Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

COMPS > PEDI LANG > Flashcards

PEDI LANG Flashcards

1
Q

Ax purpose:

A

determine if child has a significant impairment in language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Can be determined with Ax:

A
  • norm ref test
  • severity
  • prognosis
  • naturalistic observation
  • therapy need/ time
  • goals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

content

A

semantics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

use

A

pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

form

A

syntax, morphology, phonology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

reliability

A

results are consistent when repeated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

validity

A

results represent what they can do

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

sensitivity

A

how well test identifies disordered as disordered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

specificity

A

how well test identifies normal as normal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

established risk factors:

A

certain that they will have a language problem (down syndrome, profound HL)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

biological risk factors:

A

at risk but may not have language problem (fam Hx, premature, low birth weight, otitis media)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

environmental risk factors:

A

factors that add additional risk (parental education, SES)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

MILD

A

some impact on performance; participates in age-appropriate activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

MODERATE

A

significant impairment; needs modifications to function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

SEVERE

A

extensive support required to function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

PROFOUND

A

few functional skills; max assist for basic activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

primary prevention

A

problem taken care of before born

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

secondary prevention

A

identify early to prevent effects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

tertiary prevention

A

prevent problem from getting worse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

1 SD

A

68%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

2 SD

A

95%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

3 SD

A

99%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

DISORDERED

A

-1.25 SD on 2 measures AND perceived as problem by family, teachers, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Tx purpose:

A

elimination, change disorder, teach compensatory strategies, change environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

facilitation

A

changes RATE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

maintenance

A

preserves BEHAVIOR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

induction

A

skill would not develop without THERAPY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

difficult to know whether Tx is actually:

A

facilitation or induction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

self talk

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

parallel talk

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

build up/ break down

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

recasts (extension, expansion)

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

think aloud

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

modify linguistic signal (rate, repetition, intonational highlighting)

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

avoid pre empting

A

non evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

communication temptation

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

sabotage

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

behavior chain interruption

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

wait time

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

cloze procedure

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

phonemic cue

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

choices

A

evocative strategy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

verbal cue hierarchy

A

general statement
general question
indirect model
mand
physical prompt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

best Tx outcomes

A

high frequent/low dose
OR
low frequency/ high dose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

child centered approach

A

ILS
whole language
pragmaticism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

hybrid approach

A

focused stimulation
vertical structuring
milieu teaching
script therapy

47
Q

prelinguistic stage age

A

birth to 18 mo

48
Q

0-3 mo milestones

A

-prelinguistic
-startle response & head turning to sounds
-eye tracking

49
Q

4-6 mo milestones

A

-prelinguistic
-vocal play & babbling
-responds to name

50
Q

7-9 mo milestones

A

-prelinguistic
-varying intonation patterns & sound combos
-comprehends ‘no’

51
Q

10-12 mo milestones

A

-prelinguistic
-relating symbol & object
-gestures/ vocalizes to indicate wants & needs

52
Q

homeostasis

A

turning in: < 28 weeks
coming out: 29-34 weeks
reciprocity: >35 weeks

53
Q

perlocutionary

A

1-8 mo
nonpurposeful
observe parent/ child interactions
JA (responding / initiating)

54
Q

illocutionary

A

9-18 mo
purposeful but not symbolic

55
Q

locutionary

A

during emerging
purposeful and symbolic

56
Q

LAW

A

IFSP
Part C of IDEA (birth - 2;11)
Part B (3-21)

57
Q

emerging stage

A

18-36 mo

58
Q

<18 mo play milestones

A

presymbolic
mouthing
banging objects
visual regard
manipulating parts
approximating unrelated objects
semi appropriate toy use (12 mo)
nesting
grouping (15 mo)

59
Q

18-24 mo play milestones

A

autosymbolic
pretend play directed to self

60
Q

24-36 mo play milestones

A

single to multiple symbolic play episodes
single scheme combos
multiple play episodes (24 mo)

61
Q

Ax of prelinguistic stage

A

birth to 18 mo
identifying currents strengths and needs to maintain homeostasis (criterion ref)

62
Q

Ax of emerging stage

A

18-36 mo
identify source of language impairment (delay, ID, syndrome, etc)
observe play, communicative intetnt, & gestures

63
Q

phonology

A

emerging
determine # of consonants in babble and level of syllable structure

64
Q

syntax/ morphology

A

emerging
if >50 words, refer to age appropriate Brown’s

65
Q

semantics

A

emerging
action + object
action + locative
entity + locative
possessor + possession
attribute + entity

66
Q

throw ball

A

action + object

67
Q

sit chair

A

action + locative

68
Q

doggy floor

A

entity + locative

69
Q

baby coat

A

possessor + possession

70
Q

funny daddy

A

attribute + entity

71
Q

developing stage

A

2-5 years

72
Q

2-3 yr milestones

A

uses word combos
develops inflections (ING), prepositions (in, on), plurals
develops simple, irregular past tense
rapid topic shifts

