Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SPA5401- Language Disorders > Week 1 (Ch. 1 &3) > Flashcards

Week 1 (Ch. 1 &3) Flashcards

1
Q

ASHA definition of language disorder

A

An impairment in the “comprehension and/or use of

a spoken, written and/or other symbol system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

3 things a disorder may involve in any combination

A

The form of language (phonology, morphology, syntax) The content of language (semantics) The function of language in communication (pragmatics)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Define: Naturalist perspective

A

Impairment is characterized as a deviation from the average

level of ability achieved by a similar group of people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q 
Naturalist perspective (does, Does not) help the clinician decide what differences in language
behavior constitute an impairment or what level of impairment intervention is warranted
A

does not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Define: normative perspective

A

Considers impact of language impairment on the child’s

overall development and ability to function in everyday situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Normative perspective States a language disorder exists when __________________

A

it interferes with the

child’s ability to meet societal expectations now or in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Deficits (do, do not) always occur together, although

impairments in one area may influence development in another

A

do not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Important to make a distinction between ______, _______, and _______ in order to highlight __________
order to

A

speech, language, and communication. The child’s most salient difficulty.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Very often impairments occur in the context of __________ with a _________

A

another developmental disorder, recognized label (ASD, Down’s).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Some of the other names for language problems

A

Specific language impairment, language delay, language disability,
language disorder, or developmental language disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Bloom and Lahey (1978) and Lahey (1988)- 2 major findings

A

Provided the framework for examining language
competencies
Suggested that language is comprised of three major
aspects: form, content and use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

(All, Not all) of these features will be present in all children
with a diagnosis of DLD and the features that characterize a child at one age (may, may not) be very different to the features that stand out as the child gets older

A

Not all, may

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Bloom and Lahey’s taxonomy of language: 3 major aspects

A

Form, content, use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

3 key linguistic characteristics of disorders in form

A

Errors in speech production and poor phonological
awareness
Errors in marking grammatical tense
Simplified grammatical structures and errors in
complex grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

3 key linguistic characteristics of disorders of content

A

Delayed acquisition of first words and phrases
Restricted vocabulary
problems finding the right word for known objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

3 key linguistic characteristics of disorders of use

A

Difficulties understanding complex language and
long stretches of discourse
Difficulties telling a coherent narrative
Difficulties understanding abstract and ambiguous
language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Mental age is an index of __________.

A

Developmental age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

One way to describe children with developmental disability is
to say that ____________.

A

their developmental level is significantly lower than their chronological age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

ASHA (2000) argued against cognitive referencing in making

decisions about eligibility of services. Why? Define cognitive referencing?

A

Comparing oral language skills to IQ to determine if language
intervention would benefit a student – make student eligible for
services in public schools
Sometimes language functioning can surpass cognitive levels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

A Full Scale IQ score is comprised of what 2 things?

A

Verbal IQ and non-verbal IQ

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Define: verbal IQ

A

measure of oral language skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Define: non-verbal IQ

A

measure of the ability to carry out motor tasks

or analyze and solve problems using visual reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

When measuring IQ in children with language

impairments, best to use _______________.

A

cognitive tests that do not involve the production or comprehension of language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Nonverbal IQ is used as a measure of __________.

A

general intelligence in

individuals with language impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Nonverbal IQ is sometimes used to qualify or deny

services in individuals with ID. Why?

A

The assumption is that language skills cannot improve beyond

one’s language ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

In many states, SLPs cannot provide services to a student

when his/her________ and ________ are equivalent

A

nonverbal IQ and language ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Longitudinal studies of children with language disorders

have reported a (drop, increase) in (verbal, nonverbal) IQ over time

A

drop, nonverbal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Degree of discrepancy between verbal and nonverbal

abilities does not necessarily predict a child’s __________

A

responsiveness to intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Denial of services to children because of depressed

(verbal, nonverbal) IQ scores (is not, is) consistent with the tenet of IDEA

A

nonverbal, is not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Standardized scores give us some useful information

about ______________, but sometimes we need more information to determine if speech-language services are needed

A

a child’s abilities relative to their peers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Tests with adequate psychometric data are (always, not always)
available for all age levels, for all _________, __________, or _________.

