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;
94 Cards in this Set
- Front
- Back
|
MSU Public Affairs Mission |
Ethical Leadership Cultural Competence Community Engagement |
|
|
Difference between: Speech Communication |
Speech: Quality of the voice, articulation, and the rate Language: expressed orally or written or pictured symbols, or manually (sign language) Communication: facial expressions, body language, gestures. |
|
|
Explain Syntax and provide an example of syntactical error |
SENTENCES Word order simplified: me go store |
|
|
Explain Morphology and provide an example of a morphological error |
Smallest unit with meaning: cats-2 morphemes Leaving 's' off of cat when there is more than one |
|
|
Explain Semantics and provide an example of a semantic error |
The meaning of words - vocabulary development Overgeneralizing the meaning of 'daddy' and calls all men 'daddy' instead of 'man' |
|
|
Explain Phonology and provide an example of a phonological error |
Sound - cluster reduction, fronting, etc. |
|
|
Explain pragmatics and provide an example of a pragmatic error |
Needs/Requests (cry) Express themselves (point, look, show). |
|
|
Describe communication development from birth to 1 year |
Development of intentionality - trying to get you to do something |
|
|
Describe speech development from birth to 1 year |
How sounds develop: crying, cooing, babbling, talking without real words |
|
|
Describe phonological, semantic, pragmatic, syntactic, and morphological development between one and five years. |
Phonological: coos, babble, vocal play, jabber, intonation, (age 3-4) very intelligible, (5) mastered Semantic: Pragmatics: requests comments, displaying emotions, conversational repairs, jokes Syntactic: |
|
|
Emergent Literacy VS Conventional Literacy |
Emergent Literacy: child's knowledge of reading/writing skills before they learn how to read/write Conventional Literacy: reading comprehension, writing, and spelling. |
|
|
Receptive Language VS Expressive Language |
Receptive: Ability to understand and process Expressive: Ability to express and communicate |
|
|
Language Disorder VS Language Difference |
Disorder: A child isn't doing as well as expected compared to a typical child their age Difference: determined by shared regional, social, or cultural/ethnic factors |
|
|
Why 'late talker' or 'language delay' INSTEAD of language disorder? |
Language disorder can't be reliably diagnosed in young children in the absence of a primary disorder (ie. autism, intellectual disability) |
|
|
Descriptive-Developmental Disorder VS Categorical Model |
Descriptive-Developmental Disorder: Focuses on student's language development and function in a variety of natural contexts Categorical Model: Based on individual's syndromes of behavior; it is fundamentally a medical model |
|
|
Language Areas: Form Content Use |
Form: Morphology, Syntax, Phonology Content: Semantics Use: Pragmatics |
|
|
A child who speaks in complete sentences and has an extensive vocabulary, but has trouble being understood due to sound substitutions and omissions has a ________ problem. |
SPEECH
|
|
|
Infants don't have ______, but they are able to __________. |
LANGUAGE, COMMUNICATE |
|
|
Speech production requires _______ skills and formulating sentences and understanding words requires ____________ skills. |
PHYSICAL, LINGUISTIC |
|
|
If you ask a child to point to the picture of “bird”, you are testing ___________ language.
