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SPA5401- Language Disorders > Week 7 (Ch. 7) > Flashcards

Week 7 (Ch. 7) Flashcards

1
Q

Children with known risk factors that are referred during infancy: what 4 common risks?

A

Down Syndrome
Fetal Alcohol Syndrome
Hearing impairment identified in infancy
Neurological involvement, such as CP or prenatal drug exposure

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2
Q

Children who come to us through Child Find or other referral sources or simply because their parents are concerned about their development: 4 common concerns

A

Those with hearing impairment not identified earlier
Fetal alcohol effects
Fragile X syndrome
Acquired disorders secondary to encephalitis, trauma, or abuse

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3
Q

For children in the 18- to 36-month range, the decision to intervene should be based on

A

an accumulation of risk factors

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4
Q

Highest priority for intervention are those with what 6 problems/issues?

A
  1. Cognitive deficits
  2. Hearing impairment or chronic middle ear disease
  3. Social or preverbal communicative problems
  4. Dysfunctional families
  5. Risks associated with their birth histories
  6. Family history of language and reading problems
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5
Q

4 language predictors of need for intervention

A

Language production, language comprehension, phonology, imitation

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6
Q

Explain language production as a predictor for intervention

A

Small vocabulary for age: Few verbs, preponderance of general verbs (make, go, get, do).

More transitive verbs (that take a direct object: hit ball)
Few intransitive verbs (without direct object: lie down) and bitransitive verbs (that take both direct and indirect object: give the ball to me).

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7
Q

Explain language comprehension as a predictor for intervention

A

Presence of 6 month comprehension delay

Comprehension deficit with large comprehension-production gap

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8
Q

Explain phonology as a predictor for intervention

A

Few prelinguistic vocalizations, limited number of consonants, limited variety in babbling, reduced rate of babbling, fewer than 50% consonants correct (substitution of glottal consonants and back sounds for front): restricted syllable structure, vowel errors

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9
Q

Explain imitation as a predictor for intervention

A

Few spontaneous imitations, Reliance on direct modeling and prompting in imitation tasks

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10
Q

3 non-language predictors of need for intervention

A

play, gestures, social skills

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11
Q

Explain play as a predictor for intervention

A

Primarily manipulating and grouping, little combinatorial or symbolic play

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12
Q

Explain gestures as a predictor for intervention

A

Few communicative gestures, symbolic gestural sequences, or supplementary gestures (gestures that add meaning to words produced)

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13
Q

Explain social skills as a predictor for intervention

A

Reduced rate of communication, reduced range of expression of communication intentions, behavior problems, few conversational initiations, interacts with adults more than peers, difficulty gaining access to peer actviities

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14
Q

4 risk factors for language delay

A
  1. males more vulnerable to delay than females
  2. Otitis media (prolonged periods of untreated OM)
  3. Family history (members with persistent language, reading, and learning problems)
  4. Parent characteristics
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15
Q

5 parent characteristics that are risk factors for language delay

A

low maternal education
low ses
more directive than responsive interactive style
produces less talk contingent on child’s productions
high parental concern

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16
Q

2 considerations when deciding to intervene when a child has no other known risk factors

A
  1. Intervention may accomplish facilitation.. hastening development that would eventually happen on its own
  2. Or it may serve as a secondary preventive function by helping to minimize later effects on learning even when more basic oral language problems resolve
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17
Q

Children who have learning disabilities often have histories of

A

delayed language development

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18
Q

Late talkers who show normal range skills language and literacy skills at 5-6 years, begin to show ______________ later on.

A

literacy deficits

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19
Q

Intervention for late talkers not only increased __________________ but also _____________________.

A

their language skills; improvements in social skills

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20
Q

Guidelines for play assessment: <18 months, symbolic play level 1

A

pre-symbolic scheme; the child shows understanding of conventional object use or meaning by brief recognitory gestures. There is no pretending. Properties of present object are the stimulus. Child appear serious rather than playful.

Example: picks up something, puts it in proper position to use, then drops it

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21
Q

Guidelines for play assessment: 18-24 months, symbolic play level 2

A

Autosymbolic scheme: the child pretends at self-related activities. Pretending is present. Symbolism is directly involved with the child’s body. Child appears playful, seems aware of pretending.

Example: pretends to eat or drink from appropriate objects, pretends to sleep (hands and eyes)

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22
Q

Guidelines for play assessment: 24-36 months, symbolic play level 3

A

Single-scheme symbolic games; the child extends symbolism beyond own actions by including other agents or objects of actions. Pretending at activities of other people or objects such as dogs, vehicles, etc.

