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CETP Review > Typical Development of Communication > Flashcards

Typical Development of Communication Flashcards

1
Q

Backing (def. and age of elimination)

A

Alveolar sounds like /t/ and /d/ are substituted with velar sounds like /k/ and /g/ (e.g. “gog” for “dog”)
- Atypical; usually seen in more severe phonological delays

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2
Q

Fronting

A

Velar/palatal sounds are substituted with alveolar sounds (e.g. “tootie” for “cookie”)
- Eliminated by approx. 3.5 years

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3
Q

Gliding

A

/r/ and /l/ are replaced with glides (/w/ or /y/)
- Elim. by age 6

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4
Q

Stopping

A

Fricatives or affricates are substituted with a stop (e.g. “dump” for “jump”)
- /f/ and /s/ by age 3
- /v/ and /z/ by 3.5
- sh, ch, j by 4.5
- th by age 5

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5
Q

Vowelization

A

/l/ or “er” sounds replaced with a vowel (e.g. “appo” for “apple”)
- No approx age of elimination

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6
Q

Affrication

A

Nonaffricate replaced with an affricate ch or j (e.g. “joor” for “door”)
- Elim by age 3

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7
Q

Deaffrication

A

Affricate is replaced with a fricative or stop (e.g. “ship” for “chip”)
- Elim by age 4

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8
Q

Alveolarization

A

Nonalveolar sound is substituted with alveolar (e.g. “tu” for “shoe”)
- Elim by age 5

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9
Q

Labialization

A

Nonlabial sound substituted for a labial sound (e.g. “pie” for “tie”; mouf for mouth )
- Elim by age 6

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10
Q

What is assimilation and when should it be eliminated approx?

A

A consonant starts to sound like another sound in the word (e.g. “bub” for “bus”); elim by age 3

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11
Q

What is denasalization and when does it typically disappear?

A
  • Nasal consonant changes to a non-nasal consonant (e.g. “doze” for “nose”)
  • Elim by 2.5
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12
Q

Final consonant devoicing

A

e.g. “pick” for “pig”
- Elim by age 3

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13
Q

Prevocalic Voicing

A

Voiceless consonant in the beginning of a word is substituted with a voiced consonant (e.g. “gomb” for “comb)
- Elim by 6

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14
Q

Coalescence

A

Two phonemes are substituted with a different phoneme that still has similar features (e.g. “foon” for “spoon”)
- No typical age of elim

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15
Q

Reduplication

A

A complete or incomplete syllable is repeated (e.g. “baba” for “bottle”)
- Elim by 3

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16
Q

Cluster reduction

A

Consonant cluster becomes single consonant (“pane” for “plane”)
- Without /s/, gone by 4
- With /s/, gone by 5

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17
Q

Final consonant deletion

A

e.g. “toe” for “toad”
- Elim by 3

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18
Q

Initial consonant deletion

A

e.g. “unny” for “bunny”
- Atypical, usually seen in more severe delays

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19
Q

Weak syllable deletion

A

e.g. “nana” for “banana”
- Elim by age 4

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20
Q

Epenthesis

A

A sound is added btwn two consonants, typically a schwa sound (e.g. “buh-lue” for “blue”)
- Elim by 8 y/o

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21
Q

During pregnancy, when does the fetus start to react to external sounds? (e.g. changes in frequency; changes in phonemes)

A

After the 26th week

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22
Q

T/F: A newborn prefers the sound of its mother’s language to the sound of another

A

True

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23
Q

Until what age can a newborn easily distinguish between phonemes in any language?

A

Starting at 6 months, starts to lose ability to distinguish btwn phonemes that are not contrastive in their native language.

By 10 months, ability is usually lost.

(Called “Perceptive Narrowing/Reorganization”)

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24
Q

Perlocutionary stage: Reflexive vocalizations occur….

