spoken lang disorders in school age pop. Flashcards
children in kindergarten through high school, between ages 5 to 21
school-age children (pg. 194)
What impairments does a language disorder involve?
Impairments in comprehension, and/or use of spoken,written or other language system (pg. 194)
A language disorder may manifest in what 3 things?
form, content, use or a combo of the 3 (pg. 194)
________(#) children under the age of 18 present w/ a speech or lang disorder (2/3 are male).
6 million (pg. 194)
Approximately ___% of school-age children present w/ lang impairment.
6% (pg. 194)
What are the 4 main purposes of asssessment?
- determine if disorder exists
- Establish baseline
- Identify goals
- Measure response to instruction (pg. 194)
__________ = Assessments designed to allow for comparison among children at various ages for performance on specific skills.
Standardized/formal assessments (pg. 194)
_____= the extent to which a test yields consistent scores.
reliability (pg. 194)
_______= the consistency of scores obtained on a measure administered under similar conditions across examiners.
inter-rate reliability (pg. 194)
_______ = the consistency of scores obtained on a measure across time under similar conditions.
test-retest reliability (pg. 194)
______ = the consistency of scores or results across items within a measure.
internal consistency reliability (pg. 194)
______= the extent to which a test measures what it is designed to measure.
validity (pg. 194)
______= property of a test in which observers agree superficially that it appears to measure what it is designed to measure.
face validity (pg. 194)
______= property of a test in which statistical tests confirm that it measures all facets of a given construct/topic.
conent validity (pg. 194)
______= property of a test in which statistical tests confirm that the measure correlates with the underlying theoretical construct that it is designed to measure.
construct validity (pg. 194)
_____= 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.
criterion-related validity (pg. 194)
_____= a type of criterion-related validity used to determine extent to which a measure “predicts” later performance on related measure.
predictive validity (pg. 194)
______= extent to which a test accurately identifies children who have a language impairment.
sensitivity (pg. 195)
______ = extent to which a test accurately identifies children who have not been diagnosed as language impaired.
specificity (pg. 195)
____________= assessments designed to measure a specific linguistic skill, where no comparison is made between children.
criterion referenced assessments (pg. 195)
___________= assessments designed to measure the extent to which a child’s performance on a specific task may be modified or extended with contextual support.
dynamic assessent (pg. 195)
__________= assessments measure the extent to which a child’s communication disorder impacts daily living.
functional assessments (pg. 195)
________= 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.
curriculum based assessments (pg. 195)
Narratives are ….
oderly, continous, accounts of events or series of events. (pg. 195)
What are the advantages of narrative skills?
- provides cognitive linguistic, academic and social benefits
- allows for expression of complex ideas
- supports reading comprehension (pg. 195)
Children w/ lang impairments have difficulty understanding ________ and _______ and in drawing inferences.
critical elements and gist information (pg. 195)
Children w/ lang impairment demonstrate greater variablity across stories, make incomplete _______ to character and story contexts and include fewer _________.
references and story grammar propositions (pg. 195)
What are the 5 types of narratives?
- recounts
- personal narratives
- event casts
- scripts
- fictional narratives
(pg. 195)
_______= story grammar or story elements.
macrostructure (pg. 195)
Development of macrostructure:
- basic episode –> ages?
- complete episode –> ages?
- complex episode –> ages?
- 3 to 4 years
- 4 to 5 years
- 6 to 7 years
(pg. 196)
______= literate language and cohesion.
microstructure (pg. 196)
What are the 5 categories of cohesive markers?
- reference
- conjunctive
- lexical
- substitutions
- ellipses (pg. 196)
What are the 4 types of expository?
- sequence
- comparison
- cause and effect
- problem and solution
(pg. 196)
Types of perspective taking that affect children’s communicative behaviors include ______, ______, and _____.
perceptual, cognitive and linguistic (pg. 197)
__________= develops during preschool and involves ability to determine what another sees and how it is seen when other person is in different location.
perceptual perspective taking (pg. 197)
_________= develops during preschool and involves ability to modify the form, content, or use of lang in relation to listener’s needs.
linguistic perspective taking (pg. 197)
________= 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.
cognitive perspective taking (pg. 197)
What are the 4 contextual variations strategies and linguistic devices that are used to mediate social use of lang in school-aged children?
- register variation
- presupposition
- ellipses
- indirect requests
(pg. 197)
Mediation of turn, topic initiation, ______ and ______ and repair of conversational breakdowns and requests for clarification are part of discourse management.
maintenance and termination (pg. 197)
Children w/ lang impairments often demonstrate ________ and difficulties with ______ and ______.
disrupted speech
persuasion
negation (pg. 197)
________= words used in daily classroom instruction that students need to know to follow directions and complete assignments.
instructional vocab (pg. 197)
_______= words that are specific to the info contained in instructional or curricular materials.
content vocab (pg. 197)
- simple infinitive
- full prepositional complements
- simple wh- questions
- simple conjoining
* *appropriate for ages 3 & 4**
simple syntax (pg. 197)
- multiple embedding
- embedded and conjoined
- infinitive clauses w/ different subjects
- relative clauses
- gerunds
- wh- infinitives
- unmarked infinitives
* *appropriate for children over age 4**
complex syntax (pg. 197)
Brown’s Morpheme: (is) –> She IS happy.
Copula be (is) (pg. 198) Stage II
Brown’s Morpheme: (is) –> He IS running.
Auxilary be (is) (pg. 198) Stage II
Brown’s Morpheme: (gonna, wanna, gotta, hafta) –> I WANNA go.
Modals (pg. 198)
Stage II
Brown’s Morpheme: He WENT to the airport.
irregular past tense (pg. 198)
Stage II
Brown’s Morpheme: (is, am, are) –> I AM happy.
Copula be Stage III (pg. 198)
Brown’s Morpheme: (is, am, are) –> I AM talking.
Auxilary be Stage III (pg. 198)
Brown’s Morpheme: (‘s) –> Doggie’S bone.
possessive -s Stage III (pg. 198)
Brown’s Morpheme: (-s) –> She likeS tea.
3rd person present Stage III (pg 198)
Brown’s Morpheme: (-ed) –> He finishED the painting.
regular past tense Stage III ( pg. 198)
Brown’s Morpheme: (do,does,did) –> I DON’T eat dairy./Did he eat?
Auxilary do Stage IV (pg. 198)
Brown’s Morpheme: (can, may, will, shall, could, might, would, should) –> He CAN do it.
Modals Stave IV (pg. 198)
Brown’s Morpheme: (have, has, had) –> I’ve already seen it./ Has he seen it?
auxilary have Stage V (pg. 198)
Students with poor phonological awareness skills often go on to experience difficulties learning to read. T or F?
True (pg. 198)
Students with a language disorder do not often have difficulty producing words containing complex syllable structures. T or F?
False; they do. (pg. 198)
Students that demonstrate difficulty repeating nonwords dont have unstable underlying phonological representations. T or F?
False; they do and is suggestive of language disorder (pg. 198)
________= test stimuli, methods, or procedures reflect the assumption that all populations have same life experiences and have learned same things.
content bias (pg. 198)
