Language Development and Disorders Flashcards

1
Q

When should a child have 50 words

A

Roughly 18-24 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

When will a child start combining words

A

Around 2 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is MLU

A

Mean length of utterance (average number of morphemes per utterance)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is form (3 components)

A

Phonology - smallest unit of sound that makes a difference
Morpheme/Morphology - smallest unit of language (suffixes and prefixes)
Syntax - sentence structure/word order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is content

A

Semantics - study of word meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is use

A

Pragmatics - rules of social communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Receptive vs. Expressive Language

A

Receptive language - understanding/listening
Expressive language - production/speaking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Relationship between language development and literacy

A

Both grow throughout early childhood through teenage years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Benefits of early exposure to books

A

Books teach children that letters have names and sounds (form words)
Words correspond to pictures they see helping to understand

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Causes of language disorders in children

A

Organic - Down syndrome, fragile X syndrome, fetal alcohol, ASD, head injury, etc
Functional - cannot be attributed to the above, developmental language disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Symptoms of language disorders across form, content, and use

A

Form - phonological impairment, morphosyntactic errors
Content - smaller vocabulary, encode fewer semantic features, more trials to learn new words
Use - immature social communication, difficulty understanding and applying pragmatic rules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is Response to Intervention (RTI)

A

Process for providing services and interventions to struggling learners at increasing levels of intensity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Options for Informal Assessment

A

Case history - info about client and their history
Observational tools - observe communication strengths and needs in a real setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Options for Formal Assessment

A

Norm-referenced assessment - compare client’s performance to sample of peers
Criterion-referenced assessment - compare client’s skills to a certain expectation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What age do children become intentional communicators

A

Around 8-9 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is meant by “prelinguistic”

A

Consisting mostly of gestures and vocalizations

17
Q

How do children communicate before they are able to say words

A

Nonverbal communication (gestures)

18
Q

What is a protoword

A

Phonetically consistent forms
“Invented words”
Tied to specific context

19
Q

When does the first word appear

A

9-18 months

20
Q

At how many months is no 2-word combos a concern

A

18-30 months

21
Q

Language strengths and weaknesses associated with ASD

A

Difficulties in social communication/interaction, restricted interests, repetitive behaviors
Receptive/expressive language impairments

22
Q

Language strengths and weaknesses associated with down syndrome

A

Slower to develop speech and language, phonology and speech sound mastery is delayed, morphology and syntax is impaired
Semantic - relative strength
Pragmatics - relative weakness

23
Q

Language strengths and weaknesses associated with pediatric TBI

A

Full language recovery is rare
Semantics - relative strength
Pragmatic language - relative weakness
Decoding and comprehending written language can be impacted

24
Q

Risk factors and red flags for DLD

A

Premature birth, low birth weight, hospitalization, family history of language/literacy problems, late talkers

25
Validity
The extent to which a test measures what it is designed to measure accurately
26
Reliability
The consistency with which a test measures a behavior
27
Sensitivity
True positive
28
Specificity
True negative
29
Main principles and guidelines of intervention
Goals need to be individualized Goals need to be functional Prioritize language goals based on what will yield the greatest benefit Follow the developmental sequence
30
Service delivery models a child can receive SLP services through
Pull out services Classroom based instruction Consulatative