A

not always; age levels, language communities, or aspects of language/communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

The __________ stresses that a language

disorder must be big enough to be noticed by ordinary people

A

Normative position

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Some problems are more readily apparent to non-specialists,

while others are more ______ and _________.

A

Subtle and easily missed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

(A, no) single cause of DLD.

A

No

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

4 risk factors that co-occur to give rise to diagnosable conditions

A

Biological, cognitive, behavioral, environmental

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Define: biological factors

A

Biological factors Differences in genetic risk and neurological structure and function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Define: cognitive factors

A

Cognitive factors Differences in perception and information processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Define: behavioral factors

A

Behavioral features Overt differences in behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Define: environmental factors

A

Environmental factors External experiences that either increase risk of disorder or that
are protective in the face of biological risk

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

4 genetic factors of DLD

A

Primary DLD tends to run in families, suggesting
that genes may influence susceptibility to disorder
Cannot be sure of this because families also share
environments
Genes that have been implicated in DLD have also
been implicated in a host of other neurodevelopmental disorders, including Tourette syndrome, ADHD, dyslexia, ASD, epilepsy and ID
Partially overlapping etiologies may help to explain
the high rates of co-morbidity seen in developmental disorders

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Human brain starts developing ______ and

continues to grow and develop throughout adolescence

A

in utero

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Current neurobiological theory of DLD

A

Initially regional differences in the brain favor different types
of input for processing and computations
Smaller regions within these areas become more specialized
through activity-dependent processes that respond to environmental input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Increased cortical specialization and learning require

_________________ in order for effective communication within the brai

A

changes in the number and strength of connections between neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

__________ eliminates weak or underused

connections and helps strengthen remaining connections

A

Synaptic pruning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Results in _____________ – specialized

neural networks that are more finely tuned to process particular inputs

A

functional specialization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Language in the adult brain is a great example of ________ and ___________.

A

Localization and functional specialization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

In most individuals, language processing occurs in

the (right, left) hemisphere…this is called _____________.

A

left, left lateralized

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

As a result cortical structures that process language

tend to be larger in the (left, right) hemisphere than in (right, left) homologous structures

A

left, right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

2 critical cortical areas for language

A

Frontal lobe and temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Frontal lobe language functions

A

Inferior frontal gyrus includes pars opercularis and pars
triangularis…together they form Broca’s area
Important for speech motor planning needed for spoken
language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Temporal lobe language functions

A

Includes Heschl’s gyrus, superior temporal gyrus and the
planum temporale
Important for auditory processing and language
comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

5 things MRI studies of DLD find

A

as a group individuals with DLD show atypical patterns of
asymmetry of the language cortex (Leonard and Gauger
studies)
Abnormalities in white matter volume Cortical dysplasia
Additional gyri in frontal and temporal regions
Unusual proportions of anatomical structures implicated in
language processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

3 fMRI findings of brain function in DLD

A

Hugdahl et al. (2004) studied language processing in 5 Finnish
family members with DLD and 6 age-matched peers. The family members with DLD showed bilateral activation in the temporal lobes which was much weaker and more focal than
activations in the comparison group
Weismer et al. (2005) studied working memory abilities in 8
teenagers with primary DLD and 8 individuals with NL. The individuals with DLD exhibited hypoactivation in frontal and parietal regions and inferior temporal gyrus
Whitehouse and Bishop (2008) found that adults with DLD
showed reduced blood flow to the left hemisphere when engaged in language tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Language learning is remarkably robust in the face of _________________

