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ECU Language Disorders > Week 7 - Assessment and Intervention for Emerging Language (ch.7) > Flashcards

Week 7 - Assessment and Intervention for Emerging Language (ch.7) Flashcards

1
Q

What is Applied Behavior Analysis (ABA)?

4

A

Process of systematically applying interventions

Based upon the principles of learning theory

Improves socially significant behaviors to a meaningful degree

Demonstrates the interventions employed are responsible for the improvement in behavior

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2
Q

What 0-3 year olds are eligible for early intervention services?

(2)

A

Children with risk factors identified at birth

Others identified later

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3
Q

What are three Early Screening Instruments?

A

Language Development Survey (Rescorla, 1989)

Communicative Development Inventory (Fenson et al., 2007)

Communication and Symbolic Behavior Scales Caregiver Questionnaire (Wetherby and Prizant, 2003)

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4
Q

What is Transition Planning in early childhood intervention?

A

Planning to transition from 0-3 programs to preschool services-mandated by law

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5
Q

How do you create Family Centered Practices for 0-3 year olds?

(9)

A

Learn what parent’s hopes for intervention

Learn family expectations and discuss them and create consensus treatment plan

Include family’s assessment of child

Have families help choose natural learning environments

Review progress with families

Learn names of important people

Ask families to help involve child’s interests as learning opportunities

Let families be involved and to acquire new skills

Enable parents to do what works for their family

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6
Q

What Communication Skills are normally seen in Typically Developing Toddlers (8-18 months of age)?

(3)

A

Preverbal intentional communication using gaze, gesture, and vocalization at 8-12 months

Expressive vocabulary starts slowly

Sounds used are same as those found in early babble

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7
Q

How many words does a 12 month old have on average?

A

1-3 words

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8
Q

How many words does a 15 month old have on average?

A

10 words

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9
Q

How many words does a 18 month old have on average?

A

50-100 words, first word combinations

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10
Q

What is contained in the first 50 words?

4

A

Proper and common nouns

Adjectives

Verbs

Social terms

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11
Q

What are five characteristics of the first 50 words?

A

Most have CV shape

Emerging closed syllables (CVC)

Are one syllable

Some reduplicated

Sounds same as in early babble

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12
Q

What is the average expressive vocabulary size at 18 months?

A

100 +/- words

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13
Q

Do multiword utterances increase in frequency at 18 months?

A

Yes

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14
Q

What are new communicative intentions that emerge at 18 months that relate to discourse level functions?

(3)

A

Answering

Acknowledging

Requesting information

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15
Q

Is an 18-month-old’s ability to understanding sentences far ahead of their production?

A

No

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16
Q

Does an 18-month-old’s repertoire of speech sounds increase?

How?

A

Yes

CVC and multisyllabic words increase (many are still single syllable)

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17
Q

How intelligible is an 18-month-old on average?

A

50% intelligible

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18
Q

What sort of meanings are expressed in early two-word utterances (around 18 months)?

(5)

A

Agent, action, object combinations

Possession

Location

Attributes

Meanings related to object permanence

(Word order is consistent within these combinations)

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19
Q

What is the average expressive vocabulary size at 24 months)?

What word classes are used at 24 months?

(5)

A

150-300 (300 is average)

Object, action words

Kinship terms

Spatial terms

Question words

Color, shape words

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20
Q

What grammatical morphemes are used at 24 months?

3

A

Verb phrase marking emerges (some overgeneralization)

Grammatical forms for sentences such as questions

Negatives

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21
Q

What is the normal length of sentences at 24 months?

A

3-5 words

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22
Q

How intelligible is a 24-month-old on average?

A

50%-70%

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23
Q

What two models can be used to assess communicative skills in children with emerging language?

(2)

A

Multidisciplinary Models

Transdisciplinary Models

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24
Q

What are Multidisciplinary Models?

A

Each professional does independent assessment

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25
Q

What are Transdisciplinary Models?

A

Child interacts with one adult, team members suggest assessment activities and observe assessment

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26
Q

What developments do certain gestural and play skills appear to be related to?

(3)

A

Intentions

First words

Word combinations

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27
Q

What is Play Assessment comparing?

A

Nonlinguistic comparison to language performance

28
Q

What are some sample methods for Play Assessment?

3

A

Communication and symboloic play scale

Play Scale

McCune assessment

29
Q

What are some sample methods for Gesture assessment?

2

A

Communication Development Inventory

CSBS

30
Q

What is Intentional Communication Assessment?

A

Looks for range of communicative functions

31
Q

Who do we use Intentional Communication Assessment with?

What does it assess?

A

Primarily children with little spoken language

Communicative basis for speech

32
Q

What are we looking for in Intentional Communication Assessment?

(4)

A

Requests (for objects, actions)

Protests/rejections (regulatory functions)

Comments (joint attention functions)

Higher level discourse functions

33
Q

In Intentional Communication Assessment, what frequency of communication are we looking for at 12 months?

A

1 intentional act/minute

34
Q

In Intentional Communication Assessment, what frequency of communication are we looking for at 18 months?

A

2 intentional acts/minute

35
Q

In Intentional Communication Assessment, what frequency of communication are we looking for at 24 months?

A

More than 5 intentional acts/minute`

36
Q

What forms of communication are we looking for in Intentional Communication Assessment?

(4)

A

Gaze

Gesture

Vocalization

Speech

37
Q

Can comprehension strategies mask deficits in receptive language?

