Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
What to remediate in language (4)
|
1. Normally acquired by child's age
2. Next skills likely be acquired 3. Are functional 4. Can be easily generalized |
|
Remediation philosophies (3)
|
1. Trainer centered
2. Child centered 3. Hybrid |
|
Remediation settings (4)
|
1. Pull-out model
2. Intervention in classroom 3. Collaborative consultation 4. Full inclusion model |
|
3 ways to determine if child needs services
|
1. Profiling-what client knows
2. Dynamic assessment-ongoing 3. Monitoring progress |
|
2 reasons might be ready for treatment
|
1. Big difference between language ability and cognitive ability
2. Ready to change performance (good attitude) |
|
4 components of planning treatment
|
1. What needs to be taught and priority for each step
2. Ways of helping child make sense of linguistic input during intervention 3. Best setting for intervention 4. Specific training techniques |
|
3 goal strategies in language remediation.
Describe and say which is most common |
1. Vertical goal attack (most common-go to next developmental level)
2. Horizontal goal attack strategy 3. Cyclical goal attack strategy (lower-mid-hi...repeat) |
|
What does the structured treatment paradigm include (3)?
|
1. Stimulus >response>consequence
2. Reinforcement designed to increase frequency of response (+ and - reinforcement) 3. Punishment-removing something in order to get a response |
|
5 Experiential language techniques
|
1. Imitation
2. Expansion-elaborate on kid's utterance so reflects adult version 3. Expatiation-provide expansion & new content 4. Modeling 5. Scaffolding |
|
3 types of generalization
|
1. Generalization (use of trained responses in untrained situations)
2. Stimulus generalizations (use of trained responses in new settings/materials/people) 3. Response generalization (learning responses to untrained responses at same or more difficult levels) |
|
Response generalization
|
learning responses to untrained responses at same or more difficult levels
|
|
Generalization
|
use of trained responses in untrained situations
|
|
Stimulus generalization
|
use of trained responses in new settings with new materials and new people
|
|
Pragmatic view approach
|
Assertive-responsiveness scheme: a pragmatic view in which kid is described as one of the following:
Active/Passive conversationalist Verbal noncommunicator/Inactive communicator |
|
Level of assertiveness & responsiveness of an Active Conversationalist
|
+assertiveness, +responsiveness
|
|
Level of assertiveness and responsiveness in a Passive Conversationalist
|
-assertiveness, +responsiveness
|
|
Level of assertiveness and responsiveness in a Verbal Noncommunicator
|
+assertiveness, -responsiveness
|
|
Level of assertiveness and responsiveness in an Inactive Communicator
|
-assertiveness, -responsiveness
|
|
What to consider/ask before facilitating language change (4)
|
1. What presentation methods facilitate the child's ability to demonstrate new language targets
2.How much stimulus support does the child need to be successful 3. Is the child willing to risk being wrong? 4. What motivates the child to improve? |