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exceptional ch > Mod 8 > Flashcards

Mod 8 Flashcards

1
Q

t/f - all speech disorders are socially handicapping

A

f

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2
Q

____ %of all children stutter for 6mo or more (3 1/4 discontinue by late adulthood, 1% have long term problems)

A

5

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3
Q

Lillys speech is unintelligible and it is hard to correct as she has cerebral palsy. what disorder does she have?

A

phonology disorder

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4
Q

early language learning is ______l for later language dev
* if delayed, child is _____ to learn to use language effectively merely by observing peer models, explicit intervention is needed

A

critical, unlikely

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5
Q

CONSIDERATION OF 3 ELEMENTS OF COMMUNICATION TO CONSIDER

A
  • 1.CONTEXT WHERE IT OCCURS
  • 2.FUNCTIONS EXPRESSED/REASONS
  • 3.EXECUTION OF COMMUNICATION COMPREHENSION/EXPRESSION
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6
Q

process of sharing info and involves many communicative functions
◦ requires ENCODING(sending info in understandable form) and DECODING (receiving such information
◦ involves sender and receiver
◦ not always oral language
◦ can be nonverbal
‣ much meaningful is nonverbal

A

communication

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7
Q

impairs ability to transmit or receive ideas, facts, feelings and desires
may involve language or speech or both (hearing, listening, reading or writing)

A

communication disorder

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8
Q

seeking social interaction
* Requesting objects
* Sharing ideas
* Rejecting an object or interaction

A

communicative functions

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9
Q

communication of ideas (send/receive) through an arbitrary system of symbols used according to certain rules determining meaning

A

language

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10
Q

neuromuscular activity of forming and sequencing sounds of oral language,most common symbol system used in communication between humans
without we would only have grunts and groans

A

speech

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11
Q

2 actions required in communication:

A

encoding and decoding

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12
Q

______ = Encoding or sending messages______ = decoding/understanding

A

EXPRESSIVE LANGUAGE, RECEPTIVE LANGUAGE

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13
Q

_____ doesnt involve speech sounds, is manual, while _____ involves the physical movements of speech but alt to speech sounds of oral language (asl gestures, picture board, elecronics) used by people with disabilities
◦ should include all students not only those with disabilities too

A

AAC

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14
Q

problems in comprehension/expression
◦ violates language rules (phonology, syntax,morphology, semantics, pragmatics)

A

language disorder

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15
Q

impairments in production/use of oral language
◦ disabilities in making sounds, producing speech w normal flow, producing voice

A

speech disorders

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16
Q

rules governing speech sounds

A

phonology

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17
Q

rules governing alterations in the internal organizatiion of words (adding suffixes and other shiz) ie. tenses (I throwed up)

A

morphology

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18
Q

rules of organizaing sentances in a meaningful way including guidelines about using subjects and predicates and placing modifiers correctly

A

syntax

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19
Q

rules of attaching meanings/concsepts

A

semantics

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20
Q

rules for social rules in communication

A

pragmatics

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21
Q

these _____ have own rules, so they ____ disabilities, have distinct phonology, morphology, syntax and lexicon (ie. black English, Appalachian English)

A

dialects, arent

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22
Q

______ children receive services for language or speech primarily (___/5th w spec ed)

A

1 million, 1

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23
Q

one of most frequent provided services for children with other primary disabilities

A

speech language therapy

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24
Q

___ %students in elem and secondary rgades have speech disorders

A

5

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25
Q

speech language disorders are more prevalent in ____ especially at _____ ages

A

boys, young

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26
Q

matters if child ____ communicate in own language community, if they can then only difference disorder when _____ communicate in every lang enviro including home

A

can, cant

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27
Q

Rule goverened systematic language variations. dependent on sentence structure

A

dialects

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28
Q

nondom cult children ____ benefit from learning communication rules of dominant cultur

A

will

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29
Q

children who decrease black/aae use and increase mae use in early elem do betetr on decoding and reading comprehension
◦ controversial, racist
◦ Students w/o mae access may not have skills to code switch well
◦ professionals need to accept value of home language

A

code switching

30
Q

Jayce has a hard time communicating in every language environment (school, home , everywhere), but speaks Appalachian dialect. does she have a communicative disorder?