A

Yes

38
Q

How many standardized tests are sufficient to assess Language Comprehension in children with emerging language?

What is an assessment tactic we can use?

A

Very few

Identify levels of linguistic comprehension and strategy use in language

39
Q

What specific levels of language comprehension are we looking for in Language Comprehension?

(4)

A

Single nouns

Verbs

Agent-action instructions

Agent-action-object combinations

40
Q

Are there many standardized tests of early language production?

A

No

41
Q

How can CommunicationSampling be used to assess children with emerging language?

(4)

A

Sample speech and communication

Home-recorded audio sample

Parent diary (see Figure 7-4)

Clinic-derived sample

42
Q

Why might we assess Phonological Skills in children with emerging language?

(2)

A

There is a strong correlation between phonology and lexical development

We need to know what sounds child can produce to help choose words child can learn

43
Q

What do we look at when assessing Phonological Skills in children with emerging language?

(3)

A

Consonant inventory from communication sample

Syllable structure

Relational phonology (comparing child’s model to adult)

44
Q

How do we use the child’s phonological inventory when assessing Phonological Skills?

A

The number of consonants can help us to assess the severity of speech delay

45
Q

How do we assess Emerging Lexical Production?

2

A

Parent report vocabulary checklists

Parent report of general communication skill

46
Q

How does Semantic-Syntactic Production help us assess children with emerging language?

(2)

A

Relative frequency of word combinations vs. single word production from communication sample

Range of semantic relations expressed in multiword utterances

47
Q

What is the average MLU at 24 months?

A
48
Q

How do we assess the range of semantic relations expressed in multiword utterances?

(2)

A

Lahey’s content/form analysis or

Lee’s Developmental Sentence types

(If more than 30% to 50% are not within these categories, explore relations in other categories to determine if they are more or less advanced)

49
Q

What different kinds of assessments can be used to assess children with emerging language?

(7)

A

Play and Gesture Assessment

Intentional Communication

Language Comprehension

Communication Sampling

Phonological Skills

Assessing Lexical Production

Semantic-Syntactic Production

50
Q

How are eligibility decisions made for children with emerging language?

(3)

A

Local and state guidelines

Accumulation of risk factors –consider intervention

If disorder is only expressive language only, child will be monitored

51
Q

What must we employ in our eligibility decisions for children with emerging language?

A

Family-centered practices

52
Q

What should we employ in our Intervention Strategies for children with emerging language?

(9)

A

Develop play and gestural production

Increase frequency of intentional and communicative behavior (both preverbal and verbal)

Develop receptive language

Increase vocal and phonological production repertoire (sounds and syllables)

Increase vocabulary production, based on phonological and syllable repertoire

Include labels

Include verbs

Include relational words (more, all gone)

Include social interactional words (hi, night-might)

53
Q

How should we change our intervention once a child’s expressive vocabulary reaches about 50 words?

A

Begin encouraging production of word combinations

54
Q

What three things should we include in our intervention goals for children with emerging language?

A

Increase number of enjoyable and successful communicative interactions child has with adults

Increase child’s communicative attempts with or without prompting

Increase child’s ability to respond to adult communication attempts

55
Q

What did Weatherby and Prizant say we should help develop in Communicative Intent-Functions?

(11)

A

Comment on object

Comment on action

Showing off

Calling

Acknowledgment

Clarification

Request object

Request action

Request information

Request permission

Request social routine

56
Q

What sorts of requests did McLean and Snyder-McLean say we should help develop in Communicative Intent-Functions?

(6)

A

Attention

Attention to self

Objects

Instrumental action

Information: feedback

Non-instrumental action

57
Q

What is the benefit in Play-based Intervention?

4

A

Children learn best by engaging and interacting with environment

Children learn through social interactions involving communication and problem solving

Skills are acquired incrementally representing normal maturational process

Play is significant context where incremental skills can be learned, practiced and mastered

58
Q

What is one key to childhood development?

A

Adult’s encouragement of child

59
Q

Can learning of new skills can be influenced by emotions?

A

Yes

60
Q

Are all aspects of child’s thought (world) are important to functioning?

A

Yes

61
Q

What are five characteristics of a Play-Based Approach?

A

Child-centered

Family-focused

Peer-oriented

Culturally and developmentally relevant

Based on pleasurable interactions

62
Q

What are Intervention Methods that can be used with children with emerging language?

(3)

A

Prelinguistic Milieu Teaching

Parent Training

Indirect Language Stimulation

63
Q

What methods are used in Prelinguistic Milieu Teaching?

4

A

Arranging environment

Following child’s attentional lead

Building Social Routines

Use Specific Consequences

64
Q

What specific consequences are used in Prelinguistic Milieu Teaching?

(3)

A

Prompts

Models

Natural Consequences

65
Q

What can we train parents to do for children with emerging language?

(3)

A

Forced choice

Developing core vocabulary

Incidental teaching

66
Q

What do we do in Indirect Language Stimulation for children with Emerging Language?

(6)

A

Follow child’s lead

Expansion

Extension

Recasts

Open-ended questions

Verbal reflective questions

67
Q

How do we help develop Sounds, Words, and Word Combinations in children with emerging language?

(3)

A

Increasing Phonological Skills

Developing a First Lexicon

Developing Word Combinations

ECU Language Disorders (12 decks)

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