lang & lit final ppts Flashcards
three parts of language disorders
form, content, use
when the language disorder is NOT associated with a known biomedical etiology. (e.g., ASD, brain injury, DS, CP, hearing loss)
Developmental Language Disorder(DLD):
three models of language disorder analysis
categorical model, descriptive-developmental model, systems model
which model: Problem is an underlying disorder in the child, which prevents/impedes the child learning
categorical model
which model: Problem is a mismatch of child skill to the supports available in the environment
systems model
which model: Issue is child’s functional skill level, irrespective of etiology
developmental-descriptive
language is
Rule-based system of conventional symbols
speech is
Neuromuscular process of turning language into sound and perception of sound
communication is
process of information sharing
form is
How words, sentences, and sounds are arranged to convey content
use is
How people draw on language functionally to meet personal and social needs
content is
the meaning of language
three parts of form
phonology, morphology, syntax
one part of content
semantics
one part of use
pragmatics
phonology is
Rules governing the sounds that make syllables and words, and how those sounds are organized in words
morphology is
Rules governing the internal organization of words
syntax is
Rules of language governing the internal organization of sentences
semantics is
The rules of language governing the meaning of individual words and word combinations
pragmatics is
Rules governing language use for social purposes
perlocutionary - age and description
0-9 mo
infant not aware that behaviors (crying, smiling) affect partner
illocutionary - age and description
9-12 mo
Awareness that behaviors can affect partner emerges, but do not yet use words
locutionary - age and description
12+ mo
use of words
behaviors of typical bilingual language development (4)
- interference/transfer
- silent period
- code switching
- language loss/attrition
language transfer/interference
Sometimes characteristics of L1 can influence L2
It is important to consider: whether errors seen in English can be a result of the transfer
The greater the differences between the two languages, the more negative the effects of interferences are likely to be
silent period
The quiet period when a child is first exposed to a new language
During this time, the child: focused on listening and understanding
Can last from 3-6 months with significant individual variation
Generally, younger children tend to have longer silent periods
code switching
Changing languages within and across utterances
Code switching may be seen in new language learners as well as in fluent bilinguals
Example: A child says, “Quiero más cookies please.”
Language Loss
When ELL students are educated in mainstream English environments, they may receive much more input in English than their L1
Proficiency in L1 may be lost if it is not reinforced and maintained
form (3) =
content =
use =
form (3) = syntax, morphology, phonology
content = semantics
use = pragmatics
reliability
Does the test yield the same results when presented more than once?
validity
Does the test actually measure what it says it measures, and nothing else?
goal of dynamic assessment
The goal is to look at the learning process to determine whether an apparent deficit really reflects a disorder or simply a lack of experience.
The most common format is test, teach, retest:
1. test the target skill
2. briefly teach the skill
3. re-test
dynamic assessment
communication temptations
when you manipulate a situation to encourage someone to communicate, in this context children
script therapy
Another useful hybrid type of approach is script therapy, which allows planned opportunities for the child to practice a skill over and over.
focused stimulation and elicited imitation
using repeated modeling in order to encourage production of a particular form & is a technique clinicians can use to help a student practice using the target form.
Self-talk
narrating what you’re doing
parallel-talk
narrating what the child is doing
recast
change grammatical modality (i.e. turn a statement into a question)
expansion
expand a telegraphic utterance to be grammatically complete
extension
add new information as well as grammatical complexity
Modifying the Linguistic Signal
(5)
perceptual saliency
complexity
pragmatically appropriate responses
repetition
rate
Modifying the Linguistic Signal: rate
decrease
Modifying the Linguistic Signal: repetition
say more
Modifying the Linguistic Signal: Perceptual Saliency of Targets
increase Perceptual Saliency of Targets
intentional highlighting helps children learn to produce new language structures
Modifying the Linguistic Signal: complexity
we should generally use sentences that are no more than 2 morphemes longer than the sentences tha the child uses
Sentences used with children should be semantically simple, but complete.
Do not “simplify” your sentences by omitting functon words and details.
For example:
“get ball”
“go gym”
Modifying the Linguistic Signal: Using Pragmatically Appropriate Responses
we want to make sure that the responses that we specify as correct are pragmatically appropriate
We want the response that we are teaching to be the response that would be used naturally in conversation.
For example:
If you are teaching “am” – don’t ask “How are you?” because the natural response is “fine”
Instead, ask the child instead to tell you what they will do on the weekend.
“I am going to a movie”; “I am going to see King Kong”; “I am taking my friend with me”
indirect vs direct services
teach client vs teach client support team
smart goal means
S - specific
M - measurable
A - attainable
R - relevant
T - time-bound
prelinguistic phase age
0-12/15 mo
Behaviors that children demonstrate during the pre-intentional stage (0-9 mo) (5)
Eye contact
Smiles and vocalizations
Goal directed (intentional) actions
Shared affect
Engaging in turn-taking/routines
The illocutionary stage age
9-12/15 mo
Behaviors that children demonstrate during the illocutionary stage (WHAT): (5)
Eye gaze shift
persistance
satisfaction/frustration
change in form of attempt
shift to use of conventional forms (words)
Joint attention
direct anothers attention to an object or event
Behavior regulation
requesting or rejecting objects or actions
Social interaction
attracting attention to oneself; engaging others
From 9-15 months (developmentally) we are looking for:
THREE THINGS
The behaviors of intentional acts (what)
The modes of intentional acts (how)
The functions of intentional acts (why)
fast mapping
an example of assessing the key feature of toddlerhood, that is, rapid word learning
seen in dynamic assessments
preschoolers (3-5) how many words
1500+ words
toddlers age
1 1/2 - 2 1/2
how many words at 24 mo
200-300
how many words at 36 mo
900 words
when should speech be 100% intelligible
the start if kindergarten
zone of proximal development
the gap between what a learner has mastered and what they can potentially master with support and assistance.
ways to promote generalization (5)
use multiple exemplars of the target structure
Give the child a lot of exposure to different ways that the language form or function you are teaching
sequential modification
intermittent of delayed reinforcement
self-monitoring
criterion vs norm-referenced tests
criterion - has cute -off black and white score
norm-referenced - shows the degree of difference from “typical development”
criterion referenced assessments do or do not compare results to a larger group
do not
physical characteristics of DS (6)
small oral cavity
heart problems
short limbs
vision/hearing loss
low muscle tone
dental issues
language characteristics challenges of DS (3)
intelligibility
low MLU
syntax
DSM 5 ASD diagnosis criterion (2)
impairment in social interactions
restrictive and repetitive behaviors
ASD communication difficulties (3)
delayed acquisition of spoken language
decreased rate of preverbal communication
deficits in imaginative play
DSM -5 diagnosis criteria for intellectual disability (2)
Deficits in intellectual functioning:
Reasoning, problem-solving, learning
KNOW THESE FOR FINAL
Deficits in adaptive functioning
