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early language disorders > TEST 3 > Flashcards

TEST 3 Flashcards

1
Q

Multiculturalism

A

term for the regional, ethnic, social, racial, linguistic, and cultural diversity in any society

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2
Q

Race

A

statement about an individual’s biological attributes (“social construct that is based on society’s ever-changing historical and political views of its citizens

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3
Q

Ethnic group:

A

a group of individuals who share a common language, heritage, religion, or geography/nationality (vs. term - racial groups

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4
Q

Dialect:

A

subset of a language that shares a common core of grammatical and other features with all other dialects of that language

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5
Q

Regional issue dialect

A

Ex: Texan speech
The way people in the same region may produce speech that has phonological, lexical and grammatical characteristics of that region use of /r/, rate of speech,

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6
Q

Ethnic dialect

A

ex: AAVE (African American Vernacular English)

Ethnical dialect used across regions with phonological and syntactical influences of the same language/

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7
Q

Ethnic dialect variations

A
  • distance between speakers and listeners
  • morphology: use of plural marker
  • Standard vs. nonstandard (varieties)
  • Dialects vary:specific idioms
  • Phonological (fewer/more consonants), different, tonal language, use of theta
  • Grammar /syntax (more/less complex)
  • Pragmatics (proximity, eye contact, quantity of spoken conversations, etc.) narrative differences
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8
Q

Register

A

speaking style that is characteristic of certain roles of social contexts
ex:informal or formal
eye contact, rate of speech, gestures, stress and intonations, vocal intensity

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9
Q

Idiolect

A

language characteristics that are unique to an individual (due to vocal tract anatomy, personal experience, distinctive combination)

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10
Q

disorder versus difference determination

A
  1. screen in SAE standardized test
  2. screen in CLD standardized test
  3. if child fails both refer for intervention (disorder)
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11
Q

Intervention: 3 different outcomes

A
  1. Not for children who can use SAE efficiently
  2. Therapeutic intervention for children who fail to show competence in any language/dialect
  3. Elective language intervention for children who cannot speak well in SAE but can speak another language
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12
Q

What types of issues could be present at home

A

-Do parents, siblings speak English
-Poverty
-individualism Vs culturalism
•Code switching
•Where the child does spends most of his day
•Family values about speaking English: Acculturation?

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13
Q

Acculturation

A

extent to which a family feels the need to maintain their own cultural identity while at the same time accepting the values & beliefs of the European American tradition

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14
Q

scope of practice of SLP with CLD children

A

Children who fail to show competence in any language. More than ½ of the children in US who receive services for speech & language are CLD

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15
Q

What types of challenges/issues SLP face?

A
  1. Cultural bias: test reflect middle class white
  2. SLP sensitivity bias:misinterpretation of pragmatic behavior
  3. SLP expectations bias: rely on his/her intuition based on previous experiences & assume the outcome
  4. Over-interpretation bias:SLP may draw broad conclusions based on limited test data
  5. Linguistic bias: tests might contain idioms that are unfamiliar to CLD children
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16
Q

What issues come with assessments tools?

A

in order to have a valid ranking; no child can be put at a disadvantage in responding to the tests items

17
Q

Types of Acquired Brain injuries

A

•Localized/focal:confided to discrete areas of the brain & resulting from penetrating injuries
ex: gunshot, nail gun, shovel
•Diffuse:Not limited to one tissue or location; widespread
ex: infections, brain tumor, concussion

18
Q

Nerve cells become necrotic (die) 3 ways

A
  • Directly: Through mechanical shearing or by lack of oxygen
  • Indirectly: Degeneration of connections with nerve cells coz something else is shutting off; mechanical shearing of neuronal axons.
  • Inadvertently (unintentionally): Electrical overstimulation
19
Q

Traumatic Brain Injury

A

an insult to the brain, not of a congenital nature but caused by an external force resulting in impairment of cognitive abilities and physical functioning

20
Q

Causes are often linked to age groups

A
  • Infants and toddlers – falls / abuse
  • Older PK- falls ; boys 2-4 X more likely to suffer than girls; TBI higher for males overall
  • SA children – sports and accidents involving them as pedestrians, bike or skateboard riders,
  • Adolescents – motor vehicles, assault related incidents
21
Q

Assessment tools used to determine the severity TBI

A
  • Glasgow Coma Scale: measures best performance for eye opening, motor & verbal responses (mild,moderate & severe)
  • Modified Glasgow Coma Scale (for children)
22
Q

Associated problems children with TBI present with?