A

Age 0-2 months
- crying, sneezing, coughing

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25
Perlocutionary stage: cooing occurs...
Age 2-4 months - tongue is able to be more mobile as oral space increases - very nasal sounds; vowels
26
Perlocutionary stage: Vocal play
Age 4 - 6/7 months - Breathing and phonation are more coordinated - Quasi-consonants
27
Behavioural Theory
- believes that lanugage develops from explicit learning, not innate systems - children only learn the language they're exposed to - speech behaviours are reinforced with responses
28
Nativist Theory
Chomsky - universal grammar rules in all languages - everyone is born with a "Language Acquisition Device" - believe it's important to focus on syntax in therapy - doesn't think you need to reward child for speaking; therapists say you do for someone who acquired skills atypically
29
Cognitive Theory
Piaget - proper dev. of cognition is necessary for linguistic expression (e.g. a child needs to be exposed to a dog before they can say those words) - children must progress through stages of development (e.g. children's use of the phrase "all gone" usually coincides with their understanding of object permanence) - believes cognitive precursors are innate but language is not
30
Social Interactionism - therapy using this theory would be based on increasing ......?
Vygotsky & Bruner Language only possible due to human interaction Child's conversation partners are significant contributors to language acquisition Therapy focusing on this theory would be based on increasing children's motivation to communicate Languge continues to be refined across the lifespan
31
Which of the following does NOT occur between 8-10 months? a) Understanding no b) Variegated babbling (bamagaba) c) Uncovering a hidden toy (object permanence) d) Using "all gone" e) Gestural language such as shaking head no
D) "All gone"
32
Phonemes that should be acquired BY age 3 (according to First Words)
/p/ /b/ /m/ /n/ /t/ /d/ /w/ /h/
33
Between age 2-3, a child should be understood ___% of the time (FW)
40-60%
34
Between age 3 and 3.5, a child should acquire these phonemes (FW)
/k/ /g/ /y/ /ng/ /f/ /s/ /z/
35
Between age 3 and 3.5, a child should be intellgibile __% of the time.
60% to 80%
36
After age 4, the following phonemes should be acquired (FW)
sh ch ʒ l
37
# [](http://) After age 4, a child should be __% intelligible (FW)
80-100%
38
A child is 19 months old and has 25 words. Are they considered a late-talker?
No - has more than 24
39
A child is 21 months old and has 30 words. Are they considered a late-talker?
Yes - fewer than 40
40
A child is 24 months old and has 50 words. Are they considered a late-talker?
Depends - they're right on the cusp, should be above 100 within the next 6 months.
41
A child is turning 3 next month. She follows 2 step directions and understands simple opposites (receptive). She is putting 2 words together and asking simple questions; vocab of about 120 words (expressive). Is she on track?
Receptive - somewhat on track but aging out of that category. Expressive - operating at a 1-2 year category, behind.
42
Preoperational Stage - age and what are the key elements?
2-7 years Lack of conservation Egocentric Able to play pretend, ask lots of questions Overextends and underextends word meanings
43
Sensorimotor Stage - Age and key elements
0-2 years Basic cause + effect relations acquired Learns to use referent even when not physically present
44
Concrete Operational - Age and key elements
7 - 11 years Understands conservation Good at categorizations Understands that if you reverse your actions, the opposite will happen Mainly sticking to how they know to do things
45
Formal Operational - Age and key elements
12 + years No longer ego-centric (able to take others' perspectives) Multiple solutions to problems Can think in the abstract Deductive reasoning
46
First step in literacy development
Understanding that letter has sound correspondance
47
When does parallel play appear? What is it?
2.5 - 3.5 years No interaction but might imitate each other, play with the same toys
48
When does associative play appear? What is it?
3 - 4.5 years Sharing the same toys, varying level of playing with other kids, each following their own story
49
Cooperative play?
4 - 5 years Common goal working together Some negotiation required (e.g. changing roles)
50
Play with rules?
6 + years Requires knowledge of social rules / culture Includes rules made up by the kids Winners and losers
51
T/F: It is normal for children learning two languages to be slower in their development of each language compared to monolinguals in their development of one language.
