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PRAXIS SLP > language disorders in young children > Flashcards

language disorders in young children Flashcards

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1
Q

what is the overall goal of language learning?

A

acquiring communication competence (pg.168)

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2
Q

True/False: all bona fide languages share a set of common characteristics

A

True (pg.168)

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3
Q

what are the 4 things all languages have in common?

A
  1. socially-shared codes and rules
  2. arbitrary symbols
  3. rule-governed
  4. generative
    (pg. 168)
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4
Q

______: arbitrary designation typically given to the dialect spoken by the educated and/or wealthy classes in society

standard or non-standard dialect

A

standard (pg.168)

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5
Q

_____: arbitrary designation typically given to the dialects or language variations spoken by those with less education or wealth

standard or non-standard dialect

A

non-standard (pg.168)

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6
Q

True/False: specifying third-person singular verb forms or plural morphemes is SAE is obligatory, but optional in AAE

A

True (pg.168)

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7
Q

_____ refers to the ability to speak more than one dialect and understand in what context it is appropriate/beneficial to speak one or the other

A

code-switching (pg.169)

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8
Q

2 or more languages are learned at the same time

simultaneous or successive bilingualism

A

simultaneous (pg.169)

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9
Q

True/False: learning 2 languages simultaneously may slow down language development for a time to allow the child to sort out the rule systems in their languages

A

true (pg.169)

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10
Q

True/false: the slowing of language learning is permanent and does indicate the presence of a disorder

A

False: the slowing of language learning is temporary and does not indicate the presence of a disorder
(pg.169)

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11
Q

second language is learned after the acquisition of a first language

simultaneous or successive bilingualism

A

successive (pg.169)

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12
Q

a language disorder can only be diagnosed if it is present in language 1 or language 2?

A

language 1 (pg.169)

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13
Q

true/false: research has demonstrated that teaching in a child’s 1st language, facilitates learning of language 2 to a greater degree than teaching in language 2 only

A

true (pg.169)

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14
Q

language comprehension tends to ______ production

precede or proceed

A

precede (pg.169)

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15
Q

language form consists of ____, _____, and ____

A

syntax, morphology, phonology (pg.169)

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16
Q

____ includes the rules for sentences construction

syntax, morphology, or phonology

A

syntax (pg.169)

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17
Q

____ is the consistent use of the bound obligatory morphemes that specify verb tense, number, or other affixes

syntax, morphology, or phonology

A

morphology (pg.169)

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18
Q

_____ includes the development and use of a language’s sound system, including phonemic inventory, phonotactic constrains and morphophonemic rules

syntax, morphology, or phonology

A

phonology (pg.169)

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19
Q

development of vocabulary, both expressive and receptive

A

language content (pg.170)

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20
Q

language use included pragmatics and is divided into what 3 different sets of competencies?

A
  1. communicative intentions
  2. presupposition
  3. discourse management
    (pg. 170)
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21
Q

judging what the listener knows and making appropriate accommodations to facilitate successful communication is known as…

communicative intent
presupposition
discourse management

A

presupposition (pg.170)

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22
Q

True/False: both nature and nurture are needed and interface to foster language learning

A

True (pg.170)

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23
Q

_____ modeling focuses on the strengthening of relationships between frequently co-occuring events and language forms

connectionist
information processing

A

connectionist (pg.170)

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24
Q

_____ of learning focus on the role played by memory stores, both short-term and long-term in language learning

connectionist
information processing

A

information processing (pg,170)

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25
Q

True/false: language learning is a lifelong process

A

true, but most is mastered by the time a child enters elementary school
(pg. 170)

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26
Q

cultures differ regarding who is the ________, the role assumes in terms of teaching language to children and whether a child can initiate a conversation with an adult

A

primary caregiver (pg.170)

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27
Q

what is needed by the slp to understand the framework of typicality for an individual learning language

A

cross-cultural competence (pg.171)

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28
Q

what are some prerequisite skills needed for language learning?

A
  • cognitive or intellectual capacities sufficient for language learning
  • perceptual abilities sufficient to make use of visual, auditory, tactile cues
  • sufficient environmental input
  • general health and well-being of child and family unit
    (pg. 171)
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29
Q

Elements of language learning _____ with one another so that advances in the sophistication of one area of language learning will enhance a child’s ability to express himself/herself in another

A

interact (pg.171)

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30
Q

True/false: observing or analyzing language on a component-by-component basis is adequate

A

false; observing or analyzing language on a component-by-component basis is artificial
(pg.171)

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31
Q

before the development of _____, children recognize that gestures can be useful for getting what they want

(development of pragmatics)

A

words (pg.172)

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32
Q

_______ has begun to develop when a child takes the perspective of the conversation partner and makes accommodations to communication attempt, verbal or nonverbal, to facilitate successful communication

A

presupposition (pg.172)

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33
Q

Children diagnosed with what tend to have difficulty with theory of mind?