A

yes because trouble everywhere including home

31
Q
  • show sensitivity + knowledge of cultural values of kid
  • ask for help from families and knowledgeable collegues
  • visit student in natural environment (classroom with peers)
  • know + respect features of community’s dialects
    these are all recommendations for addressing ___ ___
A

language differences

32
Q
  • ELLS are _____ risk of being identified as having a disability and are less likely to score as well as natgive english peeers
A

higher

33
Q
  • maker of impairment ->early detection = ____ in communicative disorders
A

naming speed

34
Q
  • parent teacher questionaires = _____ predictors of language disorders in kinder + grade 2 (____ in parent q in native and teacher in English in kinder)
A

strong, most

35
Q
  • can understand what is spoken to them before they speak
A

RECEPTIVE LANGUAGE

36
Q

language we speak

A

expressive language

37
Q

◦ consensus lacks on underlying mechanisms that _______ language dev, cant be answered definitively

A

control

38
Q

lang learning depends on brain dev and proper brain funct, disorders sometimes result of brain dysfunction and way\s to compensate can sometimes be taught

A

BIOLOGICAL MATURATION

39
Q

lang learning is affected by conseq of lang behaviour, disorders can be from inappropriate learning and consequences can sometimes be arranged to correct disordered language

A

BEHAVIOURAL PSYCHOLOGY

40
Q

lang can be looked at as inputs and outputs related to how info is processed and bad processing can account for some lang disorders and more effective processing can be taught

A

info processing

41
Q

lang is acquired by bio process dictating rules governing form content and use of language disorders are from failiure to acquire or employ rule-governed aspects and can be overcome by helping one induce or learn the rules

A

linguist/nativist

42
Q

lang = cog skill and disorders reflect basic problems in thinking and learning and can be addressed by effectively teaching specific skills

A

cognitive development

43
Q

lang comes form need to be social and communicate, disorders are breakdown in ability to effectively relate to ones environement and the natural enviro can sometimes be arranged to teach/support effective interaction.

A

SOC INTERACTION

44
Q
  • pragmatic/soc interaction is viewed as having most _____ implications for speech lang pathologists + teachers as it focuses directly on comm skills thru interaction
A

direct

45
Q

t/f - kids with language disorders may catch up and get to normal pace3 later, but can fall behind again

A

t

46
Q

2 dimensions of classifying language disorders

A

domain(subtype) and etiology

47
Q

domain that includes phonological, morphological, syntactical, semantic, pragmatic subtypes
◦ usually struggle with one dimension but can with others

A

domain

48
Q

language disorder is caused by another condition (intel disab, cerebral palsy, tbi, hearing impairment, ASD)
‣ cognitive or sensory disabling conditions
‣ DLD

A

secondary etiology

49
Q

lang disorders with no known cause, include ‣ SPECIFIC LANGUAGE IMPAIRMENT/DEVELOPMENTAL LANGUAGE DISORDER(DLD), ‣ EARLY EXPRESSIVE LANGUAGE DELAY (EELD), ‣ LANGUAGE BASED READING IMPAIRMENT

A

primary etiology

50
Q
  • neurodev language disorder w no idenfiiable cause
    * unexpected/unexplained by physical or cog factors
    * result in significant limitations in lang (not bc of intel disabilities, percep problems characterizing lang learning disab, hearing)
    * academic problems (reading writing esp)
    * test should be in native lang
    * letter ID is a better predictor of later dyslexia than phono awareness
A

‣ SPECIFIC LANGUAGE IMPAIRMENT/DEVELOPMENTAL LANGUAGE DISORDER(DLD)

51
Q
  • sig lag in expressive language
    ◦ ie kid doesnt have 50 word vocab or use 2 words by 2yo they may not outgrow
    * 1/2 ch who have lang delay at 2 will gradually catch up, other wont
    * test should be in native lang
A

‣ EARLY EXPRESSIVE LANGUAGE DELAY (EELD)

52
Q
  • reading problem based on lang disorder (ie. dyslexia)
    * cant be ID until ch starts to learn to read and has issues
    * phono awareness, alphabet knowl and grammatical speech research has helped ID
    * significant % of children who manifest lang problems in kinder will have obvious problems by gr 2
    * some evidence for pragmatic, systematic and semantic knowledge in predicting later reading comprehension
    * magnitude of reading impairment is bigger when language impairment is paired with speech sound disorder
A

‣ LANGUAGE BASED READING IMPAIRMENT

53
Q

t/f * children with both primary and secondary DLD are at risk for emotional and behavioural disorders (EBD)

A

t - mild- severe range

54
Q

◦ children under 9
◦ dont include normally developing young ch inability to say word correctly
◦ unknown cause
◦ dont understand rules for making sounds
◦ speech differs from age appropriate, culturally based expectations
◦ dont understand how to differentiate and produce phonemes or language sounds to make intelligible words ◦ in 4 or 5 in 100 kids
◦ somewhat more often in boys
◦ phonology is critical for learning to read
‣ understanding alphabetic principle - letters work systematically to make sounds that blend to make words

