Morphology

Question 1

Vocabulary Learning

Answer 1

• tense and agreement provide key clues to word meaning that enhance word learning

Question 2

Math Word Problems

Answer 2

• when tense and agreement don’t align with your dialect, you have trouble solving math word problems (whether you are TD or DLD)

Question 3

Reading Comprehension

Answer 3

• when tense and agreement are not available cues, resolving ambiguity is hard

Question 4

Tense and Agreement

Answer 4

• likely initially learned as memoized forms
• recognition into stem+morpheme
• accuracy is affected by phonology and frequency
• irregulars are learned as phonological families (sing, ring, cling)

Question 5

Goal Writing: Benchmarking to the community

Answer 5

• focus on changing rates and contexts to align with the community of speakers the child belongs to
• consider how instruction promotes or inhibits language learning in all the child’s languages
• consider how reading and writing intersects with spoken language

Question 6

Goal Strategy 1: Plan for Early Success

Answer 6

• expect to teach each morpheme
• focus on memorized/rote forms to promote rapid increases in accuracy
• imitated statements w/ carrier phrases support early production
• high frequency verbs + phonologically simple forms promote accurate elicitation

Question 7

Goal Strategy 2: Plan for Generalization

Answer 7

• limited spontaneous generalization across morphemes
• ensure both uncontracted and contracted forms are learned
• preliminary evidence that if you teach in questions, will generalize to statments
• start with low frequency/phonologically complex forms
• focus on contrasts

Question 8

How much therapy is required to cause change?

Answer 8

• specify active ingredient: what causes change
• specify dose form: how will you deliver the active ingredient
• specify intervention intensity: what amount of the active ingredient is useful, how often, etc.

Question 9

Focused stimulation/recasts

Answer 9

• adult restates the child’s utterance, while maintaining its meaning and core argument structure
• platform utterances can be imitative, elicited, or spontatneous
• not child response is required
• occurs in conversation
• useful for all language targets
• one target at a time
• variety
• be grammatical
• anyone can do with with proper training

Question 10

Focused Stimulation/Recasts Effectiveness

Answer 10

• meta analyses show it is highly effective
• general stimulation does not seem to be very effective
• focused stimulation (recasting for a single target) is better
• most commonly used for early devleoping morphology
• early evidence showed that recasting was better than imitation and other more explicit approaches for learning

Question 11

Enhanced Recast Therapy

Answer 11

• ensure attention
• have a sweet spot of rate of recasts
• mastery of precursor skills can make it more effective

Question 12

Larry Shriberg ABCs of Behvior Change

Answer 12

A: Antecedent
B:Behavior
C: Consequence

Question 13

Antecedent

Answer 13

what happens before the child does what you want them to do

Question 14

Behavior

Answer 14

what is the target behavior

Question 15

Consequence

Answer 15

what happens after the behavior is attmepted

Question 16

Using Recast Therapy in School

Answer 16

• most common context is play-based and conversation
• can learn language and science simultaneously
• have to talk about something

Question 17

Auditory Bombardment

Answer 17

• most familiar from phonological tx
• attentive listening to concentrated correct models of the target structure, with the goal of strengthening the representations
• varied examples about 24 exposures about 2-5min
• can be done by anyone, used as an adjuvant
• minimal evidence that bombardment last is better

Question 18

Observational Modeling

Answer 18

• act out a situation described by the target morpheme+ describe the situation incorrectly then actively self-correct OR
• act out two situations + describe one with the target and one with a contrastive sentence+ provide minimal pair contrasts of two sentences
• links meaning and form and provides a contrast to highlight the target similarly requires no repsonse from the child

Question 19

Syntax stories

Answer 19

• stories that repeatedly use the target structure
• similar to auditory bombardment but exposure is in a more natural context
• pick the target then pick the book

Question 21

Toy Talk:

Answer 21

• hooks can make it easier for the caregiver/teacher to support your language goals
• Goal: build on natural regularities in the language and enhance the input while reducing met- cognitive load for the provider
• not another name for recasting