Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

COMPS review > Language Disorders > Flashcards

Language Disorders Flashcards

1
Q

What is a neurobiology in regards to threats to language acquisition?

A
  • Brain structure and function abnormalities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is etiology in regards to the threats to language acquisition?

A

premature birth

neurological disease

defective genes

abnormal communicative environment

early hearing problems

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

What are cycle linguistic processes in regards to threats to language acquisition?

A

fundamental problems in perception

fundamental problems in memory

fundamental problems in abstracting grammatical rules

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

What are the four phases to Locke’s model?

A

I- vocal learning

II- utterance acquisition

III- Analysis and computation

IV- integration and elaboration

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

What are the age ranges for each of Locke’s four phases?

A

phase 1 – vocal learning = prenatal to 5 to 7 months of age

phase 2 – utterance acquisition = 5 to 7 months through 20 to 37 months of age

phase 3 – analysis and computation = 20 to 37 months through three years of age

phase 4 – integration and elaboration = 3+ years through lifetime

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

What happens during a phase 1 – vocal learning of Locke’s model?

A

Orients to rhythm and prosody

Imitates/mimics prosody

Gets by in language

Turn taking

Sound play

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

What happens in phase 2 – utterance acquisition of the Locke’s model?

A

Collects utterances/”chunks”

Disorganized interns of the sound in semantic system

Stores/uses holophrases that have loose attachment to meaning

No grammar

Lexical spurt at 18 months

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

What happens in phase 3 – analysis and computation of Locke’s model?

A

Organized

Analyzes and recognizes patterns

Begins to produce those patterns

Grammar – syntax and morphology

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

What happens in phase 4 – immigration and elaboration in Locke’s model?

A

Vocabulary increases

Group information in categories

Learn concepts more easily

Integrate new linguistic information more easily

Elaborate at richer linguistic levels

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

What systems of language development during phase 1 – vocal learning of Locke’s model?

A

Pragmatics
Prosody
Phonology

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

What systems of language develop during phase 2 – utterance acquisition of Locke’s models?

A

Pragmatics
Prosody
Phonology
Semantics

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

What’s the symptoms of language developed during phase 3 – analysis and computation of Locke’s model?

A 
Pragmatics
Phonology 
Prosody
Morphology
Syntax
Semantics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What’s systems of language developed during phase 4 – integration and elaboration of Locke’s model?

A 
Phonology
Morphology
Semantics
Syntax
Pragmatic
Prosody
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the three threats to language acquisition?

A

neurobiology

etiology

psycholinguistic processes

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

What is form?

A

Syntax, morphology & phonology

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

What is content?

A

Semantics

17
Q

What is function/use

A

Pragmatics

18
Q

What are some SLI strategies?

A

naming letters and objects

recalling spoken sentences

using melody as a memory aid

listening to and repeating stories (storyboard) and nursery rhymes

acting out pictures and rhymes

using gestures to aid in recall

repeating novel and nonsense words

verbal rehearsal

categorization games with words and objects

19
Q

What is impacted with LD?

A

motor

attention

perception

symbol

memory

emotion

20
Q

What are some primary assessments for language?

A

woodcock Johnson III

CELF-4 (clinic evaluation of language fundamentals)

CASL (clinics assessment of spoken language)

21
Q

What are some secondary language assessments?

A

Receptive one-word picture vocabulary

Expressive one-word picture vocabulary

Peabody picture vocabulary test

CTOPP- comprehensive test of phonological processing

TOPL-2- test of pragmatic language

TAPS- test of auditory processing skills

22
Q

What are the steps for treating phonological awareness deficits?

A

rhyming

word segmentation/word

blending (count words in sentences)

syllable & sound segmentation/

sound blending (first/last/middle sound)

23
Q

What are grammatical morphemes and who has issues with it?

A

SLI

FANBOYS (for, and, nor, but, or, yet, so)

They have issues with pat tense -Ed, him/his, her/she

24
Q

What are the characteristics of LLD?

A 
Memory
Attention
Perception
Symbol
Motor
Emotions
25
Q

Describe a garden variety kid

A

Deficits in:

Listening comprehension

Reading compression

Oral language skills (phonology, morphology, syntax, and/or semantic)

Word attack and spelling to dictation

Phonological awareness and/or RAN

intelligence- average to below average

In sum: diffuse language deficits across the systems or language

26
Q

Describe a kid with dyslexia

A

Listening comprehension at or above

Is someone else reads to them they understand

Reading comprehension below

Oral language skills average or above

Word attack and spelling to dictation below

Nonsense or non real word reading below

Phonological processing (PA and/or RAN) decreased

Intelligence average

27
Q

What does a ID kid look like

A

Dx before 18

It of 69 and below (because of 2 SD below the mean) and deficits in 2 or more adaptive areas

28
Q

What is the most impaired area for ID?

A

Language

29
Q

What techniques to use with LLD?

A

Curriculum relevance is vital (vocab, storybooks and syntax exercised)

RAV-O

30
Q

FASD intervention strategies

A

Preferential seating

Reduce stimuli

Picture cues to aid verbal instructions

Carful explanations, require child to repeat instructions back

Use eye contact and Childs name

Behavioral limits too be to set

31
Q

What are the life long difficulties with FASD

A

Attention

Memory

Executive functions

Learning

Behavior

Control

Mental health

Academics

COMPS review (17 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions