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667 Cards in this Set
- Front
- Back
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ID
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Question
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2102
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What are the 3 categories of Prelinguistic children and their age groups?
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2103
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Pre-intentional infants are sometimes said to be _________________.
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2104
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______________ is when the infant's behavior is not intentional.
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2105
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In the perlocutionary stage, it is up to the adult to:
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2106
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When babies express intentions through signals to others, but do not yet use conventional language, their behavior is said to be _______________________.
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2107
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What kind of behavior is it when the child holds up their hands (meaning they want to be picked up).
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2108
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What kind of behavior is it when the baby vocalizes /a/ ,and even though no outcome is intended by the baby when he says /a/, the parent responds back to the child /a/, thus engaging the baby in back and forth responsive turn-taking and stimulation.
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2109
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How can an older child be in the pre-linguistic stage?
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2110
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The IDEA covers children who are what ages?
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2111
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The IDEA Provides for testing and educational intervention for children ages:
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2112
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The IDEA Authorized new Preschool program for children ages:
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2113
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The______________ optimizes the family's capacity to address child's special needs.
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2114
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The IFSP is Authorized for children ages:
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2115
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What are the elements that the IFSP is required by law to include:
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2116
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The ____________ provides comprehensive services to support the family of the child.
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2117
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The IFSP includes info about the family's: (3 things)
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2118
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IEP stands for:
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2119
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This program is used exclusively for educational programming for the school-aged child:
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2120
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Who is the ultimate decision-maker for the prelinguistic child's therapy?
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2121
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In family centered practice, you should use a ___________________________ approach.
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2122
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In family centered practice you should _______________ and ________________ the family, and encourage them to participate.
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2123
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Name 6 other things you should do in a family centered practice:
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2124
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Name 2 types of Prenatal risk factors:
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2125
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Name 3 types of substances harmful to the prenatal infant:
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2126
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Name 5 types of harmful perinatal infections:
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2127
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Name some of the problems associated with premature birth:
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2128
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How do you figure Corrected Gestational Age (CGA)?
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2129
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How do you figure Adjusted Age?
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2130
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What is considered a low birth weight?
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2131
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What are the 3 types of GENETIC / CONGENITAL DISORDERS?
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2132
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Name 7 types of craniofacial disorders:
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2133
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Syndromes are usually ____________ in nature and _________________ is the most common.
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2134
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Noisy NICU's can cause this:
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2135
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It is important to identify __________ loss as soon as possible.
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2136
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What are 5 risks that might be identified after the newborn period?
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2137
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What are the 2 types of hearing loss?
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2138
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We need to make sure that hearing loss in the NICU isn't being caused by what 2 things?
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2139
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What are 3 considerations regarding the infant's behavior and development in the NICU:
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2140
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Why is it important to strengthen feeding and oral motor development?
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2141
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What are 7 considerations for feeding and oral motor development?
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2142
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Regarding oral motor development, the infant's position for ____________ should be correct.
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2143
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In the newborn, jaw stability is important for:
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2144
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Regarding oral motor development, why would we tug on the infant's bottle?
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2145
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Regarding oral motor development, what newborn feeding equipment might we provide?
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2146
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What are the 2 sensory components of formula that we need to moderate?
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2147
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Regarding oral motor development, what type of oral stimulation do we provide to the newborn?
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2148
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During non-oral (tube) feedings for the newborn, what should we provide?
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2149
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What are some considerations for the newborn's parent-child interactions?
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2150
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What are the 5 stages of grief, according to Elizabeth Kubler-Ross?
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2151
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These stages of ________________ can be cyclical – they may reoccur later in life, at different developmental milestones, etc.
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2152
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What are the 3 stages for ASSESSING an infant's READINESS TO LEARN (TO COMMUNICATE)?
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2153
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"When the infant is sick, not ready to participate, what stage is this?
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What should parents do?"
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"Turning inward stage.
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2154
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"When the infant is responsive to the environment, what stage is this?
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What should parents do?"
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"Coming Out stage.
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2155
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"When the infant esponds to parent in predictable ways, what stage is this?
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What should parents do?"
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"Reciprocity Stage.
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2156
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What is parentese/motherese?
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2157
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What are the 6 infant states?
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2158
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When determining an infant's state, what do we look for?
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2159
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Which state is most conducive to learning?
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2160
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What are the signs of infant stress?
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2161
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What should you do when the infant shows signs of stress?
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2162
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What are 3 ways we can assess family communication and functioning?
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2163
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What is canonical babbling?
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2164
|
Oller says failure to produce syllables by ___________________ predicts language delays.
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2165
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What 4 things can we measure to determine vocalization progression?
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2166
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If vocalization does not seem to be progressing, what things can you do?
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2167
|
Hearing should be evaluated every _____________ during first year.
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2168
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What are the signs of otitis media?
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2169
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If a child stops babbling, what should you do?
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2170
|
What are 3 ways we can asses child behavior and physical development?
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2171
|
Name 4 aspects of treating child behavior and development:
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2172
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What are 3 ways we can assess parent-child communication?
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2173
|
What are 7 aspects of parents' interactions with the child that we should note:
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2174
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We need to help the infant's caregivers do what 3 things:
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2175
|
What is TIPS?
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2176
|
How can we help parents develop self-monitoring skills?
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2177
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Between ______________ months children are in the “illocutionary” stage of communication – they express intentions through signals to others but do not yet use conventional language. They “learn how to mean.”
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2178
|
What age level is the Pre-symbolic play stage?
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2179
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What age level is the Symbolic play stage?
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2180
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What are the characteristics of the Symbolic play stage?
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2181
|
What are the characteristics of the Pre-Symbolic play stage?
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2182
|
What are some examples of formal play assessments?
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2183
|
What is the CSBS?
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2184
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When the child achieves a developmental level of __________ months or more than one of the play assessment instruments, readiness for intentional behavior can be inferred.
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2185
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Give an example of an informal play assessment:
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2186
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When a child imitates during play, this signals that :
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2187
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If the child can engage in simple pretend play schemes, such as pretending to eat from an empty spoon, the child is probably ready to engage in __________________________.
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2188
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Play and cognition and ______________________ language develop in a very collaborative manner.
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2189
|
The results of play assessments help us select :
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2190
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When a toddler evidences through play and other behavior that _______________________, the intervention can begin to “up the ante” and require more initiation of communication and more conventional forms of communicative behavior from the child.
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2191
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If intentional behaviors are neither observed nor reported, the clinician can attempt to elicit them by:
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2192
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To encourage intentional behavior in the child, the parents can:
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2193
|
The point of assessing communicative behavior in the child at the developmental age of 9-18 mos is to:
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2194
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A child functioning at the 9-18 mo developmental range shoud have what type of intentional communication?
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2195
|
____________________ are a precursor to verbal communication
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2196
|
What are Proto-declaratives?
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2197
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What are Proto-imperatives?
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|
|
2198
|
What does REEL stand for?
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|
2199
|
The REEL assesses children of what ages?
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|
2200
|
What types of language does the REEL test?
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|
|
2201
|
In infants, how do we observe receptive language skills?
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2202
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In infants, how do we observe expressive language skills?
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2203
|
For toddlers, how does the REEL test for receptive language skills?
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2204
|
For toddlers, how does the REEL test for expressive language skills?
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2205
|
What does HELP stand for?
