spoken lang disorders in school age pop.

Question 1

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

Answer 1

school-age children (pg. 194)

Question 2

What impairments does a language disorder involve?

Answer 2

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

Question 3

A language disorder may manifest in what 3 things?

Answer 3

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

Question 4

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

Answer 4

6 million (pg. 194)

Question 5

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

Answer 5

6% (pg. 194)

Question 6

What are the 4 main purposes of asssessment?

Answer 6

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

Question 7

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

Answer 7

Standardized/formal assessments (pg. 194)

Question 8

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

Answer 8

reliability (pg. 194)

Question 9

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

Answer 9

inter-rate reliability (pg. 194)

Question 10

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

Answer 10

test-retest reliability (pg. 194)

Question 11

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

Answer 11

internal consistency reliability (pg. 194)

Question 12

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

Answer 12

validity (pg. 194)

Question 13

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

Answer 13

face validity (pg. 194)

Question 14

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

Answer 14

conent validity (pg. 194)

Question 15

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

Answer 15

construct validity (pg. 194)

Question 16

_____= 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.

Answer 16

criterion-related validity (pg. 194)

Question 17

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

Answer 17

predictive validity (pg. 194)

Question 18

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

Answer 18

sensitivity (pg. 195)

Question 19

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

Answer 19

specificity (pg. 195)

Question 20

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

Answer 20

criterion referenced assessments (pg. 195)

Question 21

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

Answer 21

dynamic assessent (pg. 195)

Question 22

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

Answer 22

functional assessments (pg. 195)

Question 23

________= 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.

Answer 23

curriculum based assessments (pg. 195)

Question 24

Narratives are ….

Answer 24

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

Question 25

What are the advantages of narrative skills?

Answer 25

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

Question 26

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

Answer 26

critical elements and gist information (pg. 195)

Question 27

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

Answer 27

references and story grammar propositions (pg. 195)

Question 28

What are the 5 types of narratives?

Answer 28

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

Question 29

_______= story grammar or story elements.

Answer 29

macrostructure (pg. 195)

Question 30

Development of macrostructure: 1. basic episode --> ages? 2. complete episode --> ages? 3. complex episode --> ages?

Answer 30

1. 3 to 4 years 2. 4 to 5 years 3. 6 to 7 years (pg. 196)

Question 31

______= literate language and cohesion.

Answer 31

microstructure (pg. 196)

Question 32

What are the 5 categories of cohesive markers?

Answer 32

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

Question 33

What are the 4 types of expository?

Answer 33

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

Question 34

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

Answer 34

perceptual, cognitive and linguistic (pg. 197)

Question 35

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

Answer 35

perceptual perspective taking (pg. 197)

Question 36

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

Answer 36

linguistic perspective taking (pg. 197)

Question 37

________= 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.

Answer 37

cognitive perspective taking (pg. 197)

Question 38

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

Answer 38

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

Question 39

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

Answer 39

maintenance and termination (pg. 197)

Question 40

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

Answer 40

disrupted speech persuasion negation (pg. 197)

Question 41

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

Answer 41

instructional vocab (pg. 197)

Question 42

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

Answer 42

content vocab (pg. 197)

Question 43

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

Answer 43

simple syntax (pg. 197)

Question 44

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**

Answer 44

complex syntax (pg. 197)

Question 45

Brown's Morpheme: (is) --> She IS happy.

Answer 45

``` Copula be (is) (pg. 198) Stage II ```

Question 46

Brown's Morpheme: (is) --> He IS running.

Answer 46

``` Auxilary be (is) (pg. 198) Stage II ```

Question 47

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

Answer 47

Modals (pg. 198) | Stage II

Question 48

Brown's Morpheme: He WENT to the airport.

Answer 48

irregular past tense (pg. 198) | Stage II

Question 49

Brown's Morpheme: (is, am, are) --> I AM happy.

Answer 49

``` Copula be Stage III (pg. 198) ```

Question 50

Brown's Morpheme: (is, am, are) --> I AM talking.

Answer 50

``` Auxilary be Stage III (pg. 198) ```

Question 51

Brown's Morpheme: ('s) --> Doggie'S bone.

Answer 51

``` possessive -s Stage III (pg. 198) ```

Question 52

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

Answer 52

``` 3rd person present Stage III (pg 198) ```

Question 53

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

Answer 53

``` regular past tense Stage III ( pg. 198) ```

Question 54

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

Answer 54

``` Auxilary do Stage IV (pg. 198) ```

Question 55

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

Answer 55

``` Modals Stave IV (pg. 198) ```

Question 56

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

Answer 56

``` auxilary have Stage V (pg. 198) ```

Question 57

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

Answer 57

True (pg. 198)

Question 58

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

Answer 58

False; they do. (pg. 198)

Question 59

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

Answer 59

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

Question 60

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

Answer 60

content bias (pg. 198)