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SLP651-Infant-Childhood > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What is a language disorder according to ASHA?

A 
impairment in comprehension use of a spoken, written , or other symbol system. 
May involve in:
FORM of lang: phono, morpho, syntax
CONTENT of lang: semantics 
FUNCTION of lang: pragmatics
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2
Q

what is Behavioral Theory?

A
  • B.F. Skinner
  • OPERANT: conditioning - recieve rewards
  • Can Teach any observable behavior
  • Verbal behavior is not innat
  • Stimuli, Response, Reinforcement
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3
Q

What is the Nativist Theory?

A
  • Chompsky
  • Language is innate –> children can learn language without being taught
  • Reinforcement is not needed
  • Language Acquisition Device
  • Focus is on syntax
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4
Q

what is Congnitive Theory?

A
  • Piaget
  • Cognition is needed in order to learn language
  • Must work on certain cognitive tasks before language
  • Piaget - 4 stages of development
  • Cognition is innate / language is not
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5
Q

what is Social interactionism theory?

A
  • Vygotsky
  • Social Communication = motivation
  • Language is used to structure thought
  • Culture and environment are key
  • Intervention is focused on children’s motivation to communicate
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6
Q

What is the purpose of assessment?

A
  • provides a baseline of functioning
  • strengths and challenges
  • goals for therapy
  • develop an intervention plan
  • ongoing evaluation of student progress
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7
Q

What is Individuals with Disabilities Education Act (IDEA) and the impact on Assessment?

A
  • informed consent
  • Eval procedures must be non-discriminatory
  • Areas of suspected disability are assesed
  • primary lang
  • IEP and IFSP are mandates of IDEA
  • collaborative Team
  • Used to develop individual goals/ plan
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8
Q

What is Individualized Family Service Plan? (IFSP)

A
  • Birth 2 yrs 11 months
  • Transition at 3 yrs to school districts
  • include present levels of functioning in all domains (motor, cognition, speech/ lang, adaptive)
  • family input is essential
  • description of services and expectd outcomes
  • reviewed every 6 months
  • services through local regional center
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9
Q

What is Individualized Education Plan? (IEP)

A
  • Ages 3-21
  • includes academic performance
  • must include time in general education and time receiving services
  • establishes goals/ plan
  • type of services needed to meet goals
  • transition planning
  • reviewed one a year
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10
Q

What does Collaboration and Team Approach indicate?

A
  • mandated federally
  • Eval for eligibility
  • formulation and eval of IEP / IFSP
  • Re-eval of placement and related services
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11
Q

Who is included of Team membership (4 examples)

A
  • parent/ caregiver
  • SPED teacher
  • School psycologist
  • Occupational Therapist
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12
Q

T/F: development across happens at the same time

A

True

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13
Q

What does collaborative approach look at?

A
  • looks at whole student

- provides opportunities for generalization of skills

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14
Q

What is the overview of assessment

A
  1. Case history (intake)
  2. Contributing Factors (hearing, medical)
  3. Assesment of Lang (screening, formal/informal)
  4. Areas to be assessed
  5. Analysis (impact of functional lang)
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15
Q

What are Formal Strategies of assessment procedures?

A

Psychometric Assessment

  • norm-referenced tests –>
    1. compares student performance w/ other students
    2. percentile ranks, standard scores
    3. standardized
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16
Q

Evaluation criteria for assessments

A
  • tool must fit purpose of assessment
  • assesment instrument must be appropriate for student
  • asses. instr. should match skills of professional using it
  • asses tool must be technically asequate
  • asses instr. should be efficient
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17
Q

How to Evaluate Technical Quality of Assessment Tools:

A
  • Age, grade, and gender norm
  • random selectio is preferable
  • norm group should represent the population and be of adequate size
  • test norms should be recent to reflect current standards
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18
Q

What is technical adequacy?

A

reliability and validity are technical ways that we evaluate whether or not a test is going to yield results

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19
Q

What is reliability?

A
  • refers to test and item dependability or consistency over time and across the items
  • examiners seek lowest amount of error and highest amount of reliability
  • desirable: .60 reliability w/ .80 high level of reliability
  • can be determined in test-retest, equivalent forms , internal consistency
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20
Q

What does a reliable test produce?

A

produces similar scores across various conditions and situations, including evaluators and testing environments

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21
Q

What is validity?

A
  • denotes the extent to which an instrument is measuring what it is supposed to measure
  • the degree to which a test measures what it is designed to measure
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22
Q

What are concerns about standardized tests?

A
  • overuse
  • content doesnt match the curriculum
  • not sensitive to small increments of progress
  • item format favors recognizing the one right answer
  • bias often reflects the majority culture
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23
Q

How to select a test?

A
  • ## team must select tools and methods to assess in all the areas of disability
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24
Q

How to prepare testing environment?

