PEDI LANG Flashcards
Ax purpose:
determine if child has a significant impairment in language
Can be determined with Ax:
- norm ref test
- severity
- prognosis
- naturalistic observation
- therapy need/ time
- goals
content
semantics
use
pragmatics
form
syntax, morphology, phonology
reliability
results are consistent when repeated
validity
results represent what they can do
sensitivity
how well test identifies disordered as disordered
specificity
how well test identifies normal as normal
established risk factors:
certain that they will have a language problem (down syndrome, profound HL)
biological risk factors:
at risk but may not have language problem (fam Hx, premature, low birth weight, otitis media)
environmental risk factors:
factors that add additional risk (parental education, SES)
MILD
some impact on performance; participates in age-appropriate activities
MODERATE
significant impairment; needs modifications to function
SEVERE
extensive support required to function
PROFOUND
few functional skills; max assist for basic activity
primary prevention
problem taken care of before born
secondary prevention
identify early to prevent effects
tertiary prevention
prevent problem from getting worse
1 SD
68%
2 SD
95%
3 SD
99%
DISORDERED
-1.25 SD on 2 measures AND perceived as problem by family, teachers, etc
Tx purpose:
elimination, change disorder, teach compensatory strategies, change environment
facilitation
changes RATE
maintenance
preserves BEHAVIOR
induction
skill would not develop without THERAPY
difficult to know whether Tx is actually:
facilitation or induction
self talk
non evocative strategy
parallel talk
non evocative strategy
build up/ break down
non evocative strategy
recasts (extension, expansion)
non evocative strategy
think aloud
non evocative strategy
modify linguistic signal (rate, repetition, intonational highlighting)
non evocative strategy
avoid pre empting
non evocative strategy
communication temptation
evocative strategy
sabotage
evocative strategy
behavior chain interruption
evocative strategy
wait time
evocative strategy
cloze procedure
evocative strategy
phonemic cue
evocative strategy
choices
evocative strategy
verbal cue hierarchy
general statement
general question
indirect model
mand
physical prompt
best Tx outcomes
high frequent/low dose
OR
low frequency/ high dose
child centered approach
ILS
whole language
pragmaticism
hybrid approach
focused stimulation
vertical structuring
milieu teaching
script therapy
prelinguistic stage age
birth to 18 mo
0-3 mo milestones
-prelinguistic
-startle response & head turning to sounds
-eye tracking
4-6 mo milestones
-prelinguistic
-vocal play & babbling
-responds to name
7-9 mo milestones
-prelinguistic
-varying intonation patterns & sound combos
-comprehends ‘no’
10-12 mo milestones
-prelinguistic
-relating symbol & object
-gestures/ vocalizes to indicate wants & needs
homeostasis
turning in: < 28 weeks
coming out: 29-34 weeks
reciprocity: >35 weeks
perlocutionary
1-8 mo
nonpurposeful
observe parent/ child interactions
JA (responding / initiating)
illocutionary
9-18 mo
purposeful but not symbolic
locutionary
during emerging
purposeful and symbolic
LAW
IFSP
Part C of IDEA (birth - 2;11)
Part B (3-21)
emerging stage
18-36 mo
<18 mo play milestones
presymbolic
mouthing
banging objects
visual regard
manipulating parts
approximating unrelated objects
semi appropriate toy use (12 mo)
nesting
grouping (15 mo)
18-24 mo play milestones
autosymbolic
pretend play directed to self
24-36 mo play milestones
single to multiple symbolic play episodes
single scheme combos
multiple play episodes (24 mo)
Ax of prelinguistic stage
birth to 18 mo
identifying currents strengths and needs to maintain homeostasis (criterion ref)
Ax of emerging stage
18-36 mo
identify source of language impairment (delay, ID, syndrome, etc)
observe play, communicative intetnt, & gestures
phonology
emerging
determine # of consonants in babble and level of syllable structure
syntax/ morphology
emerging
if >50 words, refer to age appropriate Brown’s
semantics
emerging
action + object
action + locative
entity + locative
possessor + possession
attribute + entity
throw ball
action + object
sit chair
action + locative