A

impoverished language input

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

___________ factors alone cannot account for the

deficits that characterize DLD

A

environmental

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Environmental factors can have an important role in

mediating _________ and ____________

A

the developmental course of the disorder, impact of the disorder on the child’s adaptation and wellbeing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Children from families with ________ have (slower, faster)

rates of language development relative to peers from __________ environments

A

low SES, slower, affluent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Relationship between ___ and _______

not straight forward

A

SES, language impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

DLD in the context of _______ should alert clinicians

and educators to the need for ________ and ____________

A

Low SES, careful monitoring and language support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

3 cognitive models of DLD

A

auditory processing, limited processing capacity, procedural deficits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Auditory processing model of DLD

A

Auditory deficits have been shown to be neither necessary nor
sufficient to cause DLD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Limited processing capacity model of DLD

A

Evidence for limited capacity system stems from poor

performance on tasks of working memory and phonological short term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Procedural deficits model of DLD

A

Children with DLD are impaired on measures of learning that
tap into procedural memory systems (important for rule based
learning such as grammar)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Children with Autism and DLD share ________________ (including _____ and ______)

A

language problems, vocabulary and grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Children with autism typically demonstrate 6 deviant features
that would not be regarded as typical at any age

A

Repetitive use of stereotyped phrases Unusual and exaggerated intonation Pronoun reversal
Idiosyncratic words
Echoing the speech of others Pragmatic skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Skilled reading requires ______ and ______ …_______-based skills

A

reading accuracy and

reading comprehension; language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Individuals with ________ also have some oral

language difficulties

A

dyslexia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q 
Poor comprehenders (good decoding, poor reading
comprehension) have oral language weaknesses in \_\_\_\_\_, \_\_\_\_\_\_, and \_\_\_\_\_\_\_\_\_\_
A

vocabulary, grammar, verbal working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Many children with DLD end up having _____________

A

reading difficulties

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

4 purposes of intervention

A

1). Change or eliminate the underlying problem
Rendering the child a normal language learner
2). Change the disorder
Improve specific aspects of language behaviors by teaching
specific behaviors
3). Teach compensatory strategies
Rather than trying to make their language normal, the
clinician attempts to give them tools to function better with the deficits they have
4). Change the child’s environment
Try to influence the context in which a child must function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Identification of the basic purposes of intervention are based on what 5 things?

A

Age
Intervention history of the client Nature of the disorder
Way the environment interacts with the child’s
communication function
Data collected from the evaluation

72
Q

3 interventions to change the disorder

A

facilitation, maintenance, induction

73
Q

Define: facilitation

A

Helps children achieve language milestones sooner than they
would have if left alone, but it does not mean that they ultimately achieve higher levels of language function than they
would have without intervention

74
Q

Define: maintenance

A

To preserve a behavior that would otherwise decrease or disappear

75
Q

Define: induction

A

Intervention completely determines whether some endpoint will be reached

76
Q

Define: evidence-based practice

A

“the conscientious, explicit, and unbiased use of
current best research results in making decisions about the care of individual clients” by integrating clinical expertise with the best available external clinical evidence from systematic research (Sackett et
al. 2000)

77
Q

Evidence-based practice includes what?

A

Includes evaluating internal evidence…from
characteristics of the client and family, their willingness to participate in a treatment approach, and their preferences as well as our own clinical preferences, professional competencies and values
(Fey & Justice, 2007)

78
Q

3 aspects of evaluating external evidence

A

Opinions of experts should be viewed with
skepticism
All research is not created equal. Some studies
are better, and therefore better suited to inform clinical decisions, than others
Clinicians must be critical about the quality of
evidence they use to guide clinical decision-making

79
Q

Step 1 in incorporating EBP

A

Formulate your clinical question

80
Q

4 steps to formulating your clinical questions

A

P – Patient or Problem
I – Intervention being considered
C – Comparison treatment (can be no treatment)
O – desired Outcome

81
Q

Step 2 in incorporating EBP

A

Use internal evidence, such as clinical experience and family preferences to determine what your typical “first stab” approach would be

82
Q

Step 3 in incorporating EBP

A

Find the external research evidence base

83
Q

3 considerations in finding the external research evidence base

A

Use the ASHA database
Databases such as MEDLINE or PsychInfo
Start by reading the most recent review articles