A
  • testing room
  • adequate ventilation and lighting
  • freedom of distraction
  • seating arrangements
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25
Q

How to administer a test?

A
  • strict adherence to administation and scoring guidlines is essential
  • recording of student responses requires a score sheet or protocol
  • demonstation items may be provided
  • establishes a basal and continue until a ceiling is reached
  • testing ends when all items are completed
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26
Q

What are the steps to administer a test?

A
  1. read manual
  2. fill out basic info on protocal
  3. get to know the examinee
  4. prepare test material and test setting
  5. establish rapport
  6. explain why test is given
  7. explain directions
    8 .begin testing in a calm manner
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27
Q

What to look for in test manuals?

A
  • What Kind of Test is it?
  • What is the purpose of the test?
  • For what age groups is this test appropriate?
  • How long does it take to adminsiter the test?
28
Q

What are informal assessments?

A
  • observations
  • curriculum based measures
  • inventories
  • criterion referenced
  • techniques using informants
  • combination of approaches
29
Q

Late vs Disordered Language

A
  • children develop at different rates
  • we dont know who will be a late bloomer
  • increase risk –> fewer than 50 words or no 2 word combo by age 2
  • if by age 3 not on target w/ peers –> increase risk of delay
30
Q

Name 3 addtional risk factors of ongoing lang delay

A
  1. family history of lang disorders
  2. medical conditions (ear infection)
  3. vowel errors
  4. maternal drug use
31
Q

What are areas of considerations?

A
  • use of gestures/ signs
  • describe vocalizations (meaningful?)
  • describe play
  • imitation
  • follow commands?
  • points to objects or pics in book
  • appropriate vocab?
  • MLU?
  • quality of utterances
  • intelligbility
32
Q

early intervention assessments consist of?

A
  1. caregivers
    - -> provide case history/ present levels
  2. Natrual environment
    - -> routines based w/ family and toys
  3. Published Assessments
    - ->PLS-5
    - ->Bayley
    - ->CELF-P
33
Q

How to record an observation:

A
  • completed live or recorded
  • done w/ SLP or caregiver
  • look at a variety of domains through observation
  • behavior must be explicitly defined
34
Q

What to look for with observations?

A
  1. Expressive Language
    - -> length, complexity of utternace
    - -> word choice
    - -> fluency
  2. Receptive Language
    - -> respond appropriately
    - -> follow directions
  3. Pragmatics
    - -> facial expressions, gestures, taking turn
  4. Behavior
    - -> Type and quality of pla
    - -> Attention / focus
    - -> gross/ fine motor
    - -> sensory
35
Q

What is the purpose an flow of IEP/IFSP?

A
  1. Develop present levels of performance
  2. IEP must collaboratively brainstorm to identify barriers within the present levels of performance
  3. from areas of identified need, the team must develop goals and objectives
  4. therapy supports are discussed and documented that may be necessary in order to meet the agreed upon goals and objectives
36
Q

What is PLAAFP

Present Levels of academic achievement and functional performmance

A
  1. a statement of the childs present levels of academic and functional performace including
    - -> how childs ability affects progress in Gen Ed
    - ->prek children -> how disability affects participation in activites
37
Q

What do PLAAFP’s consist of?

A
  1. data collection
  2. if there is a gap between developmental or grade expectations and current skills/ knowledge
  3. how academic participation is impacted
38
Q

What are Present Performance or current Skills/ Knowledge

A
  1. What CAN the student do?
    - -> school or home
  2. What ACCOMMODATIONs have helped in the student in the past?
39
Q

How to write a PLAAFP statement?

A
  • accurately descrive performance in areas affected –> academic /non academic
  • use objective, measurable terms
  • ensure scores are self explanatory
40
Q

What are PLAAFP phrase examples?

A

specific verb phrases

  • greets peer appropriately
  • can count to 25
  • speaks in one to two word sentences
41
Q

What does an IEP Goal consist of?

A
  1. Learner
  2. Target behavior (observable/measureable)
  3. Condition (circumstance? / tell when or how “with…”)
  4. Criterion (accuracy, rate, time)
  5. Overlearning measure (mastery & generalization of skills/ 3 days, 4 sessions)
42
Q

What does SMART stand for?

A 
Specific
Measurable
Action words
Realistic and Relevant 
Time- Limited
43
Q

Why was IDEA established?

A
  1. help minimize development of infants and toddlers
  2. minimize educational costs by reducing need of SPED
  3. maximize independent living
  4. increase capacity of families
44
Q

Who is elegible for IDEA?

A
  • delay does not need to be caused by disability
  • child under 2 and 33% difference in one or more domain
  • child over 2 w/ 50% difference in ONE domain
  • child over 2 w/ 33% difference in TWO or more domains
  • children identified as a risk for delay may also be eligible
45
Q

What are early risk factors for infants?

