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Language Disorders > Midterm I > Flashcards

Midterm I Flashcards

1
Q

What age are kids in the L4L stage

A

Between 5-12

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2
Q

What skills are in development during L4L

A

A. Knowledge of classroom discourse rules
B. Decontextualized Language
C. Metalinguistic and phonological awareness
D. Literacy Skills

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3
Q

Who are AL (Advanced Language) Students

A

Middle - high school

12 years - Adult

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4
Q

What are new skills at the AL stage

A

More sophisticated narratives, making inferences, solving problems, critical thinking, developing discipline specific language

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5
Q

What are the 6 critical roles of the SLP?

A
  1. Working Across all Levels
  2. Serving a Range of Disorders
  3. Ensuring Educational Relevance
  4. Providing Unique Contributions to Curriculum
  5. Highlighting Language/Literacy
  6. Providing Culturally Competent Services
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6
Q

What are the ranges of responsibilities of an SLP?

A
  1. Prevention
  2. Assessment
  3. Intervention
  4. Program Design
  5. Data Collection and Analysis
  6. Compliance
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7
Q

What is meant by collaboration and leadership?

A

Collaboration with other professionals and families, Leadership = advocacy, mentorship, parent training, research

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8
Q

What are the five (6) stages of reading development?

A 
0 = Pre-Reading (K)
1 = De-coding (1-2)
2=Automaticity (2-4)
3=Reading to Learn (4-8)
4=Reading for ideas (8-12)
5=Critical Reading (college)
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9
Q

Define: Language Learning Disability

A

Impairment in comprehension or use of spoken, written or other symbolic language. Breakdown in form, content, or use

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10
Q

Define: Dyslexia

A

A brain-based specific language learning disorder of language form.

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11
Q

Define: Developmental Language Disorder

A

A language disorder with no known etiology but can co–occur with other disorders. Basically, they can have an intellectual disability.

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12
Q

Define: Specific Language Impairment

A

A language disorder without a known etiology and with no co-occuring disorders. Developed by researchers to exclude those with other conditions like DS or hearing loss.

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13
Q

What definition is used in IDEA for students to receive services?

A

Depending on the state the child must test at 1.5 - 2 standered deviations or more below the mean.

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14
Q

Define: Learning Disability

A

A disorder in one or more of the psychological processes that contribute to language learning and it’s impact on the ability to speak, listen, think, read, write spell, math. NOT including anything physical.

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15
Q

What 6 skills make up literacy?

A
  1. Literacy awareness
  2. Print awareness
  3. Phonological awareness
  4. Word Recognition
  5. Comprehension
  6. Fluency
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16
Q

Define: Phonological Awareness

A

Explicit awareness of the sound structure of speech

17
Q

Define: Specific Learning Disability

A

Clinical dx. Dyslexia

18
Q

Define: Assessment

A

A dynamic process involving formal and informal measurment instruments, observations of the student in their environment, and interviews to determine the Existence of, Type, Nature, and Severity of a communication disorder.

19
Q

Define: Static Testing

A

A picture at one point in time.

Example: Standardized Testing

20
Q

Define: Dynamic Testing

A

Gathering information (classroom materials) to form the full picture of the child’s performance.

21
Q

Define: Functional Testing

A

Looking at general communication ability

22
Q

Define: Descriptive Assessment

A

Observational

23
Q

Authentic Assessment

A

Collecting spelling tests or writing samples from the classroom.

24
Q

Define: Student centered assessment

A

Student provides strengths and weaknesses in learning

25
Q

What other factors might you consider in an assessment?

A

The educational system, types of language used in the classroom, attitudes of teachers and family about lld.

26
Q

What are the 2 main goals in an evaluation?

A
  1. To develop a good understanding and diagnosis of the student’s communication problem.
  2. To monitor progress in tx and describe changes
27
Q

What are factors that contribute to prognosis

A

Age, length of time of the disorder, other problems, motivation, support systems

28
Q

What are some assumptions that tests make?

A

That the students will

  • Cooperate to the best of their ability
  • Be comfortable with an unfamiliar adult and willing to talk to them
  • Be proficient in verbal ability
  • Understand things like fill-in-the-blank sentences.
29
Q

What are ways to modify a test for bilingual students

A

Give instructions in both languages, rephrase instructions, give the student extra time, repeat when necessary, ask the child to explain wrong answers.

30
Q

What are three genres of discorse

A
  1. conversational (two or more speakers in both roles)
  2. narratives (told by one person while the other listens)
  3. expository (Used to instruct)
31
Q

What are the purposes of narratives?

A

To entertain and inform

32
Q

What skills are required to produce a narrative

A

The ability to use words and plan an overall structure + build a relationship with listeners

33
Q

Provide the 6 levels of narrative development in order

A
  1. Heaps
  2. Sequences
  3. Primitive Narratives
  4. Unfocused Chains
  5. Focused Chains
  6. True Narratives
34
Q

Describe Macrostructure analysis of narratives

A

Story grammar parts, applebees, story structure levels

35
Q

Describe Microstructure analysis of narratives

A

grammatical units analysis (number of words and types of clauses, calculation of C/T units) lexical diversity, cohesion analysis (referential, conjuctive, lexical, substitution/ellipsis)

36
Q

What does a C-Unit consist of?

A

Each independent clause with it’s modifiers

37
Q

What is a T-Unit

A

Minimal terminal unit- one main clause with all the subordinate clases attached to it

Language Disorders (1 decks)

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