Test 2 - citations Flashcards
- by 2nd year - 1 word/week
- by 3rd year - 1 word/day
- Elderly have a hard time remembering the names of things, especially hard time with proper nouns
Gleason & Ratner, 2009
Working with parents just once a week has a lot of benefit; extensions are useful, easy to teach parents and increase child’s skills
Roberts & Kaiser, 2011
Suggestions for communicative temptations - eat desirable food, demo wind up toy, blocks in a can, throw ball and wait for return, toy or food in plastic container they can’t open, turn away in game or activity so they have to call you back. Anything to get them temped to verbalize.
Paul & Norbury, 2012
children learn words they are exposed to in their environment (cow milking, guitar parts)
Montgomery 2011
Social skills training - begin very young. Problems can lead to depression, academic failure, bullying and manipulation. Skill steps - say hi, look at eyes, share, don’t stand too close, say nice words.
Wiley, 2012
“Hidden Curriculum” - Classrooms have an I-R-E format. When this isn’t followed, the student is considered rude and unwilling.
Paul & Norbury, 2012
without social skills training, by middle school, children are looking for peer support, there’s an increased social pressure, struggle with social expectations, increased importance on superficial, social heirarchy
Wiely, 2012
Children who are exposed to lengthy interactions concerning past events (extending) produce longer more detailed narratives
** the more mom talks, the better the storyteller the child will be.
Hulit et al, 2011
Language sampling - more sensitive than formal tests in id preschoolers with language delay; more effective for treatment planning
Paul & Norbury, 2012
To build literacy, build oral narrative skills first; have a child talking about past is a precursor to reading
Bliss, McCabe, & Mahecha, 2001
Print Awareness - young children develop interest and appreciation for print by recognizing it in enviro, developing understanding of conventions, learning language that describes print, and understandint letters have meaning.
Turnbull & Justice, 2012
When adults don’t reference print, preschoolers pay attention to it 5-6% of the time; the more attention adults pay to it, the more the child does. Increases literacy skills
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2 groups of similar SES kids age 24-31 months, 39 typically developing (250 words + phrases), and 40 late talkers (less words, no phrases). At 9-13 years, LT normal range on tests. At 17, significantly lower scores on vocab, grammar, verbal memory.
** early intervention good
Rescorla, 2008 asha leader article
Figurative language - people use it to evoke mental images in the minds of their listeners to emphasize something in an interesting way.
Turnbull & Justice, 2012
Obtaining language samples at a younger age - ask broad based questions, contribute to convo, tolerate silence, ask about current movies, music, tv
older students - look for semantically empty placeholders, use of a lot of words to describe something, difficulty defining words
Haynes & Pindzola, 2012
Syntax: most children can hear and produce simple syntax. However, children who hear more complex syntax produce hight amounts at an earlier age
Turnbull & Justice, 2012
Language sample is less contrived if SLP follows child’s lead; child in activity has more language to sample than when just talking about pictures.
Free play is good for young ones; interviews good for 8+
Owens, 2010
US not as good as other countries in academics, yet we spend a lot of money
Burke, 2012
Tier words
Justice, 2012
low academic and language performace leaves child vulnerable to social, emotional, behavior difficulties
Joffe & Black, 2012
Research done in UK - low income falling behind curve even before school starts
Dodd & Carr, 2003
Aging - decreased oral and written language comprehension, understanding syntacticaly complex sentences and inferencing.
Due to brain overload, slower speed of processing
Owens, 2012
