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SFL 355 > Quiz 9 > Flashcards

Quiz 9 Flashcards

1
Q

Autism Spectrum Disorder-3 overlapping characteristics

A

1) social reciprocity
2) communication difficulties
3) behavioral rigidity

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2
Q

Social reciprocity

A

social give and take like in a convo. (reciprocating positive behavior ex: one person smiles and waves hello, other person waves and smiles back
-others: eye gaze, joint attention

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3
Q

Autism Communication difficulties

A

a) significantly delayed onset of spoken language or total absence
b) impaired patterns of initiating and responding in conversation
Echolalia: repetition of others speech
lack of imaginative or social imitative play appropriate to child’s development level
NOT As Likely to have articulatory diffuclties

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4
Q

Behavioral Rigidity

A

another symptom of autism is an extreme resistance to change of any kind. Autistic children tend to want to maintain established behavior patterns and a set environment. They develop rituals in play, oppose change (such as moving furniture), and may become preoccupied with one particular topic

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5
Q

Other characteristics that can be noted: ritualistic behavior:

A
  • may have a secondary diagnosis such as cognitive impairment, add, old or seizure disorder
  • may have an outstanding skill (splinter skill) such as great rote memory, amazing artistic or musical ability
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6
Q

Cause of autism

A

initially thought autism had its origins in a disturbance of the parent-child relationship (WRONG)
Genetic disorder
Brain differences-difficult to locate the neurological foundation that produce the specific social, linguistic, and cognitive symptoms that describe autism

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7
Q

Specific Social and Communicative Weaknesses in ASD

A

1) Joint attention: attending to a social partner, flexibility shifting eye gaze between people and environment, getting others attention to initiate interaction
2) symbol Use: difficulty learning verbal labels for concepts as well as use of gestures. Demonstrate lack of symbolic play
3) Theory of Mind: understanding intentions and mental states of others in their environment. people may be seen as a means for meeting a behavioral goal. (ex child uses adults arm as a tool to reach things beyond his or her own grasp rather than requesting help

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8
Q

SLI treatment Techniques

A

1) Modeling
ex: adult: “I am rolling the clay, I am pounding the clay. I am stretching the clay. What are you doing
child: I am smushing the clay
2) imitation/mand: telling them to say what you are saying
3) recasting-restating what they’re saying and correcting it a little
4) expansion-expanding on what they’re saying
5) focused stimulation
6) scaffolding

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9
Q

Language Delays in children with ASD

A

20 % never develop expressive language–those that do develop expressive language are characterized by “uneven” or “disordered” course of development
Strengths-sometimes they have a “good” ability to read

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10
Q

difficulties of lang delays with children with asd

A

1) poor us elf grammar-particularly grammar that pertains to social circumstances
2) poor use of _pragmatics____
3) inability to establish _joint attn and theory of mind____(perspective taking)
4) Echolalia

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11
Q

Echolalia

A

1) immediate
2) delayed
3) Exact
4) Mitigated

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12
Q

Why does echolalia occur?

A
  • exhibit comprehension difficulties
  • communicative strategy to participate in conversation
  • typically as language develops echolalia decreases in frequency
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13
Q

Echolalia treatment

A
  • intervention should begin EARLY
  • intervention should be intensive
  • parents and family members should be INTEGRALLY involved in any treatment approach
  • treatment must include & focus on SOCIAL aspects communication
  • instruction should be systematic but customized
  • emphasis should be placed on generalization
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14
Q

Specific language impairment

A

disorder of language only

  • lexicon
  • syntax
  • pragmatics
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15
Q

Speech Impairment

A

Disorders of speech production

  • cleft palate & cleft lip
  • articulation
  • fluency
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16
Q

Who is at risk for speech impairments?

A
  • children with hearing impairments
  • children with reduced oral stimulation
  • children with oral motor structural impairments
  • some children with syndromes
  • children with family history of speech impairments
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17
Q

Cleft palate and lip

A

a hole in this partition often produces nasal sounds. the majority of clefts appear to be due to a combination of genetics and environmental factors(meds taken by mom during pregnancy, exposure to viruses, chemicals(radiation)

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18
Q

stuttering

A

a normal disfluent chid occasionally repeats syllables or words once or twice I I like this. disfluencies may also include hesitancies and the use of fillers such as “uh” “er” “um”
Disfluencies occur most often between ages of ___years and they tend to come and go.

