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Speech and Language Therapy Y1 > Speech language communication and literacy development in children > Flashcards

Speech language communication and literacy development in children Flashcards

1
Q

What is child development? 4 points

A

Changing through the span of childhood

  • Growth by maturation (linked to biology, not controlled)
  • Learning through experience (interactions with people affects actions and feelings)
  • Cognitive development
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2
Q

How do you become an expert in child development? 5 points

A

Describe observation
Apply strategies to promote children’s development, keeping relevant to skill level
Explain cause and effects of why children grow and behave as they do, acknowledging complexity
Understanding interrelated systems
Holistic development and child as a whole person

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3
Q

What are the 6 inter-related systems within child development?

A

Motor sensory and physical development (gross and fine skills)
Sensory
Lang and comm development
Cognition
Emotional + personality
Social + morality

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4
Q

Define speech

A

Physical sounds made, intelligibility, fluency

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5
Q

Define expressive language

A

How language is used (verbal or written)

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6
Q

Define receptive language

A

Understanding and comprehension

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7
Q

Define communication

A

Information transmitted/received in a social context, giving words meaning

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8
Q

Define phonology

A

Study of the system of meaningful sounds (how they are organised and used)

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9
Q

What is phonological awareness?

A

Ability to identify and manipulate sounds in spoken language

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10
Q

Define semantics

A

Words used in combination for meaning
Very broad, children make + find meaning

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11
Q

Define grammar

A

Structure of language needed for constructing ambiguous sentences
Includes syntax and morphemes

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12
Q

Define pragmatics

A

Understanding and using language appropriately in different social contexts

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13
Q

Define syntax

A

How words + morphemes combine to form larger units (phrases/sentences)

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14
Q

What are the 2 components of speech?

A

Speech
Phonological awareness

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15
Q

What are the 7 components of language?

A

Vocabulary
Categories
Concepts
Phrases/sentences
Comprehension
Inference
Extended sentences

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16
Q

What are the 3 components of social communication?

A

Turn taking
Friendship skills
Conversation skills

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17
Q

What are the 2 different models of communication in children?

A

Content form and use
Means reasons and opportunuties

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18
Q

What is ‘content’ in the content form and use model?

A

Using the right words to convey a message
- concepts
- links
- sequencing

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19
Q

What is ‘form’ in the content form and use model?

A

Intelligibility, putting words together in a grammatical sentence

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20
Q

What is ‘use’ in the content form and use model?

A

making use of language for a purpose in context
- eg: greeting, debating

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21
Q

What is the means, reasons, and opportunities model?

A

Means: how we communicate
Reasons: why we communicate
Opportunities: where, when and with whom we communcate

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22
Q

What does the communication chain do?

A

Breaks down all of the steps involved in communicating and receiving a message

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23
Q

What are the 8 steps in the communication chain?

A

Receptive lang
1. Looking and interpreting non-verbal communication
2. Listening/hearing
3. Auditory memory
4. Understand words
5. Understand sentences

Expressive lang
6. Use of vocab
7. Use of grammatical sentences
8. Articulation

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24
Q

What are the 7 blocks of the speech pyramid?

A
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25
Q

What is Bloom’s model of intentionality?

A

Effort and engagement motivates language acquisition

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26
Q

What is Tomasello’s usage based approach?

A

Have inventory of constructions linked to pragmatic + semantic functions, which is communicated
Meaning is use- structure of language emerges from use

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27
Q

How do constructions in Tomasello’s usage-based approach vary?

A

Range from abstract + flexible, to concrete and inflexible

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28
Q

What does Tomasello say the slow process of construction is driven by?

A

Intention reading (pragmatics)
Pattern finding

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29
Q

What is Chapman’s interactionist approach?

A

Motor + cognitive + social learning = precursors to new linguistic forms
Acquisition of language leads to development in other spheres

  • new meanings expressed by existing behaviours/ language
  • new forms of communication emerge to express known meanings
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30
Q

What is Chomsky’s nativist approach?

A

Children uniquely preprogrammed to learn language, as have language acquisition device- can recognise structure + grammar

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31
Q

What are the 8 stages of Erikson’s psychosocial theory?

A
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32
Q

What happens at each stage of Erikson’s psychosocial theory?

