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Early Intervention > Reading Reflections > Flashcards

Reading Reflections Flashcards

1
Q

What is tense marker total

A

-Assesses diversity/breadth of tense/agreement morphemes
-Count use of each morpheme type once
-Max score is 15

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2
Q

What is productivity score

A

-Assesses productivity of tense/agreement categories
-1 point for each different use of each morpheme category
-5 is the max for each category (5 different categories)
-Max score is 25

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3
Q

Which T/A assessment counts the number of different morphemes used at least once

A

Tense marker total

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4
Q

Which T/A assessment allots points for multiple uses of same morpheme with different subjects, a combination of different morphemes from the category

A

Productivity score

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5
Q

FVMC identifies children who are?

A

At risk for a language impairment

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6
Q

TMT identifies T/A morphemes that?

A

Are not yet used by the child

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7
Q

PS identifies T/A morphemes that

A

The child is using from the T/A categieies

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8
Q

What is finite verb morphology composite

A

-Accuracy
-The total number of appropriate productions of morphemes
-Identifies a quotient

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9
Q

What are the 5 major types of morephemes assessed?

A

-Copula BE: is, are, am, was, were
-Auxiliary BE: is, are, am, was, were
-Auxiliary DO: do, did, does
-Past tense -ed
-Third person singular -s

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10
Q

The most appropriate cut off score to identify language impairment of children age 4 to 5 years for the SPELT-P2 is?

A

87

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11
Q

What is sensitivity

A

The test is sensitive enough to accurately identify those with an impairment

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12
Q

What is specificity

A

The test is specific enough to accurately identify those without an impairment

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13
Q

Describe characteristics of individuals who may benefit from the SAL AAC intervention approach.

A

-No symbolic, cognitive, or communicative prerequisites for them to participate.
-Toddlers with significant developmental delays and fewer than 10 spoken words
-Children and adults with congenital disabilities who are at the beginning stages of language and communication development, regardless of chronological age.
- a range of communication profiles from unintelligible speech to no, developing, or developed speech
-Medical etiologies: DS, ASD, deaf blindness, Fragile X syndrome, cerebral palsy, and seizure disorder.

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14
Q

What are the functions AAC can serve in language and communication development?

A

AAC provides an output mode by which individuals can convey information, augment existing speech and vocalizations, provide an input mode and an output mode for communication for individuals with limited speech comprehension skills, and serve as a language teaching tool. It can also replace or mitigate an individual’s socially unacceptable behaviors with more conventional means of communication (e.g., screaming or hitting)

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15
Q

Describe the role of the communication partner in SAL. In what settings and contexts should communicative exchanges take place? Why?

A

-The role of the communication partners in SAL includes acting as the speaker and listener during communication exchange. Communicative partners are encouraged to use augmented input, which consists of the AAC symbols supplementing spoken language. The AAC device produces speech output corresponding with the symbol that is activated, while the partner simultaneously produces spoken language. The communication partner in SAL’s role serves as a model for utilization of SAL and reinforces the effectiveness of its usage by providing a meaningful real-life experience serving various functions.
-This communication exchange should take place in natural communication settings in which the child experiences daily. This includes implementing AAC device usage into daily routines and daily activities the child engages in natural environments for the child. The reason for implementation into natural environments is to highlight use of language during daily situations (making it functional), generalize communication routines to other contexts, and promote more spontaneous/natural communication exchanges.

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16
Q

Considering the five components, how might SAL AAC intervention be different for linguistically and culturally diverse children and families?

A

Speech-generating devices; Symbols and the lexicon; Teaching through natural communication exchanges; Communication partner’s use of the device; Monitoring ongoing use

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17
Q

Five basic assumptions about children, partners, and learning to communicate are foundational to EMT

A

(1) all children are communicators;
(2) communication requires partners who respond to each other’s communication attempts;
(3) adult partners teach new forms of communication by modeling them in context;
(4) communication models by adults are most effective when they match the child’s focus and communicative intention;
(5) prompting is effective as a teaching tool when the response is functional for the child (that is, the production of the response allows the child to communicate a need or want that is then fulfilled by the adult).

