Midterm Study Guide Flashcards
What information is needed for a diagnosis of LI and what happens in center of bell curve
Standardized Testing
- Standardized test (norm referenced)
- Interpreting score - comparing child to age-matched norm references
- Standard score = 100 is mean
- Z-score = mean is 0
- Statine score = scores 1-9; 5 is mean
- Percentile score - 50th is mean
Procedures/Goals are determined by:
Naturalistic language sampling of current functioning
In standardized testing, what are the 2 types of diagnostic accuracy
sensitivity vs specificity
Sensitivity - the degree to which the test accurately identifies a child WITH a disorder
Specificity - the degree to which the test accurately identifies a child as NOT having a disorder
True or false: When the child is using gestures and nonconventional words, we can map out the CFU interactions using the Plan
False
The plan starts at Level 2 when the child is using conventional words in single word utterances.
Level 1 tracks gestures and nonconventional words
What is the purpose of the plan
To map out the interaction of CFU and to give the child credit for current language ability
There are 5 levels and 8 phases of development
True or False: in early language receptive vocabulary is larger than expressive
true
True or false: a decrease in language comprehension will have an effect on expressive language
True
Expressive language disorder might be caused by receptive language processes
Intervention for comprehension
If there is a deficit in comprehension we should target expression → look at what child is doing to be able to move forward
Goals should be expressive
Procedure should be maintaining comprehension
Define Categorical Model
including focus, assessment and intervention
Medical perspective
Lang disorders are classified with reference to a diagnostic category (syndrome)
Ex: ASD, intellectual handicap, hearing impairment, SLI
Assessment & intervention focuses on determining and treating the child’s diagnosis
In categorical model, describe the different syndromes difficulty with CFU
Kids with HI and SLI will have difficulty in FORM
Kids with ASD will have difficulty in USE primarily but not excluding content and form
Pros and cons of Categorical Model
Pros of the Categorical Model
- Can help describe a language disorder
- Can help guide interventions and goals
Cons of the Categorical Model
- Not all children within a category will behave the same way
Define Specific Disabilities Model and the 3 major deficits within model
including focus, assessment and intervention
LDs are caused by one of three underlying deficits
- Auditory perception processes
- Processing capacity
- Lack of linguistic knowledge
Questionable evidence in research
Assessment focuses on determining the underlying deficit
Treatment does not target language specifically, but focuses on improving the underlying “top down” deficit
Top down vs bottom up
“Top down” view of language processing - prior linguistic knowledge like comprehension to aid communication e.g. syntactic bootstrapping
“bottom up” view of language processing - lower level like auditory skills processes affect higher level like naturalistic language skills; auditory perceptual model;
no evidence that working on auditory skills alone improves naturalistic language skills
Purpose of Levels 1-3
Level 1: Prelinguistic: the child is not using words
Level 2: Single words or 2 word utterances (semantic relations)
Level 3: 3+ constituent utterances (subject + verb + object)(verb relations)
Level 2 analysis - communicative function and context
Communicative function: the same FORM can express the same CONTENT but with different USE (intention)
Context: in early child lang. There is perceptual support for child’s utterances
- If a child is only using perceptual support to aid utterances, then try to remove perceptual support to see what happens to the child’s language skills. Might see a decrease
- In older kids (phases 6-8), become less dependent on perceptual supports because have more advanced access to linguistic form so child can be more specific linguistically
Look at CFU interactions and look at non-linguistic context in which utterance was produced to understand “mommy sock”
Define emergentism including focus, assessment and intervention`
Focuses on the interactions between the child and their environment
Language development is complex and requires interaction between the child’s motoric and neural systems and the environment
Both nature and nurture are important
Assessment looks at a child’s language across time and notes any inconsistencies or variances
Intervention focuses on strengthening areas of instability/variability
Define Developmental Model (CFU Model)
including focus, assessment and intervention
How is the child currently functioning, and how does that differ from typical language development?
- We must compare the child to normative data
- We also must compare the child with their own past performance to gauge growth
Language is a hierarchy:
- Skills are gained in a (mostly) universal order
- Focuses on the child’s strengths and best productions
Focuses on:
- Determining the child’s current levels of functioning
- Target areas that are below the expected level
Developmental model assessment and interventions
Assessment focused on current functioning within taxonomy of behaviors aka CFU interactions
Intervention target intentional communication skills that are below expectancy within a hierarchy of developmental phases
Language delay vs language disorder
Delay - lang is developing at slower pace
Disorder - atypical development behavior
What information is needed to formulate intervention goals
Goals are based on the child’s highest level of performance compared to TD norms of children; NOT adult form
- Long-term goals (ultimate goals)
- Prioritizing short-term goals (procedural context)
- Session goals and procedures (behavioral objectives)
Intervention goals are determined based on ____________
Intervention procedures are determined by _____________
Intervention goals are determined based on CHILD ACHIEVEMENTS IN THERAPY
Intervention procedures are determined by CLINICIAN’S ACTIONS (how are we accounting for maintaining factors)
What are the different levels of intervention goals
Level 2 is phase 1
Level 1 - Precursory level (no words)
Level 2 - Single words or 2 Words (semantic relations)
Level 3 - 3+ constituent utterances (verb relations)
Level 4 - Complex sentences
Level 5 - Narratives
What influences treatment procedures
Maintaining factors influence treatment procedures - examples: - Cognitive - IH - Sensorimotor _ HI - Psychosocial (ASD) - Linguistic system itself
Define maintaining factors
Maintaining factors are behaviors that affect communication performance; behaviors that maintain a language disorder
What to look for if a child is not using conventional form at 18-24 months (describe precursors of CFU)
Precursory Period - from birth to the start of conventional words
Precursors of content → how child is understanding objects and actions
Precursors of form → producing sounds/babbling
Precursors of use → child’s ability to connect to others and communicate (
Interpersonal interaction)
Name the 3 precursors of CONTENT
- Object identity and search - eg: gaze at moving object and search for object
- Action on object - eg: imitate/demonstrate object specific actions
- Object-to-object relations - eg: separate/join objects
Name the 3 precursors of FORM
- Imitate - eg: adult imitates child’s behavior and child copies again
- Approximating adult linguistic form - eg: reduplicated or non reduplicated CV; prosody
- non conventional interactions - eg: consistent phonetic forms on objects/actions “wawa” → water
Name the 3 precursors of USE
- Interpersonal behavior - eg: joint attention; taking turns
- Making reference - eg: pointing, showing, giving
- Regulating others behavior - eg: reach for object, protest/reject, gesture to request action
What is content
CONTENT: Communicative intent → what the child is talking about
- Content categories
- Semantic relations
What is form
FORM: Verbal utterance → what the child says
- Parts of speech
- Numbers of words
- Syntax
- Morphemes
- Grammar
What is use
USE: Social interaction –> why/how the child is communicating
- Function
- Context
True/false - semantic relations are the same as verb relations
False
Semantic relations are 2 word utterances not using a verb that changes the meaning - /mommy sock/ /big ball/
Level 1 - Prelinguistic content categories
No content categories because no words yet
Level 2 - Single words (semantic relations) content categories
Existence
Existence - /car/ /doggie/ noun w/ or w/o article