Example: pretends to read, sleep, make car sounds when moving a car

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23
Q

Guidelines for play assessment: 24-36 months, symbolic play level 4 (combinatorial symbolic games) A

A

Single scheme combinations: one pretend scheme is related to several actors or pretend receivers of action

Example: combs own and mother’s hair, toy bottle feeds self and doll, empty spoon to self and others’ mouth

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24
Q

Guidelines for play assessment: 24-36 months, symbolic play level 4 (combinatorial symbolic games) B

A

Multischeme combinations: several schemes are related to one another in sequence

Example: holds up play telephone and dials, kisses doll and puts it to bed, cooks feeds and cleans dishes for doll

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25
Q

Guidelines for play assessment: 24-36 months, symbolic play level 5 (hierarchical pretend) A and B

A

A. Planned single-act symbolic games: the child indicates verbally or nonverbally that pretend acts are planned before being executed
B. Planned multi-scheme symbolic acts

Example: finds iron, sets it down, searches for cloth while tossing aside several object, When cloth found, irons it.

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26
Q

Gestures highly related to ____________ in early development.

A

language

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27
Q

Children often rely on ___________ to express meanings when they are still very limited in their verbal abilities

A

gestures

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28
Q

____________________ often lead the way to multiword speech

A

Word-gesture combinations

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29
Q

Gestures are an Important ______________ indicator for children with delayed language

A

prognostic

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30
Q

2 instruments for assessing gesture

A

MacArthus-Bates Communicative Development Inventory

Communication and Symbolic Behavior Scales

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31
Q

3 types of gestures

A

deictic, symbolic, representational

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32
Q

Define: deictic gestures

A

showing, giving, pointing, ritualized requests such as reaching

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33
Q

Define: symbolic play gestures

A

play schemes including recognitory gestures; actions carried out on an object to depict the object and its function (e.g. holding telephone to ear)

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34
Q

Define: representational gestures

A

do not manipulate objects; a form is used to stand for a referent (flapping arms to represent bird)

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35
Q

Deictic gesture progression throughout language stages

A

10-12 months: emerge for first time, use of pointing predicts first word use

15-16 months: gestures complement spoken forms, children show preference for either gestural or vocal expression

18-20 months: increased pointing in combination with spoken words

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36
Q

Symbolic gesture progression throughout language stages

A

12-13 months: play schemes emerge, recognitory gestures first, then self-directed symbolic play (e.g. feeding self from empty spoon)

15-16 months: other-directed play schemes emerge (e.g. pretending to feed doll)

18-20 months: transition to play schemes without object (e.g. holding hand to ear instead of toy telephone to pretend talking).
Multi-scheme symbolic play emerges (e.g. stirring then feeding).

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37
Q

Representational gesture progression throughout language stages

A

12-13 months: emerge for first time (e.g. puts hand to mouth to indicate that they want a bite of moms cookie).

15-16 months: gestures complement spoken forms; children show preference for either gestural or vocal expression

18-20 months: gesture-plus-spoken word combinations emerge; increase in word use; preference for words over gestures

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38
Q

Formal methods of communication assessment

A

SEE TABLE 7-1

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39
Q

3 Informal methods of communication assessment

A

Assess communicative intention
Assess comprehension
Assess productive language

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40
Q

Children’s attempt to communicate can take several forms: 2 main categories

A

verbal (words) or nonverbal (gestures)

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41
Q

Communication assessment should include:

A

observing the child playing with some interesting toys and a familiar adult

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42
Q

What 3 aspects of communication can be examined as part of this assessment

A
  1. Range of communicative functions expressed
  2. Frequency of communication
  3. Means by which the child attempts to convey his/her message
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43
Q

Bates (1976) divided early communication into what two basic functions:

A

Proto-declarative and proto-imperative

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44
Q

Define: protodeclarative functions of communication

A

preverbal attempts to get an adult to focus on an object or event by such acts as showing off, showing, point out objects, pictures etc.

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45
Q

Define: protoimperative functions of communication. 3 examples

A

Used to get an adult to do or not do something
Requests for objects
Requests for actions
Rejections or protests

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46
Q

Define: discourse functions of communication: 3 examples

A

Intentions that refer to previous speech acts

Requests for information, acknowledgments, answers

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47
Q

Expect 18-month-olds to produce about ______ instances of intentional communication/minute

A

2

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48
Q

Expect 24-month-olds to produce more than ___ /min

A

5

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49
Q

If less is noted, than child is at risk for _____________________.

