TEST 4

Question 1

Phonology

Answer 1

The study of how individual sounds make up words

Question 2

Morphology

Answer 2

The study within psycholinguistic of word formation; how adding or deleting parts of words changes their meaning

Question 3

Syntax

Answer 3

The way words are joined together to structure meaningful sentences; grammar

Question 4

Semantics

Answer 4

The study of the meanings attached to words and sentences

Question 5

Pragmatics

Answer 5

The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics

Question 6

Register Switching

Answer 6

Shifting back and forth between these two very different kinds of language

Question 7

What is free association task and what part of language does it exhibit?

Answer 7

It exhibits semantic language. Children are given a word and then are encouraged to name as many other words as come to mind.

Question 8

Typical language development characteristics for children in primary grades.

Answer 8

Articulation
Word meaning
Pronouns
Syntax becomes more complex

Question 9

The use of Passive Voice in primary children.

Answer 9

(ECD Ch. 16)

Question 10

Passive Voice

Answer 10

Definition

Question 11

When identifying a child with ASD what is considered in the diagnosis?

Answer 11

Know the 2 most distinguishing characteristics of those with ASD
Pg 203 under psychological behavior and characteristics
Impaired social communication
Repetitive or restricted behaviors
Must be early onset

Question 12

Most common type of fluency disorder

Answer 12

Stuttering

Question 13

Why is the number of children diagnosed with autism increasing? (3 reasons)

Answer 13

1. A widening of the criteria used to diagnose autism, including the recognition of those who are higher functioning;
2. A greater awareness of autism in the general public as well as in the medical, psychological, and educational professions;
3. “Diagnostic substitution”, the phenomenon of persons now being identified as having an autism spectrum disorder who previously would have been diagnosed as mentally retarded or as having developmental language disorders.

Question 14

Prevalence rates for ASD (comparison of boys and girls)

Answer 14

5x higher for boys than girls

Reasons for this vary from males being biologically more susceptible to neurological dysfunction to professionals having a biased tendency to refer and/or diagnose males when they exhibit behaviors outside the range of normalcy.

Question 15

Autism vs. autism savant

Answer 15

Autism: social communication impairment and repetitive/restrictive behaviors
Autism savant syndrome: Displays behaviors characteristic of ASD but also has remarkable skills or talents which often involves preoccupation with memorization of facts

Question 16

Cognitive theory of ASD (What are the 3 keys points and what do they mean?)

Answer 16

Executive function: ability to plan ahead in a thoughtful way is sabotaged by their problems with working memory, inhibitory control, or behavioral inhibition, and mental flexibility
Central coherence: weakened natural inclination to bring order and meaning to information in their environment by perceiving it as a meaningful whole rather than as disparate parts
Theory of the mind: weakened ability to “read” the mind of other people with respect to characteristics such as their intentions, feelings, beliefs, and desires

Question 17

2 reasons why early intervention is important for children with language disorder.

Answer 17

1. Smaller chance of success if older

2. Without functional language, can’t be a truly social being

Question 18

Know speech and language disorders and the characteristics of them.

Answer 18

On posters

Question 19

Educational considerations – how do teachers help children with language disorders?

Answer 19

1. Facilitate social use of language
   - Focus in language as a way of solving problems by making oneself understood and understanding others.
   - Provide Instruction on the language of school
2. Question-asking strategies
   - Ask questions that encourage dialogue
   - Clarify questions so students understand what you are asking
3. Teaching Literacy
   - Students with language disorders often have difficulty acquiring reading skills
   - 1. Decoding skills 2. Reading comprehension 3. Written expression
   - Students with speech disorders may have difficulty acquiring literacy skills

Question 20

Essay: Difference between language and speech disorders and examples of each.

Answer 20

Language Disorders: problems in comprehending and using language for communication
A. Primary language disorders
-no known cause
-specific language impairment (SLI)
-early expressive language delay (ELD)
-language-based reading impairment
B. Secondary language disorders
-caused by another condition

Speech Disorders: impairment in production and use of oral language
A. Phonological disorders- impaired ability to produce sounds in own language
-phonological awareness
B. Articulation disorders- errors in producing word sounds
-omissions
-additions
-distortions
C. Voice disorders
-pitch
-loudness (aphonia)
-quality (resonance)
D. Fluency disorders
-dysfluencies
-stuttering
E. Motor-speech disorders
-Dysarthia
-Apraxia

Question 21

Three strategies to use to help a student with autism if you are teaching in a general education classroom.

Answer 21

1) Direct Instructional or Skills
- Applied Behavior Analysis is a highly structured approach that focuses on teaching functional skills and continuous assessment in progress
- punishment of undesired behaviors was removed from ABA
2) Instruction in Natural Settings
- emphasizing applying behavioral psychology in natural settings and in natural interactions
3) Behavior Management
- combine functional behavioral assessment and positive behavioral intervention and support
- FBA: determining the consequences, antecedents, and setting events that maintain such behaviors
- PBIS: finding ways to support positive behavior rather that punishing bad behavior

Question 22

Know the two most distinguishing characteristics of children with autism and be able to give specifics about what each characteristic means and includes.

Answer 22

Impaired social communication 
-lack communicative intent
-impaired ability to engage in joint attention
-problems with pragmatics 
Repetitive/restrictive behaviors
-abnormal sensory perceptions 
-stereotyped motor or verbal behaviors
-hyperresponsive
-hyporesponsive
-synaesthesia