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2206
|
What is the HELP?
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2207
|
What skills does the HELP measure?
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2208
|
Which criterion-referenced checklist comes with a handbook for parents?
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2209
|
Placing round pieces in a formboard is usually evidenced between ___________________ of age, so a child demonstrating this skill anywhere within that range would be considered developing normally.
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2210
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The skill: Hidden Displacement Under Three Screens occurs at approximately ______________________ of age. This type of skill tests the concept of _______________________.
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2211
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We don't expect the child to identify nose, toes, and eyes until _______________________ of age.
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2212
|
At ____________________ of age, the skill emerges where the child is able to point to a distant object outside. You say, "Where's the puppy?" And the child is able to point to a puppy off in the distance that's not very close by.
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2213
|
Using play dough and paints occurs about _________________ months.
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2214
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At ___________________ of age is the skill Matches Object To Picture.
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2215
|
At ___________________ of age is the skill sorting objects and assembling four nesting blocks.
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2216
|
A child at _____________________ of age is going to babble a monologue when left alone. They're not calling out -- they're babbling to themselves, because hearing their own voice becomes reinforcing to them.
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2217
|
The child at _________________ of age has intricate inflection in the babbling, almost like they're saying something. They have rising and changing intonation.
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2218
|
A developmental milestone we can look for in children is when they do what with their babbling?
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2219
|
At _________________ of age, children begin to use single word sentences.
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2220
|
One word can have multiple meaning and becomes its own sentence. Give 3 meanings that "Dad" could have:
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2221
|
At ________________ of age, children are no longer just waving to us, which would be an expressive language skill, but they're actually greeting us verbally, saying 'hi' or 'bye.'
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2222
|
At _______________________ of age, they are beginning to sing songs to music.
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2223
|
At 17 ½ - 20 1/2 months, the child should have _____________ words in their expressive vocabulary.
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2224
|
At _________________ months, children can name two pictures in a picture book.
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2225
|
What is the Euscharus and Hunt checklist?
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2226
|
What is the difference between invisible vs. visible displacement?
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2227
|
At the __________ month level, the child mouths objects placed in the hand. They're also beginning to visually inspect objects -- they'll turn it around in their hand.
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2228
|
At __________ months, children use a simple motor scheme such as shaking or waving or independently hitting the object against a hard surface.
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2229
|
At ________ months, they're using complex motor schemes. They're sliding things, they're crumbling or tearing things. At __________months they'll begin to drop or throw objects. They'll visually monitor where the object has gone – for instance, they'll begin to look for it under the table.
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2230
|
At ____________ months, they'll show you an object but they may not be willing to give it up to you at the time.
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2231
|
At _____ months, they're spontaneously naming people and objects in their environment and some simple early actions.
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2232
|
During the 9-18 mos pre-linguistic stage, what are 4 intervention strategies we can use?
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2233
|
Describe scaffolding:
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2234
|
What does "up the ante" mean?
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2235
|
Give 2 examples of "upping the ante":
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2236
|
Describe using sabotage / tempations:
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2237
|
What is the sabotage/temptations technique useful for?
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2238
|
When using sabotage, we might violate the :
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|
2239
|
We should try to interpret non-meaningful responses (motor/verbal), and respond with :
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|
2240
|
Using Prelinguistic Milieu teaching can help make the transition to :
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2241
|
When using this technique, we arrange the environment or routine in order to tempt the child to communicate.
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2242
|
It’s important to adapt our ______________________ to the child’s initiation rate.
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2243
|
What are the 3 types of prompts?
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2244
|
What is a time-delay prompt?
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2245
|
What is a verbal prompt?
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2246
|
What is a non-verbal prompt?
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2247
|
Name 4 aspects of Prelinguistic milieu teaching:
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2248
|
What is gaze intersection?
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2249
|
What is modeling?
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2250
|
Give an example of verbal modeling:
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2251
|
Give an example of non-verbal modeling:
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|
2252
|
What are natural consequences?
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2253
|
Give an example of a natural consequence:
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2254
|
For prelinguistic milieu teaching, it's important to create an ________________ environment.
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2255
|
Name 5 ways to create an enabling environment:
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2256
|
Using requests is instrumental to the child’s:
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2257
|
Using comments is important for:
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2258
|
during PMT, you should establish a routine as a context to do what 4 things:
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2259
|
What are the 3 components of intentional communication acts?
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2260
|
Book reading interactions have been shown to be effective in fostering _________________________.
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2261
|
When should parents of at-risk youngsters begin engaging babies in looking at simple picture books?
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2262
|
While book reading with the child, you should do what 5 things?
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2263
|
When labeling and talking about pictures in the book, you should do what 5 things?
|
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|
2264
|
Augmentative and Alternative forms of Communication are important for what types of clients?
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2265
|
_________________ skills involved in feeding are necessary, but not sufficient, for learning to talk.
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2266
|
For the older pre-linquistic child, it’s important to monitor their _______________ regularly.
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2267
|
What are two of the most important factors in determining good outcomes for children with hearling impairment?
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2268
|
More hearing means more ________________________ that the clinician can work with.
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2269
|
What may cause maladaptive behaviors in the older pre-linguistic child?
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|
2270
|
If the child displays maladaptive behaviors, what should you do?
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|
2271
|
During the toddler Age range (18-36 mos.), normally developing children begin doing what 3 things?
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2272
|
What is MENTAL AGE REFERENCING?
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|
2273
|
The DECISION TO INTERVENE Is based on children who are considered at high risk, based on an accumulation of what 6 possible risk factors?
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2274
|
The Goal of TX is __________________________ – to minimize the effects of the delay on language acquisition.
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|
2275
|
____________________ allows for children with disabilities to be identified as early as possible and to receive prompt intervention.
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2276
|
What language characteristics are predictors of a need for intervention?
|
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|
2277
|
What gender is more at risk of a language delay?
|
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|
2278
|
What parent characteristics put a child more at risk of a language delay?
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2279
|
To be eligible for services, regulations typically require that a toddler :
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|
2280
|
Informed ________________________ is always part of evaluation process.
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|
2281
|
Are Test scores adequate to establish eligibility for intervention in an early intervention (EI) program?
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2282
|
What does it mean if a child is classified as Low Priority?
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|
2283
|
What types of children may fall into the Low Priority category?
|
|
|
2284
|
What is the first step you should take with a child who is classified as Low Prioirty?
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2285
|
What are 2 language screening measures you can use with toddlers?
|
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2286
|
For slow talkers without other known risk factors, early TX may serve secondary preventive function – to ________________________.
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2287
|
The Goal of TX for slow talkers without other known risk factors is to:
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2288
|
Low Priority toddlers have what characteristics?
|
|
|
2289
|
For slow talkers without other risk factors, Paul suggests that SLPs provide:
|
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|
2290
|
SLPs serve as effective members of transition teams by doing what 4 things?
|
|
|
2291
|
What are 7 considerations for working with families in EI (Early Intervention)?
|
|
|
2292
|
Gestures are highly related to ______________ in early development.
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2293
|
Word gesture combinations often lead to :
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|
2294
|
Early use of ______________ tends to predict language development—it's a prognostic indicator.
|
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|
2295
|
Assessment of gestures takes place in the context of :
|
|
|
2296
|
Give some examples of gesture assessment measures:
|
|
|
2297
|
Communication assessment is done to provide a broad picture of communicative functioning and to decide whether, in general, it is:
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|
|
2298
|
The first thing you do when assessing children with emerging language is:
|
|
|
2299
|
What does the Transdisciplinary Play-Based Assessment (TPBA) do?