A

development of functional speech

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50
Q

Intervention should focus on what 2 things?

A

eliciting single-word productions and increasing the frequency of nonverbal communication, particularly proto-declaratives

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51
Q

As children progress through the emerging language period, they increase the _______________ of the forms of communication they use

A

sophistication

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52
Q

Gestural means of communication are predominant at approximately _______ months of age

A

8 to 12

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53
Q

Gestures are combined with word-like vocalizations containing consonants at _______ months

A

12 to 18

54
Q

Conventional words or word combinations are used with increasing frequency to express a range of intentions at _______ months of age

A

18 to 24

55
Q

Prelinguistic children who produced fewer than one vocal communication act every four minutes were significantly less likely to ________________________

A

develop functional speech one year later

56
Q

Intervention should attempt to elicit vocalizations for ___________________________.

A

functions the child is already expressing with gaze and gestures

57
Q

Parents often claim that their children as young as 12 months of age ___________________

A

“understand everything”

58
Q

In actuality, their receptive language is _________________

A

quite limited

59
Q

Normal developing children, as well as those with delayed language use a variety of strategies to _____________________. What does this allow the child to do? What do strategies include?

A

accomplish this “deception”. Allows child to participate in interactions and provides stepping-stones to the next level of development
Strategies include attention paid to nonlinguistic cues such as gaze, gestures, and situation or even probabilities

60
Q

In assessing comprehension (many, very few) standardized tests are available for children younger than 3 years of age

A

very few

61
Q

2 examples of single word level comprehension tests

A

Peabody Picture Vocabulary Test-Revised-IV

Communication and Social Behavioral Scales-DP

62
Q

2 examples of verbal and nonverbal auditory stimuli tests

A

Receptive-Expressive Emergent Language Scale-3

Sequenced Inventory of Communicative Development

63
Q

First step in comprehension assessment: assess both _____ and ______.

A

determine whether the child can understand any single words without the support of nonlinguistic cues…

assess both nouns and verbs

64
Q

Comprehension assessment: If child demonstrates linguistic comprehension of nouns and verbs (12-18 mos level), proceed to ______________________ (Example?).

A

two-word instructions (18 – 24 mos level): action + object

65
Q

Comprehension assessment: If child demonstrates comprehension of two-word instruction, move onto ___________________ (Example?).

A

three-word instructions (24 – 36 mos level): agent + action + object

66
Q

What is it important to do for children with expressive and receptive deficits?

A

build a strong input component into the intervention plan

67
Q

3 important adjuncts to eliciting expressive language

A

Focused language stimulation, verbal script activities, and child-centered approaches such as Indirect language stimulation

68
Q

What 2 things should be part of intervention play?

A

Facilitative play and modeling of play behaviors-using both conventional and symbolic use of objects-along with simple descriptive language

69
Q

3 ways to assess productive language

A

Speech-motor development
Phonological Skills
Semantic-syntactic production

70
Q

Important to know if delays in speech development are related to _____________ or _______________.

A

deficits or delays in mort speech abilities

71
Q

Oral-motor exam may be difficult in 18-36 month olds…try to _________________.

A

make it fun, like a game

72
Q

Childhood apraxia of speech cannot be diagnosed until _______________________, no earlier than _____________.

A

child can produce enough speech and can imitate oral motor movements…not earlier than 3-4 years of age

73
Q

Feeding assessment can be used to gain info about what 3 things?

A

muscular weakness, paralysis, or dysarthric-like behaviors that might interfere with speech development

74
Q

Collecting a speech sample is useful for doing what?

A

getting an idea of the words and sounds the child is producing

75
Q

Speech sample can be obtained 2 ways in the child who doesn’t talk much

A

Sample audio-recorded in the home

Parent diary

76
Q

What 3 aspects of the child’s productions are analyzed from a speech sample

A

Phonological skills – sounds and syllable types the child produces
Frequency and types of conventional words the child uses
How the child combines words

77
Q

Typically children who show small expressive vocabularies also show what 2 things?

A

small phonetic inventories of consonant and a restricted number of syllable shapes in meaningful speech and in nonverbal vocalizations

78
Q

Strong correlation between __________________ and language outcome in late talkers

A

the amount of vocalization containing consonants

79
Q

Assessing phonological production is useful for what 2 things?

