory (3)
aka interactionist-discovery theory, children are active learners and use strategies to understand speech and language, applicable only to the earliest stages of development
SS do/s
nonlinear theory (4)*
metrical phonology (prosodic features), feature geometry (features within segments), optimality theory (constraints), gestural phonology (aka articulatory phonology)
*helpful in choosing treatment targets
SS do/s
infant prelinguistic speech production (7)
phonation, vegetative sounds, coo and goo, exploration/expansion, canonical babbling (7-9 mo.), jargon (10 mo.), transition to first words
SS do/s
late 8 sounds
/ʃ/ /ʒ/ /θ/ /ð/ /s/ /z/ /l/ /r/
SS do/s
childhood apraxia of speech (4)
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
SS do/s
dysarthria (2)
decreased strength and coordination or speech musculature that leads to imprecise speech production (slurring and distortions), errors are generally consistent
SS do/s
learnability theory (1)
providing complex input to assist language learning by pushing the client to learn more complex structures
SS do/s
van riper approach (4)*
sensory-perceptual (ear) training -> elicit-establish sound(s) in isolation or syllable level -> sound stabilization -> transfer and carryover
*aka traditional approach
SS do/s
sensory-motor approach (3)
uses facilitative phonetic contexts, gradual and systematic change of production units, treatment using bisyllabic productions
SS do/s
multiple phoneme approach (2)
three phases (establishment -> transfer -> maintenance), simultaneous instruction on errored phonemes
SS do/s
paired-stimuli approach (2)
highly structured sequence approach (words -> sentences -> conversations), trains four key words with two targets in word initial and two targets in word final
SS do/s
integral stimulation (1)
multiple input modes for cueing
SS do/s
enhancing stimulability (1)*
increasing verbal communication attempts for unstimulable sounds
*fussy fish
SS do/s
distinctive features approach (1)
focuses on distinctive features missing from child’s phonological system
SS do/s
phonological contrast intervention (3)
creates phonological contrasts using: minimal pairs, maximal oppositions (maximally distant), and multiple oppositions (for clients with phoneme collapse)
SS do/s
cycles remediation approach (3)
uses cyclical goal attack strategy (different targets are addressed in succession without the need to reach criterion), known for auditory bombardment, generalization is expected
SS do/s
naturalistic speech (3)
conversational approach for treating phonological errors, uses natural activities, clinician models and recasts errors
SS do/s
whole-language treatment approach (3)
multiple areas of language are targeted simultaneously, uses meaningful and functional activities (play, daily routines, storytelling and retelling, conversations), clinician provides models and cues
SS do/s
morphosyntax approach (4)
designed for preschoolers with morphosyntactic errors, incorporates grammar and morphology for intervention (cross-domain effect), uses forced stimulation, emphasizes natural productions
SS do/s
metaphon (3)
metalinguistic approach to phonological disorders, uses phonological awareness to change expressive phonological skills, phase 1 hierarchy (concept -> sound -> phoneme -> word)
SS do/s
core vocabulary intervention (1)
targets whole words that are functional and important until client reaches 70 words
SS do/s
metaphonological intervention (1)
focuses on awareness of sounds and awareness skills
SS do/s
nonlinear phonological intervention (3)
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
LD young
simultaneous (2) vs successive (2) bilingualism
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
LD young
bloom and lay (1978) language components (3)
form, content, use
LD young
theory of mind (2)
a complex type of presupposition wherein a child demonstrates they understand what another believes to be true, typically difficult in children with autism
LD young
JARs (2)
joint attention routines, repetitive and predictable patterns of interaction
LD young
narratives vs expositories
story that follows prescribed story grammar :: description of how to do something
LD young
metalinguistics
using language to talk about language, demonstrates phonological awareness in a child
LD young
protodeclaratives vs protoimperatives
using objects to get the attention of caregivers :: child signals caregiver to get objects for them
LD young
late talker (1)
diagnosed to children who do not have at least 50 words and two-word combinations by age 2
LD young
fast mapping vs rote learning
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
