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COMPS group flashcards > Preschool Sources > Flashcards

Preschool Sources Flashcards

1
Q

Vance 2008

A

limited capacity system = poor performance on tasks that require WM/pSTM
-Nonword Repetition = deficits in pSTM

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2
Q

McArthur et al 200

A

auditory processing deficits are more common in children with DLD, but children with APD don’t necessarily have lang difficulties

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3
Q

Ullman & Pierpont 2005

A

children with DLD have deficits in procedural memory (rule based learning-grammar)
-as opposed to declarative memory (vocab)

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4
Q

Slobin 1973

A

when choosing targets for intervention, be careful that child’s only doing 1 new thing at a time

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5
Q

Bernhardt et al 2007

A
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6
Q

McGregor

A

parents should use gestures to increase word learning

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7
Q

Oller et al

A

failure to produce canonical babbling syllables by 10 mo predicts delayed acq of words/word combos at age 2

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8
Q

Warren & Yoder

A

Prelinguistic Milieu Teaching

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9
Q

Wetherby & Prezant

A

Communication Temptations

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10
Q

Gerber

A

Developmental Social Pragmatic Model

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11
Q

Olswang and Bain

A

Script Therapy

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12
Q

Kirchner

A

Book Reading

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13
Q

Calmilli et al 2010

A

EI is effective

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14
Q

Rescorla 2002

A

Late talkers may perform within normal lang/literacy skills around 5/6 but may show deficits in literacy later

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15
Q

Robertson & Weismer 1999

A

EI reduces parental stress

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16
Q

Bates et al 1980

A
  • high corrleation b/w single word pd and demonstrating functional play
  • combo word level highly correlated with producing sequences of gestures in play
17
Q

Brady et al 2004

A

prelinguistic kids w/ devel dis. who use symbolic play are more likely to increase rate of comm w/ tx than kids who do not

18
Q

Stoel-Gammon 1991

A

there is a great deal of variability in lexicon size in young children, but variability decreases dramatically by age 3

19
Q

Junker and Stockman 2002

A

Indirect Language Stimulation

20
Q

Fey 2000

A

sentence recasts are particularly effective form of ILS

21
Q

Culatta 1994

A

play is especially approp context for lang learning bc it’s highly motivating, provides integration of content/form/function

22
Q

Cleave and Fey

A

Focused Stimulation

23
Q

Shriberg & Kwiatkowski 1982

A

drill/drill play for CD

24
Q

Hancock and kaiser

A

Milieu teaching

24
Q

Fey 1986

A

modeling for CD

25
Q

CELF P

basic concepts

A

Understanding and use of words that express meaning such as attributes locations and Temporel relationships
Receptive language Test

26
Q

CELF P

word structure

A

Utilize modeled morphology and grammar at the word level including use of pronouns present progressive ING and appropriate verb tenses

27
Q

Kamarata and Nelson

A

Kids with LI require more exposures before acquiring Lang form/concepts than TD

GOES WELL WITH FOCUSED STIM

28
Q

1-2 y

A
  • MLU 2.5, 2 w combo, no not gone, what, where
  • 25-50% int by 2
  • isolated sing sch, auto, self related sch
  • s combo, exp by oth, act on doll
  • elab ss, fill/dump, rev roles
29
Q

2-2.5

A
  • MLU 2-2.5, -ing in on pl -s, don’t, can’t, semi aux, resp to wh q, y/n inton, narrative heaps
  • reduplication-2.5
  • less common exp themes, ill play x you y, talk to doll
30
Q

2.5-3

A
  • MLU 2.5-3, simp sent, narr seq (no plot) incons “be”, overgen past tense, aux v, won’t, but so if
  • FCD, assimilation
  • 50-75% int by 2-3
  • compens play, associative p, evolv episode seq NOT PLANNED, transform self into role
31
Q

3-3.5

A
  • MLU 3-3.75, beg of embed, inf/prep phr, irreg past, poss -s, articles, narr temp conc, wh claus, aux in neg (isn’t doesn’t), when and how?
  • fronting 3.5
  • (ava) replicas, 1 reps another, negotiates play, build blocks as fences, dolls partic (gives DIALOGUE)
32
Q

3.5-4

A
  • MLU 3,75-4.5, past t, aux past t, 3rd pers sing s, “be” verbs, RC
  • play is now PLANNED, blocks 3D objects, improv variation on theme, hypothesizes, multiple roles, dolls can act or scene
  • deaffrication, weak syllable deletion
33
Q

4-5

5+

A
  • MLU 4.5+, basic sentences, because, 5+= embed and conjoined in same sent, indirect objects, if because, double aux, RC
  • 75-90% int 4-5; 90-100% 5+
  • highly imagin, collab, several scripts simultaneously, several seq of events
  • depalatalization, stopp, cluster red
  • gliding =5+
34
Q

McCune before 18 mo

A

Recognatory gestures
Picking up a brush and putting it to hair but not combing or brushing because that’s symbolic (last thing before symbolic)

Object permanence
Hands toy to an adult for help
Joint attention bw 8-12

35
Q

Fey

A

Zpd

COMPS group flashcards (6 decks)

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