A
  • prenatal factors
  • prematurity and low birth weight
  • genetic and congenital disorders
  • later identified risks
  • ->hearing impairment, environmentaln
46
Q

How to assess high risk infants?

A

parent-child communication

  • assessing infant readiness for communication
  • -> stages of communication
    • > turning in
    • > coming out
    • > reciprocity - want the infant to achieve this stage before leaving NICU
  • assessing parent communication and family functioning
    • > formal / informal procedures to assess parent/child comm and funct.
    • > goal is to support fam
47
Q

What is preintentional infants?

A

1 - 8 months

  • infants have not developed cognitive skills to represent ideas in their mind and to pursue goals
  • feeding and oral development
  • Vocalizations
48
Q

Parent-child communication 1-8 months

A
  • make parent aware of normal communicative patterns
  • modeling interactive behaviors
    • ->turn taking
    • ->imitation
    • ->joint attention
    • ->developing anticipatory sets
  • self monitoring skills
49
Q

What to do for at risk children w/ age appropriate communicative development 9-18 months

A
  • encourage parents to scaffold and support communication attempts
  • help parents learn to “up the ante” to more sophisticated forms of communication
  • prelinguistic milieu teaching has EBP
  • interactive book reaidng
  • communication temptation to increase frequency of comm.
50
Q

For at risk children evidencing delays in communicative development…

A
  • provides intensified “motherese” input
  • focus on fostering comprehension skills
  • encourage vocalization
  • make adult communcation on what child does / looks/ is interested in
  • interactive story reading
  • encouage vocal and motor imitation
51
Q

what does scaffolding do?

A
  • decrease the complexity of a task
  • add supports in order to enhance learning and aid in mastery
  • build on child’s experiences
  • supports are temporary
  • as child gains skills, supports are gradually removed
52
Q

When does language emerge?

A

-18-36 months for typically developing children

53
Q

risk factors to be considered …

A
  1. look at developmental of language
    a. vocab
    b. comprehension
    c. phonology
    d. imitation
  2. Non-Language Factors
    a. play
    b. Gestures
    c. Social Skills
54
Q

what are risk factors for language delays?

A
  • Males VS Females
  • Otits Media
  • Family history of language, learning or reading problems
  • parent characteristics
  • -> maternal education, low ses
55
Q

what qualifies as intentional communication?

A
  • must be directed by means of gaze to adult
  • must have the effect of influecing adults behavior
  • child must be persistent in the attempt to convey a message
56
Q

What is the intentional communication for children with little spoken language?

A
  • Look for range of communication functions
  • ->request/ protests/rejects
  • ->comments
  • -> higher level
  • look for frequency of communication
  • ->12 months: 1 intentional act
  • ->18 months: 2 intentional acts
  • ->24 months: 5 or more intentional acts
57
Q

Forms of communication for children with little spoken language

A
  • gaze
  • gesture
  • vocalization
  • speech
58
Q

What are forms of communication?

A

8-12 months: gestures

12-18 months: gestures are combines with word like approximations

18-24 months: conventional words or word combinations are used with increasing frequency

59
Q

How to encourage parents with preliteracy?

A
  • provide families with access to books –> library, school
  • select books that are developmentally appropriate
  • make routine interactive for reading
  • use exaggerated intonation and stress during reading
  • develop play activties around themes
  • expose toddlers to decontextualized talk realting to stories they heard
60
Q

Preliteracy Goals

A
  • develop play and gestures
  • increase frequency of intentional and communicative behavior
  • receptive language
  • increase vocal and phonological production (sounds / syllable)
  • increase vocab production
  • verbs, relational words (more, all gone) social interaction words (hi)
  • once 50 words, encourage word combos
61
Q

What are words to focus on for first lexicon?

A
  • Nouns
  • Rejection (no, all gone)
  • Cessation: (no, stop, all done)
  • Recurrance: More
  • Action on objects: Get, do make, throw
  • Locative Action: Put, Take
  • Attribution: Big,pretty
  • Possession: Me, Mine
62
Q

birth - 12 months (play development)

A

babies are learning how to move their own body and engaging in exploratory or sensorimotor play.
interactions are important

63
Q

12-18 months (play development)

A
  • toddlers are interested in functional or relational play
  • learning how to operate toys
  • cause and effect
64
Q

18-24 months (play development)

A
  • the older toddler is interesed in pretend play
  • inanimate objects perform actions
  • string actions together
65
Q

2-3 years (play development)

A

child can put entire play scenarios together
pretend play is more imaginative and abstract
more social and learn to take turns

66
Q

3-4 year (play development)

A

play is more social in this stage with group play replacing parallel play

SLP651-Infant-Childhood (1 decks)

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