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PRAXIS SLP > spoken lang disorders in school age pop. > Flashcards

spoken lang disorders in school age pop. Flashcards

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1
Q

children in kindergarten through high school, between ages 5 to 21

A

school-age children (pg. 194)

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2
Q

What impairments does a language disorder involve?

A

Impairments in comprehension, and/or use of spoken,written or other language system (pg. 194)

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3
Q

A language disorder may manifest in what 3 things?

A

form, content, use or a combo of the 3 (pg. 194)

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4
Q

________(#) children under the age of 18 present w/ a speech or lang disorder (2/3 are male).

A

6 million (pg. 194)

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5
Q

Approximately ___% of school-age children present w/ lang impairment.

A

6% (pg. 194)

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6
Q

What are the 4 main purposes of asssessment?

A
  1. determine if disorder exists
  2. Establish baseline
  3. Identify goals
  4. Measure response to instruction (pg. 194)
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7
Q

__________ = Assessments designed to allow for comparison among children at various ages for performance on specific skills.

A

Standardized/formal assessments (pg. 194)

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8
Q

_____= the extent to which a test yields consistent scores.

A

reliability (pg. 194)

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9
Q

_______= the consistency of scores obtained on a measure administered under similar conditions across examiners.

A

inter-rate reliability (pg. 194)

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10
Q

_______ = the consistency of scores obtained on a measure across time under similar conditions.

A

test-retest reliability (pg. 194)

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11
Q

______ = the consistency of scores or results across items within a measure.

A

internal consistency reliability (pg. 194)

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12
Q

______= the extent to which a test measures what it is designed to measure.

A

validity (pg. 194)

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13
Q

______= property of a test in which observers agree superficially that it appears to measure what it is designed to measure.

A

face validity (pg. 194)

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14
Q

______= property of a test in which statistical tests confirm that it measures all facets of a given construct/topic.

A

conent validity (pg. 194)

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15
Q

______= property of a test in which statistical tests confirm that the measure correlates with the underlying theoretical construct that it is designed to measure.

A

construct validity (pg. 194)

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16
Q

_____= property of a test in which statistical tests confirm that a measure is accurate b/c it correlates w/ a valid measure of the same construct type.

A

criterion-related validity (pg. 194)

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17
Q

_____= a type of criterion-related validity used to determine extent to which a measure “predicts” later performance on related measure.

A

predictive validity (pg. 194)

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18
Q

______= extent to which a test accurately identifies children who have a language impairment.

A

sensitivity (pg. 195)

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19
Q

______ = extent to which a test accurately identifies children who have not been diagnosed as language impaired.

A

specificity (pg. 195)

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20
Q

____________= assessments designed to measure a specific linguistic skill, where no comparison is made between children.

A

criterion referenced assessments (pg. 195)

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21
Q

___________= assessments designed to measure the extent to which a child’s performance on a specific task may be modified or extended with contextual support.

A

dynamic assessent (pg. 195)

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22
Q

__________= assessments measure the extent to which a child’s communication disorder impacts daily living.

A

functional assessments (pg. 195)

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23
Q

________= assessments designed to measure the extent to which a child’s communication disorder impacts academic functioning, to select linguistic targets that may improve daily living and to monitor progress on skills over the course of instruction.

A

curriculum based assessments (pg. 195)

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24
Q

Narratives are ….

A

oderly, continous, accounts of events or series of events. (pg. 195)

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25
Q

What are the advantages of narrative skills?

A
  1. provides cognitive linguistic, academic and social benefits
  2. allows for expression of complex ideas
  3. supports reading comprehension (pg. 195)
26
Q

Children w/ lang impairments have difficulty understanding ________ and _______ and in drawing inferences.

A

critical elements and gist information (pg. 195)

27
Q

Children w/ lang impairment demonstrate greater variablity across stories, make incomplete _______ to character and story contexts and include fewer _________.

A

references and story grammar propositions (pg. 195)

28
Q

What are the 5 types of narratives?

A
  1. recounts
  2. personal narratives
  3. event casts
  4. scripts
  5. fictional narratives
    (pg. 195)
29
Q

_______= story grammar or story elements.

A

macrostructure (pg. 195)

30
Q

Development of macrostructure:

  1. basic episode –> ages?
  2. complete episode –> ages?
  3. complex episode –> ages?
A
  1. 3 to 4 years
  2. 4 to 5 years
  3. 6 to 7 years
    (pg. 196)
31
Q

______= literate language and cohesion.

A

microstructure (pg. 196)

32
Q

What are the 5 categories of cohesive markers?