A

Has a different psychosocial crisis of 2 conflicting forces
Unresolved challenges resurface as problems later

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33
Q

What does the trust vs mistrust stage (1) of the psychosocial theory look at?

A

Are basic needs (safety, comfort, care) met by the caregiver

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34
Q

What does the autonomy vs shame/doubt stage (2) of the psychosocial theory look at?

A

Do children have a secure base from which they can assert independence

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35
Q

What does the initiative vs guilt stage (3) of the psychosocial theory look at?

A

Are children encouraged to make appropriate choices, or dismissed as silly

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36
Q

What does the industry vs inferiority stage (4) of the psychosocial theory look at?

A

Are children praised, or ridiculed/punished

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37
Q

What does the identity vs role confusion stage (5) of the psychosocial theory look at?

A

Do teens develop identity, or have an identity crisis, in the turning point from childhood to adulthood

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38
Q

What does the intimacy vs isolation stage (6) of the psychosocial theory look at?

A

Are young adults ready for LT commitment to intimate + reciprocal relationships, if identity is established

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39
Q

What does the generativity vs stagnation stage (7) of the psychosocial theory look at?

A

Do adults contribute to society or are they self-centred

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40
Q

What does the integrity vs despair stage (8) of the psychosocial theory look at?

A

Do adults feel accomplished and successful, or unaccomplished and unproductive

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41
Q

What is Watson and Skinner’s behaviourist theory concerned with?

A

Directly observable and measurable aspects of human behaviour
All behaviour learned / unlearned
How the world shapes people

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42
Q

What is classical conditioning?

A

Learning when a NS becomes associated with a stimulus that naturally produces a behaviour

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43
Q

What is operant conditioning?

A

Positive reinforcement
Negative reinforcement
Punishment

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44
Q

What is Bandura’s triadic reciprocal determinism?

A

Behaviour influences the person and environment, in turn affecting behaviour and each other

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45
Q

What is Bandura’s social cognitive theory?

A

Learning by observing and interacting with others
Encompasses attention, memory, and motivation in learning
When observing a model performing a behaviour and consequences, sequence of events is remembered, and guides subsequent behaviours

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46
Q

What does Piaget’s cognitive theory look at?

A

First to conduct systematic observation of children to study cognition
Genetic epistemology: study of origins and development of knowledge

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47
Q

What is adaption (Piaget)?

A

Building schemes via direct interaction with environment
assimilation - use current schemes to interpret world
accommodation - create/adapt schemes if it doesn’t match

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48
Q

What happens as children progress through Piaget’s stages of cognitive development?

A

Children demonstrate new intellectual abilities and increasingly complex understanding of the world

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49
Q

Can Piaget’s stages of cognitive development be skipped?

A

No, a precise sequence
But can exhibit behaviours of >1 stage at a time

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50
Q

What are the 4 stages proposed by Piaget in his cognitive theory, and the approximate ages at which they occur?

A

Sensorimotor: 0-2y
Preoperational: 2-7y
Concrete operational: 7-11y
Formal operational: 11+y

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51
Q

Describe the sensorimotor stage of development

A

Intelligence is practical
All interactions are sensory or motor
Constant experimentation and learning through trial and error
Develop object permanance

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52
Q

Describe the preoperational stage of development

A

Logic based on personal knowledge, not conventional knowledge
Egocentrism: unable to take perspective of others
Advances in mental representations: make-believe play, drawings, naming objects, symbols

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53
Q

Describe the concrete operational stage of development

A

Deals with abstract concepts
More organised thinking
Employs memory strategies
Understands conservation
Decentration
Increased awareness of hierarchies of classification
Spatial reasoning

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54
Q

Describe the formal operational stage of development

A

Systematic + logical reasoning -> formulate hypotheses (hypo-deductive reasoning)
Improved decision making

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55
Q

What is Vygotsky’s sociocultural theory?

A

Emphasis on rich social/cultural contexts, need interaction with adults/older peers to advance development
Language as a foundation for higher cognitive development

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56
Q

According to Vygotsky, how is language linked to profound changes in cognition?

A

Private speech / egocentric speech
- self-guidance during challenging tasks
- internalised as silent inner speech when older

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57
Q

What is the zone of proximal development (ZPD), by Vygotsky?