84
Q

Step 4 in incorporating EBP

A

Grading studies

85
Q

3 things you grade studies for

A

Relevance to the clinical question
Level of evidence provided by the study based on its design and quality
The direction, strength, and consistency of the observed outcomes

86
Q

Step 5 in incorporating EBP

A
  1. Integrate internal and external evidence
87
Q

Step 6 in incorporating EBP

A
  1. Evaluate the decision by documenting outcomes
88
Q

3 aspects of the intervention plan

A

Intended objectives of the intervention processes used to achieve these objectives Contexts, or environments, in which the intervention
takes place

89
Q

3 levels of goals

A

Basic goals – correspond to long-term objective (e.g., new grammatical forms)
Intermediate goals (e.g., auxiliaries, articles, pronouns)
Specific goals (e.g., is are; a, the; he, she)

90
Q

In setting goals, you should target the _____

A

ZPD

91
Q

Define: ZPD

A

the distance between a child’s current level of

independent functioning and potential level of performance

92
Q

Don’t want to select goals _______ or ______ the ZPD

A

below or beyond

93
Q

May need to use ___________________ to

establish ZPD

A

dynamic assessment techniques

94
Q

4 other factors to consider when setting goals

A

Communicative effectiveness
Choose objective not only on developmental grounds, but also
on the grounds of how efficient the targeted behaviors will be
in increasing a child’s ability to communicate
Require child to do only one new thing at a time
Use new form to serve a communicative function that has
already been expressed or new function with a form already
used by client
Phonological abilities
Teachability
Teach easier forms and functions before harder ones

95
Q

Teachable forms include what 3 things?

A

Those that are easily demonstrated in pictures Taught through stimulus materials that are easily
accessed and organized
Used frequently in naturally occurring, everyday
activities in which the child is engaged

96
Q

3 intervention approaches

A 
Clinician-directed approaches (CD
approaches)
Child-centered approaches (CC
approaches)
Hybrid approaches
97
Q

________- centered is the most natural on the continuum, and includes what 2 things?

A

child; daily activities and facilitated play

98
Q

________ is the “middle” natural on the continuum, and includes what 3 things?

A

hybrid; Milieu therapy, focused stimulation, script therapy

99
Q

________-directed is the least natural on the continuum, and includes what 3 things?

A

drill, drill play, CD modeling

100
Q

During clinician-directed approach, the clinician specifies all the aspects of intervention including what 4 things?

A

 materials to be used and how the client will use them
 the type and frequency of reinforcement
 the form of the responses to be accepted as correct
 the order of activities

101
Q

Clinician-directed approaches are also referred to as ________ or ________.

A

drill, discrete trial intervention

102
Q

4 things clinician-directed approaches attempt to do

A

make the relevant linguistic stimuli highly salient
 Reduce or eliminate irrelevant stimuli
 Provide clear reinforcement to increase frequency of desired language behaviors
 Control the clinical environment

103
Q

4 advantages of CD approaches

A

Allows the clinician to maximize the opportunities
for a child to produce a new form, producing a higher number of target responses per unit time than other approaches
Unnaturalness of approach
Research finds that these approaches are
consistently effective with various disorders
Research finds that individuals with lower IQs or
more severe disabilities perform better with CD approaches

104
Q

2 disadvantages of CD approaches

A

Not good at getting the client to generalize new skills
into real communication outside clinical setting
Research finds that using more naturalistic methods
can provide a more efficient means of addressing language targets

105
Q

3 types of CD activities- name and define

A

Drill
Most highly structured activity Clinician instructs the client on what is expected and provides
a training stimulus

Drill Play
Like Drill, but provides some motivation into the drill
structure

Modeling
Child’s job is to listen as the clinician provides numerous examples of the structure being taught

106
Q

Child-centered approaches also called what 3 things?

