Language Disorders (Young Children)

Question 1

Form

Answer 1

Phonology
Morphology
Syntax

Question 2

Phonology

Answer 2

Study of speech sounds

Question 3

Morphology

Answer 3

how parts of words (called morphemes) create meaning

Question 4

Morphemes

Answer 4

smallest unit of a word that is meaningful
- free and bound

Question 5

inflectional morpheme

Answer 5

the word itself is not changed, create new forms of words without changing the meaning/ categories of the words (ex: “ed” in walked)

Question 6

Derivational

Answer 6

could be prefixes or suffixes, creates new meaning when added to a word (ex: “er” in teacher)

Question 7

Syntax

Answer 7

Words used create sentences (order in which words are put together)

Question 8

Content

Answer 8

Semantics

Question 9

Semantics

Answer 9

dictionary meaning of words
Ex: “rose” can mean “flower” as a noun or “standing up” as a verb

Question 10

Use

Answer 10

Pragmatics

Question 11

Pragmatics

Answer 11

using language in context (eye contact, turn taking, appropriate communication)

Question 12

Phonological awareness

Answer 12

(Umbrella terms)
- Ability to think about, reflect and manipulate the sound structures of a language
- rhyme, syllable awareness, words in a sentence, etc.

Question 13

Phonemic awareness

Answer 13

Ability to identify individual phonemes (sounds) within a word

Question 14

Phonological working memory

Answer 14

Storing phoneme information in a temporary, short-term memory store
(nonword repetition)

Question 15

Morphological awareness

Answer 15

Ability to break a word into morphemes
How words can be broken down into smaller units of meaning

Question 16

Rapid automatized naming (RAN)

Answer 16

• Ability to quickly and accurately name arrays/series of well known items (letters, numbers, colors, etc.)
• Should not be targeted in intervention because the goal should be to identify if there is an underlying disorder

Question 17

Primary prevention

Answer 17

The elimination or inhibition of the onset and development of a communication disorder by altering susceptibility or reducing exposure for susceptible people
Ex: Education/ raising awareness, prenatal care

Question 19

Secondary prevention

Answer 19

• Early detection and treatment of communications disorders. Early detection may lead to the elimination of the disorder or its progression, preventing further complications
  ex: screening

Question 20

Developmental language disorder (DLD)

Answer 20

Children (and later, adults) have difficulties with understanding and/or using language
- Not explained by other factors like hearing loss, intellectual disability, or neurological damage

Question 20

Mental Graphemic Representations (MGRs)

Answer 20

• Stored mental images of specific written words/ word parts

Question 20

Tertiary prevention

Answer 20

• Reduction of a disability by attempting to restore effective functioning
• Ex: strategies to help, such as hearing aids to help w/ hearing and prevent cognitive decline

Question 20

Developmental Disability

Answer 20

• Attributable to mental or physical impairment or a combination of impairments
• Manifested before 22 years of age
• Likely to continue
• Results in functional limitations
• Reflects the individual’s need for services and supports

Question 20

Encoding

Answer 20

Writing Speech to print Hear the words/ sound and write what is heard

Question 20

How to support syntactic skills

Answer 20

Expose students to literate/ academic language by - using picture books in early grades - ask students to retell stories - modify/ pre teach directions and learning strategies

Question 20

Decoding

Answer 20

Reading Print to speech see the word, sound it out based on letters/ sounds

Question 20

Specific language impairment (SLI)

Answer 20

- Affects language and cognitive skills - Difficulties with the use of verbal and nonverbal language for social purposes - Difficulties in social interaction, social understanding, pragmatics, language processing - Using and understanding language in context- they may know the vocabulary words, but maybe not the context

Question 20

Intellectual Developmental Disorder (IDD)

Answer 20

- Neurodevelopmental disorder - Affects cognitive functioning (how people think, learn, problem solve) - Affects adaptive functioning (daily living skills)

Question 21

SLD vs. DLD

Answer 21

- SLD is mainly about academic skills (how well you can learn and apply reading, writing, or math) - DLD is about spoken language (how well you understand or use language in conversation)

Question 21

RTI

Answer 21

Tier 1: general instruction Tier 2: small group Tier 3: pull out

Question 22

Reading Rope

Answer 22

Language comprehension Word recognition

Question 25

Principles of School Based Intervention

Answer 25

Curriculum based Collaborate with teachers Engage 4 modalities Go meta

Question 26

Curriculum based

Answer 26

Use class materials; content being learned in the classroom

Question 27

Collaborate with teachers

Answer 27

Modify directions, compensatory strategies; promotes generalization

Question 28

Engage 4 modalities

Answer 28

say it, hear it, write it, read it

Question 29

Go meta

Answer 29

Explicit teaching method - Metalinguistic: be aware of different aspects of language and be able to explain and use them - Metacognitive: being aware of our cognitive process and managing those resources

Question 30

Principles of school based assessment

Answer 30

Standardized tests Classroom observation Interviews Language samples

Question 31

Discourse

Answer 31

Microstructure Macrostructure

Question 32

Microstructure

Answer 32

vocab, syntax, morphology

Question 33

Macrostructure

Answer 33

Coherence: genre specific (expository, narrative, persuasive) Cohesion: flow from sentence to sentence

Question 34

Reliability

Answer 34

tests provides accurate results (no matter who administers/ scores it)

Question 35

Validity

Answer 35

tests measures what it’s supposed to measure

Question 36

Sensitivity

Answer 36

tests correctly identifies children with LD False positives: children without LD who are misidentified as having LD

Question 37

Specificity

Answer 37

test correctly identifies children without LD False negatives: children with LD who are misidentified as not having LD

Question 38

Shape coding

Answer 38

color coded to highlight parts of speech , phrases have different shapes around the words

Question 39

ASD causes

Answer 39

Possible causal factors: abnormal brain patterns, genetics, social environmental factors

Question 40

ASD Characteristics

Answer 40

- Deficits in social communication/ interaction - Preference for shiny objects and noises they produce themselves (e.g. teeth grinding) - Preference for routines, taste, touch, and smell - Self-stimulatory behaviors

Question 41

Steps in information processing

Answer 41

Attention Discrimination Organization Memory