LD young
free vs bound morphemes
any morpheme that can stand alone :: attached to a word stem since they cannot appear alone
LD young
mean length of utterance measure (1)
the amount of morphemes produced in a language sample and averaged across utterances
LD young
ASHA definition of LD (1)*
“impaired comprehension and use of spoken, written and other symbol systems”
*the disorder may involve form, content and/or function
LD young
specific language impairment (1)
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
LD young
nonspecific language impairment (1)
children who meet criteria for SLI and have cognitive test scores less than 1 standard deviation below the mean
LD young
IDEA definition of LD (1)
“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…”
LD young
language-learning disability (2)
most common, common deficits include: reading, writing, spelling
LD young
genetic features of LDs (2)
tendency to be inherited, may occur on specific genes (chromosomes 7, 16, 19)
LD young
dynamic assessment (2)*
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
LD young
response generalization vs stimulus generalization
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
LD young
facilitation vs induction
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)
LD young
IFSPs (2)
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
LD young
incidental language teaching (2)
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
LD young
experiential language intervention types (5)*
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
LD young
drill vs play (1)*
most structured :: least structured
*spectrum (drill -> drill play -> structured play -> play)
LD young
AIEs vs SIEs
antecedent instructional events (therapy methods prior to child’s attempt of language target) :: subsequent instructional events (feedback)
LD young
AMEs vs SMEs
antecedent motivational events (any activity not directly related to language targets that fosters the child’s attention/motivation) :: subsequent motivational events (reinforcement)
LD school age
school age range (2)
K-12, generally ages 5-21
LD school age
LD (2)
impairment in comprehension and/or the use of spoken or written or other symbolic language system, may manifest in: form, content and/or use
LD school age
types of narratives (5)
recounts (past tense), accounts (personal narratives), event casts (broadcasting/directing), scripts (relate routine events/activities), fictional (novel generation of fictional stories)
LD school age
macrostructure elements (8)
characters, setting, initiating event, internal response, plan, attempt, consequences, reaction
LD school age
microstructure
literal language, cohesion using cohesive markers (reference, conjunctive, lexical, substitution, ellipses)
LD school age
expository (types of topic presentations) (4)
sequence, comparison, cause-effect, problem-solution
LD school age
types of perspective taking (3)
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)
LD school age
contextual variation strategies
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
LD school age
instructional vs content vocabulary
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
LD school age
difficulty with nonword repetition tasks (1)
suggestive of a language disorder due to unstable underlying phonological representation
LD school age
graduated prompting (1)
a form of diagnostic teaching where assessment and intervention occur simultaneously
LD school age
rehabilitation act of 1973 (1)
prohibited discrimination on the basis of disability by programs and agencies receiving federal funding
LD school age
education for all handicapped children act (2)*
PL 94-142, mandated all children with disabilities be afforded a free and appropriate public education
*PL 94-142 reauthorized via IDEA
LD school age
IEP (3)
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
LD school age
demonstration (1)
repeated but variable use of a sentence or text pattern
LD school age
expansion (1)
contingent verbal responses that increase the length or complexity of the child’s utterance
LD school age
expatiations (1)
contingent verbal responses that add new but relevant information to the child’s utterance
LD school age
vertical structures (1)
clinician/teacher asks questions to construct a syntactically complete sentence
LD school age
prompts/questions (1)
comments and questions that serve to extend what the student has said or written
LD school age
autosomal disorders (2)
trisomy 21/down syndrome, cri du chat syndrome
LD school age
sex-linked chromosomal disorders (7)