A

autism (pg.172)

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34
Q

_________ begins to develop when children engage in conversation frameworks often fostered by their caregiver’s turn-taking behavior

A

discourse management (pg.172)

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35
Q

Depending on ____ children will learn that conversations are comprised by non overlapping turns amount participants fairy early on

A

cultural influence (pg.172)

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36
Q

what are the components that show the successful development of conversation

A
  1. joint attention
  2. follow line of regard
  3. joint action routines
    (pg. 172-173)
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37
Q

____ or repetitive predictable patterns of interaction that include specified tones and responsibilities for each participant

A

joint action routines (pg.173)

e. g. peek-a-boo, tolling a ball back and forth
- they provide predictable contexts for the overlay of relevant words, actions, semantic reactions, and/or sentences

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38
Q

_______ is a description of how to do something

A

expository text (pg.173)

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39
Q

True/false: discourse success is aided by the development of perspective-taking skills and ongoing development in vocab learning, syntax, and reading skills

A

true (pg.173)

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40
Q

_____ is using language to take about language

A

metalinguistics (pg.173)

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41
Q

metalinguistic competencies are critical to learning how to…

A

divide words up into their components syllables and sounds aka phonological awareness (pg.173)

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42
Q

________ : infant procedures approximations of consonants and vowels

cooing and going
babbling

A

cooing and gooing (pg.173)

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43
Q

____ : comprised of consonants and vowels more closely approximating the acoustics properties of adult vowels and consonant that are produced in sequence

cooing and going
babbling

A

babbling (pg.173)

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44
Q

what are the 3 criteria that 1st words must meet in order to be considered a first word

A
  1. produced with consistent phonetic forms
  2. approximate an adult word
  3. used in consistent contexts
    (pg. 174)
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45
Q

the child uses objects to get the attention of a caregiver

protodeclaritive or protoimaprative

A

protodeclaritive (pg.174)

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46
Q

the child signals the caregiver to get objects for him or her

protodeclaritive or protoimperative

A

protoimperative (pg.174)

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47
Q

children’s first words almost always develop in their receptive vocabulary ______ they appear in their expressive vocabulary

A

before (pg.174)

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48
Q

research findings indicate that when the first ____ words in the expressive vocabulary have appeared, it is typical to have approximately _____ words in their receptive vocabulary

A

10, 50 (pg.174)

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49
Q

vocabulary development should reach at least ____ different words in the expressive vocabulary by age 2

A

50 (pg.174)

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50
Q

if 50 words and 2 word combos do not appear by 2 years of age, the diagnosis is ______

A

late talker (pg.174)

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51
Q

____ develops as children begin to combine words

A

semantic relationships (pg.174)

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52
Q

what are the 2 parameters that development of semantic relations follow

A
  1. acquisition of a comprehensive set of different semantic relationships that can be expressed
  2. flexibility to use a variety of words to convey the malign represents by the semantic relationship
    (pg. 174)
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53
Q

_____ accounts for many instances of word learning; adults draw a child’s attention to a new word and provide a definition and an example of how to use the word, often without the benefit of supporting context

A

rote learning (pg.175)

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54
Q

by the time a typical child enters kindergarten, he will have approximately _____ different words in his expressive of receptive vocabs

A

1100 (pg.175)

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55
Q

_____ is made up of the rules and regulations that govern the construction of grammatical sentences, those sentences that abide by all of the grammatical constraints of a language

A

syntax (pg.175)

56
Q

________ links clauses or other sentence parts through the use of conjunctions

coordination or embedding

A

coordination (pg.175)

57
Q

_________ refers to the use of main and subordinating clauses in the same sentence

coordination or embedding

A

embedding (pg.175)

58
Q

_____ refers to the acquisition and consistent use of obligatory morphemes that are required for grammatical sentence production

A

morphological development (pg.175)

59
Q

True/False: language dialects differ in terms of the categorization of morphemes as obligatory or optional

A

True (pg.175)

60
Q

In ____ the third person singular verb morpheme is optional in many instances so that walk or walks would be grammatical and acceptable

A

AAE (pg.175)

61
Q

children who are diagnosed with specific language impairment and other language learning disorders typically present with a lag in acquisition of consistent _____ use

A

bound morpheme use (pg.176)

62
Q

morphological development is essential to finessing meaning in sentences and text forms by providing children with the tools for specifying ____, ____, ____, and _____

A

time, number, possession, and other conceptual pieces of information (pg.176)

63
Q

clinicians should be careful when viewing language disorders from a normative perspective because…

A
  • the child’s needs are highlighted but their abilities are not (pg.176)
  • mental age is not an appropriate comparison point
64
Q

language disorders can be viewed from a communication perspective which means…

A

evaluating the communication demands of the child’s environment and considering if this child has sufficient language competencies to meet those age-appropriate language demands (pg.176)

65
Q

ASHA defines a language disorder as “impaired comprehension and/or use of spoken, written, and/or other symbol systems the disorder may involve what 3 things?

A
  1. the form of language (syntax)
  2. the content of language (semantics)
  3. the function of language in communication (pragmatics)
    (pg. 177)
66
Q

what is to be gained by the use of an appropriate diagnostic term?

A
  • does the diagnostic term provide a better description of the language disorder?
  • is the diagnosis more likely to provide eligibility for services?
  • does the diagnosis provide direction to the SLP for the planning of service
    (pg. 177)
67
Q

one commonality observed for young children diagnosed with SLI is difficulty with _____

A

grammatical morphemes (pg.177)

68
Q

the traditional definition of “late talker” is children who reach ___ months and do not demonstrate the use of ___ different words in there expressive vocabularies and do not yer combine words

A
  • 24
  • 50
    (pg. 177)
69
Q

the traditional definition of children classified with ______ is that these children do not demonstrate deficits in cognitive, socio-emotional, or motor development; there is not evidence of hearing impairment, but deficit in language learning

A

specific language impairment (pg.177)

this is a disorder of exclusion

70
Q

Children with _____ have cognitive test scores less than 1 standard deviation below the mean and meet other critter for SLI

A

non-specific language impairment (NLI) (pg.177)

71
Q

_____ is an unexpected difficulty in learning relative to age, a disorder in one or more of the basic psychological processes involved in understanding or using language spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

A

learning disability (pg.177)

72
Q

___, ___, and ___ are the most commonly deficient in language-learning disabilities

A

reading, writing, spelling (pg.177)

73
Q

what is an important foundational skill for reading?

A

phonological awareness
emerges in preschool
(pg.177)

74
Q

encouraging the presence of _____ in house-holds is important to increase the likelihood a child will become curious about and motivate to learn the code of reading

A

text (pg.177)

75
Q

what are potential causal factors for language disorders

A
  1. cognitive differences/limitations
    - limited processing
    - auditory processing
  2. environmental features of the language-learning environment
  3. biological feature differences
    - anatomical/physiological differences
    - brain function
    - genetic features of language disorders
    (pg. 178)
76
Q

True/false: it is a good ideas when a language disorder is suspected t evaluate all areas of language, both in comprehension and expression when possible

A

true (pg.179)

77
Q

what information should be explained to the caregivers about the assessment process?

A
  1. how long the assessment will take
  2. who will be involved
  3. what should the family expect in terms of their direct involvement
  4. should the family bring anything with them from home
  5. when they will get answers
    (pg. 179)
78
Q

for children who are noncompliant, how can data be gathered?

A

-through observation (pg.180)

79
Q

True/False: the longer the interval and if there is inclusion of intervening language to process, the more difficult the imitation task becomes

A

True (pg.180)

80
Q

_________ procedure can be used to have a child “fill in the blank” to demonstrate ability to produce vocabulary that fits a context or grammatical morpheme obligated by the context

A

fill-in or cloze procedure (pg.180)

81
Q

collection and analysis of a spontaneous language sample provide….

A

an opportunity to infer the grammatical rule system the child has acquired by collecting a representative corpus of utterances

82
Q

______ tasks provide children with a model story with visual and/or auditory stimuli to support memory load

A

story-retelling tasks (pg.181)

83
Q

True/false: all tasks types are familiar to children across cultures

A

False (pg.181)

84
Q

______ are needed to make a diagnosis

diagnostic tests or screening

A

diagnostic (pg.183)

85
Q

__ are needed to answer the question: should we evaluate further for a language disorder

diagnostic tests or screening

A

screening (pg.183)

86
Q

True/False: assessment is also a critical part of the treatment phase of service delivery

A

true: administration of untrained probe items will reveal the extent of the child’s learning targets
(pg. 183)

87
Q

what are ADL’s?