73
Q

3-5 yr milestones

A

can maintain conversation
uses irregular plural forms (feet)
uses future tense
uses comparatives (bigger)
speaks in mostly complete sentences

74
Q

advanced stage

A

12 yrs - adult

75
Q

advanced stage milestones

A

12 yrs - adult
should be meeting all grade level milestones mentioned in Ax
SI of >1.3

76
Q

MLU

A

of morphemes / # of utterances

77
Q

MLTU

A

of words / # of T-units

78
Q

SI

A

of clauses / T-unit

79
Q

Type Token Ratio

A

of different words in a sample / # of words in a sample

80
Q

derivational bound morpheme

A

change meaning and/ or grammatical class (vote/ voter)

81
Q

inflectional bound morpheme

A

do not change basic meaning
past, progressive, possessive
(apple, apples)

82
Q

Brown’s Morphemes: 27-30 mo

A

present progressive -ing
in, on
regular plurals (-s)

83
Q

Brown’s Morphemes: 31-34 mo

A

irregular past tense
‘s possessive
uncontractible copula

84
Q

Brown’s Morphemes: 35-40 mo

A

articles (a, the)
regular past (-ed)
3rd person singular, present (-s)

85
Q

Brown’s Morphemes: 41-48+ mo

A

3rd person singular irregular
uncontractible auxiliary
contractible copula/ auxiliary

86
Q

down syndrome

A

trisomy 21
hypotonia
round face
macroglossia

87
Q

fragile X

A

most common inherited from of ID
elongated face
long/ prominent ears
high palatal arch
large head
comorbid diagnoses of ASD, ADHD, seizures, & anxiety

88
Q

william’s syndrome

A

partial deletion of chromosome 7
cocktail speech
over friendliness
high anxiety

89
Q

prader-willi syndrome

A

spontaneous error on 15q11-q13
chronic hunger leading to obesity
pika
high prevalence of apraxia

90
Q

pierre robin syndrome

A

micrognathia
wide, U-shaped cleft palate
glossoptosis
upper airway obstruction

91
Q

fetal alcohol syndrome

A

thin upper lip
smooth philtrum
flat mid face
underdeveloped jaw

92
Q

Daddy’s: represents how many morphemes?

A

2

93
Q

red crayon

A

attribute + entity

94
Q

milieu teaching

A

applies operant techniques in naturalistic activities

95
Q

an SLP begins Tx w a 1 yo identified as highly at risk for developing later language disorders. this form on prevention is known as:

A

secondary prevention

96
Q

a child starts throwing materials on the floor. the FIRST thing the clinician should do is:

A

modify the activity

97
Q

bilingual children at the BICS stage:

A

use language for conversational purposes
have acquired basic nouns & verbs
have sufficient grammar for informal speaking situations

98
Q

the stories of children from European North American cultures are usually more _____ than those of children from traditional, high-context cultures

A

topic- oriented and time-ordered

99
Q

children with acquired brain injuries:

A

often have significant deficits in pragmatics and executive function

100
Q

the most reliable “red flag” for a preschooler at risk for language is the age at which he:

A

produces his first fifty words (at 2 years old)

101
Q

ADHD

A

is the most common comorbid condition in children with SLI

102
Q

the relationship between a bilingual child’s L1 and L2 is:

A

sometimes characterized by loss in L1 as the child learns L2

103
Q

a monolingual SLP who does not speak a preschool child’s home language should:

A

train parents, paraprofessionals, or an older child to use intervention strategies

104
Q

selective mutism

A

is defined as the refusal to talk lasting more than one month

105
Q

children with ASD:

A

have difficulty analyzing and organizing incoming sensory information

106
Q

example of a FUNCTIONAL treatment objective for language?

A

will use picture exchange to request snack in 80% of opportunities presented

107
Q

a confidence interval of 68% would:

A

include fewer scores than a confidence interval of 95%

108
Q

children with fetal alcohol spectrum disorder:

A

share pragmatic and executive function traits of children with ASD

109
Q

poverty affects children’s language because:

A

they may fail to understand and use the formal register

110
Q

when determining MLU, which of these should be included in your count?
A. one, two, three
B. yes
C. wanna play?
D. um, well, um

A

C. wanna play?

111
Q

an 8 year old who achieves an age equivalence score of 6 years:

A

might be developing language within normal limits (could still have a percentile range thats indicative of normal limits)

112
Q

derivational morpheme

A

change meaning and/or grammatical class

113
Q

inflectional morpheme

A

do not change basic meaning (ing, ed, s)

COMPS (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions