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SLP 2b > Language > Flashcards

Language Flashcards

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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
Causes of LD
Inherited Event before birth- Down syndrome, maternal factors Events during birth Events after birth - head injury, meningitis
26
What accompanying problems could there be with LD
Sensory problems Medical conditions Motor difficulties Dysphagia
27
What is autism
A profound social learning disability. A neurodevelopmental disorder
28
What 4 main types of difficulties do people with autism face
Social communication Social interaction Social imagination Sensory processing
29
What is Asperger’s syndrome
No delay in cognitive development Average or above average intelligence No delay in language
30
What is pathological demand avoidance
Resists and avoids demands of life Appears sociable but lacks understanding Excessive mood swings Obsessive behaviours
31
What are the main forms of autism assessment
DSM 5 | ICD 11
32
Name some figures for prevalence of autism
1% population Girls : boys - 1:5 50% have learning disability
33
Describe problems with social interaction.
Not initiating interaction or seeking comfort Eye contact/ joint attention limited Limited shared pleasure in activities
34
Describe problems with social communication
Form- expressive and receptive, loss of language, echolalia Content- literal understanding, lack of pretend play Use- communicate only to request, difficulty repairing
35
Describe problems with social imagination
Repetitive play Need for sameness Obsessions
36
Describe some sensory features of ASD
``` 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
What is executive dysfunction
Attending to minor details. | Problems with planning, working memory
38
What is weak central coherence
Difficultly integrating information (world a series of parts)
39
How to introduce new vocab to children with semantic difficulties
Say it again, then more slowly Talk about what it looks like How many syllables What sound does it begin with
40
What are the 3 word levels and provide examples
1- basic vocab- everyday- throw 2- ‘goldilocks’ - abstract, high utility- eg compare 3- topic specific- abstract/concrete, low utility- precipitation
41
Evidence around word learning and reading
Storkel et al (2017) Reading accelerates word learning in kindergarten children Word meaning is emphasised through reading
42
How do you develop a semantic network
``` Function Location appearance Category Time Parts Create mind maps ```
43
Evidence of link between phonological awareness and word learning
Zens et al (2009) phonological awareness helps word learning
44
How do you improve word finding?
Strengthen semantic representations Develop phonological representation Add gesture Talk around word if stuck
45
How do you assess morphology and syntax
STASS (2007) language sample (assess syntactic structure) Expressive- repetition subtests and word structure Receptive- TROG and sentence comprehension tasks ACE- sentence comprehension
46
What is the implicit approach to language learning
Focusing on the way children naturally acquire language
47
Describe how you would facilitate grammar acquisition
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
What is Broad Target Recast
A recasting Therapy Targets syntax, morphology and speech sound Yoder (2011) suggests BTR supports grammar growth but other grammar programmes better
49
What is shape coding
Shows structure of sentence and links structure to meaning
50
What are social stories/ what do they do
``` Help familiarise with a situation Build social understanding - descriptive - perspective - why things happen - directive- prompts for appropriate behaviour ```
51
How does a child alert to lack of understanding
Teach child to request repetition/ repair | Teach difference between knowing/ not knowing and understanding/ not
52
What often causes breakdown in comprehension
Inadequate acoustics Inadequate content Complexity (too long) Poor attention
53
What at the two approaches to child therapy
``` 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
Does evidence suggest TT or HP is best
Baxendale and Hesketh (2003) - TT as effective as HP
55
Why does working with parents support some theorists
Vygotsky- scaffolding, Zone of proximal development Piaget- children active learners, environment shapes language Chomsky - critical period
56
When does interaction become intentional
6 months- reach for signal | 9-10 months - vocalisation, joint attention, reach turns to point
57
What non verbal behaviours support language
``` Proximity Eye contact Waiting/ silence Joint attention Mirroring ```
58
What verbal behaviours support language
Reduce questions Name word as child seeks Repeat/ recast Extend
59
What is Sure Start
A government funded programme that targets small communities Lower economic status Language development main focus
60
What do portage workers do?
``` For pre school children Works to develop QoL Minimise disabling barriers - family focus - structured teaching - child led play ```
61
Describe the Hanen parent programme
Provide information to enable parents to help their child communicate Proven improvement in joint attention, balancing turns, linguistic gains, realistic parental expectations
62
What is VERVE
``` (Cummins) Video Endorse (skills to work on) Respect (insight into child’s communication) Vitalise (witness own influence) Eye contact ```
63
What is the Early Bird Programme
(2001) Helps parents who’s children have early diagnosis of autism Shown to reduce stress levels in parents
64
What is Cygnet
For ages 7-18 with autism - increase parental awareness - guide parents with strategies
65
What is the universal role of the SLT
Advice and training | Delivery of programmes eg Every Child is a Talker
66
At a targeted level what do children need
Parents to receive additional support Early identification Staff in setting to have training Interventions for targeted speech Lang and communication.
67
Targeted level- SLT role
- training and advice - intervention - embed approaches into environment - support school staff
68
Specialist level- children need
MDT involvement Specialist support Settings with appropriate support Specialist intervention
69
Specialist level- SLT role
Specific therapy Embed approaches into everyday life Work with other disciplines Specialist training eg AAC
70
What visual supports can you provide children with
``` Objects of reference Visual timetables Routine schedules Lanyards First/ then boards ```
71
What is TEACCH
``` Visual structure to organise world Eg- colour coded environments Visual timetables First/then lessons Start finish baskets Sand timers ```
72
Evidence for makaton
Positive evidence to show development of receptive and expressive language (Lal 2010)
73
How many children have English as an additional language
1 in 6
74
Name the types of bilingualism
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
Steps to language learning for EAL children
Charters in Home language Silent period Single words/ routine phrases Making own phrases
76
How long can the silent period for EAL children last
Up to a year
77
How many years are required to develop same level in a language as a native speaker
5-7 years
78
What are signs that EAL children are struggling to learn language
- first language slow progress - difficulty in areas such as attention/ play/ behaviour - parents or bilingual staff report concern
79
Can formal assessments be used with EAL children
Informal better - eg structured observations with checklist | Formal can be used but do not apply to norms
80
Why must cultural factors be considered when assessing EAL children
In certain cultures things such as eye contact not seen as appropriate - so not useful in assessment
81
What year was the Warnock report and what did it do
1978 | Replaced the term ‘handicap’ with ‘physical’ or ‘learning difficulty’
82
What year was SEND codes of practice
2015
83
Stages of SEN support
Assess Plan Do Review
84
What is an EHCP
``` 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
Issues with EHCP/ SENCO working
``` Insufficient funding Interpretation of disability Different priorities Staff shortages Practicalities of meeting up Terminology used ```

SLP 2b (2 decks)

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