A

Also called indirect language stimulation,

facilitative play, pragmaticism and developmental or developmental/pragmatic approaches

107
Q

What does the clinician do, and what is the clinician not allowed to do, during child-centered approach

A

Clinician arranges an activity so that opportunities
for the client to provide target responses occur as a natural part of play and interaction
No tangible reinforcers, no requirement that the
child provide a response to the clinician’s language and no prompts or shaping or incorrect response

108
Q

2 keys to the child-centered approach

A

Key to this approach is to respond to the client
with one of several specific verbal techniques
Our responses model communicative language
use

109
Q

Unlike in CD approaches, we are not trying to

__________________…instead we _____________________

A

elicit specific structures from the client.

react to the child’s behavior, placing it in communicative context and giving it a linguistic mapping

110
Q

6 verbal response techniques

A 
Self-talk and parallel talk
 Imitations 
Expansions 
Extensions 
Buildups and breakdowns 
Recast sentences
111
Q

Define and explain: self-talk

A

We describe our own actions as we engage in parallel play with
the child
Provides a clear and simple match between actions and words
By using the child’s actions and matching our own words and
actions to them, we model how to comment on our actions with language

112
Q

Define and explain: parallel talk

A

Provide self-talk for the child
Talk about the client’s actions, providing a running
commentary

113
Q

Define: imitation

A

Imitating what the child says

114
Q

Research has showed that adults often ____________ and that when they do, there is a substantial probability that the child will ___________

A

repeat what normal toddlers say, imitate the imitation

115
Q

Research shows that children who imitate show

advances in ____________

A

language development

116
Q

The more the child says, the more the opportunities

exist for practice of _____, ______, and ____ forms and the more opportunities there are for _________

A

phonological, lexical, and syntactic forms; feedback

117
Q

Define: extensions

A

Comments that add some semantic
information to a remark made by the child

We take what the child says and add the grammatical
markers and semantic details that would make it an acceptable adult utterance

118
Q

Expansions have been shown to increase the

probability that a child will ____________________

A

spontaneously imitate at least part of the expansion

119
Q

Expansions have been shown to increase

_______________ for a number of structures in a number of diagnostic group

A

grammatical development

120
Q

Buildup and Breakdown: explain, purpose

A

Build up and breakdown a child’s utterance to show
them how sentences get put together
Start by expanding the child’s utterance to a fully
grammatical form (build up)
Then break it down into smaller, phrase-sized pieces

121
Q

This type of buildup and breakdown response has been associated with _________?

A

This type of response has been associated with

language development in typically developing children

122
Q

Define: recast sentences

A

Like expansions, but instead expand the

child’s utterance into a different type or more elaborated sentence

123
Q

3 characteristics of hybrid approaches

A

Target one or a small set of specific language goals
Clinician maintains a good deal of control in selecting activities
and materials but does so in a way that consciously tempts the child to make spontaneous use of utterances of the types being
targeted
Clinician uses linguistic stimuli not just to respond to the
child’s communication but to model and highlight the forms being targeted

124
Q

4 types of hybrid approaches

A

Focused stimulation, vertical structuring, milieu teaching and script therapy

125
Q

Define: focused stimulation

A

Clinician arranges the context of interaction so that
the child is tempted to produce utterances with obligatory contexts for the forms being targeted
Clinician provides lots of models of the target form in
meaningful context

126
Q

Focused stimulation is effective for __________?

A

Effective for improving comprehension and

production of a form

127
Q

During focused stimulation, a clinician gives ___________________

A

Clinician gives feedback similar to an expansion

when the child makes an unsuccessful attempt

128
Q

Define: vertical structuring

A

Particular form of expansion used like focused

stimulation to highlight target structures

129
Q

Why is vertical structuring Less naturalistic than standard ILS technique?

A

the clinician provides a specific nonlinguistic stimulus, but does use a naturalistic response

130
Q

Vertical structuring is effective at targeting ___________?