A

Difference between child’s existing abilities, and what they can learn under guidance

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58
Q

What is intersubjectivity, according to Vygotsky?

A

Process of 2 people who begin a task with different understandings, arriving at a shared understanding

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59
Q

What is scaffolding (Vygotsky)?

A

Adults guiding children through ZPD
Eventually withdraw support

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60
Q

What is guided participation (Vygotsky)?

A

Assisting children in activities

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61
Q

Why did Vygotsky believe about make-believe play?

A

Vital force for cognitive development
Influential ZPD as children advance by tryng out challenging skills (eg: social roles)

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62
Q

What is Case’s neo-Piagetian theory?

A

Changes within and between stages of development
Continuum of acquisition
Accounts for unevenness in development

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63
Q

What is Siegler’s model of strategy choice?

A

Highlights experimentation + selection of mental strategies
Accounts for diversity and changing nature of children’s thinking

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64
Q

What does Maslow’s humanistic theory look at?

A

Examines the whole person and their uniqueness

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65
Q

What does Maslow’s hierarchy of needs say?

A

People are motivated to meet needs, but some take precedence
Needs lower must be satisfied before needs higher up

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66
Q

What are the 5 needs in Maslow’s hierarchy?

A

Physiological needs
Safety needs
Social/love/belongingness needs
Esteem needs
Self-actualisation needs

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67
Q

What are the 3 extra stages in the revised hierarchy of needs?

A

Cognitive needs- knowledge + understanding, curiosity, purpose

Aesthetic needs- appreciation + search for beauty

Transcendence needs- motivated by values beyond personal self (eg: religion)

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68
Q

What is Bronfenbrenner’s ecological theory?

A

Human development influenced by different types of environmental systems (contexts)

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69
Q

What are the 5 different systems in Brofenbrenner’s ecological theory?

A

Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

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70
Q

What is the mesosystem (ecological theory)?

A

Relationships between environments

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71
Q

What is the microsystem (ecological theory)?

A

Immediate envrionemnt, direct social interactions

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72
Q

What is the exosystem (ecological theory)?

A

Indirect environments

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73
Q

What is the macrosystem (ecological theory)?

A

Social and cultural context

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74
Q

What is Gardener’s theory of multiple intelligences?

A

9 types of intelligence…

  1. Verbal/linguistic
  2. Logical/mathematical
  3. Visual/spatial
  4. Bodily/kinaesthetic
  5. Musical
  6. Interpersonal
  7. Intrapersonal
  8. Naturalistic
  9. Existential
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75
Q

What is the chronosystem (ecological theory)?

A

Transitions and shifts overtime

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76
Q

What is Bloom’s taxonomy?

A

Different levels of thinking

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77
Q

What is Dweck’s mindset theory?

A

Mindset: theory people hold about themselves
Fixed or growth

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78
Q

What are 2 other words for pre-linguistic development?

A

Pre-verbal
Pre-lexical

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79
Q

How does newborn feeding change?

A

Gradually changes from a reflexive to a learnt behaviour along a developmental continuum

Involves a complex interplay between motor + sensory + cognitive + social & emotional development, and mealtimes + feeding environment

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80
Q

Describe the communication development of newborns

A
  • eye contact with caregivers
  • facial gestures (imitation / spontaneous)
  • recognises mothers voice and native language (from 26w in utero)
  • can distinguish between human-language sounds
  • quietens when picked up
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81
Q

Describe the sensory development of newborns

A
  • using all of senses to explore
  • hearing developed in womb (startle reflex to loud sounds)
  • turns eyes to continuous sound, large + diffuse light source, moving objects
  • near sighted, fascinated by human faces at arms length
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82
Q

Describe the motor development of newborns

A
  • motor skills developed in utero (newborn reflexes) promotes formation of mother-infant dyad
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83
Q

What is an example of a newborn reflex?

A

Moro reflex
- head is dropped
- abduction of arms, hands open

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84
Q

Describe the play development of newborns

A
  • likes high contrast patterns + shapes
  • likes moving things
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85
Q

Describe the cognitive development of newborns

A
  • perceptual skills developed in utero
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86
Q

Describe the social and emotional development of newborns

A
  • relaxed + settled + happy as recognises caregiver
  • enjoys skin-to-skin (stroking rubbing etc)
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87
Q

When are preterm babies born?

