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Praxis Cards Already Memorized > Language Disorders > Flashcards

Language Disorders Flashcards

1
Q

SLI

A
  • imairment not secondary to other developmental disabilities
  • No known etiology
  • Sequence of language development is the same to typically developing kids
  • Deficits usually in language and executive functioning
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2
Q

2 explanations for children with SLI

A
  1. SLI represents normal variation in linguistic skills and children with SLI are at the lower end of the continuum of language skills.
  2. SLI is due to deficits in cognitive, auditory, perceptual, and intellectual functions that underlie language.
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3
Q

CP

A

A group of symptoms associated with brain-injury in still-developing children.

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4
Q

Subtypes of CP

A

ataxic CP
Athetoid CP
Spastic CP

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5
Q

Which type of CP?

  • disturbed balance, awkward gait, uncoordinated movements
  • due to cerebellar damage
A

Ataxic CP

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6
Q

Which type of CP?

-increased spasticity (increased tone, rigidity of muscles) as well as still, abrupt, jerky, slow movements
-Due to damage to motor cortex or direct motor pathway
Most common

A

Spastic CP

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7
Q

Which type of CP?

  • slow writhing involuntary movements
  • Damage to indirect motor pathways, especially basal ganglia
A

Atheoid CP

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8
Q

Hemiplegia

A

one side of body is paralyzed

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9
Q

Paraplegia

A

only legs and lower trunk are paralyzed

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10
Q

Monoplegia

A

only one limb is paralyzed

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11
Q

Diplegia

A

2 legs or two arms are paralyzed

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12
Q

Language problems related to physical and Social-environmental factors

A

Limited access to healthcare, low socioeconomic status and low educational levels of caretakers are associated with limited early language experience for children.

Factor most highly related to socioeconomic status is mothers educational level.

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13
Q

What is commonly seen in children of neglect and abuse?

A

expressive language delays

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14
Q

What is more critical to language development than ethnic background?

A

Socioeconomic status

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15
Q

What factor is most highly related to socioeconomic status?

A

education level of mother

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16
Q

Language assessment determines……

A

Existence of a clinically significant problem
Nature and extent of the problem
Course of action that must be taken to help

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17
Q

What does a standardized assessment provide?

A

quantitative means of comparing child’s performance to the performance of large groups of children of a similar age

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18
Q

Mlu

A

Number of utterances

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19
Q

Token Type Ratios definition

A

Represents variety of different words used by a child

20
Q

TTR formula

A

Number of words in a sample

21
Q

Prelinguistic Behavioral Deficiencies in infants and toddlers

A
  • Difficulty establishing eye contact, mutual gaze and joint reference
  • Communication of needs through greater use of gestures and vocalizations other than words and phrases; frequency delays in onset of first word and onset of two word combos
  • Reduced babbling, fewer consonants in babbling and less complex babbling.
22
Q

Late talkers

A

-significant expressive delay at 24-36 months of age

23
Q

What is the concern with late talkers who appear to catch up by age 4?

A

at modest risk for continuing difficulties.

24
Q

Assessment for infants and tollders must be ________ -centered.

25
Q

Areas of difficulty for Preschool and Elementary Age Children

A
  1. comprehension
  2. Slow or delayed language onset
  3. expressive language
  4. syntactic skills
  5. pragmatic skill
  6. grammatical morphemes
26
Q

Assessments for preschool age and elementary age children should focus on what areas?

A 
Syntactic
Morphological
Semantic
Pragmatics
Comprehension
27
Q

treatment focus should be on _____________ and _____________,

A

academic

social language

28
Q

Specific Treatment Techniques:

  • Supported by evidence
  • Example: Instruction, modeling prompting, shaping, manual guidance, fading, immediate response contingent feedback

a. Expansion
b. Basic Behavioral Techniques
c. Discrete Trial Procedure
d. Extension

A

b. Basic Behavioral Techniques

29
Q

Specific Treatment Techniques:

  • Useful when skills have to be shaped or established
  • Not efficient for generalization
  • Example: Stimulus, question, model, reinforcement, feedback, records response, waits a few seconds before initiating next trial.

a. Expansion
b. Basic Behavioral Techniques
c. Discrete Trial Procedure
d. Extensio