True - they are often slightly behind in each language for vocab and grammar but are similar to peers for phonology and narrative skills
52
How would you distinguish between a language disorder and a problem acquiring L2? Sign of DLD vs. second language problem?
Necessary to evaluate their L1 DLD: More difficulty with tense markers; frequent omissions > incorrect usage
53
Practices to avoid in the case of bilingual children with language difficulties
- One parent - one language (not enough research to support this) - Using family members as interpreters - Offering intervention in only one language - Waiting 2-3 years to evaluate L2
54
Name some measures of Language-Processing ability that don't rely on linguistic-specific knowledge.
Digit-Span Working Memory Non-word repetition Auditory processing/perceptual tasks *Shouldn't be used alone to identify DLD
55
What is coherence in narratives?
Meaningful structure and sequence
56
What is cohesion in narratives?
Use of linguistic devices to link ideas together
57
When should story grammar (setting, initial eevnt, conflict, resolution) emerge for typically developing children?
Between 5-8
58
When does Theory of Mind develop in typically developing children?
Age 5
59
What kind of skill is phonological awareness?
Metalinguistic
60
Abilities that predict learning of reading and writing
Print awareness Understanding functions of writing (tell a story, grocery list) Reading conventions (e.g. left to right) Forms (miniscule vs. capitals) Alphabetic knowledge!! (letter names or sounds - alphabet order not as important) Calligraphy
61
Protective behaviours that we should encourage (school-age children)
- Asking questions (to us and themselves) - Being open to activities, taking risks, creating links
62
Factors that contribute to a worse prognosis (language disorder)
- Poor comprehension of oral language - Poor non-verbal abilities - ++ comorbidities - Presence of oral language difficulties when starting school - Presence of oral language difficulties beyond age 5 - most likely that they will persist
63
T/F: You can't have a dyslexia without dysgraphia
True (according to DSM-V)
64
How does one determine the severity of difficulties?
- According to norms from standardized tests - Clinical judgement - Analysis of formal and informal ax
65
How does one determine the severity of impact?
Refer to the case history/interview and clinical observations Mild --> some impact but doesn't prevent them from participating in age-appropriate actiities; able to function independently with minimal help Moderate --> significant difficulties that require accommodations to function in class; able to function with supervision Severe --> Significant support needed to function in a normal class; can demonstrate some functional abilities with supervision Profound --> Few functional abilities; requires maximum support to perform basic activities
66
Clinical Model of Therapy
- Pull-out of class - Intervention is based on ax, not necessarily the curriculum Pros: - Calm environment - More attention from child Cons: - Less generalization - Minimal support for teacher **Consider hybrid --> consultation with teacher (sit-in) and individual sessions
67
What is the Consultati ve Approach?
Counselling teachers for general approach to teaching - Explaining adaptations/modifications needed for students with language difficulties - Training for schools
68
What is the 3:1 approach?
Traditional direct therapy for 3 weeks followed by one week of consultation - Allows for more planning with teachers to align objectives and curriculum
69
What is the Response to Intervention method?
1st tier: Core classroom instruction (effective for 85% of students) 2nd tier: Targeted small group instruction (For the 15% for which the first tier wasn't enough) 3rd tier: Intensive individual therapy (5% who were resistant to the other 2 tiers)
70
Approximate expressive vocabulary of 5 year old
2000+ words
71
What is derivational morphology
Recognizing that words have morphemes within them (e.g. adulthood = adult+hood) Progress especially btwn 4th and 8th grade (in line with written language)
72
Marie is 2.5 years old and follows 2-step directions. Is she in line with norms for her age?
Yes
73
At what age should a child be following 3+ step instructions?
4-5 years old
74
What does "cooing" consist of?
Back vowels and consonants
75
When does a baby start making beginning CV sounds?
4-6 months (vocal play)
76
When will a baby typically understand "no"?
During the illocutionary phase (communicating with intention - btwn 9-12 months)
77
When do phonetically consistent forms emerge?
Illocutionary Period - 9-12 months
78
When does a baby typically begin to laugh?
4-6 months
79

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