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|
2300
|
Play is evaluated as a nonverbal index of _________________.
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|
2301
|
When we do a play assessment, we want to find out if the child is at or near the level of :
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2302
|
After the play assessment, the SLP then assesses language & communication specifically and compares them to :
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|
2303
|
If nonverbal, symbolic, and communicative abilities are very low, then intervention may focus on:
|
|
|
2304
|
If symbolic play is advanced but communication & language levels are low, then intervention may involve
|
|
|
2305
|
What are 2 types of formal communication assessments?
|
|
|
2306
|
What are 2 Parent report communication assessments?
|
|
|
2307
|
What is an example of a direct assessment for measuring communication?
|
|
|
2308
|
What types of activities can be used to assess communication?
|
|
|
2309
|
The CSBS provides a detailed rating of performance for many functions of communication, such as:
|
|
|
2310
|
What is the Rescorla Language Developmental Survey?
|
|
|
2311
|
In the Rescorla Language Developmental Survey, parents are asked to include:
|
|
|
2312
|
The RLDS looks at the child's ______________ inventory.
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|
|
2313
|
The RLDS indicates that children are at a risk for language delay if:
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|
2314
|
The CSBS Developmental Profile looks at what things?
|
|
|
2315
|
what are some characteristics of an informal communication assessment?
|
|
|
2316
|
Over the 2nd and 3rd years of life, communication changes in 3 major ways:
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|
|
2317
|
Rates of communication more than double over the _______________ month period.
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|
2318
|
By the child’s ______________ birthday, the normally developing toddler is more like an adult speaker than like his 1 year-old counterpart.
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2319
|
Late talking toddlers show lower rates of _________________________________________than their typical peers.
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2320
|
To assess communicative function in toddlers, we need to observe the toddler playing with some interesting toys and a familiar adult. The adult should ______________________.
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|
2321
|
3 Aspects of Communication can be examined in the toddler:
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|
2322
|
Younger toddlers ages 8-18 mos have what 2 types of communicative intentions?
|
|
|
2323
|
What are the 3 functions of Proto-Imperatives?
|
|
|
2324
|
what are proto-declaratives?
|
|
|
2325
|
What is the most frequent type of proto-declarative?
|
|
|
2326
|
Why are comments so important?
|
|
|
2327
|
What are comments used for?
|
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|
2328
|
Proto-declaratives are an important indicator of :
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|
|
2329
|
At what age do children typically use mostly proto-imperatives and proto-declaratives?
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|
2330
|
Older toddlers ages 18-24 mos begin to use what new type of language?
|
|
|
2331
|
What are discourse functions?
|
|
|
2332
|
What are the 3 Types of Discourse Functions?
|
|
|
2333
|
When assessing a toddler's communicative intentions, first we try to determine :
|
|
|
2334
|
Why do we try to determine whether the full range of the early developing intentions is being used?
|
|
|
2335
|
After we determine what early developing intentions are being used, we need to determine if :
|
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|
2336
|
If none of the later developing language intentions are being expressed by the child, then we can:
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|
2337
|
The Expression of Intentions Frequency for an 18 mos old child is typically:
|
|
|
2338
|
The Expression of Intentions Frequency for a 24 mos old child is typically:
|
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|
2339
|
A significantly LOW Expression of Intentions Frequency would be what?
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|
2340
|
Fewer than 3 ___________________ in 15 min. is considered significantly low.
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|
2341
|
For children that fall under the significantly low category, intervention would focus not only on eliciting single word productions, but also on :
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|
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2342
|
_____________________________ may be useful for increasing the frequency of nonverbal communication. (Ex. Bubbles bottle with lid on tight.)
|
|
|
2343
|
Gestures are the predominant means of communication at approximately _________________ months of age.
|
|
|
2344
|
Gestures are combined with word-like vocalizations containing consonants at ______________ months.
|
|
|
2345
|
Conventional words or word combinations are used with increasing frequency to express a range of intentions at __________ months.
|
|
|
2346
|
Purely ___________________ forms of communication are considered less advanced than vocalizations, which are in turn less advanced than _____________________________ .
|
|
|
2347
|
Fewer than _________________ vocal communications in 15 min. is considered significantly low.
|
|
|
2348
|
If the child produces FEWER than 4 vocal communications in 15 min., then an attempt ought to be made to:
|
|
|
2349
|
If the child produces MORE than 4 vocal comunications in 15 min, then words should be:
|
|
|
2350
|
You might activate and deactivate plastic toys. If a child wants you to make it go again, they'll point or point with a grunt or give you the toy. This is an example of a:
|
|
|
2351
|
How do you use a Communication Intention Worksheet?
|
|
|
2352
|
When performing a communication observation, ask the parent if this interaction was _______________.
|
|
|
2353
|
When scoring a communication assessment, new clinicians often make the mistake of :
|
|
|
2354
|
To qualify as a communicative act, it must be what 3 things?
|
|
|
2355
|
When doing a communication survey, it is not crucial to score every single communicative act within an observation period. Instead, a clinician should attempt to :
|
|
|
2356
|
What are the 3 age level categories of the communication intention worksheet?
|
|
|
2357
|
What types of communication intentions are listed for the 8-12 mos level?
|
|
|
2358
|
What types of communication intentions are listed for the 12-18 mos level?
|
|
|
2359
|
What types of communication intentions are listed for the 18-24 mos level?
|
|
|
2360
|
Section II of the communication intention worksheet is for later intentions. This section doesn’t determine a communicative level -- it is used for:
|
|
|
2361
|
_______________________________ are key when working with language deficits.
|
|
|
2362
|
The index of the three dimensions of communicative behavior can serve as a guide for:
|
|
|
2363
|
What are the three dimensions of communicative behavior?
|
|
|
2364
|
The CSBS manual says that a communicative act must answer what 3 questions?
|
|
|
2365
|
What should we avoid when dealing with parents?
|
|
|
2366
|
When dealing with families, we should be sensitive to:
|
|
|
2367
|
Ask parents what makes communicating with their child hard for them. Based on what they say, offer these suggestions:
|
|
|
2368
|
In mainstream America, we tend to use a very _____________ form of interaction, making our remarks depend on what the child contributes.
|
|
|
2369
|
Many other cultures use a more routine style: providing, in a variety of settings, repetitive, predictable language that is initiated by the:
|
|
|
2370
|
How does learning to talk differ in toddlers of other cultures?
|
|
|
2371
|
_____________________________ can have an effect on how kids respond to intervention.
|
|
|
2372
|
Pre-linguistic children with more responsive mothers are more likely to increase frequency and maturity of communication in:
|
|
|
2373
|
Children with less responsive mothers did better with a small group intervention program that incorporated a more ___________________ method.
|
|
|
2374
|
Rather than judging parental style as right or wrong, we need to understand it to :
|
|
|
2375
|
We want to evaluate communicative behavior independent of :
|
|
|
2376
|
If little communicative behavior is present, we need to get clients to :
|
|
|
2377
|
Clinicians need to be careful about relying on _________________________ of a child’s comprehension.
|
|
|
2378
|
Researchers have found that receptive language skills are actually quite limited at 12 mo of age, but children appear to understand more words by using :
|
|
|
2379
|
Comprehension strategies change with development, and they help children learn by :
|
|
|
2380
|
At this age, the child understands a few single words in routine contexts, routine games without gestural cues:
|
|
|
2381
|
At this age, the child understands single words outside of routine, but still requires some contextual support.
|
|
|
2382
|
At this age, the child understands words for absent objects, some 2-term combinations.
|
|
|
2383
|
At this age, the child comprehends 3-term sentences, but context or past experience determines meaning; little understanding of word order
|
|
|
2384
|
What type of comprehension strategies do children use?
|
|
|
2385
|
There are not a lot of receptive language tests for the ___________ age range. The ones that are available usually only assess understanding of _____________.
|
|
|
2386
|
What are some examples of one word receptive language measures for toddlers:
|
|
|
2387
|
Parents are not as reliable at _________________ checklists as they are on expressive vocabulary checklists.
|
|
|
2388
|
Measuring comprehension in toddlers can often be best assessed by ____________________, because comprehension in very young children is highly context-dependent.
|
|
|
2389
|
The ability to manipulate_____________________, disallowed in standardized tests, is an important aspect of the assessment.
|
|
|
2390
|
The vocabularies of toddlers may be somewhat ___________________– specialized to words familiar to them and their family.
|
|
|
2391
|
what are the 3 major questions for comprehension assessment of toddlers?
|
|
|
2392
|
Are any words (nouns) understood without support of nonlinguistic cues? How can we test this?
|
|
|
2393
|
Are 2-word (verb + noun) instructions understood? How can we test this?
|
|
|
2394
|
Are probable Agent + Action + Object utterances understood? How can we test this?
|
|
|
2395
|
Typical children at the 2-3 years level are able to process agent-action-object instructions, but they still rely on a ____________________ for deciding which noun represents the agent or object of the action.
|
|
|
2396
|
Children at the 2-3 years level typically have larger ______________.
|
|
|
2397
|
What is a “Child-as-Agent” strategy?
|
|
|
2398
|
There is no hard and fast rule for “passing” a level. If the child _____________________________________, then credit for that level of comprehension can be given.
|
|
|
2399
|
If the child is not getting the majority of items for an age group correct, what should you do?
|
|
|
2400
|
Those children who succeed at the ________________ level in the non standardized comprehension assessment can then be tested using formal measures such as the PBT or the Test For Auditory Comprehension Of Language (TACL) or the Receptive One Word Picture Vocabulary Test.
|
|
|
2401
|
An analysis of comprehension skills can contribute to the decision as to whether to:
|
|
|
2402
|
Children who have poor comprehension but use _________________ tend to have a better outlook for acquiring receptive language skills.
|
|
|
2403
|
The use of comprehension strategies by late-talkers is similar to that of younger typical children, and the late-talkers typically show:
|
|
|
2404
|
Good comprehension =
|
|
|
2405
|
After assessment, If comprehension is on par with the communicative intention level, the non-speaking child has an :
|
|
|
2406
|
If comprehension skills lag behind the communicative intention level, a _______________________ is present.
|
|
|
2407
|
For children with little or no speech who also have few receptive skills, it's important to build a _________________________ into the intervention plan.
|
|
|
2408
|
For children with little or no speech who also have few receptive skills, you should focus on:
|
|
|
2409
|
These children need lots of practice seeing how language maps on to objects and events:
|
|
|
2410
|
It is helpful to know if slow speech development is related to any ___________________ the child may have.
|
|
|
2411
|
It is difficult to ascertain motor-speech skills in toddlers because it requires ____________, which the child may be unwilling to do.
|
|
|
2412
|
The imitation skills of toddlers are too immature to accurately asses _________________________.
|
|
|
2413
|
______________________________ should not be diagnosed if the toddler is not producing enough speech to assess – wait until the child begins talking.
|
|
|
2414
|
Childhood apraxia of speech is a speech motor disorder described as :
|
|
|
2415
|
In CAS, there is no ________________________ involved.
|
|
|
2416
|
When a child has CAS, it's difficult to understand what they're saying, and their errors tend to be _____________________.
|
|
|
2417
|
What are 3 characteristics of the speech of a child with CAS?
|
|
|
2418
|
Don’t diagnose CAS until child is ________________ of age.
|
|
|
2419
|
If the child is suspected of having CAS, the clinician should :
|
|
|
2420
|
How can we assess speech motor skills in toddlers?
|
|
|
2421
|
If feeding and babbling history appear normal, we can infer that:
|
|
|
2422
|
If feeding and babbling skills appear problematic, _____________________ may be implicated.
|
|
|
2423
|
If feeding and babbling skills appear problematic, what should we do?
|
|
|
2424
|
What are 2 ways to collect a speech sample from a toddler?
|
|
|
2425
|
When do toddlers produce the most sounds?
|
|
|
2426
|
What are the advantages of recording a speech sample in the child's home?
|
|
|
2427
|
What are the disadvantages of recording a speech sample in the child's home?
|
|
|
2428
|
What does collecting a speech sample through a Parent Diary involve?
|
|
|
2429
|
What are the advantages of collecting a speech sample through a Parent Diary?
|
|
|
2430
|
What are the disadvantages of collecting a speech sample through a Parent Diary?
|
|
|
2431
|
"The development of consonants is closely related to the
|
|
|
development of __________________________ in late talkers."
|
words & language outcomes
|
|
|
2432
|
What are the 6 Predictors Of Long-term Speech Delays In Late Talkers?
|
|
|
2433
|
A Percent consonants correct score of ______________ is a predictor of long-term speech delay.
|
|
|
2434
|
At 30-35 mo, late talkers only have ______________ different consonants.
|
|
|
2435
|
Typically, children with small expressive vocabularies also show:
|
|
|
2436
|
Children with _______________ often do not show the same limited consonant and syllable shapes as other children with small expressive inventories.
|
|
|
2437
|
What are the 2 MAIN USES OF A CONSONANT INVENTORY?
|
|
|
2438
|
Children are more likely to add words to their vocabulary if :
|
|
|
2439
|
A consonant inventory is NOT to be used for:
|
|
|
2440
|
Toddlers before age three have little ______________________, they don’t have the ability to learn sounds in isolation yet.
|
|
|
2441
|
Children at the ___________________ level typically produce 14 different consonants in 10 minutes.
|
|
|
2442
|
Children at the ___________________ level typically produce 18 different consonants in 10 minutes.
|
|
|
2443
|
Children with SMALL vocabularies at the ___________________ level typically produce 6 different consonants in 10 minutes.
|
|
|
2444
|
Children with SMALL vocabularies at the ___________________ level typically produce 10 different consonants in 10 minutes.
|
|
|
2445
|
How do you use aPhonetic Inventory chart?
|
|
|
2446
|
What is the SYLLABLE STRUCTURE LEVEL (SSL) used for?
|
|
|
2447
|
The SYLLABLE STRUCTURE LEVEL (SSL) is derived from:
|
|
|
2448
|
What are the 3 levels of the SSL?
|
|
|
2449
|
(Ha, Wi) are examples of what SSL level?
|
|
|
2450
|
(up, pop) are examples of what SSL level?