A

37 weeks or earlier (usually 40)

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88
Q

What are the challenges with preterm newborns?

A

Increases vulnerability to health threatening conditions
May need special care + attention

  • SLT role in establishing feeding
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89
Q

Where are the countries worst-affected by preterm birth?

A

65% of all preterms in sub-Saharan Africa
Highest in Bangladesh
Also high in high-income countries (Greece, USA)

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90
Q

Describe the communication development of babies 4-6 weeks

A
  • proto-conversations with adults (looking, listening, vocalising)
  • start to coo + gurgle
  • social responsiveness (smiling, gazing at faces)
  • eye contact during interactions
91
Q

Describe the sensory development of babies 4-6 weeks

A
  • follows moving objects with eyes, eg: wind in trees
  • enjoys sound of bells/music/voices
92
Q

Describe the motor development of babies 4-6 weeks

A
  • primitive reflexes still present (eg: grasp reflex, opens hand to grasp finger)
  • enjoys kicking and waving arms
93
Q

Describe the social + emotional development of babies 4-6 weeks

A
  • signs of a temperament (excited, relaxed etc)
  • easily overstimulated (lacks self-control of emotions)
  • sleeps mostly when not fed
94
Q

Describe the communication development of babies 3 months

A
  • cooing + gurgling + chuckling
  • reciprocal interactions, responsive vocalisation (proto-conversations)
  • cries loudly to express needs (intentional)
  • smiles in response to speech
  • loves cuddles + attention
  • fixes eyes when feeding
95
Q

Describe the sensory development of babies 3 months

A
  • visual following of face/toys
96
Q

Describe the motor development of babies 3 months

A
  • clasps hands together, can hold toys
  • kicking vigorously
  • head control in supported sitting
97
Q

Describe the play development of babies 3 months

A
  • more interest in playthings (eg: textures)
98
Q

Describe the cognitive development of babies 3 months

A
  • starting to show c+e (eg: shaking toy makes a noise)
99
Q

Describe the social + emotional development of babies 3 months

A
  • closes eyes / sucks thumb to self-soothe
  • enjoyment of routines (eg: bathtime)
  • awake for longer periods of time
100
Q

Describe the communication development of babies 6 months

A
  • monosyllabic babbles (eg: ga-ga)
  • then double syllables (eg: goo-ga)
  • talks to self tunefully
  • squeals of delight
101
Q

Describe the sensory development of babies 6 months

A
  • can see further distance
  • turns to carer’s voice at distance
102
Q

Describe the motor development of babies 6 months

A
  • primitive reflexes diminished, protective reflexes appear
  • starting to eat solids: tongue-thrust reflex (pushes food out) gone
  • supports own head
  • rolls from tummy to back
  • can lift head and chest on their arms/hands
  • weight-bearing on supported standing
  • one hand grasping, passing objects between hands
  • raises arms to be picked up
103
Q

Describe the play development of babies 6 months

A
  • enjoys stacking bricks
  • explores with hands and mouth
  • plays with rolling ball whilst sitting
104
Q

Describe the cognitive development of babies 6 months

A
  • searches for toy out of visual field (object permanence)
105
Q

Describe the social + emotional development of babies 6 months

A
  • stranger anxiety
  • separation anxiety
  • some understanding of emotional state of carer’s voice
106
Q

How is development supported for babies at 6 months?

A
  • provide rattles + toys around baby and just out of reach
  • toys that are safe to orally explore
  • build towers and knock down
  • picture books
  • pointing + naming objects
  • explore animal noises
107
Q

Describe the communication development of babies 9 months

A
  • imitating adults’ talk + gestures
  • babbles tunefully + communicatively
108
Q

Describe the sensory development of babies 9 months

A
  • pleasure in songs + rhymes
109
Q

Describe the motor development of babies 9 months

A
  • crawling, shuffling
  • bounce to music
  • sitting, leaning forward + pulling objects towards them
  • can pull to stand from sitting
  • pincer grasp for smaller objects
110
Q

Describe the play development of babies 9 months

A
  • social games (eg: peek-a-boo)
  • can play on their own (due to causal knowledge)
  • banging noisy toys
  • enjoys pointing
111
Q

Describe the cognitive development of babies 9 months

A
  • causal understanding + means-end relations
  • searches for hidden object (object permanence)
112
Q

Describe the social + emotional development of babies 9 months

A
  • may have comfort object
  • prefers to be near adult (stranger wariness)
113
Q

How is development supported for babies at 9 months?