A

phonological disorder

55
Q

understanding of sound structure of language (blending, segmentic, manipulating sounds)
◦ some children with phono disorders lack this
◦ direct relation to reading and spelling ability
◦ includes phono sensitivity (larger parts of speech - words and syllables) and phonemic awareness (sounds of individual words, decoding)
◦ sometimes problems with verbal wm (remembering what was said) or learning and retrieval
◦ deficits in WM and word retrieval
◦ ofen effects literacy too and speech production
◦ hard to distinguish from ARTICULATION DISORDERS

A

phonological awareness

56
Q

‣ have trouble making sounds correctly, but understand the sounds unlike phono disorder
‣ hat as ha
◦ errors in making sounds
◦ omission,sub,distortion or addition of speech sounds because of physio limitations
◦ lisps
◦ can have heavy social consq
◦ depends on number and kinds of errors, consistency of errors, age and dev characteristics of speaker and intelligibility of speech
◦ age matters - most children make errors until 8 or 9 yo and make freq errors until going to school
◦ characteristics of the childs language community b c kids learn through imitation (deep south accent may be weird to ppl in long island)
◦ can be caused by BIO FACTORS
‣ brain damage
‣ nerve damage to muscles for speech
◦ prevalent in ppl with intel disabilities and neuro disorders (cerebral palsy)
◦ abnormalities of oral structures
‣ cleft palate
◦ mimor struct changes can cause temp errors
‣ loss of speech
◦ can be from hearing loss
◦ in grade 3 or 4 if still making errors - referral for eval
‣ older ch and adults sometimes look for help on own when speech draws bad attention

A

articulation disorder

57
Q

◦ changes in pitch and loudness are part of speech patterns
‣ disorder = characteristics of pitcj loudness and quality that rabusive to larynx ranging from hoarseness to abnormalities in mouth
◦ vocal quality is related to production of speech and nonlinguistic too
◦ hard to identify

A

voice disorders

58
Q

3 causes of voice disorders

A

‣ FUNCTIONAL
* Damage to larynx
* trauma
‣ ORGANIC
* phys conditions (growths in larynx) affecting structur/function
‣ NEUROLOGICAL
* from nervous system

59
Q

can be because of phys abnormalities in mouth (cleft palate) or damage to brain/nerves controlling it
‣ infections in the area
‣ severe hearing loss
‣ not learning to speak with a resonating voice

A

resonance

60
Q

frequent interruption in flow of speech, motor disorders and stuttering are ____ disorders

A

fluency

61
Q

◦ damage to areas of brain controlling voluntary muscles making speech possible
◦ planning and coordinating(APRAXIA) or controlling speech sounds(DYSARTHIA)
‣ Not mutually exclusive, can have both
◦ reduce intelligibility, rate and productioln of speech

A

motor speech disorders

62
Q

‣ cant control the muscles precisely involved in breathing, larync,throat, tongue,jaw and lips
‣ depending on brain injury can affect perceptual/cog functions
‣ slow labored,slurred imprecise speech
‣ shallow breathing, hoarseness, reduced loudness
‣ muscle weakness contributes to lack of speech sounds

A

dysarthria

63
Q

____ is the disruption of motor planning and programming so speech is slow, effortful and inconsistent
‣ may recog errors and try to correct but corrections make it harder to understand what person wants to say
____ _____ = motor planning disorder emerging with dev of speech and lang skills, show big delay in ability to make speech sounds and organize to communicate
___ ___ = similar but happens due to a stroke or other brain damage after learning speech

A

apraxia, developmental, acquired

64
Q

t/f - children w communication disorders are NOT at risk for reading problems bc of understanding phonological structure of lang and comprehension

A

f - they are because of this

65
Q

primary role of teachers in language

A

facilitating language use socially + problem solving with it

66
Q

t/f - the speech language pathologists job isnt to evaluate the teachers language use for clarity, relevance or informativeness

A

f - it is

67
Q

an early intervention for delayed lang dev that involves using gestures or vocal noises to request objects
or actions from others, to protest, to request a social routine (e.g., reading), or to
greet someone.

A

prelinguistic communicatioin

68
Q

teaching functional language skills in the natural environment, an early intervention for delayed lang dev

A

milieu teaching

69
Q

tina is in high school and is ready to transition to the next step in life, should her teacher emphasize functional communication skills that are taught in natural environments (eye contact, greetings, staying on topic)

A

yes

70
Q

speech language interventions should include services that are part of the _____ environment (____based)

A

natural, community

71
Q
A

exceptional ch (7 decks)

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