|
|
|
2451
|
(Duckie, Bunny, Pat) are examples of what SSL level?
|
|
|
2452
|
How do you compute SSL?
|
|
|
2453
|
What is the average SSL at 24 mos?
|
|
|
2454
|
What is the average SSL at 24 mos for At-Risk toddlers?
|
|
|
2455
|
A 2-year-old's ability to include _______________________ in a vocalization seems to be a very important milestone. Current research shows late talkers have difficulty doing this.
|
|
|
2456
|
In an SSL sample, fewer than 25% occurrences of level 3 structures indicates :
|
|
|
2457
|
If a child shows a deficit in syllable structure, the SLP should try to:
|
|
|
2458
|
The most common level 3 syllable types produced by normally speaking toddlers are :
|
|
|
2459
|
More advanced syllable forms can be elicited in:
|
|
|
2460
|
During back and forth babbling games, first the clinician ________________ , then ______________________________.
|
|
|
2461
|
During back and forth babbling games, the goal is NOT to _________________________, but to encourage production of two different sounds within an utterance.
|
|
|
2462
|
What is an independent analysis?
|
|
|
2463
|
What are 2 examples of Independent analyses for assessing phonological skills?
|
|
|
2464
|
_________________ are sufficient to evaluate phonological skills for a child between 24 and 36 months of age.
|
|
|
2465
|
For toddlers, our language goals are to:
|
|
|
2467
|
What is a relational analysis?
|
|
|
2468
|
Why aren't relational analyses appropriate to the toddler stage?
|
|
|
2469
|
Give some examples of relational analyses:
|
|
|
2470
|
Normally developing 24-month olds are close to ____ accurate in their production of consonants, relative to adult targets, whereas late-talkers were less than _____________ accurate.
|
|
|
2471
|
Assessing the phonological skills of a toddler is important for these three reasons:
|
|
|
2472
|
Measuring lexical production is assessing what?
|
|
|
2473
|
For children 18-36 months of age, how do we assess lexical production?
|
|
|
2474
|
What are the pros and cons of measuring the child's lexicon using language sampling or a parent diary?
|
|
|
2475
|
What are 2 examples of formal Parent-Report Instruments for measuring a child's lexicon?
|
|
|
2476
|
What are the advantages of using formal Parent-Report Instruments for measuring the child's lexicon?
|
|
|
2477
|
Give some examples of additional measures for assessing a child's lexicon:
|
|
|
2478
|
What are the pros and cons of measuring the child's lexicon using additional measures such as the Expressive One Word Picture vocabulary Test?
|
|
|
2479
|
What is assessing semantic-syntactic production?
|
|
|
2480
|
Most language delayed clients in the emerging language stage will not have a lot of productive syntax because :
|
|
|
2481
|
If the expressive vocabulary is fewer than fifty words, we as speech language pathologists want to work on :
|
|
|
2482
|
When the child's expressive vocabulary is greater than fifty words, that's when we want to work on:
|
|
|
2483
|
One way of assessing the syntactic production is to look at the relative frequency of :
|
|
|
2484
|
To assessing the child's syntactic production, we need to:
|
|
|
2485
|
Whatever method is chosen to collect a verbal sample from the child, to assess the syntactic production, we need to:
|
|
|
2486
|
How do we compute the proportion of one to two word utterances in a sample?
|
|
|
2487
|
If the proportion of 1 to 2-word utterances is close to or exceeds fifty percent, that would tell us the client is functioning at least at the _____________________ level of development in terms of syntax use or combining words.
|
|
|
2488
|
If the proportion of 1 to 2-word utterances is less than fifty percent, that would tell us the client is functioning at _________________ level of development in terms of syntax use or combining words.
|
|
|
2489
|
If the child has a vocabulary less than fifty words, we can expect his syntax production will be:
|
|
|
2490
|
Like the connection between the lexicon and phonological acquisition, the link between phonological and ________________ size is usually pretty close, also.
|
|
|
2491
|
Typically all these aspects of early language acquisition proceed hand in hand. However, because of individual differences, we need to:
|
|
|
2492
|
When children begin combining two words in sentences, these combinations result in new :
|
|
|
2493
|
When children combine words syntactically to produce new semantic relations, (rather than combining randomly) they are at the ________________ month level.
|
|
|
2494
|
The _________________ expressed in toddler's first word combinations are universal -- it happens in all languages as children begin to combine words. In other words, it is rule governed.
|
|
|
2495
|
Toddlers express 8 to 11 major meanings in the first word combinations. What are these 11 semantic relations?
|
|
|
2496
|
Big shoe is an example of what semantic relation?
|
|
|
2497
|
Mommy nose is an example of what semantic relation?
|
|
|
2498
|
Daddy hit is an example of what semantic relation?
|
|
|
2499
|
Hit ball is an example of what semantic relation?
|
|
|
2500
|
This ball is an example of what semantic relation?
|
|
|
2501
|
Daddy chair (Daddy's in the chair) is an example of what semantic relation?
|
|
|
2502
|
Throw chair (Throw it onto the chair) is an example of what semantic relation?
|
|
|
2503
|
More milk is an example of what semantic relation?
|
|
|
2504
|
No cookie is an example of what semantic relation?
|
|
|
2505
|
Allgone cookie is an example of what semantic relation?
|
|
|
2506
|
When assessing semantic relations, you code each 2-word utterance in the sample into one of the semantic categories. Utterances that don't fit into any of the combinations would be coded as:
|
|
|
2507
|
Semantic utterances coded as "other" are typically about what percent of the sample for toddlers?
|
|
|
2508
|
If the toddler has more than 30% of his sample coded to 'other', we would want to:
|
|
|
2509
|
Higher level semantic relations have to do with what 4 concepts?
|
|
|
2510
|
If higher-level semantic relations are being conveyed frequently, it suggests that the child is exhibiting :
|
|
|
2511
|
Treatment for kids using higher-level semantic relations in the presence of delayed expressive language would entail:
|
|
|
2512
|
If the child is using a wide range of ____________________, then the child is moving toward normal semantic and syntactic development.
|
|
|
2513
|
Some children show preferences for using certain semantic relations -- they'll use the same semantic relations over and over. Until the developmental level exceeds 36 mos, we as speech language pathologists and parents should :
|
|
|
2514
|
How can we teach the child more words he can use to express himself ?
|
|
|
2515
|
What are the collateral areas for language assessment?
|
|
|
2516
|
To assess a toddler's general developmental level, we measure:
|
|
|
2517
|
To assess a toddler's communication skills, we measure:
|
|
|
2518
|
To assess a toddler's comprehension, we measure:
|
|
|
2519
|
To assess a toddler's social / affective signaling, we measure:
|
|
|
2520
|
To assess a toddler's Production, we measure:
|
|
|
2521
|
To assess a toddler's caregiver/child interactions, we measure:
|
|
|
2522
|
To assess a toddler's emergent literacy, we use:
|
|
|
2523
|
Evaluating a child’s communicative functioning in each area is important for what 2 purposes?
|
|
|
2524
|
What 4 questions are central to the decision tree for intervention planning in the emerging language stage?