A

Build on their loves…
- peekaboo / hide-and-seek
- picking up tiny objects
- bath toys
- picture books
- mess
- rollin
- stacking and nesting
- serve and return
- nursery rhymes

114
Q

What are the 2 communicative gestures used by infants around 1 year?

A

Protodeclarative (for others to notice, joint attention)
Protoimperative (others to do something)

  • often combined with vocalisations
115
Q

What are 2 motor developmental milestones for infants around 1 year?

A

Mature finger grasp
Walks around furniture, independent walking occurs

116
Q

What is the care-seeking aspect of Bowlby’s attachment theory?

A

Child making every attempt to be physically + emotionally close to attachment figure
Level of closeness required depends on: age, temperament, developmental history, emotional state

117
Q

What is the care-giving aspect of Bowlby’s attachment theory?

A

Secure, stable attachment enabled by responsive care, and emotionally attuned interactions (facial expressions, posture, tone, movement)

118
Q

What are the 4 stages of attachment in attachment theory, and the approximate ages at which they occur?

A

Pre-attachment (0-2m)
Attachment in the making (2-7m)
Attachment (7m)
Goal-directed partnership (2.5-3y)

119
Q

What happens in the pre-attachment stage?

A

Infant highly responsive to human contact, and orients to humans without discrimination

120
Q

What happens in the attachment in the making stage?

A

Growing familiarity with faces + voices + smell + touch of important people- orients to them, more likely to smile + be comforted by them

121
Q

What happens in the attachment stage?

A

Infant seeks to be close to primary and secondary caregivers, protests at seperation, wary of unfamiliar

122
Q

What happens in the goal-directed partnership stage?

A

Gradually able to think about + accommodate carers’ position - develops reciprocal relationship

123
Q

What did Ainsworth say that being responsive and available provides a child with?

A

A secure base from which to go out and explore the world

124
Q

What are the 4 attachment patterns

A

Secure
Insecure-avoidant (auto-regulating)
Insecure-ambivalent (interactively-regulating)
Disorganised (mix of need to be close and distant)

  • BUT don’t fit into boxes (socialcultural context of theory is post-war Britain)
125
Q

What are 4 examples of factors that can disrupt early attachment?

A

Consistency of care
Abuse/neglect
Trauma
Natural disasters / refugee experience

126
Q

What is trauma-informed practice?

A

Places emphasis on centrality of safe, secure relationships as a medium for healing

127
Q

What are treasure baskets, devised by Elinor Goldschmied?

A

For babies who can sit but not walk (8-12m)
Everyday objects with a variety of texture
Can explore independently or socially

128
Q

What does it mean for someone to be bi/multilingual?

A

Ability to speak/understand >1 language

129
Q

What is EAL?

A

English as an additional language

130
Q

What is BFLA?

A

Bilingual first language acquisition
Hear 2 languages spoken from birth, no chronological difference

131
Q

What is MFLA?

A

Monolingual first language acquisition
Hear just one language from birth

132
Q

What is ESLA

A

Early second language acquisition
Language environment changes and children start to hear a second language regularly over and above first language

133
Q

What is a balanced bilingual?

A

Comparable proficiency in 2 languages

134
Q

What is a dominant bilingual?

A

Uses 1 language significantly more, and with greater proficiency, than the other

135
Q

What is a dominant / majority language?

A

Main language of a country/region, spoken by dominant social group

136
Q

What is a minority language?

A

Language spoken by a social/ethnic minority group

137
Q

What is a functional bilingual?

A

Operates in 2 languages with/without being fully fluent

138
Q

What is a simultaneous bilingual?

A

Learning 2 languages from brith

139
Q

What is a successive bilingual?

A

Second language introduced before the age of 3

140
Q

What is a sequential bilingual?

A

Second language introduced after first language is well established (after 3)
Often happens at school

141
Q

What is a heritage language?

A

Language of one’s ancestors / ethnolinguistic group

142
Q

What is a home language?

A

Language spoken in the home, can be >1

143
Q

What is L1?

A

First, native language/s learnt from birth

144
Q

What is L2?