A
  1. reference
  2. conjunctive
  3. lexical
  4. substitutions
  5. ellipses (pg. 196)
33
Q

What are the 4 types of expository?

A
  1. sequence
  2. comparison
  3. cause and effect
  4. problem and solution
    (pg. 196)
34
Q

Types of perspective taking that affect children’s communicative behaviors include ______, ______, and _____.

A

perceptual, cognitive and linguistic (pg. 197)

35
Q

__________= develops during preschool and involves ability to determine what another sees and how it is seen when other person is in different location.

A

perceptual perspective taking (pg. 197)

36
Q

_________= develops during preschool and involves ability to modify the form, content, or use of lang in relation to listener’s needs.

A

linguistic perspective taking (pg. 197)

37
Q

________= develops during the school age years and involves a child’s ability to infer other’s thoughts, feelings, beliefs, intentions and involves making judgements about other’s internal psychological states.

A

cognitive perspective taking (pg. 197)

38
Q

What are the 4 contextual variations strategies and linguistic devices that are used to mediate social use of lang in school-aged children?

A
  1. register variation
  2. presupposition
  3. ellipses
  4. indirect requests
    (pg. 197)
39
Q

Mediation of turn, topic initiation, ______ and ______ and repair of conversational breakdowns and requests for clarification are part of discourse management.

A

maintenance and termination (pg. 197)

40
Q

Children w/ lang impairments often demonstrate ________ and difficulties with ______ and ______.

A

disrupted speech
persuasion
negation (pg. 197)

41
Q

________= words used in daily classroom instruction that students need to know to follow directions and complete assignments.

A

instructional vocab (pg. 197)

42
Q

_______= words that are specific to the info contained in instructional or curricular materials.

A

content vocab (pg. 197)

43
Q
  1. simple infinitive
  2. full prepositional complements
  3. simple wh- questions
  4. simple conjoining
    * *appropriate for ages 3 & 4**
A

simple syntax (pg. 197)

44
Q
  1. multiple embedding
  2. embedded and conjoined
  3. infinitive clauses w/ different subjects
  4. relative clauses
  5. gerunds
  6. wh- infinitives
  7. unmarked infinitives
    * *appropriate for children over age 4**
A

complex syntax (pg. 197)

45
Q

Brown’s Morpheme: (is) –> She IS happy.

A 
Copula be (is) (pg. 198)
Stage II
46
Q

Brown’s Morpheme: (is) –> He IS running.

A 
Auxilary be (is) (pg. 198)
Stage II
47
Q

Brown’s Morpheme: (gonna, wanna, gotta, hafta) –> I WANNA go.

A

Modals (pg. 198)

Stage II

48
Q

Brown’s Morpheme: He WENT to the airport.

A

irregular past tense (pg. 198)

Stage II

49
Q

Brown’s Morpheme: (is, am, are) –> I AM happy.

A 
Copula be 
Stage III (pg. 198)
50
Q

Brown’s Morpheme: (is, am, are) –> I AM talking.

A 
Auxilary be 
Stage III (pg. 198)
51
Q

Brown’s Morpheme: (‘s) –> Doggie’S bone.

A 
possessive -s 
Stage III (pg. 198)
52
Q

Brown’s Morpheme: (-s) –> She likeS tea.

A 
3rd person present 
Stage III (pg 198)
53
Q

Brown’s Morpheme: (-ed) –> He finishED the painting.

A 
regular past tense 
Stage III ( pg. 198)
54
Q

Brown’s Morpheme: (do,does,did) –> I DON’T eat dairy./Did he eat?

A 
Auxilary do 
Stage IV (pg. 198)
55
Q

Brown’s Morpheme: (can, may, will, shall, could, might, would, should) –> He CAN do it.

A 
Modals 
Stave IV (pg. 198)
56
Q

Brown’s Morpheme: (have, has, had) –> I’ve already seen it./ Has he seen it?

A 
auxilary have 
Stage V (pg. 198)
57
Q

Students with poor phonological awareness skills often go on to experience difficulties learning to read. T or F?

A

True (pg. 198)

58
Q

Students with a language disorder do not often have difficulty producing words containing complex syllable structures. T or F?

A

False; they do. (pg. 198)

59
Q

Students that demonstrate difficulty repeating nonwords dont have unstable underlying phonological representations. T or F?

A

False; they do and is suggestive of language disorder (pg. 198)

60
Q

________= test stimuli, methods, or procedures reflect the assumption that all populations have same life experiences and have learned same things.

A

content bias (pg. 198)

PRAXIS SLP (18 decks)

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