A

activities of daily living (pg.184)

88
Q

what is a type of assessment used to determine if the child can be a successful learner when sufficient supports are in place

A

dynamic assessment (pg.184)

89
Q

what is dynamic assessment used for?

A

used to distinguish between a child with severe developmental disability and a child who may not have received adequate instruction
(pg.184)

90
Q

the overall goal of language treatment is…

A

to increase a child’s ability to be a successful communicator to a level expected given the child’s chronological age (pg.184)

91
Q

_____ refers to making it clear to the child the connection between language symbols and the contexts where it is used for communication

A

mapping language onto context (pg.184)

92
Q

_____ refers to a child’s production of untrained targets at the same or at a different linguistic level

response generalization or stimulus generalization

A

response generalization (pg.185)

eg. ing taught in catching and drawing and child produces laughing

93
Q

____ refers to a child’s production of the same level of accuracy in untrained setting with new stimuli with a new clinician

response generalization or stimulus generalization

A

stimulus generalization (pg.185)

e.g -ing taught in a preschool classroom, same percentage of successful production at home

94
Q

_____ refers to increasing the rate at which a targeted form of function is learned

facilitation or induction

A

facilitation (pg.185)

95
Q

____ refers to using a more explicit and systematic set of teaching steps beyond modeling

facilitation or induction

A

induction (pg.185)

96
Q

_____ refers to the targeting of specific forms and functions by the SLP through repetition, modeling, exaggerated production, etc

focused or general stimulation

A

focused stimulation (pg.185)

97
Q

____ refers to provision of an enriched language-learning environment but there are no specific forms or functions targeted for learning

focused or general stimulation

A

general stimulation (pg.185)

98
Q

True/false: the child will be more motivated to lean a target that can not be immediately useful for better communication

A

false: a target that can be immediately useful for better communication (pg.185)

99
Q

True/false: when usefulness of language targets is demonstrated, child may become more invested in therapy

A

true(pg.185)

100
Q

True/false: language intervention may be more effective if provided more frequently, especially when teaching something that is not part of a child’s repertoire

A

true (pg.186)

101
Q

True/false: language therapy programs can be designed to include a caregiver training components for the parents to monitor and coach their children

A

True (pg.186)

102
Q

what are the principle behind early intervention

A
  1. family-centered service
  2. developmentally supportive services in natural environments
  3. team-based services
  4. based on high quality evidence
    (pg. 186)
103
Q

SLP’s are responsible for _______ planning for children who continue to need therapy beyond age 3

A

transition (pg.186)

104
Q

What is an IFSP?

A

individualized family service plan (pg.187)

-developed to monitor presenting performance characteristics, describe the programming to be provided and periodically document behavior changes as well as monitor viability of the service delivery plan

105
Q

______ teams include the concept of “role relate” so that professional role boundaries are less clear

interdisciplinary, transdisciplinary, multidisciplinary

A

transdisciplinary (pg.187)

106
Q

a ______ model should be used by SLP to help caregivers assume the responsibility of facilitating the child’s language learning

A

coaching (pg.187)

107
Q

what do SLP’s teach the caregivers to do to facilitate the child’s age-appropriate language competencies

A
  1. provide modeling
  2. provide opportunities for practice
  3. provide feedback
    (pg. 187)
108
Q

the more ____ the therapy setting, the less dramatic the bridge to generalization or carryover to ADLs

A

natural (pg.187)

109
Q

True/false: therapy provided in the home and therapy provided by a caregiver is inherently more natural

A

true (pg.187)

110
Q

in ______ centered approaches to language therapy

  1. the clinician chooses the targets
  2. the clinician sets the agenda
  3. regarded as more structured
  4. may appear less natural
A

clinician-centers (pg.187)

111
Q

in _____ centered approaches to language therapy

  1. the clinician uses interests of the client to direct the intervention
  2. follows the client’s lead
  3. less structured
  4. apper more natural
  5. enhances generalization because learning occurs in an appropriate context
A

client-centered (pg.187)

112
Q

_________ is a hybrid approach: the clinician has a specific set of targets and uses a conversation framework developed from the materials in which the child is already engaged

A

incidental language teaching (pg.187)

113
Q

what are the experimental language intervention types?

