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Child Language - 2 > Midterm > Flashcards

Midterm Flashcards

1
Q

List and describe two pre-linguistic strategies to foster initiation in pre-linguistic children.

A

ENVIRONMNENTAL SETUP: in sight out of reach

COMMUNICATIVE TEMPTATIONS: eg eat desired food in front of the child

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2
Q

List and describe two earliest communicative functions

A

PROTO IMPERATIVES: get someone else to do something for you

PROTO DECLARARIVES: looking/pointing to share experiences

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3
Q

Joint attention has two components. List these components and give an example of how you would teach each.

A
  1. RESPONDING TO BIDS OF JOINT ATTENTION (use a string or flashlight)
  2. INITIATING BIDS OF JOINT ATTENTION (don’t look until they point and look at you)
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4
Q

Explain how differential reinforcement can be used as a principle of intervention for a pre-linguistic child.

A

The closer the child gets to saying the actual word, the more you reinforce them.

Means they’ll try to do the thing that gets them the most reinforcement

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5
Q

Name and briefly describe a child-centred approach for teaching new words

A

HANEN: say things how the child would, expand

INDIRECT LANGUAGE STIMULATION: map words to context

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6
Q

Name and briefly describe a hybrid approach to teaching first words

A

PIVOTAL RESPONSE TRAINING (Koegel): target skills like motivation and initiation

COMMUNICATIVE TEMPTATIONS: structure environment so your child has to communicate

PRELINGUISTIC/MILIEU TEACHING: arrange the environment to target intentional communication

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7
Q

Describe how stimulus- stimulus pairing can be used to establish new sounds in a minimally vocal child

A

Related to Skinner’s idea of automatic reinforcement, the baby is reinforced by having a sound they made repeated. If you pair a reinforcing activity with a specific sound, the child will want to make that sound. By the process of parity, the sounds will gradually become the same

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8
Q

Describe and state an example of the two types of imitation

A

IMITATION ON DEMAND: say what I say and get unrelated preferred item

IMITATION IN CONTEXT OF REQUESTING: say what I say, word is approximation of mand, give related item

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9
Q

Pam Marshala states that imitation develops in a hierarchy. List and describe these stages.

A
  1. VOCAL CONTAGION: independent sound play, no direct imitation
  2. MUTUAL IMITATION: you and the hold do some back and forth, introduce turn taking
  3. SPONTANEOUS IMITATION OF OLD REPERTOIRE: first introduction of ON-demand practice
  4. SPONTANEOUS IMITATION OF NEW REPERTOIRE
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10
Q

List three communicative functions for first words

A

It should go beyond demanding and labelling. Try commenting, asking/answering questions, and greeting

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11
Q

What are the prerequisite skills needed for imitation?

A

Must be able to attend, respond to their name, and respond to the direction to look

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12
Q

List three vocabulary deficits found in those with language impairment

A
  1. Learning new words
  2. Retracing words that have been stored
  3. Weak central coherence
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13
Q

Name three typical errors in syntax & morphology

A

Problems with inflectional bound morphemes (eg plural s)

Omission of auxiliary verbs

Pronoun confusion/omission

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14
Q

List 2 examples of words which could be found at each vocabulary tier

A
  1. Sad, happy
  2. Disappointed, abandon
  3. Lava, igneous
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15
Q

When teaching vocabulary, tasks can occur at differing levels of difficulty. List and describe two “basic tasks” and two “advanced tasks”

A

BASIC: use pictures/objects to have the child label? Or have children do FITB on songs or associations

ADVANCED: conditional discriminations require children to respond to more than 1 word, while stimulus control involves asking questions with specific ideas in mind

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16
Q

Compare and contrast the two types of stimulus control.

A

The two types of stimulus control are convergent and divergent. While both are advanced tasks used to teach vocabulary, they differ in the type of answers they elicit.

Divergent stimulus control means a single stimulus evoking many answers, whereas convergent stimulus control means many stimuli converging to one answer

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17
Q

Differentiate the two types of features for describing features

A

Concrete features are things about a word that can be seen, eg blue

Abstract features are things that go together, eg antonyms or synonyms

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18
Q

List and give an example of the 6 types of error correction for grammar deficits

A
  1. Model correct and move on
  2. Feedback/explanation and model/request (not quite, you said … You need to say …)
  3. Error repetition/request (repeat error, wait for child to correct)
  4. Correction model/request (model correct structure, have them repeat)
  5. Errorless learning ( repetition of stimulus question plus model-prompt)
  6. Self correction (“what?”)
19
Q

Give an sample of clinician directed, hybrid and child-centred approaches to grammar intervention

A

CLINICIAN DIRECTED: drill

HYBRID: structured play/games

CHILS CENTRED: model language w/ no pressure to repeat

20
Q

What is focused stimulation and what are some of the procedures within it?

A

Focused stimulation is a technique used to teach new words/grammatical structures by using them repeatedly

Within focused stimulation are the ideas of:

1) FALSE ASSERTIONS: she is dancing no he is dancing
2) FEIGNED MISUNDERSTANDING: she has a hat really I don’t see one
2) EXPANSIONS: her my dolly yes she is your dolly
4) FORCED CHOICES: her is dad, her is sad or she is sad

21
Q

A child says she had a hat while the person wearing the hat is a boy, how could you correct these errors trough the following procedures of focused stimulation :

A) false assertion
B) feigned misunderstanding
C) forced choice

A

A) no, he has a hat!
B) really? I don’t see one
C) she has a hat or he has a hat?

