Chapter 1 And 2 Of Cds 3200

Front 1

What is Language?

Back 1

Language is a complex and dynamic system of conventional symbols used for thought and language.

Front 2

What is Speech?

Back 2

Speech is the articulation and the rate of speech sounds and quality of an individual’s voice.

Front 3

What is Communication?

Back 3

symbolic and nonsymbolic information (i.e., facial expressions, body language, gestures, etc.).

Front 4

A language disorder is?

Back 4

may be evident in the process of hearing, language, speech, or in a combination of all three processes.

Front 5

What is Receptive language and Expressive language?

Back 5

Receptive language refers to an individual’s ability to understand and process language;
Expressive language refers to an individual’s ability to express and communicate meaning with language.

Front 6

Late Talker

Back 6

Young child who exhibits a developmental lag. This terminology is used because SLI sometimes cannot be reliably diagnosed in young children.

Front 7

Language difference

Back 7

Variation of a symbol system used by a group of individuals that reflects shared regional, social, or cultural/ethnic factors.

Front 8

Descriptive-developmental framework

Back 8

Children who have hearing loss, multiple disabilities, intellectual disabilities, and learning disabilities also demonstrate language impairments.

Front 9

What is the focus of the book?

Back 9

*The linguistic component

Front 10

Behaviorism Theory

Back 10

Learning occurs when an environmental stimulus triggers a response or behavior

Increasing the frequency of positive behaviors and decreasing or altering negative behaviors

B.F. Skinner

Front 11

Nativist Theory

Back 11

Noam Chomsky
Language Acquisition Device (LAD)

Front 12

Cognitive Theory

Back 12

Jean Piaget

Sequence of progressively more sophisticated cognitive skills, from primitive thinking to advanced cognitive ability.

Front 13

Social Interaction Theory

Back 13

Based on principle that communication interaction plays a central role in children’s acquisition of language.

Front 14

Vygotsky’s Sociocultural Theory

Back 14

Cognitive development is socially mediated
A child’s interactions with others influence his or her cognitive understandings.

Front 15

Information-Processing Theories (Connectionism)

Back 15

An individual’s cognitive ability to process information is completed by a large number of very simple processing elements similar to computer software.

Front 16

The Domains of Language

Back 16

Form
Content
Use

Front 17

Form

Back 17

Syntax
Morphology
Phonology

Front 18

Content

Back 18

Semantics

Front 19

Use

Back 19

Pragmatics

Front 20

Microsystem
Mesosystem
Macrosystem

Back 20

Microsystem: An individual’s family, caretakers, peer groups
Mesosystem: An individual’s school, neighborhood, community organizations, work place
Macrosystem: Cultural contexts and legal policies influencing an individual’s life

Front 21

A fourth-grade student is having difficulty comprehending his reading especially in science and geography. He is very social and gets along well with his peers.

Back 21

CONTENT

Front 22

A sixth-grade student who has been diagnosed with a learning disability does not appear to understand when other students are using sarcasm; he takes their statements literally. This situation is causing problems at school.

Back 22

USE

Front 23

A 2 year old has 50+ words but almost all of the words are nouns. He is not combining words into two-word combinations.

Back 23

FORM

Front 24

An eighth-grade student is getting poor grades in writing composition. His teacher says his writing is “immature” and that he does not write with enough complexity.

Back 24

FORM
CONTENT

Front 25

Morphology

Back 25

The structure of words and the construction of word forms.

Front 26

Syntax

Back 26

The order and combination of words to form sentences
Relationships among the elements within a sentence.

Front 27

Phonology

Back 27

The sound system of a language
Rules that govern the sound combinations.

Front 28

Semantics

Back 28

The system that governs the meanings of words and sentences.

Front 29

Pragmatics

Back 29

The system that combines the above language components in functional and socially appropriate communication.

Front 30

The Five Communication Subdomains

Back 30

Early Pragmatics
Vocabulary
Early Word Combinations
Morphosyntax
Discourse

Front 31

Subdomain 1: Early Pragmatic Skills

Back 31

Prelinguistic communication
Joint visual attention (JVA) - between 10 and 12 months
One of the first interactive communication acts
Early Development
8 and 15 months - Request objects or activities, refusal, comments
16 and 23 months - Requesting information, answering questions, acknowledging a response.
Early Discourse Skills – begins in preschool and continues
Initiating a conversation
Taking turns during a conversational exchange
Maintaining ongoing topic
Conversational topic switching
Making conversational repairs
Code switching

Front 32

Clinical Implications for Communication Subdomain 1

Back 32

Underlie all later communication
First aspect of communication that is considered during observational process
If the practitioner identifies a weakness in the individual’s ability in early pragmatic functions; Communication Subdomain 1 becomes the focus of intervention.