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19
Q

characteristics of stuttering

A 
part word repetitions
whole word repetitions
initial sound repetitions
prolongations
blocks of air flow or voiced
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20
Q

secondary characteristics of stuttering

A 
poor eye contact
facial tension
head nods
interjections of other sounds
feelings/attitudes about speech
21
Q

Things that affect stuttering

A

child, general environment, communication environment

22
Q

Stuttering: Child

A

genetics
overall development
temperament

23
Q

Stuttering: Communication environment

A
  • limited response time
  • interruptions
  • rate of speech
  • negative reactions to speech
24
Q

Stuttering: general environment

A
  • time pressure
  • inconsistencies
  • Parents do NOT cause stuttering
25
Q

interaction among factors that are affected by both genes and environment

A
  • motor skills producing rapid and precise speech
  • language skills for formulating sentences
  • temperament for reacting to disruptions in speech
26
Q

at risk factors (not causes)

A

positive family history of stuttering, has been dis fluent for more than 6 months, child is unaware of or concerned about influences, child is particularly sensitive to making mistakes, child has concomitant speech/language disorders

27
Q

strategies for stuttering

A
  • allow person to complete their thought WITHOUT interrupting or completing the sentence for them
  • maintain natural eye contact
  • give the person your full attention when they are speaking
  • use a slow and relaxed rate with your own speech. use pauses to slow your rate naturally
  • stay focused on the message
  • teach wait time
28
Q

children who stutter don’t want

A

to be interupted
told to slow down and take a breath
be told to spit it out

29
Q

Evaluation of suspected speech and language difficulties in children

A
  • fewer than 50 single words and no 2 word combinations by 24 months
  • failure to babble by 12 mos
  • lack of conventional gestures be 1 year age
  • no spoken words by 18 months of age
  • any signs of regression
30
Q

Hearing impairment

A

need to exposed to language to learn one. If certain conditions limit the exposure to language, language development may be severely hindered.

31
Q

when is the ear fully developed?

A

at birth

32
Q

Sections of the ear

A 
outer ear
middle ear
inner ear
acoustic nerve
Brians auditory processing center
33
Q

Why hearing loss

A

asphyxia, bacterial meningitis, congenital or perinatal infections, defects of head and neck, jaundice, family history, low birth weight

34
Q

types of hearing loss

A

conductive and Sensory hearing loss

35
Q

Conductive Hearing Loss

A

*

36
Q

Sensory hearing Loss

A

*

37
Q

Symptoms of hearing loss in children

A
  • not responding to a parent’s voice at normal speaking level
  • absent startle response to loud sounds (with some types of hearing loss, however, loud sounds are amplified, even painful and the child does startle
  • inability to localize the source (tell where a sound is coming from)
  • difficulty following instructions or requests, despite appearing to listen attentively
  • reduced or absent responses to environmental noises
  • consistently setting volume at an unusually high level
  • enjoyment of rhythmic clapping games while appearing uninterested in music
  • immature speech-language development
  • social withdrawal
  • fatigue, frustration, and acting out
38
Q

dangerous noise levels

A

sound levels at 110dB for more than 1 minute creates risk for permanent hearing loss

39
Q

classification of hearing loss

A 
15 db or less- normal hearing
16-25dB slight hearing loss
26-40 dB moderate hearing loss
41-55dB moderate hearing loss
56-70dB moderate to severe hearing loss
71-90dB severe hearing loss
91 + profound hearing loss
40
Q

hearing Device: cochlear implant

A

a surgically implanted electronic device that provides direct electrical stimulation to the auditory nerve

41
Q

hearing aid:

A

an electronic device that amplifies sound

42
Q

cochlear implant candidates

A

usually severe to profound loss in both ears, have had limited benefit form hearing aids, have no other medical problems that would make the surgery risky

43
Q

hearing loss phonological development

A

sounds affected-
high frequency sibilants, less visible phonemes, sounds at the ends of words, prosody-lacks fluid co-articulation patterns

44
Q

hearing loss language development

A

lexical-4th grade, grammatical development, reading and writing difficulties are attributed to their limited exposure to language

45
Q

educational approaches for hearing loss

A
  • oral/aural-instruction in lip reading, use of residual hearing
  • total communication-oral + sign
  • bilingual-programs modeled after ASL programs
46
Q

ASL

A

children who learn ASL as a first language show patterns of development that similar to those of children acquiring an oral language
ASL is learned as a first language by many deaf children, a natural and rule-governed language

47
Q

t/f echolalia seems to decrease in frequency as spontaneous language develops

A

true

48
Q

t/f children with an autism diagnosis are less likely to have an articulation problem?

A

true

49
Q

What percentage of children diagnosed with autism never develop more than a few words?

A

20%

SFL 355 (13 decks)

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