Comd 2500 Chapter 10 Language Disorders In Children

Front 1

Acquired hearing loss

Back 1

A hearing loss that occurs after birth.

Front 2

Activity

Back 2

Behavioral or performance deficits that result from the disease.

Front 3

Asperger's syndrome

Back 3

"Higher functioning children" with autism.

Front 4

Auditory processing disorder

Back 4

Hearing loss that results from damage to the centers of the brain that process auditory information.

Front 5

Autism

Back 5

Severe development disability with symptoms that emerge before a child's third birthday.

Front 6

Child-centered approaches

Back 6

Strategies in which the child is "in the driver's seat". The child sets the pace and chooses the materials.

Front 7

Childhood disintegrative disorder

Back 7

Children younger than 10 who appear to be developing normally until at least their second birthday but then display a significant loss or regression of skills in two or more areas: language, social skills, bowel and motor control, play

Front 8

Child study team

Back 8

Group of people including the general educator, a child's parents, and other professionals who engage in the systematic process of identifying approaches for general educator to use to support the child's language skills in the classroom.

Front 9

Clinician directed approaches

Back 9

The adult (therapist, teacher, parent), is in the drivers seat. The adult selects the activities and materials and sets the pace of instruction.

Front 10

Closed-head injury

Back 10

Most common type of TBI in which the brain matter is not exposed or penetrated.

Front 11

Comprehension monitoring

Back 11

Strategy used during a barrier test. The child pauses periodically to check whether the listener is following his or her instructions.

Front 12

Conductive loss

Back 12

Hearing loss resulting from damage to the outer or middle ear.

Front 13

Congenital hearing loss

Back 13

Hearing loss present at birth.

Front 14

Criterion-Reference tasks

Back 14

Used to examine a child's performance level for a particular type of language task. (ex. The percentage of one-step directions the child can perform correctly).

Front 15

Cultural context

Back 15

The cultural setting in which a child learns and applies language.

Front 16

Disease

Back 16

Underlying physiological condition that impedes performance. For language it's a underlying neurological impairment.

Front 17

Dynamic assesment

Back 17

Used to examine how children's performance on a particular language task is advanced by giving different types of assistance.

Front 18

Echolalia

Back 18

Refers to stereotypical repetitions of specific words or phrases. (ex. A 4 year old repeatedly saying "Ticket please. Thank you.")

Front 19

Language delay

Back 19

A late start at language development that is expected to resolve at some point.

Front 20

Language disorder

Back 20

Significant language development difficulties relative to those experienced by children developing normally.

Front 21

Language learning disability

Back 21

A language disorder in an older child that results in difficulties with academic achievement in areas associated with language, such as reading, writing and spelling.

Front 22

Least restrictive environment

Back 22

The LRE is a federal mandate of the Individuals with Disabilities Act which stipulates that children with disabilities should receive education to the maximum extent possible in the same contexts as those peers without disabilities.

Front 23

Mental retardation

Back 23

A conditon of arrested or incomplete development of the mind.

Front 24

Norm-referenced tests

Back 24

Used to examine children's level of language performance against that of a national sample of same-age peers.

Front 25

Observational measures

Back 25

Used to examine children's language form, content, and use in naturalistic activities with peers or parents.

Front 26

Open-head injuries

Back 26

The brain matter is exposed through penetration, as would occur with a gunshot wound.

Front 27

Participation in life

Back 27

How the disease affects the quality of life for the child and his or her family, including possible impacts on social, psychological, and educational functioning

Front 28

Pervasive development disorder-not otherwise specified

Back 28

Describes severe problems with social interactions and communication and repetive behaviors and overly restricted interests, but do not otherwise meet the specific diagnostic criteria for autism, childhood disintegrative disorder or Asperger's.

Front 29

Postlingual hearing loss

Back 29

A type of acquired hearing loss that occurs after birth and after a child has developed language.

Front 30

Prelingual hearing loss

Back 30

A type of acquired hearing loss that occurs after birth but before a child has developed language.

Front 31

Preferral intervention

Back 31

Identification of approaches to support the child's language skills in the classroom environment.

Front 32

Primary language impairment

Back 32

A significant language impairment in the absence of any other development difficulty (ex. mental retardation, brain injury)

Front 33

Secondary language impairment

Back 33

Language disorders resulting from other conditions, is more difficult to estimate.

Front 34

Sensorineural loss

Back 34

Hearing loss resulting from damage to the inner ear or auditory nerve.

Front 35

Significant

Back 35

Term used to specify the impairment level a child must exhibit to have a language disorder.

Front 36

Strategy training

Back 36

A way to improve's children's abilities to complete diverse language tasks, such as understanding jokes, initiating conversations with friends or adults or deciphering unknown words.

Front 37

Treatment plan

Back 37

An approach to helping a child with a language disorder develop language skills.