A
  • Gross and fine motor: reduction in age-appropriate play; spasticity; ataxia
  • Cognitive: Long/short term memory, info processing, problem solving
  • Perceptual motor: Visual neglect, visual field cuts, motor apraxia
  • Behavioral: Impulsivity, poor judgment, anger outburst, lack of hygiene
  • Social:Does not learn from peers, does not generalize
23
Q

TBI for kids as opposed to adults

A

However toddlers and young children recover better because:
1.Their brain withstands injury better than those of infants
2.They have established certain spoken language skills prior to injury
3.They have enough plasticity for functional reorganization of the brain
At age 5 recovery becomes the same as adults
Recovery of adults:age, etiology, aphasia type & injury severity

24
Q

Neural plasticity (controversial)

A

Uninjured parts of the brain can assume the functions previously handled by injured regions due to neural plasticity
neural interconnection present in young brains
-no evidence of child progress decline with age
-different recoveries for different causes regardless of age

25
Q

How does TBI affect kids academically

A

reading, auditory comprehension, expressive language, writing, memory and attention

26
Q

Long term issues with metacognitive/ metalinguistic language difficulties

A
  • Limited self-awareness
  • Poor planning of language responses
  • Difficulty initiating conversation
  • Problems inhibiting inappropriate remarks
  • Failure to self-monitor
  • General self-evaluations
  • Lack of flexibility
  • Impairment of higher-level discourse skills
27
Q

Difference in terms of developmental language disabilities as opposed to acquired

A
  • Prior to injury had normal self-concept
  • Many discrepancies in ability levels
  • Inconsistent patterns of performance
  • During recovery, likely to show great variability/fluctuation
  • More problems with generalization, structuring, and integrating new information
28
Q

What does AAC stands for

A

Language and Augmentative & Alternative Communication

It is intended to supplement or replace natural speech and/ or writing

29
Q

Why is it a communication system versus a communication tool

A

we use several tools to communicate, so do clients with language impairments.AAC for them should be implemented as a system that is part of their communication repertoire, and not made to be the only tunnel through which they MUST communicate with nothing else as supplement

30
Q

Why is the word system important

A

Because it serves to supplement any gestural, spoken, and/or written communication abilities vs. only one communication modality

31
Q

Why do kids with language challenges/issues demonstrate challenging behaviors?

A

Kids use behaviors to communicate when they do not have any other words to use :as a function of what they are trying to say

32
Q

Why are these children good candidates for AAC?

A

no prerequisite skills need to initiate AAC
- the child is no able to communicate effectively, and only have one way to communicate everything while expecting the adults/others to interpret the message

33
Q

Why is it important to get it as soon as possible for these children?

A

To allow them to independently communicate their needs to another person. As a result behavior dissipates
To avoid learned helplessness

34
Q

Why are parents concerned their children having AAC

A

Parents want them to be verbal, and are afraid that having an AAC would shut that door

35
Q

Who is a good candidate for AAC (beyond children who are non-verbal)

A

people who are unable to use speech as a primary functional communication mode

36
Q

Benefits of AAC

A
  • Helps child attend to communicative interactions
  • Clarifies the meaning of spoken language
  • Provides a means of communication
  • Expands the range of communicative functions
  • Provides a retrieval cue about what to say
  • Decreases reliance on verbal prompts
  • Increases spontaneity
37
Q

Low tech AAC

A
  • Non-electronic
  • Photographs
  • Objects
    ex: PECS, Interactive communication books; Communication cue cards; writing; letter boards, chat books, object communication system, schedules, symbol boards
38
Q

High Tech AAC

A
  • Electronic
  • Talking photo albums
  • Speech generating device
    ex: Ipad, novachat, DynaVox , Proloquo2Go, Tech4Everyone
39
Q

culture

A

behaviors by a group of people

early language disorders (8 decks)

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