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SLP 2b > Language > Flashcards

Language Flashcards

1
Q

Definition of DLD

A

Language disorder with no known differentiating condition (Bishop 2017)

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2
Q

What is language delay?

A

Normal developmental features but a time lapse has taken place
Crystal and Varley (1998)

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3
Q

Name an environmental factor that has been related to language delay

A

Low socioeconomic status
2x more likely to have receptive delay
5x more likely to have expressive delay

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4
Q

Name some evidence about the relation between late talkers and language delay

A

Most late takers with normal receptive skills will preform averagely by school age (Rescorla 2009)
Early language delay is an indicator of language difficulties at 3-4 years (Dale et al 2003)

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5
Q

What percentage of children with speech difficulties have also got a language impairment

A

40%

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6
Q

What to look for in an observation of a child with language difficulties

A 
Behaviour - compliance, eye contact 
Attention
Play - imaginative?
Interaction
Social awareness 
Conversation skills
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7
Q

Describe the DLS

A

(1982)
Assessment of comprehension and expression of information carrying words
Testing through play
can a child be an active partner
Can be formal (rapid screening test) or informal

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8
Q

What 2 areas are there in semantic development

A

The lexicon

Sentence meaning

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9
Q

Name some characteristics of children with semantic difficulties

A

Difficulty understanding meanings
Difficulty learning and using words
Confusion of opposites
Narrow concept boundaries

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10
Q

Name some characteristics of children with word finding difficulties

A

Struggle with word production (errors naming)

Comprehension is better

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11
Q

Describe some search behaviours

A 
Initial speech sound produced 
Semantic information provided 
Fillers
Self correcting/restarting 
Gesturing/ miming 
Extra verbalisations 
Frustration gestures
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12
Q

Assessment of expressive vocab

A

Renfrew word finding vocab test

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13
Q

Assessment of receptive vocab

A

BPVS-3

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14
Q

Assessment of semantic knowledge

A

CELF subtests and ACE subtests

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15
Q

Semantic informal Ax

A 
Categorising (eg food vs toys)
Semantic links (which go together?)
Judgement tasks 
Defenitions
Verbal fluency (how many toys can you name in a minute)
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16
Q

Describe some effects of problems with morphology

A

Higher MLU before adequate use of morphemes
Omitting morphemes
Poor use of tense markers
Slow acquisition of pronouns

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17
Q

Describe some characteristics of problems with syntax.

A

Omission of sentence elements

Restricted set of grammatical rules

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18
Q

Informal pragmatic assessment

A

Barrier games -“what’s wrong in this picture “

Observation - TOPICC observation scale

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19
Q

Formal pragmatic Ax

A

Renfrew - bus story - narrative (2010)
ACE- inferential/ non literal comprehension
CELF- understanding spoken paragraphs
Story grammar (5+)

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20
Q

Define a learning disability

A

Reduced ability to understand new or complex information
Reduced ability to cope independently
Started before adulthood

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21
Q

Describe the levels of learning disability

A

Mild- MA 9-12 yrs- independent, sufficient speech, struggle reading and writing
Moderate -MA 6-9 yrs- slow acquisition of language, some degree of independence
Severe - MA 3-6 yrs- continuous need for support
Profound - MA <3yrs - limited in self care, communication and mobility

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22
Q

How to assess attention in child with LD

A

Response to smile, sounds, touch
Talk to parents
Consider hearing and vision

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23
Q

How to assess early cognition in child with LD

A 
Object permanence
Cause and effect
Use of objects 
Problem solving 
Observe play
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24
Q

How to assess comprehension in child with a LD

A

DLS

Informal play

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25
Q

Causes of LD

A

Inherited
Event before birth- Down syndrome, maternal factors
Events during birth
Events after birth - head injury, meningitis

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26
Q

What accompanying problems could there be with LD

A

Sensory problems
Medical conditions
Motor difficulties
Dysphagia

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27
Q

What is autism

A

A profound social learning disability. A neurodevelopmental disorder

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28
Q

What 4 main types of difficulties do people with autism face

A

Social communication
Social interaction
Social imagination
Sensory processing

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29
Q

What is Asperger’s syndrome

A

No delay in cognitive development
Average or above average intelligence
No delay in language

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30
Q

What is pathological demand avoidance

A

Resists and avoids demands of life
Appears sociable but lacks understanding
Excessive mood swings
Obsessive behaviours

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31
Q

What are the main forms of autism assessment

A

DSM 5

ICD 11

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32
Q

Name some figures for prevalence of autism

A

1% population
Girls : boys - 1:5
50% have learning disability

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33
Q

Describe problems with social interaction.