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18
Q

Describe how EMT strategy “Balance turn-taking” can be adapted for an AAC user

A

During interaction with child, the child exhibits verbal or nonverbal communication, in which the adult responds to using the same mode of communication (verbal and/or use of the AAC system). After the adult responds to the child, the adult pauses allowing the child time to initiate a communication turn again. If the child doesn’t engage in communication, the adult can take a couple more conversational turns to prompt the child to initiate communication. The adults’ responses should model spoken language while using the AAC system to model usage of both modes for the child, priming them to imitate.

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19
Q

What are the 4 EMT strategies?
Define each

A
  1. Incidental approach: manipulate environment to promote vocalizations
  2. Modeling: model language reflecting child’s interest
  3. Mand-model (A-B-C progression): provide two mands (question, choice, or mand) then model the mand
  4. Time-delay: establish routine then provide nonverbal prompt (waiting) before providing next step/desired object or action
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20
Q

Give an example of a mand-model strategy in use during interaction between a child and clinician

A

-Clinician: “Tell me what you want”
-Child: no verbal response
-Clinician: “Do you want car or monkey?”
-Child: no verbal response
-Clinician: you can say “I want car”
-Child: I want car
-Clinician: “good job, here is the car!”

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21
Q

EMT is appropriate for children who?

A

Have at least 10 words
Who can verbally imitate
Have an MLU between 1.0 to 3.5

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22
Q

5 frameworks of implementing EMT?

A
  1. ABC sequence
  2. Target selection (focus on vocabulary development and early semantic combinations)
  3. Meaningful communication interactions in contexts of the child’s attentional focus
  4. Ensure interaction balance (turn taking)
  5. Parents are the agents of implementation
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23
Q

Who are the ideal primary implementers of EMT and why?

A

Parents
They can implement strategies in natural everyday settings

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24
Q

6 main strategies to promote child communication used in EMT?

A
  1. Environmental arrangement/Incidental approach
  2. Responsive interaction
  3. Target-level language
  4. Expansions
  5. Time delays
  6. Milieu prompting (model, mand-model, time-delay, incidental teaching)
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25
Q

4 communication goals of EMT

A
  1. increase frequency of communication
  2. diverse utterances
  3. increase speech complexity
  4. independent and generalized use across contexts
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26
Q

Feedback provided during EMT should be?

A

Models
Meaningful recasts
Linguistic expansions

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27
Q

What are EMT expansions?

A

Building on child’s verbalizations adding grammar and relevant related information

28
Q

During EMT what is responsive interaction considered?

A

-Follow child’s lead
-Respond to child’s verbal and nonverbalizations
-Provide semantic feedback and expansions
-Model target language

29
Q

What is a mand-model?

A

(A-B-C progression): provide two mands (question, choice, or mand) then model the mand

30
Q

List 5 signs of stress that infants display early in life?

A

Yawning, spitting up, sneezing, crying, coughing, and changing color

31
Q

How can adults sometimes inadvertently cause infant stress?

A

Adults can contribute to inappropriate body temperature by touching the infant with cold hands, instead of warming them up before touching them. Because infants can’t regulate their body temperature through shivering, they use a lot of energy reestablishing the appropriate body temperature after lost.

32
Q

NICU is a team-based approach, but who will be in charge?
Conducting developmental assessments?
Planning discharge?

A

-Person in charge depends on the infant and their individualized plan
-SLPs can conduct developmental assessments
-Nurse or social worker are in charge of discharge planning. But coordination of discharge is commonly done by a multidisciplimary team

33
Q

Note at least one consideration to keep in mind when interacting with families who have a baby in the NICU

A

One should keep in mind the grief the families are feeling when interacting with families who have a baby in the NICU. They didn’t anticipate having an unhealthy baby, so they often grieve the life their baby could have been had they had no complications. Each family handles this grief differently, so one must be patient, caring, and understanding to what they are enduring.