|
|
|
2525
|
1. Are functional or symbolic play skills present? If it's a problem, the speech language pathologist should:
|
|
|
2526
|
2. Are nonverbal intentional communicative skills present? If it’s a problem, treatment should include :
|
|
|
2527
|
3. Is the child's linguistic comprehension appropriate for the developmental level? If that is a problem area, Paul suggests increasing:
|
|
|
2528
|
4. What are the child’s additional risk factors? If the child is less than 30 months, Paul suggests:
|
|
|
2529
|
If the child is older than thirty months and has additional risk factors, Paul suggests :
|
|
|
2530
|
The consequences of language delay for a child's social and cognitive development can be ____________________. Language is one of the most ________________ functions in a young child's development.
|
|
|
2531
|
Providing help for these kids who are slow to learn to talk does serve a __________________________ function and it should definitely be considered if the child is at risk.
|
|
|
2532
|
The treatment program for children at the emerging language stage is a bit more ________________________ than at the pre-linguistic stage.
|
|
|
2533
|
Most clients in the emerging language stage will be served through an Individual Family Service Plan (IFSP) with a special focus on :
|
|
|
2534
|
Who is the agent(s) of intervention at the emerging language stage?
|
|
|
2535
|
Many programs have been developed that use parents as the _________________________. Some of these programs involve teaching parents the clinician directed, hybrid or child centered approaches to elicit language.
|
|
|
2536
|
The reason that parents are encouraged to be agents of intervention is because:
|
|
|
2537
|
Clinician directed intervention also has important secondary effects in that it :
|
|
|
2538
|
The family needs to be actively involved in :
|
|
|
2539
|
The clinician should consult with parents as to :
|
|
|
2540
|
The speech language pathologist also needs to encourage as well as to teach parents to use :
|
|
|
2541
|
How can we teach parents to use indirect language strategies?
|
|
|
2542
|
Intervention goals will depend on :
|
|
|
2543
|
If the child is not demonstrating any appropriate or semi-appropriate use of objects or symbolic play and gestures, we need to:
|
|
|
2544
|
What if the child is showing reciprocal behavior -- turn-taking in back and forth babbling games, and anticipates action in baby games such as peek-a-boo, but is not yet using the functional and symbolic behaviors?
|
|
|
2545
|
How can we encourage the child to use the next levels of symbolic behavior, such as early conventional and symbolic play and deictic gestures (showing, giving, pointing, reaching)?
|
|
|
2546
|
Give an example of a simple goal for symbolic behavior:
|
|
|
2547
|
"""Johnny will demonstrate symbolic play at the extended multiple play episode level as demonstrated in at least five different contexts in at least two different settings.”
|
|
|
What is the level of play for this goal?"
|
extended multiple play episode level -- 3 different related actions with the toy in the sequence are demonstrated.
|
|
|
2548
|
What would be 3 different related actions with a toy during an extended play episode?
|
|
|
2549
|
"""Johnny will demonstrate symbolic play at the extended multiple play episode level as demonstrated in at least five different contexts in at least two different settings.”
|
|
|
The goal says the behavior must be demonstrated with at least five different themes. What would be some examples?"
|
Perhaps a doll theme, a cleaning the house theme, a talking on the phone theme, and things like this.
|
|
|
2550
|
"""Johnny will demonstrate symbolic play at the extended multiple play episode level as demonstrated in at least five different contexts in at least two different settings.”
|
|
|
2 different settings. What would be some examples?"
|
For example, home and clinic.
|
|
|
2551
|
In a symbolic behavior goal we need to indicate a current :
|
|
|
2552
|
What does it mean if Johnny's current level of play is at the auto symbolic scheme development level ?
|
|
|
2553
|
The parent or clinician can model play in gestures with simple language in facilitating symbolic play goals. Give an example of how the adult might encourage early auto-symbolic play:
|
|
|
2554
|
Give an example of how the adult might model deictic and representational gestures:
|
|
|
2555
|
What type of goal is an ideal context for parent involvement?
|
|
|
2556
|
By involving parents in symbolic play goals, it provides an ideal setting for :
|
|
|
2557
|
What is the “Be Spontaneous Paradox”?
|
|
|
2558
|
What can we do to get children to initiate communication?
|
|
|
2559
|
Name the 3 characteristics of communicative temptations:
|
|
|
2560
|
Name the 3 characteristics of MILIEU TEACHING TECHNIQUES:
|
|
|
2561
|
Name the 4 characteristics ofPrelinguistic Milieu Teaching Methods:
|
|
|
2562
|
When using Prelinguistic Milieu Teaching Methods, how should you Arrange the Environment?
|
|
|
2563
|
When using Prelinguistic Milieu Teaching Methods, how should you Follow the child’s attentional lead?
|
|
|
2564
|
When using Prelinguistic Milieu Teaching Methods, how should you Build social routines?
|
|
|
2565
|
When using Prelinguistic Milieu Teaching Methods, how should you Use specific consequences?
|
|
|
2566
|
When using Prelinguistic Milieu Teaching Methods, what are the 3 types of specific consequences?
|
|
|
2567
|
What are 3 types of prompts?
|
|
|
2568
|
What are the 2 types of models?
|
|
|
2569
|
How can you provide natural Consequences?
|
|
|
2570
|
When using Prelinguistic Milieu Teaching Methods, how can you Use SCRIPT INTERVENTION?
|
|
|
2571
|
How can we Increase Frequency Of Intentionality?
|
|
|
2572
|
If the child's Range Of Intentions Expressed is limited, what should we do?
|
|
|
2573
|
Which is easier to elicit, Proto-imperatives or proto-declaratives?
|
|
|
2574
|
Give an example of how to elicit a proto-imperative:
|
|
|
2575
|
Which more closely resembles the great majority of conversation speech acts, Proto-imperatives or proto-declaratives?
|
|
|
2576
|
Proto-declaratives involve sharing:
|
|
|
2577
|
Give an examples of how to elicit a proto-declarative:
|
|
|
2578
|
What does eliciting proto-declaratives help kids learn how to do?
|
|
|
2579
|
When children can utilize proto-imperatives and proto-declaratives, we can begin to focus on :
|
|
|
2580
|
If the child is only using gestures, what do we do?
|
|
|
2581
|
How can we increase the child's communication from gestures to vocalization?
|
|
|
2582
|
How can we increase the child's communication from vocalization to words?
|
|
|
2583
|
Only those vocalizations that include ______________________ help to move child in direction of words
|
|
|
2584
|
If a maladaptive form of communication is used by the child, what do you do?
|
|
|
2585
|
Regarding withholding responses until the child produces the target behavior, what are some considerations when teaching this technique to parents?
|
|
|
2586
|
We can teach receptive language skills by combining play skills therapy with:
|
|
|
2587
|
ILS therapy is well suited for ________________ to administer.
|
|
|
2588
|
What are some things that ILS provides to children?
|
|
|
2589
|
What guidelines should parents following when working with their children?
|
|
|
2590
|
When using ILS, what are some techniques the adult should use?
|
|
|
2591
|
How can we allay parents’ fear that they haven’t provided enough stimuli for their child in the past?
|
|
|
2592
|
What are the most efficient types of input for encouraging language acquisition?
|
|
|
2593
|
Give an example of expansion/extension:
|
|
|
2594
|
why do mothers of normally developing children have more opportunities to expand/extend the child’s communication?
|
|
|
2595
|
We should supplement ILS with:
|
|
|
2596
|
What are some guidelines for Parent Training?
