Csd Test 3 (Ch 17)

Front 1

Child-centered approaches

Back 1

those in which the clinicians follows the child's lead with respect to the activities, the topics of discussion, and the toys that are played with

Front 2

Chronological age

Back 2

we typically use years and months (e.g. 2;3 means 2yrs 3mon) to determine a child's age and to compare him or her to other children of the same age.

Front 3

Clinician-centered approaches

Back 3

Clinician-centered approaches are those in which the clinician controls the intervention context, goals, and materials.

Front 4

Comprehension

Back 4

the ability to understand language (the opposite of expression)

Front 5

Content

Back 5

language content refers to the meaning of language (semantics)

Front 6

Criterion-Referenced Assessment

Back 6

criterion-referenced, non standardized approaches to assessment provide descriptive information about tasks children routinely encounter in their environment. Unlike norm-referenced measures, scores on criterion-referenced measures are not compared to the average scores of same-age peers

Front 7

Development age

Back 7

refers to the child's level of development in a given area, in this case language. The developmental age is the age of most typically developing children at the time their language is similar to the language of the child being tested.

Front 8

Development language disorder

Back 8

when a child has problems acquiring language even though there is no obvious case.

Front 9

Expression

Back 9

the ability to produce language (The opposite of comprehension)

Front 10

Family-centered practice

Back 10

incorporates families into the assessment and treatment process. This construct is designed to recognize the importance of connections with family members in communication development.

Front 11

(Language) Form

Back 11

refers to the structure of language including syntax, morphology and phonology

Front 12

Hybrid approaches

Back 12

hybrid approaches focus on one or two specific language goals. The clinician selects the activities and materials rather than following the child's lead and responds to the child's communication to model and highlight the specific forms that are being targeted for intervention

Front 13

Interactive assessment

Back 13

interactive assessment allows SLPs to test beyond the limits of the behaviors that child displays in non-teaching (e.g. testing) situations. This type of testing helps clinicians decide whether poor test performance is due to language learning difficulties or lack of understanding of the test task, or limited exposure to the types of questions that are being asked.

Front 14

Multidisciplinary assessment

Back 14

member of an assessment team conduct their own independent assessments of the child's abilities that relate to their own interest areas (e.g. SLPs evaluate speech and language only, physical therapists evaluate motor abilities only, etc.) In a summary meeting, each member of the team shares their findings and recommends treatment. The emphasis is on the parts of the child rather than the whole child.

Front 15

Neutralist approach

Back 15

an approach to identifying language disorders in which clinicians base their diagnostic decisions on test scores without taking social norms into consideration

Front 16

Normativist approach

Back 16

an approach to identifying language disorders in which clinicians account for social norms and potential social, educational, vocational, and economic consequences of the child's language abilities in the decision-making process

Front 17

Pre-linguistic communication

Back 17

Pre-linguistic development of communication occurs before children use words. Pre-linguistic communication includes gestures and nonword vocalizations.

Front 18

Production

Back 18

the use of speech or writing to express meaning.

Front 19

Specific language impairment

Back 19

difficulties acquiring language in the absence of any other mental, sensory, motoric, emotional, or experiential deficits

Front 20

Standardized assessment

Back 20

administration of formal tests to determine how a child's performance on an aspect of language compares to the average performance of children who are the same chronological age

Front 21

Transdisciplinary assessment

Back 21

a team of professionals works together to evaluate a child. Members of the team are not limited to the evaluation of any single area of development

Front 22

(Language) Use

Back 22

refers to the social aspects of language, which are also called pragmatics