Front 33

Subdomain 2: Vocabulary Development

Back 33

Vocabulary development
Begins towards the end of the first year of life and continues to develop throughout one’s life.
First words typically produced between 10 and 16 months.
By two years, children typically produce 200-500 words and understand many more words than they produce
Semantics deficits are characteristic of many language disorders including:
developmental delay
autism spectrum disorder
hearing impairment
specific language impairment.

Front 34

Clinical Implications for Communication Subdomain 2

Back 34

At early stages in vocabulary development, practitioners consider whether children’s word usage reflects a variety of semantic categories.
The interventionist may train caregivers to facilitate a variety of semantic forms.
Successful vocabulary interventions should
integrate new word meaning with familiar words,
provide repeated, meaningful, and contextual opportunities to learn new words,
provide explicit and implicit learning opportunities,
aim for fluent and automatic understanding and use of new words, and
teach students to be more independent word learners.

Front 35

Subdomain 3:Multiple Word Combinations

Back 35

Once an individual produces approximately 50 individual words, word combinations begin to emerge.

At this early word combination level, children are not governed by adult syntax rules and do not use morphological forms.

Children create combinations of words by:
naming objects or people of interest
stating the actions objects or people perform
describing the object’s or person’s characteristics
describing who owns or possesses the object.

Front 36

Clinical Implications for Communication Subdomain 3

Back 36

Once a child is able to demonstrate early pragmatic skills and has more than 50 single words practitioners engage children in early play activities to facilitate multiple word combinations.

A child’s parents and/or caretakers are trained to facilitate semantic combinations.

For older individuals with significant communication impairments, practitioners may incorporate an alternative communication approach (AAC).

Front 37

Subdomain 4: Morphosyntax Development

Back 37

Children’s utterances begin to demonstrate characteristics of syntax and morphological development (i.e., language form).

Occurs between 24 and 36 months for children developing typically.

Examples:
present progressive ing verb
plural s

By age 5, children’s sentences evidence complex syntax including the use of embedded phrases and clauses.

Front 38

Clinical Implications for Communication Subdomain 4

Back 38

Once an individual demonstrates the ability to use foundational pragmatic functions and produces multiword combinations using a variety of semantic categories practitioners typically evaluate a speaker’s use of morphosyntax using the framework developed by Brown (1973).

Used in language analysis

Demonstrated in students’ ability to read difficult texts and write at the level required for school success.

Front 39

SUBDOMAIN 5: Advanced Pragmatic & Discourse Development

Back 39

Between the ages of 3 and 7 children’s developing pragmatic/discourse skills include the ability to use language to:
reason and to reflect on past experiences
predict events, express empathy
maintain status and interactions with peers
use and understand sarcasm and politeness forms
code switch in order
Students also have to learn to modify discourse styles for different situations. Some forms of discourse are called narratives.
Narrative forms

Front 40

Why are high level pragmatic/discourse skills needed?

Back 40

(a) gain access to social activities,
(b) participate effectively in group learning activities (e.g., science experiments),
(c) respond to others’ comments by validating their opinions,
(d) sustain cooperative group communication,
(e) negotiate differences of opinion,
(f) offer contradicting opinions with socially acceptable strategies
(g) respond appropriately to teacher or peer feedback

Front 41

Clinical Implications for Communication Subdomain 5

Back 41

Skilled practitioners track children’s abilities to use vocabulary, produce sentences, and use advanced language within sophisticated discourse genres.
Observe student:
in the classroom
with peers
producing narratives

Discourse analysis

Focus on intervention for students in peer-groups, etc.

Front 42

A sixth grade student who has been diagnosed with a learning disability does not appear to understand when other students are using sarcasm; he takes their statements literally. This situation is causing problems at school.

Back 42

Subdomain 2

Front 43

A two-year-old has 50+ words but almost all of the words are nouns. He is not combining words into two-word combinations.

Back 43

Subdomain 5

Front 44

An eighth grade student is getting poor grades in writing composition. His teacher says his writing is “immature” and that he does not write with enough complexity.

Back 44

Subdomain 3

Front 45

An eighth grade student is getting poor grades in writing composition. His teacher says his writing is “immature” and that he does not write with enough complexity.

Back 45

Subdomain 4

Front 46

Number of Different Words
3 years

Back 46

NDW between 100-164

Front 47

Number of Different Words
5 years

Back 47

NDW between 156-206

Front 48

Number of Different Words
7 years

Back 48

NDW between 173-212

Front 49

Number of Different Words
9 years

Back 49

NDW between 183-235

Front 50

Number of Different Words
11 years

Back 50

NDW between 191 – 267

Front 51

Qualitative Language Analysis

Back 51

Compares the individual’s language output with a language-age match -a chronologically younger individual with an equivalent MLU.

Front 52

Microanalysis

Back 52

Evaluates discourse, pragmatic, semantic, and morphosyntax skills.