Comps - Steffani: Maze

Front 1

types of maze behaviors

Back 1

- pauses
- repetitions
- revisions
- orphans

Front 2

pauses

Back 2

- filled: non-lexical, monosyllabic filler (e.g. um, er)
- silent: silences lasting 2+ seconds
- pause strings: more than one silent/filled pause in succession

Front 3

repetitions

Back 3

- forward: completion of sentence after repetition of linguistic unit (-x---)
- exact: repeats linguistic unit that has already been completed (---xxx)
- backward: inserts additional word(s) before repeated unit without change (--oxx--)

Front 4

revisions

Back 4

- modifications of linguistic unit already produced
- use to correct errors, add or delete information, or unknown reasons
- may involve lexical, grammatical and/or phonological changes

Front 5

orphans

Back 5

linguistic units with no identifiable relationship to other units

Front 6

assessment procedure for MB

Back 6

- segment into T-units
- identify mazes and count total unmazed words
- identify disruption and count frequency of each type, as well as total disruptions
- divide number of disruptions by number of unmazed words in sample, then x100 for %
- if more than 7 or 8 disruptions per 100 unmazed words, student's speech is considered disordered

Front 7

reasons for MB

Back 7

- clustering in complex sentences/utterances longer than speaker's average T-unit length
- revisions result from need to correct errors or add/delete information
- revisions primarily phonological

Front 8

treatment for MB in long/complex sentences

Back 8

- improve complex syntax skills, narrative
- story web containing story grammars
- self-regulated strategy development: teaches planning, production and revision processes
- schematic story structure

Front 9

schematic story structure

Back 9

- story frames: written starters for each story grammar element
- scrambled stories: written story is present with an element out of sequence
- story grammar checklist
- story prompts for each element

Front 10

treatment for MB when correcting/adding/deleting information

Back 10

metacognitive strategies: comprehension monitoring and organizational/learning strategies

Front 11

comprehension monitoring

Back 11

- recognize and react to inadequacies in acoustic signal (too quiet, too fast, too much background noise, etc.)
- increase complexity of inadequacies (unknown words, ambiguous or overly complex directions)

Front 12

organizational/learning strategies

Back 12

- creating inferential sets: identify all knowledge before reading, learned from reading, and what is still unknown
- self-questioning: ask self what needs to be done, what is the plan, etc.
- think-alouds: describing task steps out loud
- reciprocal teaching/buddy programs: pairing students to accomplish task and give eachother cues
- using graphic organizers/sensory imaging: draw, map or visualize material

Front 13

treatment for phonological revisions

Back 13

- assess word-finding abilities with rapid naming tasks
- work on word-finding strategies using semantic and phonological retrieval strategies

Front 14

word retrieval strategies

Back 14

- SEMANTIC:
- vocabulary expansion: books or word lists relevent to curriculum
- visual mapping
- timed repetitions of curriculum based words
- PHONOLOGICAL:
- organize vocabulary work around phonological similarities
- guessing games with phonological clues

Front 15

morphological awareness

Back 15

- ability to manipulate and combine morphemes
- impacts vocab, reading writing
- assess informally, or with TOLD-4
- sample goal: determine meaning of words by identifying roots and affixes, explaining meaning and using correctly in a sentence

Front 16

parts of narrative

Back 16

- T-unit
- complex sentences
- story grammar
- narrative structure
- cohesive markers
- literary language style

Front 17

criterion referenced tests

Back 17

- used to establish baseline function and establish targets
- easily modified to suit needs of client
- more naturalistic
- must be careful not to over-interpret results
- make sure test presentation is appropriate for client

Front 18

scoring

Back 18

- disordered: 7th percentile or SS of 77
- SS is best: relative standing and equal interval, distributed along bell curve
- percentile rank is 2nd best: relative standing
- age equivalent not useful: can't tell disordered or not based on AE alone

Front 19

phonological awareness

Back 19

- manipulate structure of words/sentences
- tied to reading and spelling
- consists of rhyming, syllable/word counting

Front 20

phonemic awareness

Back 20

- most complex form of phonological awareness
- consists of elision, sound identification, blending, and segmenting
- best predictors of reading ability

Front 21

treatment for phonological awareness

Back 21

- scavenger hunts for words containing sound
- begin with rhyming for low level (say and write)
- segment with "rhythm band", have different movements for each syllable
- sound-counting technique: segmenting activity, use coins for each sound
- pig latin
- focus on decoding, comprehension and spelling

Front 22

linguistic stages

Back 22

- prelinguistic: <18 months
- emerging language: 1.5-3 years
- developing language: 3-5 years
- language for learning: 5-10 years