If you ask a child “tell me what this is” when pointing to a picture of a bird, you are testing ___________ language. |
RECEPTIVE
EXPRESSIVE |
|
|
The order of words: |
SYNTAX |
|
|
Understanding the meaning of words/developing vocabulary |
SEMANTICS |
|
|
Internal organization of a word: |
MORPHOLOGY |
|
|
Producing the sounds in a particular language appropriate in words |
PHONOLOGY |
|
|
Being able to share and take turns, requesting, communication, greeting, conversations, social situations: |
PRAGMATICS |
|
|
Evidence Based Practice: |
Research - (External)
Clinical Expertise - (Internal) Client Preferences and Values (Internal) |
|
|
Levels of Evidence for Scientific Studies (quality of research) |
Level I: RANDOM Assignment, Meta-analysis (systematic review) of trials, two or more groups
LEVEL III: Non-experimental studies (case study) LEVEL IV: Expert Opinion, clinical experience |
|
|
BEHAVIORIST THEORY - General Concepts |
Pos. Reinforcement: giving to increase behavior Neg. Reinforcement: taking to increase behavior Punishment: taking to stop behavior Shaping: Reward smaller steps to reach goal Operant Conditioning: present stimulus, behavior in result of stimulus, reinforce behavior Antecedents and Consequences: before and after behavior |
|
|
BEHAVIORIST THEORY - Clinical Implications |
Use of drill and practice clinical procedures (traditional) ie.: Give stimulus, they respond, you reinforce Very focused Focus on observable behaviors |
|
|
BEHAVIORIST THEORY - Limitations |
Doesn't explain complex behavior (novel utterances) don't just repeat things that they hear. |
|
|
NATIVIST THEORY |
Humans are pre-programmed with the ability to develop language Associated with syntax/morphology and the language acquisition device |
|
|
CONSTRUCTIONIST (COGNITIVE) THEORY - General Concepts |
The role of motor and play development in language development Symbolic Play Object Permanence |
|
|
CONSTRUCTIONIST THEORY - Clinical Implication |
Considered cognitive development, motor, and play skills when assessing language |
|
|
CONSTRUCTIONIST THEORY - Limitations |
Cognitive development does not always follow a set sequence The relationship between language and cognition is complex |
|
|
SOCIAL INTERACTIONIST - General Concepts |
Crucial to language development Early communication develop is an important component of language development Scaffolding Child-direct speech - modeling and expansion Coordinating attention Routines |
|
|
SOCIAL INTERACTIONIST - Clinical Implications |
Working with young children with more severe disabilities Providing services in the natural environment Use of language in meaningful exchanges |
|
|
SOCIAL INTERACTIONIST - Limitations |
Does not explain all aspects of language development Not all cultures use the same child-directed interaction styles |
|
|
clinician goes to the families home:
|
SOCIAL INTERACTIONIST MODEL |
|
|
operant conditioning is modeled |
BEHAVIORIST MODEL |
|
|
Symbolic Play, Object Permanence |
Constructionist (cognitive) MODEL |
|
|
Language Subdomain 1: Early Pragmatics |
Joint Visual Attention (autistic kids have trouble) Early Communicative Functions: Requesting (function: request / mode: handing) Smile (function: greet / mode: facial expression) Pointing (function: comment / mode: point) Early Discourse Skills: Conversational Skills, Conversational Repair, Code-switching |
|
|
Language Subdomain 2: Vocabulary |
How many words can they understand? Types of words: nouns, verbs, adj., etc. |
|
|
Language Subdomain 3: Two Word Combinations |
Agent Action: Mommy sit Action Object: Throw Ball Action Location: Put on Entity Location: hat on Possessor Possession: mommy's car Attribute entity: Pretty Car |
|
|
Language Subdomain 4: Morphosyntactic Development |
Syntactical Development - puts words together Age 2: 2 words Age 3: 3 words Age 4-5: 5-7 words Morphological Development - adding bound morphemes 18 mo. - two years of age |
|
|
Language Subdomain 5: Later Pragmatics |
Peer Interactions - Age 2: play in own area Politeness forms - thank you, please, etc. Sarcasm / Humor Narrative - being able to tell a story |
|
|
Brown's Stages |
Stage 1: 18-24 mo. (MLU 1-2) Stage 2: 24-30 mo. (MLU 2-2.5) -ing, prepositions, plural 's' Stage 3: 30-36 mo. (MLU 2.5-3) go/went, possessive 's' Stage 4: 36-42 mo. (MLU 3-3.75) articles, regular past tense -ed. etc. Stage 5+: 42-60 mo. (MLU 4.75-4+) irregular third-person singular verbs, etc. |
|
|
Assessment Tools |
Norm-Referenced Assessment: Standardized test Criterion-Referenced: Checklist, not comparing to other patients Dynamic Assessment: Assessment is changing. You test, teach, then re-test. |
|
|
Advantages/Disadvantages: NORM-REFERENCE |