turner syndrome, klinefelter syndrome, fragile X syndrome, cornelia de lange, neurofibromatosis, prader-willi, williams syndrome
LD school age
metabolic disorders (4)
phenylketonuria, mucopolysaccharidoses, hurler syndrome, enzyme deficiency
LD school age
language difficulties associated with down syndrome (3)
expressive
LD school age
fragile X (5)
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
LD schol age
ADHD (2)
attention deficit/hyperactivity disorder, difficulties in: concentration, organization, impulse control, planning, short-term memory, self-monitoring
LD school age
SLDs (3)
specific learning disabilities, includes specific learning disability, difficulties with executive functions (planning, organizing, problem solving)
LD school age
NTDs (3)
neural tube defects, most common is spina bifida, affects: spinal cord, brain and/or vertebrae
LD school age
CP (3)
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
LD school age
TBI (2)
traumatic brain injury, auditory perceptual problems if injury is on the left
LD school age
ASDs (2)
autism spectrum disorders, deficits in: social interaction, communication, repertoire of activity and interests (restricted)
LD school age
DIR model (2)
development-individual relationship, includes: floor time, rapport build with caregiver(s), modeling
LD school age
PVT (2)
pivotal response training, focuses on increasing motivation through: choices, reinforcing, modeling and natural consequences
WLD school age
orthography (1)
a secondary symbolic system imposed on the primary oral language system
WLD school age
processes of reading vs writing
receptive processes (word ID and comprehension) :: expressive processes (spelling and written formulation)
WLD school age
phonic word attack and encoding (3)
involves: phonological awareness, grapheme-phoneme correspondence and syllable recognition skills
WLD school age
onset vs rime (1::1)*
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^^^
WLD school age
phonemic awareness (2)
the capacity the analyze and manipulate speech at the phoneme level, phonemic tasks (blending, segmentation, elision/manipulation)
WLD school age
GPC (2)
grapheme-phoneme (symbol-sound) correspondence, the ability to connect letters with corresponding phonemes
WLD school age
six syllable types
closed=(C)VC, open=CV, silent e=CVCe, vowel team/combination=(C)VV(C), r-controlled=-Vr, consonant + le=Cle
WLD school age
syllabication (1)
splitting words into syllables
WLD school age
sight-word reading (3)
automatic whole-word identification, replaces heavy demands on orthographic memory for visual word forms, aka gestalt reading
WLD school age
automaticity vs fluency (1::1)*
word-recognition skills :: fluent, prosodic oral reading
*each refer to reading efficiency (speech and accuracy)
WLD school age
HOTS (3)
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
WLD school age
five stages of spelling
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)
WLD school age
age in which emergent writing phase occurs (1)
ages 4-6
WLD school age
school age writing phase during 1st grade (2)
aka conventional writing phase, may be: knowledge-telling, egocentric, in third person, and/or using porto-expository object descriptions
WLD school age
school age writing phase during grades 2-3 (2)
children begin to learn and develop classic expository text structures, first at the paragraph level and then multi-paragraph
WLD school age
chall’s stage theory (2)
widely referenced when discussing reading acquisition and/or reading interventions, six stages of knowledge and skill acquisition (chronological)
WLD school age
stages of chall’s theory (6)
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+)
WLD school age
benchmark (1)
expected level of performance
WLD school age
RAN (2)
rapid automatic naming, the ability to rapidly name a sequence of systematically randomized letters or digits
WLD school age
decoding bottleneck (1)
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
WLD school age
exclusionary factors for differential diagnosis of reading/writing disability (5)
peripheral sensory deficits, global cognitive delay, primary emotional disturbance, neurological insult, environmental exposure to language/literacy
WLD school age
LLDs (2)
language learning difficulties, characterized by difficulties in underlying language skills (vocabulary, morphology, syntax, discourse)
WLD school age
dyslexia (1)
weaknesses in word recognition and spelling with deficits in phonological and orthographic processing
WLD school age
hyperlexia (1)
deficits in underlying language skills such as vocabulary, morphology, syntax and discourse
WLD school age
top-down vs bottom-up approaches (1::1)*