A

early developing language forms

131
Q

3 major components that characterize Milieu Communication Training

A

Environmental arrangement
Responsive interaction
Conversation-based contexts that use child interest and initiation as opportunities for modeling and prompting communication in everyday settings

132
Q

4 main methods of Milieu Communication Training

A

Incidental teaching
Mand-model
Prelinguistic milieu teaching
Enhanced milieu teaching

133
Q

5 steps of incidental teaching

A

Clinician arranges the setting so that things the
client wants or needs to complete a project are visible but out of reach
Clinician first responds with focused attention
If client does not respond as expected, clinician asks
question to get child to use verbal request
If response produces target response, clinician
provides confirmation with a model of target form
If response does not produce target response, a
prompt is provided

134
Q

Define: mand-model

A

Clinician observes child and when the child seems to

show some interest in some aspect of the environment, the clinician “mands” or requests an utterance with a stimulus

135
Q

During mand-model, clinician is trying to elicit ____________ rather than __________.

A

Clinician is trying to elicit general one-word, two-

word or complete grammatical sentences, rather than specific form or meaning targets

136
Q

Prelinguistic Milieu Teaching is designed for what age group?

A

Designed for nonverbal children between 9 – 18

months of age developmentally

137
Q

Goal of prelinguistic milieu training

A

Goal is to develop the basic intentional
communication skills necessary for early language development by increasing the frequency, maturity, and complexity of nonverbal communicative acts

138
Q

5 major goals of PMT

A

Establish interactive routines to serve as contexts for
communication
Increase frequency of vocalizations Increase frequency and spontaneity of coordinated
gaze
Increase use of nonconventional and conventional
gestures
Encourage combinations of gaze, vocalization and
gesture

139
Q

Enhanced Milieu Teaching is effective for children who meet what 3 criteria?

A

Produce some verbal imitation
Have at least 10 productive words
Are in the early stages of language development, with MLUs from 1 – 3.5

140
Q

Enhanced milieu teaching incorporates methods of both _________ and _________.

A

incidental teaching and the mand-model approaches

141
Q

Define and explain: script therapy

A

A way to reduce the cognitive load of language
training by embedding it in the context of a familiar routine
Clinician can develop some routines or scripts with
the child in the intervention context or re-enact scripts the child already knows

142
Q

In the intervention the known script is violated in

some way, this does what?

A

challenging the child to communicate to call attention to or repair the disruption

143
Q

Script therapy includes what 2 things?

A

Includes literature-based scripts and interactive

book reading

144
Q

Fey’s 4 guidelines for increasing naturalness of CD activities

A

Make the language informative
Increase the motivation to communicate with the task Use cohesive texts
Move from “here and now” to “there and then”

145
Q

10 essential ingredients of successful therapy

A

Intensity Active engagement Feedback Reinforcement Repetition Use distributed practice Specificity Control complexity Minimize error responses Work within schemas

146
Q

Think carefully about the (output, input) you present to the

child in terms of both its _____________ and ______________.

A

input, meaning and its formal properties

147
Q

5 ways Linguistic input can be manipulated many ways to

make it more effective

A

Rate Repetition Increasing perceptual saliency through prosody and word
order
Controlling complexity Obligating pragmatically appropriate response

148
Q

(A lot of, Very little) empirical evidence exists to guide us in determining ____________ for the wide range of communication skills that SLPs address

A

very little, optimal intensity

149
Q

Proctor & Williams (2007) found that _____________ appears to be more effective than ______________.

A

Proctor & Williams (2007) found that distributed
practice within sessions and throughout the treatment program appears to be more effective than massed practice involving long periods of repetitive practice

150
Q

Daily, intensive practice sessions involving

distributed practice for a few weeks or months is (worse, better) than two to three sessions/wk for a year

A

better

151
Q

Requiring the child to respond: comprehension vs. production

A

Not always necessary to train comprehension before having the
child produce a target form
For forms and functions that are comprehended but not produced,
production training is indicated…think within the child’s ZPD
For structures and meanings that are neither comprehended or
produced… production in imitation should be first step

152
Q

Requiring the child to respond: augmentative and alternative modalities

A

Beukelman & Mirenda (2005) advocate a “communication needs”
model
Children who need a means to communicate because of a lack of
speech are provided with some communication system, regardless of whether they have identifiable barriers to vocal expression

153
Q

2 types of consequences that can be provided to the client based on their production

A

Reinforcement or feedback

154
Q

Define: reinforcement

A

The intent of reinforcement is to increase the frequency of the
behavior being reinforced

155
Q

Define: feedback

A

Not intended to increase the frequency of the client’s behavior Intent is to give the client information about the communicative
value or linguistic accuracy of an utterance

156
Q

The goal of language intervention is to?