34
Q

Define Deictic gestures

A

speaker directs the listeners attention to the referent; considered context-dependent because the meaning is inferred based on information available to the speaker and listener

35
Q

Define iconic gestures

A

not context dependent; gesture physically resembles the meaning (hands close together or far apart to represent size)

36
Q

Define conventional gestures

A

movement of body parts that are learned as a shared symbolic system (shaking head for no)

37
Q

Define imperative gestures (proto-imperative)

A

-goal is to get something from the listener
-Category of deictic gesture where the speaker directs the listeners attention towards a desired object
-associated with whole-hand pointing

38
Q

Define declarative gestures (proto-declarative)

A

-goal is to engage in shared experiences with the listener
-Category of deictic gesture where the infant directs the adult’s attention to something interesting or a need
-associated with index-finger pointing

39
Q

Which type of gesture is more assocoiated with spoken language skills?

A

The Declarative (type of diectic) gestures

40
Q

In general, do autistic toddlers/children produce the same quantity (frequency) of gestures relative to non-autistic toddlers/children?

A

Autistic children produce less gestures than typically developing children
ASD children tent to produce more instrumental gestures than typically developing

41
Q

What type of gesture would hand over hand be considered?

A

Instrumental

42
Q

Children with ASD displayed a ____ rate of pointing than typically developing children and Down Syndrome children?

A

Lower

43
Q

Which T/A assessment tells you the morpheme use/development in younger children?

A

TMT and PS

44
Q

____ tells you the childs ability to use an increasing number of unique surface forms
___ tells you the childs ability to use T/A morphemes in increasingly unique syntactic contexts
___ tells you the childs performance across multiple morphemes

A

1st:TMT
2nd: PS
3rd: FVMC

45
Q

Describe dynamic assessments

A

Dynamic assessments evaluate children based on their learning ability, how much they can learn, versus how much they know. This helps to reduce bias when assessing bilinguals

46
Q

According to the findings presented by Kapantzoglou et al. (2012), how can dynamic assessment help you identify whether a child who is an English Language Learner (ELL) has a language impairment?

A

Those with a language impairment have trouble with word learning skills. Evaluating the child’s word learning skills can help you identify an ELL child with a language impairment

47
Q

What is the Stereotype Replacement strategy

A

STR: you identify when the behavior or thoughts, in a nonjudgmental way reflect bringing awareness as to when/why/how without panicking, then reject it by replacing the behavior or thought with an alternative.

48
Q

Define print knowledge and state the skills that are associated with it.

A

Print knowledge- understanding the organization of print and its function in various texts before formal reading is learned.
Skills associated: print concept knowledge, alphabet knowledge, emergent writing

49
Q

List the strategies that are used in print referencing.

A

Asking questions about print
Commenting about print
Tracing/following along with print

50
Q
  1. To what extend does preschool teachers’ use of print referencing increase the print knowledge of at-risk children over and beyond that which occurs with teachers’ typical reading style?
A

the implementation of print referencing to increase print knowledge skills (was marginal) within at risk children is statistically significant, specifically in the following skills: print concept knowledge, alphabet knowledge, and name-writing ability

style increases the child’s attention to the print, which allows for higher levels of awareness and understanding of print.

51
Q

what do emergent literacy skills tend to be like in children who are Deaf or hard of hearing

A

Those with hearing impairments have deficits in phonological awareness, oral language skills, and print knowledge skill of conceptual print knowledge.

52
Q

How can the typical print referencing intervention modified for children with hearing loss

A

-Increased repetition
-highest dosage in emergent literacy interventions
-nonverbal print referencing (visual support)

53
Q

State what the following dialogic book reading acronyms stand for: PEER and CROWD and provide a brief explanation

A

PEER- Prompting, Evaluating, Expanding, Repeating
Clinician prompts the child, then expands on the child’s utterance, then re-prompts the child to ensure the child learned from the expansion.

CROWD- Completion, Re-call, Open-ended, Wh-question, Distancing
Types of prompts used during PEER sequence- sentence completion prompts, recalling previous book event prompts, open ended prompts relating the information to something the child has done or experiences, wh-question prompts, and distancing prompts that link real life events to similar book concepts

54
Q

Can adult interventionists be effectively trained to follow the dialogic reading protocol using a training video?

A

Yes

55
Q

What are intervention strategies used in dialogic book reading?

A

-PEER sequence
-CROWD prompts
-Anticipatory sets- activate prior knowledge to talk about/predict book events
-First then boards
-Free operant procedure- identify which toys are attractive to children which will be used as natural reinforcers
-Proximity- placement in front of child

56
Q

What clinical features do infants show when they have neonatal abstinence syndrome (NAS)?