A
  1. self-talk
  2. parallel talk
  3. imitation
  4. expansion
  5. expatation
    (pg. 188)
114
Q

a. self-talk
b. parallel talk
c. imitation
d. expansion
e. expatation

caregiver talks about what she is doing matching language to context, child is not required to say anything

A

a. self-talk (pg. 188)

115
Q

a. self-talk
b. parallel talk
c. imitation
d. expansion
e. expatation

-caregiver talks about what the child is doing. child is not required to say anything

A

b. parallel talk (pg.188)

116
Q

a. self-talk
b. parallel talk
c. imitation
d. expansion
e. expatation

-providing a model and expecting the child to replicate what is said

A

c. imitation (pg.188)

direct imitation= little time lapse and no language between the clinicians model

delayed imitation= there is some intervening language between SLP’s model

117
Q

a. self-talk
b. parallel talk
c. imitation
d. expansion
e. expatation

-slp provides a corrected version of a child’s word or utterance

example= “daddy go play” and the SLP says “daddy’s going to play”

A

d. expansion (pg.188)

note: do not add additional information

118
Q

a. self-talk
b. parallel talk
c. imitation
d. expansion
e. expatation

-SLP provides a corrected version of a child’s word or utterance and goes beyond child’s original meaning

example= “ I like cookie” and the SLP says “ I like cookies too, especially chocolate chip”

A

e. expatiation (pg.188)

119
Q
  1. _____ is most structures

2. ______ is least structured

A
  1. drill
  2. play
    (pg. 188)
120
Q

a. antecedent instructional events
b. subsequent instructional events
c. antecedent motivational events
d. subsequent motivational events

-whatever methods the SLP employs before the child’s attempt to use the language target

A

a. antecedent instructional events (pg.188)

121
Q

a. antecedent instructional events
b. subsequent instructional events
c. antecedent motivational events
d. subsequent motivational events

-the feedback the SLP provides the child following the attempt to use the language target (e.g. “right” “try again”)

A

b. subsequent instructional events (pg. 188)

122
Q

a. antecedent instructional events
b. subsequent instructional events
c. antecedent motivational events
d. subsequent motivational events

-any activity not directly related to the learning of the language target that fosters the child’s attention and encourages work on the language target (e.g. blocks for building, board games, and occurs prior to the childs attempt at the target)

A

c. antecedent motivational events

123
Q

a. antecedent instructional events
b. subsequent instructional events
c. antecedent motivational events
d. subsequent motivational events

-reinforcement is anything that occurs following a child’s attempts at the language targets that is likely to foster continues success and attention (e.g. “good job” “ you can take a sticker” )

A

d. subsequent motivational events (pg.188)

124
Q

what is the only component not found in an antecedent motivational event

A

drill (pg.188)

125
Q

____ are provided only if the child produced an accurate/appropriate attempt at a language target

A

subsequent motivational events (pg.189)

126
Q

______ are always provided immediately so that the child can begin to determine where the boundaries are between correct and incorrect language

A

subsequent instructional events (pg.189)

127
Q

drill is the appropriate therapy mode when the client is ________

A

motivated (pg.189)

128
Q

_______ is considered to be a therapy mode that is slightly less structured than drill

A

drill play (pg.189)

129
Q

drill play is an appropriate therapy mode when the child is generally ______, is being taught a new language target, and can ________ some extraneous activity to promote naturalness

A

motivated, tolerate (pg.189)

130
Q

_______ play has….

  1. all the components are present
  2. SME is provided whether or not the client’s attempt at the target language is correct
  3. SIE is also provided
  4. appropriate for children who are becoming acclimated to therapy and cannot tolerate too much structure, or a child who has been working on a target for a while and is trying to demonstrate independent learning in a more natural setting
A

structured play (pg.189)

131
Q

In _____

  1. AME and SME are always provided
  2. AIE and SIE are provided only if they do not inferrer with the activity
  3. appropriate for assessing generalization to a more natural setting
A

play (pg. 189)

132
Q

True/false: one therapy model is better than another

A

false: no therapy model is inherently better than another (pg.189)

133
Q

_____ of client performance is critical

A

periodic measurement (pg.189)

134
Q

utilize _____ to evaluate progress when eliciting language

A

untrained exemplars (pg.189)

135
Q

True/false: measuring a client’s progress via language change is not the same as data collection within a session

A

true (pg.189)

136
Q

what questions must you be able to answer before dismissing a client from therapy?

A
  1. has the child met the goals and objectives?
  2. is the child currently able to meet the communication demands imposed through ADL?
  3. are the child and family motivated to facilitate child’s language learning in the current therapy context?
    (pg. 190)

PRAXIS SLP (18 decks)

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