A

c.Discrete Trial Procedure

30
Q

Specific Treatment Techniques:

Clinician expands telegraphic or incomplete utterance into more grammatically complete utterance.
Example: Child says “doggy bark”
Clinician says” yes, the doggy is barking”

a. Expansion
b. Basic Behavioral Techniques
c. Discrete Trial Procedure
d. Extensio

A

a. Expansion

31
Q

Specific Treatment Techniques:

-Clinician comments on child’s utterances and adds new and relevant information.
-Example: Child says “Play ball”
Clinician says “ Yes, you are playing with a big, red, plastic ball that bounses”

a. Expansion
b. Basic Behavioral Techniques
c. Discrete Trial Procedure
d. Extensio

A

d. extension

32
Q

Specific Treatment Techniques:

-Clinician repeatedly models a target structure to stimulate the child to use it, done during play and generally one target is focused on at a time.
-Example: Target: -s
Clinician says :There are two balls. The boys are playing.”

a. Joint Book Reading
b. Joint Routines or interactions
c. Focused Stimulation
d. Narrative Skills training

A

c. Focused Stimulation

33
Q

Specific Treatment Techniques:

  • Routinized, repetitive activities used to stimulate language
  • Example: peek-a-boo

a. Joint Book Reading
b. Joint Routines or interactions
c. Focused Stimulation
d. Narrative Skills training

A

b. Joint Routines or interactions

34
Q

Specific Treatment Techniques:

-Stimulates language through use of systematic storybook reading. Joint or dialogic book allows for repetitive use and practice of the same concepts and phrases.

a. Joint Book Reading
b. Joint Routines or interactions
c. Focused Stimulation
d. Narrative Skills training

A

a. Joint Book Reading

35
Q

Specific Treatment Techniques:

Script therapy

a. Joint Book Reading
b. Joint Routines or interactions
c. Focused Stimulation
d. Narrative Skills training

A

d. Narrative Skills training

36
Q

Specific Treatment Techniques:

Teaching story book elements
Example:Settings, Initiating events, Internal response, Theme, Goals of characters, Attempts, Direct consequences, conclusion

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

a. Story Grammar

37
Q

Specific Treatment Techniques:

Recasting limited productions into longer or syntactically different forms to teach grammatical form.

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

f. Rescasting

38
Q

Specific Treatment Techniques:
Clinician plays with child and describes and comments upon what the child is doing and the objects the child is interested in.

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

c. Parallel Talk

39
Q

Specific Treatment Techniques:

Clinician describes his or her own activity as she plays with child

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

b. Self-Talk

40
Q

Specific Treatment Techniques:

  • Educating families about importance of a literacy rich home environment.
  • Focusing on literacy skills with children: Rhyming, syllable awareness, Phoneme isolations, Sound blending

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

e. Teaching Literacy Skills

41
Q

Specific Treatment Techniques:

Address working memory, attention and processing speed through targeted tasks designed to address these areas.

a. Story Grammar
b. Self-Talk
c. Parallel Talk
d. Targeting executive Function/cognitive Processing
e. Teaching Literacy Skills
f. Rescasting

A

d. Targeting executive Function/cognitive Processing

42
Q

Specific Treatment Techniques:

A group of evidence based techniques that teach functional communication through typical, everyday verbal interactions utilizing behavioral techniques in naturalistic settings.

A

milieu teaching

43
Q

Types of Milieu teaching

A
  • incidental
  • mand model
  • time delay
44
Q

Milieu teaching techniques:

variation of incidental teaching through the use of typical adult-child interactions in play oriented setting.

a. Mand-model
b. Time delay
c. incendetal teaching

A

a. Mand-model

45
Q

Milieu teaching techniques:

adult waits for child to initial response, pays attention, prompts elaboration and praises and rewards child.

a. Mand-model
b. Time delay
c. incendetal teaching

A

c. incendetal teaching

46
Q

Milieu teaching techniques:

clinician waits for child to initial response and they are separated by a predetermined waiting period.

a. Mand-model
b. Time delay
c. incendetal teaching

A

b. Time delay

Praxis Cards Already Memorized (12 decks)

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