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47 Cards in this Set
- Front
- Back
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· How do native speakers of a language learn theirlanguage? |
o Language is innate and born out of need |
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· Universal Grammar: What is it? Who developed thetheory? |
o Developed by Noam Chomsky o It is the underlying grammar structure thatspans all languages which draws the conclusion that humans are born withgrammar |
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· What is the Normative perspective of disorders? |
o Takes into consideration society’s expectationsof behavior; not data driven; what do we see by X age and how does the child differfrom that? |
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· What is the Naturalist perspective of disorders? |
o Child deviates from the average level of abilityachieved by a group of people; data driven; insurance companies love this one |
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· What is Form? |
o Phonology: study of speech sounds in a language o Morphology: study of the smallest units ofmeaning as they relate to word formation o Syntax: study of word/phrase/sentence order andgrammar |
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· What is Content? |
o Semantics: study of the entire scope of a wordmeaning |
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· What is Use |
o Pragmatics: study of the parts of language thatdetermine if language is used correctly in a situation, including socialaspects of language |
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· Explain the impact that environmental factors can have over biological, cognitive, and behavioral factors |
o Biological: genetics, neurobiology, home/schoolenvironment o Cognitive: auditory perception; limitedprocessing capacity; procedural deficit o Behavioral: ?? |
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· What are the pros of screenings? |
o Pros: quickly identify children at risk for DLDto find those who need more in-depth assessment |
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· What are the cons of screenings? |
o Cons: false-positives (assessing someone who mayjust have been going through an “off” day during the test); false-negatives(dismissing someone who really needs help who was just able to pass thatparticular screening on that day); no true gold standard for screening thatSLPs can use |
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· Define Appraisal: |
o A collection of data from a variety of sourcesto describe the client’s condition |
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· Define Diagnosis: |
o Assessment and labeling of the clinicalcondition from evaluation and medical condition often with some indication ofunderlying cause |
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· Define Evaluation: |
o INITIAL determination of eligibility for specialeducation and services in school or determining areas of strength and weakness There is a finite start and finisho What information is attained and why would apermission to obtain and share info with other professionals be included onthat form? |
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· Define Assessment: |
o ONGOING process of determining strength andweaknesses of clients and how they’re improving/not improving |
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· Is appraisal, diagnosis, evaluation or assessment going on at all times? Why? |
o Assessment; we need to constantly assess to seeif we’re hitting goals or not and reevaluate from there |
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· What are the parts of evaluation? |
o Lowstructure observation; hearing screening; oralmechanism test; standardized testing;language sample; Also: parent interview; case history |
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· Why are hearing screening and oral mech examspart of a speech and language eval? |
o Because if the problem is mechanical in the earor mouth, it won’t get better if we don’t know that information. We can shoutwords at a kid all day, but if she can’t hear us, she won’t be able to learnlanguage.· |
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· What do you learn from low-structureobservation? |
o If the child consistently makes the error we areconcerned about; child’s interests and hobbies; how the language dysfunctionaffects their life· |
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· What should you have in mind before you do a lowstructure observation with intent of observing behavior? |
o A clear understanding of what the behavior isand what you’ll count as the behavior when observing the child. What is the child getting out of the behavior? |
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o What information is attained in a case history and why would apermission to obtain and share info with other professionals be included onthat form? |
§ Who referred the child § Academic info for school, teacher, and how wellthey function in school § Medical info for doctor, if there has been apsych eval, current medical treatments § Speech and language history § Hearing history § Release form: to obtain any medical or schoolrecords that will give more insight to the child: medical records (physicals,hearing tests), school grades and records to judge learning performance |
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o What other professionals might be included when getting a release form in a case history? |
§ Audiologist § Pediatrician § Teacher § School Psychologist § Social worker |
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· What are some problems besides language thatcould interfere with a child’s response to a directive? |
o Being shy or defiant |
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· What is a Criterion-referenced measure? |
o Examine particular communication behaviorswithout comparison to other children. Not used to determine eligibility o Used when eligibility has already beenestablished to establish baseline function and identify goals for intervention o May be informal and naturalistic; and to monitorchange in response to probes over the course of intervention Ongoing! |