A

Second, non-native language of wider communication

145
Q

What is the mother tongue?

A

Language…
- learnt first
- identifies with as a native speaker
- knows best
- uses most

146
Q

Is multilingualism rare?

A

No- more bi/multilingual in the world than monolingual

147
Q

Which language are most children educated in?

A

Second/later-acquired language

148
Q

Do more people speak English as a native or second language?

A

Second language

149
Q

How is multilingualism changing?

A

Increasing due to worldwide increase in migration + refugees (particularly in Europe + Asia)

150
Q

How is multilingualism changing in the UK?

A

Growing number of children enter primary schools with EAL (21.2%), mostly concentrated in London
Over 300 different languages spoken

151
Q

How many languages are spoken in Pakistan

A

6 major, over 57 minor languages

152
Q

How many languages are spoken in Singapore?

A

Over 20
English, Malay, Mandarin, Tamil are official languages

153
Q

Are bilinguals equally proficient in both languages?

A

No
Bilinguals know their languages to the level they use/need them
Most have a dominant language- but can change with age and circumstances
Some can’t read/write in one language, some only have passive knowledge of a language

154
Q

Should parents attempt to speak majority language instead of home language?

A

No…
- may not feel natural
- parents may not be proficient enough
- no evidence that second language in home is essential for second language development
- without home language, child can become isolates from family
- strong foundation in home language can help learn second language

155
Q

What are 3 examples of methods for raising kids bilingual?

A

One-parent-one-language
Minority language at home
Time and place

  • strict rules can be challenging for parents
  • no evidence children confused when parents switch languages
156
Q

Does bilingualism cause language delay?

A

No- children learning 2 languages simultaneously go through same developmental milestones as monolinguals
May start talking slightly later, but within normal ge range (8-15m)

157
Q

What are the milestones in bilingual language development?

A
158
Q

What is the variation within bilingual language development?

A

May develop at dif rates
Temporary reversal is possible (ie: visits other country)
Vocab in each language may be smaller than monolingual, but total vocab at least same size

159
Q

Describe bilingual speech language learning

A

Can detect and learn regularities for both languages
Recognise both as native, but can discriminate between them via surface acoustic cues (eg: intonnation)

160
Q

Using English and Turkish, explain how phonological systems differ

A

Turkish doesn’t have consonant clusters at the beginning of sentences
eg: can say felower instead of flower

161
Q

How are bilingual infants able to differentiate their languages early on?

A

Babbling adjusted to language of the speaker
Switch languages according to conversation partner

162
Q

What have multilingual children been found to be less accurate in?

A

Realisations of vowels
- vowel distortions
- low PVC (% vowels correct) score
More phonological variations or infrequent variants

  • keep in mind as SLT (ie: may not be a SSD)
163
Q

What is a normal bilingual acquisition phenomena?

A

Children show interference/transfer between languages
- transfer can be in one/all languages
- transfer direction dependent on exposure + similarity

164
Q

What may initially happen to children going through sequential bilingual acquisition?

A

Use home language
Go through ‘silent’ phase when first exposed to second language (younger child = silent for longer)
Begins to use short / imitative sentences

165
Q

What will eventually happen to children going through sequential bilingual acquisition?

A

Begin to produce own sentences
Become more fluent
- continues to make grammatical mistakes as missing rules

166
Q

What is subtractive bilingualism?

A

As children learn additional language, lose skills + fluency in first if not reinforced/maintained

167
Q

What is additive bilingualism?

A

Children learn additional language whilst first language/culture maintained + reinforced

168
Q

What is social language?

A

Context-embedded
Everyday language between conversational partners

169
Q

What is academic language?

A

Context-reduced
Language of academics required for qualifications eg: GCSEs

170
Q

What is the different timeline for learning social + academic language for a sequential bilingual?

A

Up to 2y to develop Basic Interpersonal Communicative Skills (BICS)

5-7y to acquire full range of aCognitive Academic Language Proficiency (CALP)

BICS-CALP gap results in difficulties with literacy → false assumptions re: language-learning disabilities

171
Q

What is code mixing / code switching?

A

Using both languages within the same sentence
- expected in children
- adults do when they talk to other bilinguals

172
Q

How is code switching seen as a sign of bilingual proficiency?

