Typical Development of Communication Flashcards
Backing (def. and age of elimination)
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
Fronting
Velar/palatal sounds are substituted with alveolar sounds (e.g. “tootie” for “cookie”)
- Eliminated by approx. 3.5 years
Gliding
/r/ and /l/ are replaced with glides (/w/ or /y/)
- Elim. by age 6
Stopping
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
Vowelization
/l/ or “er” sounds replaced with a vowel (e.g. “appo” for “apple”)
- No approx age of elimination
Affrication
Nonaffricate replaced with an affricate ch or j (e.g. “joor” for “door”)
- Elim by age 3
Deaffrication
Affricate is replaced with a fricative or stop (e.g. “ship” for “chip”)
- Elim by age 4
Alveolarization
Nonalveolar sound is substituted with alveolar (e.g. “tu” for “shoe”)
- Elim by age 5
Labialization
Nonlabial sound substituted for a labial sound (e.g. “pie” for “tie”; mouf for mouth )
- Elim by age 6
What is assimilation and when should it be eliminated approx?
A consonant starts to sound like another sound in the word (e.g. “bub” for “bus”); elim by age 3
What is denasalization and when does it typically disappear?
- Nasal consonant changes to a non-nasal consonant (e.g. “doze” for “nose”)
- Elim by 2.5
Final consonant devoicing
e.g. “pick” for “pig”
- Elim by age 3
Prevocalic Voicing
Voiceless consonant in the beginning of a word is substituted with a voiced consonant (e.g. “gomb” for “comb)
- Elim by 6
Coalescence
Two phonemes are substituted with a different phoneme that still has similar features (e.g. “foon” for “spoon”)
- No typical age of elim
Reduplication
A complete or incomplete syllable is repeated (e.g. “baba” for “bottle”)
- Elim by 3
Cluster reduction
Consonant cluster becomes single consonant (“pane” for “plane”)
- Without /s/, gone by 4
- With /s/, gone by 5
Final consonant deletion
e.g. “toe” for “toad”
- Elim by 3
Initial consonant deletion
e.g. “unny” for “bunny”
- Atypical, usually seen in more severe delays
Weak syllable deletion
e.g. “nana” for “banana”
- Elim by age 4
Epenthesis
A sound is added btwn two consonants, typically a schwa sound (e.g. “buh-lue” for “blue”)
- Elim by 8 y/o
During pregnancy, when does the fetus start to react to external sounds? (e.g. changes in frequency; changes in phonemes)
After the 26th week
T/F: A newborn prefers the sound of its mother’s language to the sound of another
True
Until what age can a newborn easily distinguish between phonemes in any language?
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”)
Perlocutionary stage: Reflexive vocalizations occur….
Age 0-2 months
- crying, sneezing, coughing
Perlocutionary stage: cooing occurs…
Age 2-4 months
- tongue is able to be more mobile as oral space increases
- very nasal sounds; vowels
Perlocutionary stage: Vocal play
Age 4 - 6/7 months
- Breathing and phonation are more coordinated
- Quasi-consonants
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
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
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
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
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”
Phonemes that should be acquired BY age 3 (according to First Words)
/p/
/b/
/m/
/n/
/t/
/d/
/w/
/h/
Between age 2-3, a child should be understood ___% of the time (FW)
40-60%
Between age 3 and 3.5, a child should acquire these phonemes (FW)
/k/
/g/
/y/
/ng/
/f/
/s/
/z/
Between age 3 and 3.5, a child should be intellgibile __% of the time.
60% to 80%
After age 4, the following phonemes should be acquired (FW)
sh
ch
ʒ
l
A child is 19 months old and has 25 words. Are they considered a late-talker?
No - has more than 24
A child is 21 months old and has 30 words. Are they considered a late-talker?
Yes - fewer than 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.
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.
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
Sensorimotor Stage - Age and key elements
0-2 years
Basic cause + effect relations acquired
Learns to use referent even when not physically present
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
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
First step in literacy development
Understanding that letter has sound correspondance
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
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
Cooperative play?
4 - 5 years
Common goal working together
Some negotiation required (e.g. changing roles)
Play with rules?
6 + years
Requires knowledge of social rules / culture
Includes rules made up by the kids
Winners and losers
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
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
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
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
What is coherence in narratives?
Meaningful structure and sequence
What is cohesion in narratives?
Use of linguistic devices to link ideas together
When should story grammar (setting, initial eevnt, conflict, resolution) emerge for typically developing children?
Between 5-8
When does Theory of Mind develop in typically developing children?
Age 5
What kind of skill is phonological awareness?
Metalinguistic
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
Protective behaviours that we should encourage (school-age children)
- Asking questions (to us and themselves)
- Being open to activities, taking risks, creating links
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
T/F: You can’t have a dyslexia without dysgraphia
True (according to DSM-V)
How does one determine the severity of difficulties?
- According to norms from standardized tests
- Clinical judgement
- Analysis of formal and informal ax
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
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
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
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
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)
Approximate expressive vocabulary of 5 year old
2000+ words
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)
Marie is 2.5 years old and follows 2-step directions. Is she in line with norms for her age?
Yes
At what age should a child be following 3+ step instructions?
4-5 years old
What does “cooing” consist of?
Back vowels and consonants
When does a baby start making beginning CV sounds?
4-6 months (vocal play)
When will a baby typically understand “no”?
During the illocutionary phase (communicating with intention - btwn 9-12 months)
When do phonetically consistent forms emerge?
Illocutionary Period - 9-12 months
When does a baby typically begin to laugh?
4-6 months