Advantages: Efficient Guidelines are clear Scores qualify students for services Disadvantages: Administered in unfamiliar context Over identify children from diverse cultures Only a few items to assess each language skill |
|
|
Advantages/Disadvantages: CRITERION-REFERENCE |
Advantages: Identify targets for intervention Scoring simplicity Documenting progress in intervention Disadvantages: Assessment protocol may not be well defined Reduced reliability |
|
|
Advantages/Disadvantages: DYNAMIC |
Finding appropriate tests Low-structured testing |
|
|
Validity |
Construct (concept) Validity - testing intelligence, motivation, etc. Content Validity - the degree which test items represent a defined domain Criterion-related validity - test developers report the stats between the tests in the test manual Predictive validity - whether the child will have delays in the future |
|
|
Reliability |
Consistency of scores - you should get the same scores from one person even if the test giver is different |
|
|
Children who are culturally and linguistically diverse. |
Languages addressed in testing Finding appropriate tests (in Spanish) Low-structured testing Dynamic Assessment |
|
|
Psychometric Properties of Norm-Referenced Tests |
Normal distribution of scores: Bell Curve Mean (average), median (middle), mode (most repeated) Standard Deviation Percentile Rankings |
|
|
Age-Equivalent Scores |
No matter the age, whatever 'age' they score, that's the grouping they are put in. |
|
|
Basal Ceiling |
Basal: That's where you start the test Ceiling: Where you stop giving the test (bc they start getting so many wrong) |
|
|
Composite Score |
A total score that consists of the sum or mean score on two or more subtests |
|
|
Percentile Rank |
How many people did better/worse than you |
|
|
Standard Error of the Mean |
Possible range of scores a student might achieve |
|
|
Stanine Score |
A standard score with a mean of 5 and a standard deviation of 2. |
|
|
Language Sample Analysis |
Interacting with a child and recording the child's utterances Can determine eligibility of intervention goals Don't ask yes/no questions, ask open-ended questions, pause, make the comfortable. |
|
|
Calculate MLU and NDW |
MLU: Obtain 50-100 utterances Segment Utterances: pause makes 2 words two diff. utterances Count morphemes Compute MLU NDW - how many different words? |
|
|
T-Unit |
Is one main clause Completed after a child is 42 months old or when MLU is greater than 4.00. |
|
|
Macro VS Micro Analysis |
MACRO: Child tells a story, conversational MICRO: Calculating MLU, NDW, etc. |
|
|
Multicultural Issues in Language Analysis |
African Americans (AAE) may omit plural -s Different procedures are used so they are not penalized for using AAE features. |
|
|
What is involved in a screening? |
A brief assessment to see whether or not a person needs further testing. Sensitivity - you failed the kids who needed to be failed (someone with a disorder) Specificity - you passed everybody who should have been passed (someone w/o a disorder) |
|
|
Assessment Process |
Case History Family Interview Basic components of the assessment: Hearing screening, oral-motor assessment, speech/articulation assessment, literacy, cognitive ability, child's rate and fluency of speech, communication and language assessment (details on next card). |
|
|
Communication and Language Assessment |
Can use norm-referenced tests, criterion-referenced tests, language sample analysis, and dynamic assessment to gather info about communication and language. Comprehensive assessment of communication and language involves consideration of all the communication/language subdomains. Early Pragmatics, Vocab, Word Combinations, Morphosyntax, Advanced Pragmatics. |
|
|
Clinical Report Writing |
Background Findings Diagnosis Prognosis - how you think they are going to do in therapy (in context of age appropriate) Recommendations |
|
|
Evaluation Assessment |
Going deeper than a screening. Is there a problem, what is the problem, what is affecting the patient? |
|
|
Decision-Making Questions: Assessment |
What is the child’s current level of functioning? What areas seem to be problematic for this child? Have I done different types of testing and test all appropriate areas? Are there multicultural issues that may impact the language disorder? Have I talked to the family about their concerns and perspective? Does all of the information I have make sense together? Do I need to make a referral and/or gather additional information? |
|
|
Response to Intervention (RTI): 3 TIERS |
Tier 1: You provide best services to all children Tier 2: You give INDIVIDUALIZED services to kids Tier 3: You give INTENSIVE services to kids |