A

Adjust amount of code switching to match conversational partner
Know a word in one language but not other
Emphasises, expresses emotion

173
Q

When are bilingual children able to respond as expected in the correct language (dep on: person, context)

A

3

174
Q

In what ways can language mixing for bilinguals occur

A

Lexicon (EIN big cow)
Morphology (PFEITing)
Syntax (a house pink)

175
Q

If bilingual children have speech/language disorders, will it show in both languages?

A

Yes, but may look different in each language

176
Q

How to decide if a bilingual children should see an SLT?

A
177
Q

Why do multilingual children face considerable challenges in receiving adequate assessment + intervention for SL disorders

A

Mismatch between child language and SLT language
Support + resources often only in English

178
Q

How is the number of children entering primary school speaking EAL changing?

A

Increasing, though level of exposure prior to school entry varies

179
Q

Describe communication at 1 year

A
  • 1-3 words with degree of consistency
  • talks to people/toys in long, tuneful stretches
  • understands object names
  • can respond to verbal requests, with gestures + vocalisations
180
Q

How has independence developed by the time a toddler is 1 year?

A

Holds limbs out to help dress
Holding cutlery + drinks (though messy)

181
Q

How have cognitive skills of toddlers at 1 year developed?

A

Initiates coordinated joint attention b/w adult & object

182
Q

Describe communication at 18 months

A

Range of single words (6-20)
Understands + obeys simple commands/ gestures/ questions
Still babbling (has a tuneful intonation)
Phonological simplification

183
Q

How have cognitive skills of toddlers at 18 months developed?

A

Focuses on self-directed activities: attention is single channelled
Awareness of self-identity, can now recognise themself in the mirror

184
Q

Describe play at 18 months

A

Early symbolic play: use of toys to enact familiar situations
Can squat to pick up toy

185
Q

How does the number of communicative acts /min change from 18m to 2y?

A

18m → 2/min
- requesting object/action
- establishing joint attention
- gestures + vocalisations

27 → 5-7/min
- requesting info
- answering questions
- achknowledging
- words, some non-verbal

186
Q

At what age do toddlers start to join 2 words?

A

18-20m

At 24-36m…
- 98% 2-word sentences
- 90% 3-word sentences
- 84% 4-word sentences

187
Q

How does the average expressive vocabulary size change between 18m and 24m?

A

50-100 words at 18m
to
200-300 words at 24m

188
Q

What is the vocabulary spurt?

A

Rapid increase in words used (imp for joining words together, making connections)
Words beyond nouns

189
Q

When does the vocabulary spurt happen?

A

Around 18m-2y
Around 6m after first words

190
Q

How do toddlers learn new words fast during the vocabulary spurt?

A

Syntactic bootstrapping: using syntax around word to figure out word

Fast mapping: hearing word less times before its known

191
Q

What are holophrases

A

Single word sentences used by toddlers
eg: mine (stop playing with my toy)

192
Q

What is overextension (toddlers)?

A

Taking a word and applying it beyond its contextual referent
eg: mum for all older woman

193
Q

What is underextension (toddlers)?

A

Not applying a word as far as it can
eg: mum is only theirs, fish not an animal

194
Q

Describe communication of 2y

A
  • 2-3 word utterances
  • understands more complicated sentences
  • more symbolic understanding of words
  • turn-taking
  • asking questions
  • saying no/not
  • echolalia
  • early gramatical development (pronouns)
195
Q

Describe play of 2y old

A

Can now use >1 action in play
eg: dinosaur fed, then dinosaur to bed

196
Q

How many words can a toddler say at 3?

A

Around 700 (more booms of language occur)

197
Q

Between 2.5-4.5, how many new words do children acquire /day?

A

~ 2-4 /day

198
Q

Describe play by 3 years

A

Imagination
- make-believe play
- imaginary items have properties (eg: toy dinosaur is hungry)

Playing with peers > caregivers: allows for observation + imitation

199
Q

How is play by 3 years linked to other development?

A

Use of social interactions skills in play to form friendships
Assists in cognitive + social + emotional development
Imagination closely linked to language (recognising + using symbols)

200
Q

Describe motor development by 3 years

A

Walks up stairs
Cuts with toy scissors
Hold pencil near point, can copy shapes
Riding tricycle/bike

201
Q

Describe a child’s conversation by 3 years

A

Language as main means of communicating
Turn-taking
Starts conversations
Can maintain topics in conversations

202
Q

What are 8 of the functions/uses of language for children between 3-5?