|
|
|
2597
|
Our phonological goals for children in the emerging language stage are:
|
|
|
2598
|
If the child has an expressive vocabulary of less than _____________ words, we should teach new consonants and syllables in the context of back & forth babbling games.
|
|
|
2599
|
What is a back and forth babbling game?
|
|
|
2600
|
How do we choose new phonemes to teach the toddler?
|
|
|
2601
|
The goal for toddlers is not the production of particular sounds, but to :
|
|
|
2602
|
If the child produces a new sound, you should:
|
|
|
2603
|
If the child pronounces a sound incorrectly according to adult standards, you should:
|
|
|
2604
|
At the emerging language age, _____________________ are still typically used to simplify speech.
|
|
|
2605
|
Research has shown that children with delayed language acquire consonants and syllable shapes how?
|
|
|
2606
|
By 18-24 months, Paul found late talkers were producing most of what types of sounds?
|
|
|
2607
|
By 18-24 months, Paul found late talkers were NOT producing most of what types of sounds?
|
|
|
2608
|
For children producing limited consonant productions, the speech language pathologist would first attempt to teach:
|
|
|
2609
|
Only after the full list of stops and nasals are present in the babbling repertoire would we begin to introduce:
|
|
|
2610
|
In developing a first lexicon in the 18-36 month old age range, it's important to choose words that are:
|
|
|
2611
|
Nelson has found that close to 50% of first words in normally developing children are ______________.
|
|
|
2612
|
Nelson has found that the 50% of first words in normally developing children are nouns, and the other 50% are:
|
|
|
2613
|
Give some examples of function words:
|
|
|
2614
|
Give some examples of relational words:
|
|
|
2615
|
The 3 major categories of language content are:
|
|
|
2616
|
These kinds of words give the child more opportunity to express more communicative functions than simply naming or labeling:
|
|
|
2617
|
Relational words also provide the child with an ample variety of words to use in ___________________ when he reaches that point.
|
|
|
2618
|
Give some relational words that fit the communication function of Rejection, nonexistence, or disappearance:
|
|
|
2619
|
Give some relational words that fit the communication function of Cessations or prohibition:
|
|
|
2620
|
Give some relational words that fit the communication function of Recurrence:
|
|
|
2621
|
Give some relational words that fit the communication function of Existence:
|
|
|
2622
|
Give some relational words that fit the communication function of Action on objects:
|
|
|
2623
|
Give some relational words that fit the communication function of Locative action:
|
|
|
2624
|
Give some relational words that fit the communication function of Attribution:
|
|
|
2625
|
Give some relational words that fit the communication function of Naming:
|
|
|
2626
|
Give some relational words that fit the communication function of Possession, commenting:
|
|
|
2627
|
Give some substantive words that fit the communication function of Social interaction:
|
|
|
2628
|
When increasing the child's lexicon, Speech language pathologists and parents want to choose words that:
|
|
|
2629
|
What type of syllable and word shapes are appropriate for early lexicons?
|
|
|
2630
|
When introducing new words into the child's lexicon, it's important to match words taught to :
|
|
|
2631
|
First lexicons consist of what 2 types of words?
|
|
|
2632
|
What are Substantive words?
|
|
|
2633
|
Desribe the characteristics of the first nouns a child uses:
|
|
|
2634
|
What are Relational words?
|
|
|
2635
|
Describe the Relational words category of Existence:
|
|
|
2636
|
Describe the Relational words category of Nonexistence:
|
|
|
2637
|
Describe the Relational words category of Recurrence:
|
|
|
2638
|
Describe the Relational words category of Rejection:
|
|
|
2639
|
Describe the Relational words category of Denial:
|
|
|
2640
|
Describe the Relational words category of Attribution:
|
|
|
2641
|
Describe the Relational words category of Possession:
|
|
|
2642
|
Describe the Relational words category of Action:
|
|
|
2643
|
Describe the Relational words category of Locative Action:
|
|
|
2644
|
You can use what 3 approaches when developing a First Lexicon:
|
|
|
2645
|
Describe how to use the Hybrid approach when developing a First Lexicon:
|
|
|
2646
|
Describe how to use the Child centered approach when developing a First Lexicon:
|
|
|
2647
|
Which type of approach is very appropriate for the 18-36 mo old child?
|
|
|
2648
|
Describe how to use Milieu teaching when developing a First Lexicon:
|
|
|
2649
|
Describe how to use Script therapy when developing a First Lexicon:
|
|
|
2650
|
Describe how to use Focused stimulation when developing a First Lexicon:
|
|
|
2651
|
Name 3 bi-weekly activities that are suggested for parent administered lexicon programs:
|
|
|
2652
|
Describe the Forced Choice activity for developing a lexicon:
|
|
|
2653
|
Describe the Developing Vocabulary activity for developing a lexicon:
|
|
|
2654
|
Describe the Incidental Teaching activity for developing a lexicon:
|
|
|
2655
|
Describe how to use the Clinician Directed approach when developing a First Lexicon:
|
|
|
2656
|
Elicited imitation techniques such as Drill, drill play,& CD modeling with imitation are more effective for what types of children?
|
|
|
2657
|
Toddlers with language delays can benefit from a range of approaches as long as _______________________ is present in the activities.
|
|
|
2658
|
_____________________________ is typically in advance of expression in the emerging language period.
|
|
|
2659
|
Should Parents limit their use of words to the items the child can say?
|
|
|
2660
|
Parents should provide a range of labels for objects, events, and relations in _____________________________ contexts.
|
|
|
2661
|
When developing Word Combinations we should use ____________________ Linguistic Input.
|
|
|
2662
|
Children’s first word combinations are used to talk about the _____________________ they already have been encoding with single words.
|
|
|
2663
|
What 3 approaches can we use to elicit two-word utterances?
|
|
|
2664
|
Describe how to use the Child Centered approach to elicit 2-word utterances:
|
|
|
2665
|
Describe how to use the Clinician Directed approach to elicit 2-word utterances:
|
|
|
2666
|
Describe how to use the Hybrid approach to elicit 2-word utterances:
|
|
|
2667
|
Describe how to use Vertical Structuring when eliciting 2-word utterances:
|
|
|
2668
|
Describe how to use Milieu Teaching when eliciting 2-word utterances:
|
|
|
2669
|
Describe how to use Script Therapy when eliciting 2-word utterances:
|
|
|
2670
|
Describe how to use Focused Stimulation when eliciting 2-word utterances:
|
|
|
2671
|
Give an example of violating a routine when eliciting 2-word utterances:
|
|
|
2672
|
Give an example of using the Cloze technique when eliciting 2-word utterances:
|
|
|
2673
|
Describe how to use Modeling procedures when eliciting 2-word utterances:
|
|
|
2674
|
Describe how to use the ELI (Environmental Language Intervention) strategy when eliciting 2-word utterances:
|
|
|
2675
|
What are the 3 contexts of ELI?
|
|
|
2676
|
What type of toddler exeriences are connected to school success?
|
|
|
2677
|
What are some ways to use storybooks with toddlers & families to build early language and literacy skills:
|
|
|
2678
|
Books selected to read with toddlers should be:
|
|
|
2679
|
What are some routine interactive reading strategies?
|
|
|
2680
|
What type of voice should parents use when reading to their child?
|
|
|
2681
|
How can we expose child to decontextualized talk in literature?