|
|
RTI VS Discrepancy Model |
RTI: They are struggling, let's help them to see how they are doing VS Discrepancy Model: Labeling them with a disorder |
|
|
At-Risk |
Child has a higher probability of having a developmental disability (premature birth, low birth weight, mother's age; very young/old) |
|
|
Distinguish Preventions (3) |
Primary Prevention: you stop something from happening Secondary Prevention: you are lessening the effects of a problem Tertiary Prevention: you diagnose a problem |
|
|
Goals of Intervention: infants, toddlers, preschoolers, and school-age students |
Infants: facilitating communication development Toddlers: changing underlying communication problem Pre-K: Changing specific communication function by teaching specific skills School-Age: Teaching techniques to improve communication functioning |
|
|
Public Policy (IDEA) and Decision Making IDEA: Individuals with Disabilities Education Act |
Originally: Education for handicapped children Reauthorized 1986-7: Included younger kids 1990: kids with autism were diagnosed, schools developed a transition program 1997: SLP services needed to be tied to what other kids in class were learning about Reauthorized in 2004: took effect in October 2006 - added response to intervention |
|
|
Provide Special Education for kids birth-21 |
Part C - ages birth to 3 services Part B - ages 3-21 |
|
|
IDEA (cont.) Key Concepts |
FAPE - Free Appropriate Public Education (each public school required) LRE - Least Restrictive Environment IEP - Individualized Education Program (3-21) IFSP - Individualized Family Service Plan (0-3) Inclusion - In regular classrooms all the time |
|
|
Who receives IDEA services? |
Missouri: 16 Categories Autism, intellectual Impairment, dual-sensory impairment, young child with a developmental delay, etc..... |
|
|
Environments for SLP service |
Routine-Based Interview: natural environment (young kids) Pullout models: Speech room, kids come see you Classroom: Direct (you teach) vs Indirect (you tell teach to help) |
|
|
Progress Monitoring |
Data Collection: Quantitative-Numbers expressing amount of a targeted behavior Qualitative-words or labels describing observed attributes |
|
|
Dismissal from service |
Careful Progress Monitoring Consider: student's age, rate of progress, and motivation Consider: ASHA standards |
|
|
3 theories of language used for developing intervention approaches |
Behavioral Social Cognitive |
|
|
Intervention - BEHAVIORAL THEORY |
1. Choosing Stimuli Nonlinguistic: objects, pictures Linguistic 2. Eliciting Responses Prompts, Shaping 3. Responding to communication responses Reinforcement: social, primary Feedback Fading: continuous/intermittent reinforcement |
|
|
Intervention - SOCIAL INTERACTIONIST THEORY |
Self Talk: talking about what YOU are doing Parallel Talk: talking about what child is doing Modeling: Adult talks - child listens Telegraphic Speech: not grammatically correct Language Expansions: expands (syntax/morph) Language Extensions: increase (semantics) |
|
|
SOCIAL INTERACTIONIST THEORY Conversational Assertiveness VS Conversational Responsiveness |
Assertiveness: you are asking questions and commenting VS Responsiveness: answering a question |
|
|
Intervention - COGNITIVE THEORY |
Imitation - imitating tasks Practice - practicing a task |
|
|
Language Intervention Techniques: Pragmatics, Morphology & Syntax, Semantics |
Pragmatics: Ex. Goals: requesting, turn-taking, question Strategies: need to request, games, role playing Morph & Syntax: Ex. Goals: Increase use of specific structures Strategies: Provide opportunities for target Semantics: Ex. Goals: increase vocab/semantic categories Strategies: modeling, prompting, cues |
|
|
Structuring and Implementing Treatment |
Adult-Directed (behavioral): Adult leads interaction Child-Directed (social): adult follows child's lead Hybrid: repetition, extension |
|
|
Structuring and Implementing Treatment (cont.) |
Activity: Drill (not natural) Drill Play (neutral) Modeling (most natural) Where: Clinic (least natural) School (neutral) Home (most natural) With Who: Clinician (least natural) Teacher (neutral) Parent (most natural) |
|
|
Components of GOALS
|
Statement Condition: when they will do it Criterion: how well they will do it |
|
|
Goal attack strategies |
Vertical: one goal at a time until they understand task Horizontal: all three goals at same time Cyclic: cycle through goals. Don't necessarily complete |
|
|
Data Collection |
1. Structured Activities: Baseline: data prior to intervention Graph: occurrence of behavior over time Generalization Probe: does not use strong modeling 2. Naturalistic Activities Videotape Direct Observation Goal Attained Scale |