A

Requesting explanations
Requesting information
Requesting clarification
Suggesting actions
Expressing emotions
Stating rules
Politeness markers
Humour/silliness

203
Q

Describe a child’s speech by 3 years?

A

Largely intelligible
Varies in volume + pitch
Some substitutions/simplified grammar

204
Q

Describe a child’s receptive language by 3 years?

A

Understands common nouns + verbs + adjectives
Understands who/whose/why/how many ?s
Follows instructions containing 3 (maybe 4) key words
Understands lots of concepts (eg: big/small)
Can identify object by function (eg: which do we eat with)

205
Q

Describe a child’s expressive language by 3 years?

A

Tells short (sometimes jumbled) stories
Uses grammatical structures (pronouns, articles, conjunctions, prepositions)
Uses externalised language for assistance in difficult tasks

206
Q

What are some of the early numeracy literacy skills around 3-4 years?

A

Count up to 5 objects
Recite numbers up to 20

207
Q

What are the different levels of attention called?

A

Reynell attention levels

208
Q

What are the 6 Reynell attention levels?

A

Level 1 (0-1) → distractible, attention fleeting
Level 2 (1-2) → rigid attention, attends to activity of choice but cuts self off from all else
Level 3 (2-3) → single-channelled but attends to others
Level 4 (3-4) → flexible attention, single-channelled but more controlled, can shift attention
Level 5 (4-5) → gradual integrated attention
Level 6 (5-6) → fully integrated attention

209
Q

What is a strategy to support a child’s attention at Level 1 (0-1)?

A

Incorporate child’s motivators into activity

210
Q

What are strategies to support a child’s attention at Level 2 (1-2)?

A

Give child time for their activity of choice
Call child’s name to get their attention

211
Q

What is a strategy to support a child’s attention at Level 3 (2-3)?

A

Call child’s name before speaking

212
Q

What are strategies to support a child’s attention at Level 4 (3-4)?

A

Tell child it’s time to listen
Visual prompts to gain attention
Tell child they can continue working whilst listening to you

213
Q

What are strategies to support a child’s attention at Level 5 (4-5)?

A

Use introductory phrases/gestures
Give information clearly
Praise good listening

214
Q

What is a strategy to support a child’s attention at Level 5 (5-6)?

A

Encourage active listening + processing

215
Q

How many minutes can a child attend an activity based on their age?

A

3-5 minutes for each year of life

note: keep this in mind when designing therapy sessions

216
Q

Describe speech development at 4 years

A

Intelligible
Phonological awarebess skills emerge
A few sound substitutions / consonant cluster simplifications
M ay hesitate/ use fillers

217
Q

Describe language development at 4 years

A

Grammatically correct
Understands sentences up to 6 pieces of info
Understands abstract concepts eg: before/after
Asks questions

218
Q

Describe communication development at 4 years

A

Can account recent events
Can gives personal details
Enjoys jokes
Knows several nursery ryhmes

219
Q

What skill emerges at age 4?

A

Literacy skills
note: linked to spoken language competence!

220
Q

What are 3 communication support strategies for preschoolers?

A

Linguistic responsivity
Language facilitating behaviours
Language developing behaviours
- expansion
- recasting

221
Q

What is linguistic responsivity (communication support strategy for preschool)?

A

Child-led, following their interests

222
Q

What are language facilitating behaviours (communication support strategy for preschool)?

A

Behaviours adults use to create + sustain children’s participation in conversations and joint engagement

eg: looking at child expectantly, asking open-ended questions

223
Q

What’s the difference between conversational expansion and recasting?

A

Expansion: adult responds to child with more SEMANTICALLY complex form
eg: ‘doggy run’ → ‘the doggy is running fast’

Recasting: Expansion: adult responds to child with more SYNTACTICALLY complex form
eg: ‘go park’ → ‘let’s go to the park’

224
Q

What are the 5 steps to creating a language-rich preschool classroom?

A

Identify a team
Develop a philosophy (principles)
Design physical space
Design daily language plans (content form use)
Ensure quality adult-child conversations

Speech and Language Therapy Y1 (3 decks)

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