|
|
|
2682
|
According to the Study Regarding Literacy-based Knowledge Of Toddlers By Joy K. Galentine, children between the ages of 34-30 months can do what literacy-related things:
|
|
|
2683
|
How can we teach kids about literacy?
|
|
|
2684
|
What are baselines?
|
|
|
2685
|
Explain how you determine baselines if you are targeting Communicative Intentions:
|
|
|
2686
|
Explain how you determine baselines if you are targeting Comprehension:
|
|
|
2687
|
Explain how you determine baselines if you are targeting Phonological Skills:
|
|
|
2688
|
Explain how you determine baselines if you are targeting Lexical Production:
|
|
|
2689
|
Give an example of a baseline for phonological skills:
|
|
|
2690
|
How do you determine goals for therapy?
|
|
|
2691
|
We will conduct treatment at a _______________ level, so we need to decide what is developmentally appropriate.
|
|
|
2692
|
When writing goals, you need to include what 3 objectives?
|
|
|
2693
|
In addition to statement, condition and criterion, what other things might you need to include in your goals?
|
|
|
2694
|
Give an example of a Goal for Intentional Communication using range, form, and frequency:
|
|
|
2695
|
Give an example of a Goal for Comprehension:
|
|
|
2696
|
Give an example of a Goal for Phonological Skills
|
|
|
2697
|
Give an example of a Goal for Production:
|
|
|
2698
|
Give an example of a Goal for Semantic Relations:
|
|
|
2699
|
What types of children might remain in the emerging language stage for a long time?
|
|
|
2700
|
What should we work on with older children who are still in the emerging language stage due to disabilties?
|
|
|
2701
|
The first point to remember in developing play and symbolic assessments for children in the emerging language stage is that :
|
|
|
2702
|
What is the purpose of evaluations for older clients in emerging language?
|
|
|
2703
|
Children with motor impairments may have difficulty demonstrating what types of behaviors?
|
|
|
2704
|
Children with motor impairments may have to use what type of behaviors to communicate?
|
|
|
2705
|
For older children with emerging language, sometimes ________________________ are used to assess the child’s sensory motor skills.
|
|
|
2706
|
Assessment of object permanence ability can be used as an index of :
|
|
|
2707
|
When working on communicative behavior with older children who are at the emerging language stage, first you need to:
|
|
|
2708
|
When working on communicative behavior with older children who are at the emerging language stage, after you've identified all behaviors they are currently using, you should:
|
|
|
2709
|
What should you do when maladaptive behavior occurs?
|
|
|
2710
|
Children with autism use ___________________ to produce various communicative functions.
|
|
|
2711
|
How do you assess the communication of AAC users?
|
|
|
2712
|
If a child has motor impairments, they can use _______________ for picture/object identification.
|
|
|
2713
|
Pretest individual’s ability to associate pictures with their referents prior to using pictures to assess comprehension; if they can’t do it, you may need to use _________________ instead.
|
|
|
2714
|
Ongoing assessment of phonological production can help identify :
|
|
|
2715
|
_____________________________ should be incorporated as new vocalizations and syllable structures emerge.
|
|
|
2716
|
The child may use an AAC system, but that doesn't mean speech is impossible. Adding or increasing speech in the repertoire they produce can :
|
|
|
2717
|
Lexical knowledge of older children in the emerging language stage should be evaluated by way of ____________________.
|
|
|
2718
|
Give an example of a parent checklist to evaluating lexical knowledge:
|
|
|
2719
|
For clients with severe speech and physical impairments, the choice of an AAC system is strongly dependent on the :
|
|
|
2720
|
When choosing an AAC system, who do we need to involve?
|
|
|
2721
|
When choosing an AAC system, first we need to assess what 5 things?
|
|
|
2722
|
When choosing an AAC system, describe how we need to evaluate the movements of the child:
|
|
|
2723
|
"When using an AAC system, what type of movements are used most often?
|
|
|
What other movements are used if that is not available?"
|
"Finger, hand, arm and head movements are used most often.
|
|
|
2724
|
When using an AAC system, describe what a control site is:
|
|
|
2725
|
When using an AAC system, describe what an Input Method is:
|
|
|
2726
|
When using an AAC system, the child can input by what 2 methods:
|
|
|
2727
|
When using an AAC system, describe the considerations of positioning:
|
|
|
2728
|
When using an AAC system, describe the considerations of targeting:
|
|
|
2729
|
How can we incorporate play into TX Targets & Procedures For Older Clients with EL ?
|
|
|
2730
|
How can we incorporate gestures into TX Targets & Procedures For Older Clients with EL ?
|
|
|
2731
|
Regardless of the form of communication, most clients with emerging language need to do what to things?
|
|
|
2732
|
How can we help older clients with emerging language increase the frequency of their communicative acts, and expand the range of intentions they express?
|
|
|
2733
|
For older clients with emerging language , we should provide cmomunication temptations using:
|
|
|
2734
|
For AAC users, we can use ___________________ to shape behavior and up the ante to more conventional forms
|
|
|
2735
|
For older clients with emerging language, how do we use Functional Communication Training?
|
|
|
2736
|
For older clients with emerging language, how do increase their comprehension?
|
|
|
2737
|
What is “displaced talk”?
|
|
|
2738
|
When using “displaced talk”, begin with:
|
|
|
2739
|
What does it mean to Use aided language stimulation when talking with the child?
|
|
|
2740
|
What does using aided language stimulation encourage?
|
|
|
2741
|
What 3 production factors affect the prognosis for speech?
|
|
|
2742
|
Describe how the prognosis for speech can be affected by the # of CV vocalizations:
|
|
|
2743
|
Describe how the prognosis for speech can be affected by the Rate of proto-declaratives:
|
|
|
2744
|
Describe how the prognosis for speech can be affected by the Receptive-to-expressive vocabulary ratio:
|
|
|
2745
|
Paul discusses general points that must be considered when looking at AAC systems for people with severe disabilities. Considerations are:
|
|
|
2746
|
What are 3 types of symbol systems that a child with severe disabilities may use:
|
|
|
2747
|
_______________________ can range from iconic to symbolic to written.
|
|
|
2748
|
Provide more iconic systems (pictures or drawings, like PECS --Picture Exchange Communication System) for children of what age?
|
|
|
2749
|
Provide More symbolic representations (Sign or Blissysymbols) for children of what age?
|
|
|
2750
|
Provide Written systems for children of what age?
|
|
|
2751
|
Children with _____________________ benefit from some visually cued modality, whether it be signs, pictures, or writing
|
|
|
2752
|
Children with severe disabilities who are taught signs rarely do what?
|
|
|
2753
|
A picture-based system such as PECS may also be helpful to this developmental level:
|
|
|
2754
|
Systems that include a voice output component have been shown to encourage what 2 things?
|
|
|
2755
|
Even clients who use _____________ should still be encouraged to vocalize. Any vocalization is useful.
|
|
|
2756
|
To encourage Emergent Literacy for Older Clients with EL, it is important for the child to do what?
|
|
|
2757
|
To encourage Emergent Literacy for Older Clients with EL, we can do what?
|
|
|
2758
|
For older clients with EL, we should use what kind of books?
|
|
|
2759
|
For older clients with EL, give examples of literate activities we can show them:
|
|
|
2760
|
For older clients with EL, how do we Give clients access to literacy artifacts?
|
