Brainscape's Knowledge GenomeTM

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


See full index

Clinical Methods Module 2 > Language Therapy > Flashcards

Language Therapy Flashcards

1
Q

The organizational rules specifying word order, sentence organization and word relationships

A

Syntax

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

Aspects of language concerned with rules governing change in meaning at the intraword level

A

Morphology

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

Rules governing the structure, distribution and sequencing of speech-sound patterns

A

Phonology

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

Rules governing the meanng or content of words or grammatical units

A

Semantics

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

Language use for communication and in context

A

Pragmatics

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

Name the 5 aspects of language

A 
Syntax
Phonology 
Pragmatics 
Semantics 
Morphology
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Name the 5 general stages of language development

A 
Prelinguistic  birth-12 months 
First Words 12 months-18 months 
Early Linguistic 18 months-30 months 
Later Linguistic 3, 4 and 5-year-olds 
School Age 6+
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Type of communication where the child looks and reaches up to be picked up

A

Illocutionary Communication

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

Type of communication where baby cries, mom picks up thad says “oh, you’re hungry”

A

Perlocutionary

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

Child signs “more” to get more cookie

A

Symbolic

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

Training the ________________ is central in the prelinguistic stage.

A

parent

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

One of the main objectives in the prelinguistic stage of communication is to move from _______________ to _______________________ communication

A

intentional; symbolic

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

What are the 3 main strategies for intervention during the Prelinguistic Stage?

A

Support Families
Use Natural Routines to Create Opportunities, model
Practice

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

When is the First Words stage, or Brown’s Early Stage 1?

A

12 to 18 months of age

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

Name 3 main strategies for teaching words during the First Words Stage

A

Select words that contain sounds the child can produce and that are familiar/desired objects
Create opportunities for communication & model words during functional routines
Support families ability to teach words

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

When is the Early Linguistic Development Stage (Brown’s Stage 1 & 2)

A

18-30 months old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Name 2 main strategies for teaching communication during the Early Linguistic Stage

A

Creating Opportunities for Word Combinations
Expand one-word responses into short phrases/sentences
Support Families ability to expand child’s language

18
Q

When is the Later Linguistic Development Stage?

A

3,4,5-years-old

19
Q

Name 3 main strategies for intervention during the Later Linguistic Stage

A

Create Opportunities for communication and targeted language structures during natural activities
Use language facilitation strategies to EXPAND length and complexity of utterances
Support family’s ability to expand child’s language and emergent literacy skills

20
Q

Treatment Approaches for Infants, Toddlers and Preschoolers (4)

A

Focused Stimulation
Incidental Teaching
Floortime/Developmental, Individual Difference, Relationship-Based
Family-Centered

21
Q

Emergent Literacy Intervention (4 examples)

A

Shared book reading and sense of story
Alphabetic letter name and sound knowledge
Adult modeling of literacy activities
Experience with writing materials

22
Q

Name 3 main strategies for intervention with school-aged children for language disorders

A

Work with classroom teachers
Provide individual and group intervention
Use functional activities to provide opportunities

23
Q

“Sabotage” strategy; encouraging communication through violating routine evnets, witholding objects and turns, vilating object function/manipulation

A

Creating Opportunities

24
Q

Self-talk, parallel talk, event casts

A

Interactive Modeling

25
Q

Name the 4 core Milieu Teaching Procedures

A

Model
Mand-Model
Time Delay
Incidental Teaching

26
Q

What are the primary objectives for School-Age Language Intervention?

A

Improve language skills for academic learning
Increase metalinguistic skills
Improve narrative and conversational discourse skills

27
Q

What are the primary objectives in the Early Linguistic Stage for Language Intervention?

A

Expand receptive and expressive vocabulary
Increase ability to combine words into phrases
Increase use of early morphological markers (-ing; in, on; plurals)

28
Q

What are the primary objectives in the First Word Stage for Language Intervention?

A

Expand receptive and expressive vocabulary
Increase the variety of sounds and syllable shapes produced
Increase the frequency of communication

29
Q

What are the primary objectives in the Prelinguistic Stage for Language Intervention?

A

Move from partner-perceived to intentional communication
Move from intentional to symbolic communication
Expand comprehension of common words and phrases
Expand variety of vocalizations

30
Q

Using a client’s natural routines and “sabotaging” the normal flow of the routine to encourage communication.

A

Creating Opportunities

31
Q

A treatment strategy where a clinician concentrates on one target and repeats it in many different contexts to encourage the child’s comprehension of the target word, grammar or syntax.

A

Focused Stimulation

32
Q

Verbally demonstrating the production of a target phoneme, word or grammatical structure.

A

Modeling

33
Q

A treatment technique where the clinician reformulates a client’s utterance into a more complex or complete version of the utterance.

A

Expansion

34
Q

A type of modeling, similar to expansions, where the clinician/caregiver modifies a client’s utterance by truning it into a question or a negative statement.

A

Recasts

35
Q

Using any one of the numerous language teaching strategies in such a way that a client is given support throughout activities that are just beyond his zone of proximal development.

A

Scaffolding

36
Q

A pattern of conversation-based language intervention procedures, usually employed within a client’s natural setting and aligned with the client’s interests.

A

Milieu Teaching

37
Q

Clinician notes the client’s focus of attention or interest and asks a question, followed by a short response interval. If client is unable to reply correctly, clinician models the correct response.

A

Mand-Model

38
Q

Clinician identifies a situation where the client desires an object, activity or reaction. The clinician then delays giving it to the client, non-verbally encouraging the client to initiate interaction.

A

Time-Delay Procedure

39
Q

Clinician uses normally occurring situations and the child’s interests to facilitate language learning (“child-selected” teaching opportunities.)

A

Incidental Teaching

40
Q

The area of learning just outside of a child’s current level of performance

A

Zone of Proximal Development

41
Q

When developing a Language Intervention Plan, what are some considerations for setting goals?

A 
Zone of Proximal Development
Impact on Ability to Communicate
Teachability 
Phonological Abilities 
Using what the child already knows

Clinical Methods Module 2 (2 decks)

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