A

prognostic indicator and as an aid in choosing words to be included in the child’s first lexicon

80
Q

Consonant inventories: Consonants already in the inventory can be used to select what?

A

words to be included in the first lexicon to be taught to the child

81
Q

After the child reaches a developmental level of 3 or so and has more cognitive awareness, _______________________ can be targeted

A

focused work on the acquisition of additional consonant sounds

82
Q

Number of consonants present in the inventory can be used as what?

A

an index of severity of phonological delay

83
Q

Typically developing 18 to 24 month olds produced an average of about ____ different consonants in 10-minute sample; 24-36 month old produced an average of ____.

A

14, 18

84
Q

Syllable structure level measure examines what 2 things?

A

Measure examines both intelligible words and nonconventional vocalizations

85
Q

Syllable structure level is derived by what?

A

rating 20 to 50 child vocalizations, each at one of the three levels, in terms of canonical (syllable) structure

86
Q

3 levels of rating child vocalizations

A

Level I
Voiced vowel, voiced syllabic consonant, or CV syllable in which the consonant is a glottal stop or glide /ha/, /wi/

Level II
VC or CVC with a single consonant type or a CV syllable

Level III
Syllables with 2 or more different consonant types /pati/ Level III,
/dati/ Level II

87
Q

6 predictors of long term speech delay in late talkers at 30-35 months

A
  1. limited phonetic inventory
  2. simple syllable structures
  3. More sound errors
  4. Greater inconsistency in substitution errors
  5. Atypical errors
  6. Slow rate of resolution
88
Q

Define: limited phonetic inventory

A

order of acquisition of phonemes is delayed, not deviant; at 30-35 months, late talkers have only 6-9 different consonants

89
Q

Define: simple syllable structures

A

Fewer syllables with more than one consonant or consonant clusters

90
Q

Define: more sound errors

A

Percent consonants correct <0.45

91
Q

Define: greater inconsistency in substitution errors

A

individual phonemes are produced in a variety of ways

92
Q

Define: atypical errors

A

unusual substitutions (/d/ –> /h/); vowel errors

93
Q

Define: slow rate of resolution

A

little change over the 24-36 month time period

94
Q

Assessing lexical production: 2 ways to get an idea of the size and range of vocabulary in 18-36 month old children

A

Screening methods already discussed – MacArthur-Bates Communicative Development Inventory – parent report measure (see Appendix 7-1)
Direct assessments are problematic because of representativeness
Language sampling from observation of a play session, recorded communication samples or parent diary recordings

95
Q

Children do not begin to combine words until vocabulary size reaches ______ words.

A

50

96
Q

Therefore if a client is producing less than 50 words, syntactic intervention is ______________.

A

inappropriate

97
Q

In children in the emerging language stage who have productive lexicons larger than 50 words and who are combining words, we need to look at what 2 aspects of their combinations?

A

Relative frequency of word combinations within a sample

Range of meanings or semantic relations expressed

98
Q

To look at the relative frequency of single-word versus two-word utterances, we need to do what?

A

collect a fairly large sample of verbal productions

99
Q

30% to 40% of late-talking toddlers had moved into the normal range of syntactic production by age _______.

A

3

100
Q

How can we assume toddler has moved into normal development?

A

If an at risk toddler’s MLU exceeds 1.5 at 24 months of age, or if half the utterances contain word combinations

101
Q

How do we compute the proportion of word combinations

A

dividing the number of utterances containing more than one word by the total number of interpretable verbal utterances in any speech sample

102
Q

If the proportion exceeds 50% we can conclude what?

A

that the client is functioning at least at the 24 month level in terms of syntactic development

103
Q

If the proportion is less than 50%, we can conclude what?

A

that the client is functioning below it

104
Q

Assessment in the emerging language stage involves what?

A

comparing the child’s functioning in various areas of communicative development and using this information in developing a prognosis that will help in deciding if a child would benefit most from direct intervention or continued monitoring and making up the treatment plan

105
Q

Does child demonstrate functional or symbolic play behavior that would normally accompany conventional language?

A

No, intervention should focus on developing communication and modeling the use of objects for conventional and pretend play

106
Q

Does the child demonstrate symbolic play behavior but the frequency and/or range of communicative behavior is limited?

A

Yes, use modeling and communication temptations to try to increase the frequency of intentional behavior in addition to heightening the rate of vocal production

107
Q

Does the child appear to be a good nonverbal communicator but lacks the conventional verbal forms of communication?