A

Three consecutive high scores or two consecutive severe scores in 3 main areas: CNS symptoms, gastrointestinal disturbances, metabolic/vasomotor/respiratory symptoms

57
Q

What is the current nonpharmacological standard of care (treatment) for infants with NAS experiencing withdrawal symptoms?

A

Soothing strategies to promote a calm/quiet infant state while sleeping or during alert state. Decrease external stimuli (dimly lit room, quiet room), slow/gentle handling, rocking, swaddling, and skin-to-skin care. Provide access to pacifier to self-sooth when needed (nonnutritive sucking)

58
Q

What is Cue-based feeding intervention technique

A

the mother modifies the feeding approach based on the infants’ cues to maintain infant stability during feeding. The modifications allow the infant optimal suck-swallow-breath coordination, allowing the infant to meet nutritional needs

59
Q

When treating NAS, what is meant by Education of family/caregivers
What is the goal of this?

A

Goal: improve interactions to promote mother-infant bonding

-mothers, caregivers, and relatives are educated on infant cues, feeding (breastfeeding is important for theirs and the infants physical and emotional health), communication, state/interactions.
-The mother learns to read infant cues of distress, and how to positively interact with their infant.
-By educating the mothers this gives them the support they need during a difficult/stressful time, and it can boost their confidence in caring for their infant.

60
Q

Identify two skills/goals that is appropriate for a child who is appropriate for PMT intervention (identify a broad goal – they don’t have to be written out like a specific child’s goal).

A

a. Child will increase requesting acts demonstrated by gestures
b. Child will demonstrate appropriate/standard play skills while engaging with toy

61
Q

Briefly describe two intervention techniques that are part of PMT. State the skill that the strategy can be used to target and provide a description of the strategy.

A
  1. Linguistic mapping/Recasts
    Skill targeted: increased intentional communication
    iDescription: parent treats child’s communication as intentional and repeats or expands on the child’s vocalization further developing the child’s communication skills for linguistic mapping. Or adult physically manipulates child’s hand to forma a gesture
  2. Prompts
    Skill targeted: increase frequency of coordinated eye gaze
    iDescription: Adult establishes a routine using desired object. The adult creates a need for communication by pausing the routine and does not continue on (time delay prompt). This serves as a period of waiting to encourage the child to engage in the target behavior (making eye contact with the adult) before the adult proceeds. If the child does not produce the target act, the adult can provide a verbal prompt, such as “look at me.”
62
Q

Define Home-literacy environment

A
  • adapting the home environment to increase the exposure of literacy through easily accessible books, reading and writing materials, print materials, models of reading, models of writing, reading/writing activities
63
Q

Define phonological awareness

A

ability to identify and breakdown spoken language into smaller components

64
Q

Define shared book reading

A

whenever an adult and a young child share a book experience together. Typically, when an adult reads a book to a child or talking about the book with a child.

65
Q

Define print knowledge

A

umbrella term used to define print concept knowledge (understanding print is meaningful and how it functions) and alphabet knowledge (ability to identify and name the letters of the alphabet).

66
Q

Identify and briefly describe 4 recommended strategies to promote emergent literacy skills.

A
  1. Explicit descriptions about each task, including modeling and multiples cues
  2. Implement embedded literacy opportunities into the classroom: Pretend play centers can be implemented into classrooms to provide embedded literacy learning opportunities for home and school reading exposure
  3. Implement child-led literacy experiences: build off of what the child is interested and expand their exposure to literacy. For example, if child is interested in drawing, identify drawings that resemble letters.
  4. Interactive book reading- engage the child in participation during story time by pointing to pictures, acting out the pictures, labeling the pictures, making associated sounds
67
Q

Briefly describe effects of holding on co-regulation in preterm infants

A

Holding techniques have been used to facilitate co-regulation between infants and mothers
techniques are: Kangaroo care (skin to skin contact) or blanket holding
There is no significant difference between the two holding strategies in cortisol levels of infants that are not experiencing stressful periods

But these holding methods are still shown to be more effective in co-regulation compared to infants who are not held

Early Intervention (4 decks)

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