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1046 > Prelinguistic > Flashcards

Prelinguistic Flashcards

1
Q

Stage where the child is not yet talking and uses a lot of prelinguistic communication which includes gestures and nonverbal meanings

A

Prelinguistic Stage

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2
Q

uses a lot of prelinguistic communication which includes gestures and nonverbal meanings

A

Prelinguistic Stage

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3
Q

If the child is still not verbal, we look into ____

A

skills that will facilitate the acquisition of spoken language

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4
Q

What skills do we see during prelinguistic stage?

A
  1. Vocalizations
  2. Pragmatic Skills
  3. Ability to use different toys (represent the
    knowledge of the things around them)
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5
Q

How do we assess?

A

Vocal assessment
Parent-child communication
Gestural assessment
Precursory language skills
Presymbolic play skills

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6
Q

T or F: the assessments we do in prelinguistic stage are standardized tests

A

F. These are criterion referenced assessment, because we have a criteria and we observe and rate their performance based on the pre-identified criteria

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7
Q

States normal noncry vocal development in infancy (1-12 months)

A

Developmental vocal assessment form (proctor, 1989)

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8
Q

What do we get in vocal assessment?

A

Representative sample of 70 “comfort state” vocalizations

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9
Q

When do we assess the child for vocal assessment?

A

An alert contented state, during familiar caretaking routines

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10
Q

How long do we get the sample?

A

20 minutes, discontinue if fussy

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11
Q

When can we say the vocal development is “emerging”

A

at least 1 appropriate type of vocalization

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12
Q

We look for the ability of

A

canonical babbling

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13
Q

We asses it informally

A

Parent-Child Communication

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14
Q

What do we look for in parent-child communication?

A

Reciprocity and mutuality, Encouragement of joint attention and scaffolding the baby’s participation

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15
Q

What do we look for in gestural assessment

A

Ability of intentionality, communication intent

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16
Q

T OR F Ability to signal one’s intention is highly predictive of the development of higher level communication in children with disabilitie

A

True

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17
Q

If a child uses gestures that tells us that the child has

A

Language intent

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18
Q

Types of gestures

A

Deictic and Representational

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19
Q

child is able to touch (giving a toy, pushing away an
adult’s hand) 7-9 months

A

Contact Gestures (Deictic)

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20
Q

(pointing and reaching) 10-12 months*

A

Distal (Deictic Gestures)

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21
Q

Show reference = semantic content

A

Representational Gestures

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22
Q

What are the purposes of gestures

A

● Behavior regulation (protest,
request objects)
● Social Interaction (seek attention,
representational gestures)
● Joint Attention (comment)

23
Q

to assess gestures we…

A

play with the child and see when the child is able to use different gestures

24
Q

What are the precursory skills under use?

A

Gazing interpersonally, joint attention, turn taking, making reference, regulating

25
Q

child has eye contact, wants to communicate with you

A

Gazing interpersonally

26
Q

when I point at something you look at it (SLP then object)

A

Focusing Joint Attention

27
Q

routine activities (peek a boo, playing toys)

A

Turn taking

28
Q

opposite of joint attention, the child initiates the activity. Child is the one who points

A

Making reference

29
Q

Regulating the behavior of others (requests, gesture to request help)

A

Regulating

30
Q

Precursory skills of content

A

Object search, disappearance, action on an object, object to object relations

31
Q

look for object (existence)

A

Object search

32
Q

if child puts, hides, put toys behind their back (disappearance/non existence)

A

Disappearance

33
Q

uses object/toy appropriately (action)

A

Action on an object

34
Q

bus then a kid puts little people inside. (attributes, quantity, temporal, spatial, locative)

A

Object to object relations

35
Q

Precursory Skills of form

A

Imitation and Approximating the forms of adult

36
Q

ability to know that an object exists even when it is not present is first before communication intention

A

Object permanence

37
Q

major cognitive development during the preoperational period

A

Representational Thought

38
Q

Developmental Framework of Play (Casby, 2003)

A
  1. Sensorimotor
  2. Relational
    3, Functional
    4, Symbolic
39
Q

States that:

● Play develops along an ordinal level (step by step) process
● What works and what doesn’t work

A

Developmental Framework of Play

40
Q

exploratory, physical manipulation and expression of the object.

A

Sensorimotor

41
Q

nonfunctional, infants and toddlers begin to relate objects one to another in a nonfunctional or unconventional manner

A

Relational

42
Q

conventional, using objects in play in manners consistent with these objects’ social-conventional typical uses

A

Functional

43
Q

must possess aspects of contextualization, decentration, and symbolization.

A

Symbolic

44
Q

is the dissociation of actions from typical settings and contexts

A

Decontextualization

45
Q

is a child’s moving of actions away from his or her self

A

Decentration

46
Q

involves the active, purposeful use of symbols

A

Symbolization

47
Q

Pretends using life-like props, Familiar, everyday activities , Short isolated schemas (single pretend actions), and Self as agent

A

SL 1

48
Q

Pretend using life-like props, Activities of familiar others , Activities of familiar others (1 activity but 2 steps), Imitates the action they receive

A

SL 2

49
Q

Pretends using life-like props, Activities of familiar others, Elaborated single schema (daily activities but with many steps), Reserve roles (she will be mommy and I will be baby)

A

SL 3

50
Q

Pretends using life-like props, Represents less frequently personally experienced events (grocery, doctor), Elaborated single schema (daily activities), Reverse dyadic/complementary role

A

SL4

51
Q

Pretends using like-like props, Compensatory play (re-enacts the exp events but modifies og outcome), Evolving episodic sequences, Transforms self into role and Associative play

A

SL5

52
Q

Uses objects to represent another, Represent observed events, Child assigns roles to others

A

SL6

53
Q

Use language to invent props and set scene, Improvisations and variations on themes, Schemas/scripts are planned and hypothesizes (what if), uses dolls and puppets to act out schemas

A

SL7

54
Q

Uses language 3D with blocks, highly imaginative activities, plans several sequences of pretend events, Collaborative play

A

SL8

1046 (11 decks)

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