A

Yes, then language comprehension should be assessed
If they are found to be below expected levels then activities to foster receptive language, such as focus stimulation activities and indirect language stimulation should be used

108
Q

If receptive language is adequate for developmental level then…Children without any other risk factors who are slow to start talking have a good chance of “catching up” with their normally speaking peers by school age if what (3 things)?

A

their deficits are limited to expressive language
They begin speaking by 30 months
Their cognitive, symbolic, receptive and communication skills are developing normally

109
Q

Child with only expressive deficits should be monitored closely at _______ years of age…if deficits persist into preschool, ______________.

A

3-4; intervention should be considered.

110
Q

Children with expressive deficits and other known developmental disorder and/or other risk factors ____________________.

A

should get intervention

111
Q

Intervention will address one or more of the 4 following areas:

A
  1. Development of function symbolic play and gesture
  2. Use of intentional communicative behavior
  3. Language comprehension
  4. Production of sounds, words and word combinations
112
Q

4 types of play behaviors taught in toddler intervention

A
  1. Functional play with pretense
  2. Substitution
  3. Sequences
  4. Talk and play
113
Q

3 pre-linguistic milieu teaching methods

A

arranging the environment, following the child’s attentional lead, building social routines

114
Q

4 reasons why Indirect language stimulation is appropriate for 18 – 36 month olds

A
  1. Can be used to provide multiple opportunities for the child to observe how language works to map the nonlinguistic context onto words
  2. Well suited to using parents to administer intervention
  3. Training of parents should focus on following the child’s lead by imitating actions, sounds and words the child is producing and providing words to match the child’s actions and activities
  4. ILS techniques including expansion, extension, recasts and open-ended questions – want parents to provide “super normal” levels of these stimuli
115
Q

Primary goal of phonological intervention is?

A

the enlargement of the consonant inventory and the range of syllable shapes the child can produce

116
Q

Imitation of infant’s vocalizations has large effects on _______________…can take place in the context of ________________.

A

increasing infants’ vocalizations; back-and-forth babbling games

117
Q

Late-talking toddlers acquire consonants and syllable shapes in (a different, the same) order as normally developing children do, but at (a slower, a different) rate

A

the same; a slower

118
Q

By 18-24 mos late talkers produce most (what 3) consonants, but few (what 2?)

A

stop, nasal and glide; fricatives and liquids

119
Q

In developing first lexicon, Choose words that are what?

A

similar to those used first by normally developing children

120
Q

Nelson (1973) found that 50% of normally developing children’s first words were __________.

A

nouns

121
Q

Some examples of first word nouns

A

Own name, names of pets and family members, names of objects the child acts on directly (spoon, shoe), names of body parts, names of preferred foods, labels for objects that move and change (ball, light), and social games and routines

122
Q

Other 50%: Most commonly used words in toddlers vocabularies were? 4 examples?

A

words that can be combined and help the child talk about relations among objects

Examples: pronouns (I, you), function words (that, the), verbs (help, is), and relational words (more, all done).

123
Q

Words for s first lexicon: 10 communicative functions to be served

A
  1. Rejection, nonexistence, or disappearance
  2. Cessation or prohibition
  3. Recurrence
  4. Existence
  5. Action on objects
  6. Locative action
  7. Attribution
  8. Naming
  9. Possession, commenting
  10. Social interaction
124
Q

Child-centered approaches in procedures for increasing early vocabulary

A

Play contexts that give opportunities for incorporating words into the interaction would allow the child to learn words for ideas already being expressed through play

125
Q

Hybrid approaches in procedures for increasing early vocabulary

A

Milieu teaching, using either the mand-model or incidental teaching format, or script therapy

126
Q

Clinician-directed approaches in procedures for increasing early vocabulary

A

Drill, drill-play, modeling with imitation
These techniques are more effective with minimally verbal children with low IQs than more naturalistic approaches, whereas the more naturalistic approaches worked better for children with higher IQs

127
Q

Developing word combos: Children’s first word combinations are used for what?

A

to talk about the semantic relations they already have been encoding with single words

128
Q

Child-centered approaches to developing word combinations

A

Indirect language stimulation

129
Q

Hybrid approaches to developing word combinations

A

Vertical structuring

Script therapy approach

130
Q

Clinician-directed approaches to developing word combinations

A

Modeling with imitation

Environmental Language Intervention Strategy

SPA5401- Language Disorders (5 decks)

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