doggy floor
entity + locative
baby coat
possessor + possession
funny daddy
attribute + entity
developing stage
2-5 years
2-3 yr milestones
uses word combos
develops inflections (ING), prepositions (in, on), plurals
develops simple, irregular past tense
rapid topic shifts
3-5 yr milestones
can maintain conversation
uses irregular plural forms (feet)
uses future tense
uses comparatives (bigger)
speaks in mostly complete sentences
advanced stage
12 yrs - adult
advanced stage milestones
12 yrs - adult
should be meeting all grade level milestones mentioned in Ax
SI of >1.3
MLU
of morphemes / # of utterances
MLTU
of words / # of T-units
SI
of clauses / T-unit
Type Token Ratio
of different words in a sample / # of words in a sample
derivational bound morpheme
change meaning and/ or grammatical class (vote/ voter)
inflectional bound morpheme
do not change basic meaning
past, progressive, possessive
(apple, apples)
Brown’s Morphemes: 27-30 mo
present progressive -ing
in, on
regular plurals (-s)
Brown’s Morphemes: 31-34 mo
irregular past tense
‘s possessive
uncontractible copula
Brown’s Morphemes: 35-40 mo
articles (a, the)
regular past (-ed)
3rd person singular, present (-s)
Brown’s Morphemes: 41-48+ mo
3rd person singular irregular
uncontractible auxiliary
contractible copula/ auxiliary
down syndrome
trisomy 21
hypotonia
round face
macroglossia
fragile X
most common inherited from of ID
elongated face
long/ prominent ears
high palatal arch
large head
comorbid diagnoses of ASD, ADHD, seizures, & anxiety
william’s syndrome
partial deletion of chromosome 7
cocktail speech
over friendliness
high anxiety
prader-willi syndrome
spontaneous error on 15q11-q13
chronic hunger leading to obesity
pika
high prevalence of apraxia
pierre robin syndrome
micrognathia
wide, U-shaped cleft palate
glossoptosis
upper airway obstruction
fetal alcohol syndrome
thin upper lip
smooth philtrum
flat mid face
underdeveloped jaw
Daddy’s: represents how many morphemes?
2
red crayon
attribute + entity
milieu teaching
applies operant techniques in naturalistic activities
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:
secondary prevention
a child starts throwing materials on the floor. the FIRST thing the clinician should do is:
modify the activity
bilingual children at the BICS stage:
use language for conversational purposes
have acquired basic nouns & verbs
have sufficient grammar for informal speaking situations
the stories of children from European North American cultures are usually more _____ than those of children from traditional, high-context cultures
topic- oriented and time-ordered
children with acquired brain injuries:
often have significant deficits in pragmatics and executive function
the most reliable “red flag” for a preschooler at risk for language is the age at which he:
produces his first fifty words (at 2 years old)
ADHD
is the most common comorbid condition in children with SLI
the relationship between a bilingual child’s L1 and L2 is:
sometimes characterized by loss in L1 as the child learns L2
a monolingual SLP who does not speak a preschool child’s home language should:
train parents, paraprofessionals, or an older child to use intervention strategies
selective mutism
is defined as the refusal to talk lasting more than one month
children with ASD:
have difficulty analyzing and organizing incoming sensory information
example of a FUNCTIONAL treatment objective for language?
will use picture exchange to request snack in 80% of opportunities presented
a confidence interval of 68% would:
include fewer scores than a confidence interval of 95%
children with fetal alcohol spectrum disorder:
share pragmatic and executive function traits of children with ASD
poverty affects children’s language because:
they may fail to understand and use the formal register
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
C. wanna play?
an 8 year old who achieves an age equivalence score of 6 years:
might be developing language within normal limits (could still have a percentile range thats indicative of normal limits)
derivational morpheme
change meaning and/or grammatical class
inflectional morpheme
do not change basic meaning (ing, ed, s)