A

Not initiating interaction or seeking comfort
Eye contact/ joint attention limited
Limited shared pleasure in activities

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34
Q

Describe problems with social communication

A

Form- expressive and receptive, loss of language, echolalia
Content- literal understanding, lack of pretend play
Use- communicate only to request, difficulty repairing

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35
Q

Describe problems with social imagination

A

Repetitive play
Need for sameness
Obsessions

36
Q

Describe some sensory features of ASD

A 
Rocking, flapping, spinning
- over sensitive  
Dislike of certain textures (clothes, food)
Don’t like bright lights 
Pain when brushing teeth
- undersensitive 
Doesn’t respond when hurt
Sniff or licks things 
Seeks pressure 
Doesn’t notice some sounds eg doorbell
37
Q

What is executive dysfunction

A

Attending to minor details.

Problems with planning, working memory

38
Q

What is weak central coherence

A

Difficultly integrating information (world a series of parts)

39
Q

How to introduce new vocab to children with semantic difficulties

A

Say it again, then more slowly
Talk about what it looks like
How many syllables
What sound does it begin with

40
Q

What are the 3 word levels and provide examples

A

1- basic vocab- everyday- throw
2- ‘goldilocks’ - abstract, high utility- eg compare
3- topic specific- abstract/concrete, low utility- precipitation

41
Q

Evidence around word learning and reading

A

Storkel et al (2017)
Reading accelerates word learning in kindergarten children
Word meaning is emphasised through reading

42
Q

How do you develop a semantic network

A 
Function
Location
appearance
Category
Time
Parts
Create mind maps
43
Q

Evidence of link between phonological awareness and word learning

A

Zens et al (2009) phonological awareness helps word learning

44
Q

How do you improve word finding?

A

Strengthen semantic representations
Develop phonological representation
Add gesture

Talk around word if stuck

45
Q

How do you assess morphology and syntax

A

STASS (2007) language sample (assess syntactic structure)
Expressive- repetition subtests and word structure
Receptive- TROG and sentence comprehension tasks
ACE- sentence comprehension

46
Q

What is the implicit approach to language learning

A

Focusing on the way children naturally acquire language

47
Q

Describe how you would facilitate grammar acquisition

A

Target language modelled by adult and imitation
Initially just model
Provide feedback
Recasting
Model structure with variety of content eg modelling ‘ing’ on many verbs

48
Q

What is Broad Target Recast

A

A recasting Therapy
Targets syntax, morphology and speech sound
Yoder (2011) suggests BTR supports grammar growth but other grammar programmes better

49
Q

What is shape coding

A

Shows structure of sentence and links structure to meaning

50
Q

What are social stories/ what do they do

A 
Help familiarise with a situation 
Build social understanding 
- descriptive 
- perspective - why things happen
- directive- prompts for appropriate behaviour
51
Q

How does a child alert to lack of understanding

A

Teach child to request repetition/ repair

Teach difference between knowing/ not knowing and understanding/ not

52
Q

What often causes breakdown in comprehension

A

Inadequate acoustics
Inadequate content
Complexity (too long)
Poor attention

53
Q

What at the two approaches to child therapy

A 
Traditional therapy (TT)- direct, in clinic, SLT delivered, effective for expressive difficulties 
Home programme (HP)- parent intervention, parent training, resources to buy, parent as therapist
54
Q

Does evidence suggest TT or HP is best

A

Baxendale and Hesketh (2003) - TT as effective as HP

55
Q

Why does working with parents support some theorists

A

Vygotsky- scaffolding, Zone of proximal development
Piaget- children active learners, environment shapes language
Chomsky - critical period

56
Q

When does interaction become intentional

A

6 months- reach for signal

9-10 months - vocalisation, joint attention, reach turns to point

57
Q

What non verbal behaviours support language

A 
Proximity
Eye contact
Waiting/ silence
Joint attention 
Mirroring
58
Q

What verbal behaviours support language

A

Reduce questions
Name word as child seeks
Repeat/ recast
Extend

59
Q

What is Sure Start

A

A government funded programme that targets small communities
Lower economic status
Language development main focus

60
Q

What do portage workers do?

A 
For pre school children 
Works to develop QoL
Minimise disabling barriers 
- family focus 
- structured teaching 
- child led play
61
Q

Describe the Hanen parent programme

A

Provide information to enable parents to help their child communicate
Proven improvement in joint attention, balancing turns, linguistic gains, realistic parental expectations

62
Q

What is VERVE

A 
(Cummins)
Video
Endorse (skills to work on)
Respect (insight into child’s communication)
Vitalise (witness own influence)
Eye contact
63
Q

What is the Early Bird Programme

A

(2001)
Helps parents who’s children have early diagnosis of autism

Shown to reduce stress levels in parents

64
Q

What is Cygnet

A

For ages 7-18 with autism

  • increase parental awareness
  • guide parents with strategies
65
Q

What is the universal role of the SLT

A

Advice and training

Delivery of programmes eg Every Child is a Talker

66
Q

At a targeted level what do children need

A

Parents to receive additional support
Early identification
Staff in setting to have training
Interventions for targeted speech Lang and communication.

67
Q

Targeted level- SLT role

A
  • training and advice
  • intervention
  • embed approaches into environment
  • support school staff
68
Q

Specialist level- children need

A

MDT involvement
Specialist support
Settings with appropriate support
Specialist intervention

69
Q

Specialist level- SLT role

A

Specific therapy
Embed approaches into everyday life
Work with other disciplines
Specialist training eg AAC

70
Q

What visual supports can you provide children with

A 
Objects of reference 
Visual timetables 
Routine schedules 
Lanyards 
First/ then boards
71
Q

What is TEACCH

A 
Visual structure to organise world 
Eg- colour coded environments 
Visual timetables 
First/then lessons 
Start finish baskets 
Sand timers
72
Q

Evidence for makaton

A

Positive evidence to show development of receptive and expressive language (Lal 2010)

73
Q

How many children have English as an additional language

A

1 in 6

74
Q

Name the types of bilingualism

A

Simultaneous- 2 at same time
Sequential- one language 1st then other
Additive- another language learnt without losing other
Subtractive- skills lost in 1st language
Passive- language heard in environment eg TV but not spoken to child

75
Q

Steps to language learning for EAL children

A

Charters in Home language
Silent period
Single words/ routine phrases
Making own phrases

76
Q

How long can the silent period for EAL children last

A

Up to a year

77
Q

How many years are required to develop same level in a language as a native speaker

A

5-7 years

78
Q

What are signs that EAL children are struggling to learn language

A
  • first language slow progress
  • difficulty in areas such as attention/ play/ behaviour
  • parents or bilingual staff report concern
79
Q

Can formal assessments be used with EAL children

A

Informal better - eg structured observations with checklist

Formal can be used but do not apply to norms

80
Q

Why must cultural factors be considered when assessing EAL children

A

In certain cultures things such as eye contact not seen as appropriate - so not useful in assessment

81
Q

What year was the Warnock report and what did it do

A

1978

Replaced the term ‘handicap’ with ‘physical’ or ‘learning difficulty’

82
Q

What year was SEND codes of practice

A

2015

83
Q

Stages of SEN support

A

Assess
Plan
Do
Review

84
Q

What is an EHCP

A 
Education, health and care plan 
reviewed every 12 months 
Agreed by local authorities 
Includes- 
Special education needs 
Health needs 
Social care needs
Views or child and carer
85
Q

Issues with EHCP/ SENCO working

A 
Insufficient funding 
Interpretation of disability 
Different priorities 
Staff shortages 
Practicalities of meeting up 
Terminology used

SLP 2b (2 decks)

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