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
Level 2 - Single words (semantic relations) content categories
Nonexistence
Nonexistence - /all gone/; /no more/
Level 2 - Single words (semantic relations) content categories
Recurrence
Recurrence - /more/ /again/ /another/
Level 2 - Single words (semantic relations) content categories
Rejection
Rejection - /no/; /no eat/; /don’t/ (as a response)
Level 2 - Single words (semantic relations) content categories
Denial
Denial - /no/
Level 2 - Single words (semantic relations) content categories
Attribution
Attribution - use of adjective /hot/ /big/
Level 2 - Single words (semantic relations) content categories
Possession
Possession - use of /his/; /her/; /my/; /mine/
Level 2 - Single words (semantic relations) content categories
Action
Action - /eat/; /mix/; /open/
Level 2 - Single words (semantic relations) content categories
Locative Action
Locative action - /up/
Purpose of Level 2 - single word utterances (or 1-2 word semantic relations)
At level 2 we want to see language used for functional communicative purposes Language USE Semantic relations (e.g. big bus) Substantive - nouns Relational - verbs(not verb phrases)
Level 3 - 3+ constituent utterances (verb relations) content categories
Existence
Existence - /is ball/ or /this is cat/ or /this is car/
/that book/ - 2/3 because “is” implied
Level 3 - 3+ constituent utterances (verb relations) content categories
Action
Action - /mommy read book/
Level 3 - 3+ constituent utterances (verb relations) content categories
Locative action
Locative action (change in location) - /put book down/
/I put book down/ 4/4 - down is 4th constituent place
Level 3 - 3+ constituent utterances (verb relations) content categories
Locative State
Locative State - /where is it/ or /here spoon/
Level 3 - 3+ constituent utterances (verb relations) content categories
Notice
Notice - /hear monkey/ or /I see monkey/
uses specific verbs - look, see, watch, show, hear
Level 3 - 3+ constituent utterances (verb relations) content categories
Internal State
Internal State - /I want spoon/ or /I love monkey/ or /me hungry/
Level 3 - 3+ constituent utterances (verb relations) content categories
External State
External State - /it is hot/
Level 3 - 3+ constituent utterances (verb relations) content categories
Possessive State
Possessive State - /that is mine/
Level 3 - 3+ constituent utterances (verb relations) content categories
Attributive State
Attributive State - /cookie is yummy/ or /is pretty/ or /cat is big/
True or False: standardized tests are effective at assessing language USE
False; because language USE is all about how we use language FORM in naturalistic interaction
Rating scales and observation are based on naturalistic observation (more representative)
What are function words
Help to create meaning by establishing relationship b/w prep and object - can also be relational
E.g. - preposition, conjunctions, articles, pronouns, etc.
Define taxonomy of behavior
Content Form Use
A categorization of language behaviors that are similar in some way are grouped together
Place behaviors into some meaningful perspective
Describe issues with pragmatics
- Tend to be very verbal with poor turn taking skills
- Problems with social lang. USE. (primary)
- Poor lang. FORM (secondary problem)
2 theories of underlying causes in pragmatics
- Difficulty integrating content with the situation e.g. understanding Fig. Lang, poor comprehension, appropriacy
- Theory of mind - problems with understanding another person’s’ perspective/intentions
One way to assess pragmatics
Examine interactional patterns through conversation analysis
Child-child dialogues
Adult-child dialogues
2 major aspects of coding language USE
Function: communicative intention of utterance
Context: linguistic and nonlinguistic factors surrounding utterance
Function categories for phase 1-3
Level 2
Communicative functions:
- Commenting
- Regulating
- Direct attention
- protest/reject
- Obtain object
- Obtain response
- Respond
- Routines (/bye-bye/)
Function categories for phase 4-5
Level 3
Communicative functions:
- Obtain information (ask wh-questions)
Function categories for phase 6-8
Level 4
Communicative functions:
- inform/report/share info
- Obtain (ask questions) about what someone else said
Non-verb relations: nonexistence
Make reference to disappearance of object
/no wheel/ /no cup/
Non-verb relation: Recurrence
Existence + recurrence
/that is daddy again/
Key word “again”
Non-verb relation: Rejection
Action + rejection
/don’t hit dolly/
Key word “don’t”
Non- verb relation: denial
child negates what is said in prior utterance
/this is a fork/ → /no fork/
Non-verb relation: attribution
Existence + attribution
/this is pretty dress/
Non-verb relation: possession
Existence + possession
/this is my car/
Non-verb relation: quantity
Locative state + quantity
books are on the table
Non-verb relation: temporal
Verb morphology
> -ing → present progressive shows on going activity
> Irregular past tense
Action + temporal
/me running/
/I went to library/
Non-verb relation: Specification
“This” vs “that” or “the” vs” “a”
/this dog is big but not that one/
Non-verb relation: dative
Designate recipient of object or action
/open door mommy/
/give it to me/
Major grammatical constituents S-V-C
Subject
Verb
Complement
4th S-V-C-? constituent
Place is used as a 4th constituent in LOCATIVE ACTION -
/I put cup in sink/ 4/4
/put book on table/ 3/4 (missing subject)
Place serves as the complement in LOCATIVE STATE 3/3
/books are on the table/
What is a locative utterance
Expresses location
Locative action - goal of movement is change in location
/put blocks on table/
Locative state - does not express movement
/fish in pond/
/I put book/ - is not a locative utterance; verb relation content category Action
Child utterance: /kiss big monkey/
Action + attribution
What is communicative function of child’s utterance “baba” when watching adult blow bubbles? and
what level does this fall under
Level 2 - SW utterances
Communicative function:
- Content: existence
- Form: SW →“Baba” → consistent phonetic form
- Use: direct action/obtain object
Nonlinguistic and linguistic USE Phase 1-3
Non Linguistic context:
Here and now
Perceptual support
Ideas perceived through senses
Linguistic context: New topics Repetition/imitation is common Few contingent utterances Commenting Directing adults attention toward his interests
Nonlinguistic and linguistic USE Phase 4-5
Nonlinguistic context:
- More about what others are doing
- Immediate past and imminent future
Linguistic context:
- More contingent utterance
- Repairs upon request
- Recoding of prior utterance with change of pronoun (I/you → deictic change)
Nonlinguistic and linguistic USE Phase 6-8
Nonlinguistic context:
- Less dependency on “here and now” → less dependent on perceptual support
- Deitic forms: I/you; this/that/, here/there
Linguistic context:
- listener adaptations politeness markers, more explicit info, repairs
- More contingent questions on prior utterances
true or false
The plan is a developmental hierarchy. Each level is necessary for the next level to develop
true
verb relation
a verb relation has to have two of the three main constituents - subject, verb, complement
Level 3 - 3+ constituent utterances (verb relations) content categories
Epistemic
refers to mental state of affairs
key verbs - know, think, remember, wonder, imagine, etc.
/I don’t know/
/I know her/
Level 3 - 3+ constituent utterances (verb relations) content categories
State - name the 4 subcategories of State
Internal State
External State
Possessive State
Attributive State