whole-langauge approach (reading unfamiliar words through contextual guessing) :: approach that teaches a progression
*balanced approach incorporates both
WLD school age
V-A-K modalities (2)
multi-sensory teaching, involves: visual, auditory-oral, tactile-kinesthetic
WLD school age
MSL principles (1)
multi-sensory structured language principles
WLD school age
spiral back (1)
to revisit and ensure mastery of skills at different levels of language complexity
WLD school age
GRRM (3)
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
ASD
dr. kanner’s core shared features (6)
obsessive, stereotypic behaviors, echolalia, purposeful relationship to objects, desire for isolation and sameness (routines), lack of affective interaction and/or contact with people
ASD
three primary symptoms
impaired development of reciprocal social interaction, impaired development of speech and language for verbal and nonverbal communication, abnormal behavioral patterns and interactions with objects
ASD
age of onset (1)
developmental delays and differences noted by 12-24 months
ASD
severity levels (3)
level 1:requires support :: level 2:requires substantial support :: level 3:requires very substantial support
ASD
asperger’s disorder (1)*
deficits in: social domain (lack of reciprocity and empathy), prosody, theory of mind
*otherwise normal to above-average intellectual/cognitive function and language skills
ASD
etiological information (2)
no clearly substantiated cause, presumed: underdevelopment of neural connections and/or genetic predisposition (theories that imply involvement of chromosomes: 5, 7, 11, 15, 16)
ASD
paternal vs maternal risk factors
father is 40 years or older :: mother uses antidepressants
ASD
tactile defensiveness (2)
not liking to be touched, sensitive to clothing textures
ASD
hyperacusis (2)
auditory sensitivity, negative reaction to loud noises and noisy environments
ASD
hyperlexia (1)
fascination with letters, numbers and words that begins at a very young age
ASD
NICHD’s five warning behaviors for ASD evaluation
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
ASD
screening instruments (5)
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)
ASD
diagnostic instruments (4)
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)
ASD
language impairments in ASD (4)
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)
ASD
ASHA’s four domains of ASD intervention
joint attention, social reciprocity, language and related cognitive skills, behavior and emotional regulation
ASD
ASD intervention techniques (7)
ABA and discrete trail training (DTT), AAC, floor time, peer and play mediation, PECS, social stories, theory of mind
fluency
fluency vs disfluency
forward continuous flow of speech :: interruptions in the forward movement (typical or atypical)
fluency
stuttering (1)
an abnormally high frequency and/or duration of stoppages in the forward flow of speech
fluency
core vs secondary stuttering behaviors
atypical speech disfluencies occurring at a higher frequency than typical disfluencies :: attempts to control the core stuttering movements (classified as either escape or avoidance)
fluency
developmental stuttering (2)
most common type of fluency disorder, emerges ages 2-5 (males>females and 80% of them will spontaneously recover)
fluency
consistency effect vs anticipation effect
likely to stutter on the same word(s) :: ability to predict words the PWS will most likely stutter on
fluency
adaptation effect (1)
decreased amount of disfluencies due to repeated successive reading
fluency
risk factors (3)
male, family hx of stuttering, weak phonological abilities
fluency
guitar’s theoretical model (2014) (2)
primary stuttering:includes the earliest developmental symptoms of stuttering (speech disfluencies) :: secondary stuttering:features that are reactions to primary features (tension, struggle, escape, avoidance)
fluency
four major types of fluency disorders
developmental stuttering, cluttering, neurogenic stuttering, psychogenic stuttering
fluency
cluttering (2)
due to neurological causes, expressed as: a high frequency of disfluent, rapid and irregular speech rate
fluency
neurogenic stuttering (2)
secondary behaviors are few to none but attempts to modify speech are less successful, possible causes: stroke, TBI, tumors and other neurologic conditions
fluency
psychogenic stuttering (3)
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
fluency
guitar’s model of stuttering development (5)
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
fluency
circumlocution (1)
talking around a troublesome word
fluency
therapy approaches for PWS (3)
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