22
Q

Give an overview of Applebee’s four narrative stages

A

HEAP STORIES: no central theme or high point. Just a description of an event

SEQUENCE STORIES: labelling events about a central theme/character/setting. No plot.

PRIMITIVE NARRATIVES: initiating event or action, no ending

CHAIN NARRAGIVES: initiation event, characters, action and resolution

23
Q

List 2 familiar contexts in which you could foster the development of narratives

A

Routines

Experiences

24
Q

Research has shown that delays in phonological pressing are predictive of later reading failure. What three components of phonological processing have the largest effect on this?

A

Phonological awareness

Rapid automatic naming

Phonological memory

25
Q

What are two components of conventional reading

A

Decoding and comprehension

26
Q

Name the factors related to positive outcomes in reading and writing

A

OPAL CC

  1. Oral language
  2. Phonological awareness
  3. Alphabetic knowledge
  4. Letter sound knowledge
  5. Concepts about print
  6. Concepts about words in text
27
Q

Differentiate between pretend reading and memory reading for

A

PRETEND READING: spontaneous retell of of familiar book in pace with pictures

MEMORY READING: accurately approximate text while pointing to words

28
Q

Whitehurst (1994) described a concept known as Dialogic Reading. Describe this and the underlying activities within

A

The process by which an adult helps a child become a story teller by becoming a PEER:

P-prompt
E- evaluate
E- expand
R- repeat prompt

29
Q

How can scribbling be differentiated from crude drawings

A

Scribbling will eventually evolve to have a linear progression and individual “letter” symbols while drawings are non linear and lack a meaningful context

30
Q

List three ways parents can support emergent writing around the house

A

Have crayons available

Have magnetic/toy letters

Attribute meaning to a child’s scribbles

31
Q

List and describe the pre-literacy goal areas

A

PPAN

PHONOLOGICAL AWARENESS: first segment (sentences to words, words to syllables) then blend them back together

PRINT CONCEPTS: conventions of reading and terms related to language

ALPHABET KNOWLEDGE: learn to recognize letters

NARRATIVE AND LITERATE LANGUAGE: concept of word in text,develop directionality

32
Q

The Hanen parent training program describes 4 stages of communication. Name and describe each of these

A
  1. DISCOVERER: preintentional, react to how they feel
  2. COMMUNICATOR: communication intentional but prelinguistic
  3. FIRST WORD USER/ uses single words/ signs/ pictures
  4. COMBINERS: sentences or combines 2-3 words
33
Q

What is meant by “follow your child’s lead” when referring to the Hanen PTP?

A

Following your child’s lead means that when attempting to communicate with your child, you should focus on THEIR interests rather than what you as the parent seem should be important

34
Q

Hanen believes all routines have 4 things in common. What are these things?

A

1) Have specific steps
2) steps occur in the same order
3) steps repeated many times
4) people in the routine have specific roles

35
Q

What is meant by SPARKing an on traction

A

SPARK is an acronym to remember let ways that you can create predictable routines for your child

Start the Same way every time
Plan your child's turn
Adjust so your child can take a turn
Repeat the same sounds actions and gestures
Keep the end the same
36
Q

Hanen believes in the 4 Ss of communication. What are they and what do they mean?

A

STRESS: put emphasis on important words
SAY LESS: short but grammatical sentences
SHOW: point and gesture
GO SLOW: pause between words

37
Q

What is meant by the term OWL

A

Owl stands for observe, wait and listen. These are key strategies in Hanen in order to discover what your child is interested in.

38
Q

Differentiate what Hanen describes as the three types of play

A

FUNCTIONAL PLAY: physical actions

CONSTRUCTIVE PLAY: play with a goal in mind (eg tower of blocks)

PRETEND PLAY: pretend something is something else

39
Q

What’s the difference between a pre-intentional child and pre-linguistic child?

A

PREINTENTIONAL: behaviours are not clearly directed at another person but are reflexes to how the child feels

PRELINGUISTIC: child can communicate with purpose but is unable to use words

40
Q

What early literacy skills are the foundation for reading and writing?

A

Conversation: make child active participant in reading

Vocabulary: talk about words in the book

Story comprehension: understanding the meaning of literal & non-literal elements

Print knowledge: let child know print carries meaning

Sound awareness: learn speech is words

41
Q

How is it suggested that we teach vocabulary?

A 
S-stress the new word
S- how the child what the word means
T- tell the child what the word means
A-and 
R- relate the word to the child's world
S- say it again, read the book again
42
Q

What are the common elements of all stories?

A 
P- problem
A- action
R- resolution
C- characters
S- setting
43
Q

What are the three components of sound awareness?

A

PHONOLOGICAL AWARENESS: speech made of words, words of syllables

LETTER-SOUND ASSOCIATION: letters of alphabet have associated sounds

ALLITERATION: recognize when words start w/same sound

44
Q

What are the two types of vocabulary?

A

SPOKEN: words children can produce. Aka expressive vocabulary

COMPREHENSION: words children can understand. Aka receptive vocabulary.

Child Language - 2 (1 decks)

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