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· What is a Norm-referenced/standardized test measure? |
o The exact same set of tasks were given to a setof people in the exact same way; direct comparison of child’s performance topeers’ performance o More Decontextualized |
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· What is the benefit of decontextualizing testingif a child has to usually perform skills in a contextualized situation? |
o Able to directly compare to peers; assessments are designed to tease out specific problems |
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· What information can you have in an evaluationthat is completely contextualized? |
o Low-structure observation? |
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· Why should standardized/decontextualized testscores not be the only ones considered when developing a report on a student’s currentlevel of functioning? |
o You only see how that child does in that moment in time |
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· What does standardization mean? |
o Reliability: consistently get the same orsimilar results o Validity: test measures what it intends tomeasure |
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· What are some reasons we might dismiss a child fromspeech therapy? |
o If all goals have been met o If communication is within normal limits o Speech/language is comparable to peerso The problem no longer affects educational status o AAC system has achieved optimal use acrosssettings and people o Plateauing o Child has achieved desired level ofcommunication skills |
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· When giving your prognosis of a child, is itsafe to say exactly how they will progress in your goals? Why? |
o NO!!! Goals may need to be reevaluated; child orsupport system may not be invested in the intervention methods; may take longerto achieve a goal and then you lose trust with the child/family |
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· What are some purposes for intervention? |
o Change or eliminate the problem o Change the disorder o Teach compensatory strategies o Modify the communicative context |
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· Describe Child-Centered therapy |
o Facilitated play and indirect languagestimulation o Especially useful for children with fewer than 3morphemes o Most natural type of therapy o Constant modeling of appropriate language; usinga variety of skills at once |
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· Describe Clinician-Directed therapy |
o Clinician choosesactivity/targets/rewards/everything o Best way to get the most repetitions andattempts o But it’s not natural and harder to generalizethe behavior outside of the clinic context |
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· Describe Hybrid therapy: |
o Mix of CD and CC o Focused stimulation: playing for a specificreason (targeted behavior) o Vertical structuring: reading with child andengaging them with what’s happening on the page MilieuCommunication Training (MCT) |
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Describe Milieu Communication Training (MCT) |
§ Environmental arrangement: create an environmentwhere child needs to hit the target § Responsive Interaction: Always responding towhat the child does and rewarded when he/she hits the target § Child based contexts: What motivates the childto reach the target (specific to each child) |
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· What are the Service delivery models for children 0-5? |
o Clinical work o Consulting for parents, teachers,para-professionals, or peers o Building a language based classroom o Collaboration with child’s support system |
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· What is the Zone of Proximal Development? Whatis it important to teaching/learning? |
o ZPD: a targeted behavior or response the childcan reach with help o Important for goal setting |
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· What is a PICO question and why would you useone? |
§ Problem § Internal evidence based intervention § Comparison treatment § Outcome o Use when doing research for a new treatment fora client; compare new treatment with knowledge and experience |
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· When looking at research, how do you gauge thelevel of its quality? |
o Level I (single or multiple randomized controlstudies) o Level II(Nonrandomized quasi experimental trial) o Level III(Observational studies with control) o Level IV(Observational studies without control) o Level V (Expert opinions without critical appraisalor theoretical background or basic research) |
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· Describe Parallel talk |
o Child: Jump! o Mom: You’re jumping! High in the sky! Jump,jump, jump! |
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· Describe Self Talk |
o Mom making dinner: I’m making noodles. I’mboiling the water. Oh! All the noodles are in! Hot! |
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· Describe Imitation: |
o Child: Kiddy o Mom: Kitty! Pretty kitty! |
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· Describe Extension |
o Child: Cookie o Mom: Yes, yummy cookie. It’s a chocolate chipcookie! |
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· Describe Expansion: |
o Child: Train o Mom: Yes what a big train! Where is it going? Ithink it’s going to Australia! |
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· Describe Buildup and Breakdown |
o Child: Tie shoe o Mom: Tying your shoes tight! Your shoes. Shoestight. Mommy’s tying your shoes tight! |
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· Describe Recasts |
o Child: Doggy bark o Mom: Yes, the doggy barks loud. Do you see whohe’s barking at? Is it that mailman? Is he bringing us a letter? |
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· When creating goals, what do we need toconsider? |
o Communicative function of the goals o Teachability of child and support system o Phonological skills |