A

The goal of language intervention is to get the client

to use appropriate forms in real interactions…this process is generalization

157
Q

Generalizing language gains is thought to be the (first, last) step in intervention, but
should really be incorporated into every session.

A

last

158
Q

Research tells us that children (do not, do) always

generalize the forms learned in CD activities, or even naturalistic approaches, to spontaneous conversations

A

do not

159
Q

____________ needs to be built consciously into our

intervention programs

A

Generalization

160
Q

6 ways to increase generalization

A

Use many exemplars of target forms and functions Provide many exemplars of target form in multiple
settings
Make treatment material similar to things used in
natural environment
Intermittent or delayed reinforcement Use distractor items Teach self-monitoring

161
Q

You choose non-linguistic stimuli based on what 2 things?

A

Types of stimuli  timing

162
Q

3 intervention service delivery models

A

consultant model, language-based classroom model, collaborative models

163
Q

Define: consultant model

A

SLP determines the intervention targets, procedures and context Meets with agent of intervention (parent, teacher, SLP aids, peers)

164
Q

Define: language-based classroom model

A

SLP is classroom teacher for group of students with language disorders

165
Q

Define: collaborative models

A

SLP works with one or more students with language disorder in the mainstream classroom in collaboration with classroom teacher

166
Q

Define and explainThe: intervention termination criteria

A

One way to demonstrate accountability Level of use of a targeted structure that the client must achieve
for the structure to be considered achieved
Usually 80% to 90% correct usage in structured situations Better way…50% correct in spontaneous speech

167
Q

Define and explain: determining responsiveness to intervention

A

Designed to overcome the problem of identifying children with
language and learning disorders based on a discrepancy
Using RTI children are exposed to a series of levels of instruction

168
Q

6 discharge criteria

A
  1. Communication is now within normal limits
  2. All goals and objectives of intervention have been met
  3. The client’s communication is comparable to those of others the same age, sex, and ethnic and cultural backgrounds
  4. The individual’s speech and language skills no longer adversely affect social, emotional, or educational status
  5. The individual uses an AAC system and has achieved optimal communication across partners and settings
  6. The client has attained the desired level of communication skills
169
Q

3 levels or RTI (Response to Intervention)

A

Tier, I, Tier II, Tier III

170
Q

Define: RTI Tier I

A

Classroom instruction for all children that is evidence-based

171
Q

Define: RTI Tier II

A

Targeted, short-term research-based instruction designed to
address weaknesses in children who struggle with language
and literacy
Intervention delivered in small groups

172
Q

Define: RTI Tier III

A

Intensive, therapeutic intervention

173
Q

National trend away from exclusive attention to

__________ and toward ________.

A

rehabilitation, prevention

174
Q

Prevention before rehabilitation trend partially arises from

A

our knowledge of the
enormous cost of rehabilitation and the burden it places on the economy
CDC (2003) estimated that preventing one case of ID can
result in long-term savings of $1 million

175
Q

US public health service has developed goals for what 4 things?

A

improving health, reducing risk factors, providing screening and early identification resources and increasing public awareness

176
Q

ASHA (2005) and Marge (1993) identified 6

primary prevention strategies that can be applied to disabilities that lead to communication disorders. What are they?

A

Wellness promotion Proper health and medical care, including immunizations and
prenatal care
Public education Genetic counseling Mass screening and early identification Elimination of poverty

SPA5401- Language Disorders (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions