Grad Child Lang Disorders Module 1 Part 2

Front 1

piaget (when) and what is he responsible for

Back 1

sensorimotor experiences
18-24 months

Front 2

biological experience

Back 2

neuro motor capability
lateralization
sensory and perceptual abilities
desire to interact

Front 3

piaget (when) and what is he responsible for

Back 3

sensorimotor experiences
18-24 months

Front 4

nurturance

Back 4

Vigotsky - zone of proximal development
joint attention/cognitive development
scaffolding

(pragmatics, turn taking, pretend play, imitation, mutually share objects/attention)

PLAY
cognitive social function

Front 5

zone of proximal development

Back 5

Vigotsky
scaffolding: provide intermediary steps to take child to next level through prompts and cues

Front 6

biological experience

Back 6

neuro motor capability
lateralization
sensory and perceptual abilities
desire to interact

Front 7

zone of proximal distance -

Back 7

assessment of child: where we need to focus and improve

Front 8

nurturance

Back 8

Vigotsky - zone of proximal development
joint attention/cognitive development
scaffolding

(pragmatics, turn taking, pretend play, imitation, mutually share objects/attention)

PLAY
cognitive social function

Front 9

zone of proximal development

Back 9

Vigotsky
scaffolding: provide intermediary steps to take child to next level through prompts and cues

Front 10

zone of proximal distance -

Back 10

assessment of child: where we need to focus and improve

Front 11

piagets sensorimotor stage child will learn?

Back 11

1) object permanence
2) schemes of relating to objects - mental organization of specific actions and sequences (play house is scheme, cooking dinner is action)
3) spatial relationships
4) means-end - understanding the separation of problem solving skills vs problem solving goals (can be solved mentally not just trial and error)
5) causality - consequences
6) Imitation

Front 12

Mastery of certain cognitive and language is based on ______(phrase)

Back 12

the child's motivation/need/interest for the item in that point in time

Front 13

linguistic experiences

Back 13

face to face interactions
continual modify (some words are easier to learn/more useful)
expansions
extensions

Front 14

expansions example

Back 14

there is a doggie
there is a dog (correction)

Front 15

extenstion example

Back 15

adds information
there is a bird
there is a blue bird

Front 16

universal grammar
who? nature or nuture?

Back 16

Chomsky
innate

Front 17

Piaget is known for

Back 17

different stageds of COGNITIVE development
1954

Front 18

Skinner is known for

Back 18

language learned through reinforcement
1957

Front 19

Chomsky

Back 19

1957
innate predisposed to learn language
brain is set up

Front 20

Social Interactionist Theory

Back 20

Nelson
Children are active language learners
book first 2 pages?

Front 21

Functional Theory

Back 21

book first 2 pages?

Front 22

Rare Event Cognitive Comparison Theory

Back 22

book first 2 pages?
Rare Event is the mismatch and they need figure out by comparison
stages:
attention
comparison
storage
retrieval
comes out around Brown's Stage 2/3

Front 23

Vygotskian Theory

Back 23

active participants are interacting
moves to self regulation
ZPD

Dynamic Assessment

static (independent) vs. scaffolding (with assistance - dynamic)
= ZPD (difference between the static and dynamic

OUTCOMES:
1) no difference - at capacity, may not be ready
2) large difference - independently able
3) minimal gain - best
outcome/stimulable


reduces cultural biases

Front 24

SLI definition (Specific Language Impairment)

Back 24

problem in the abence of other signs or issues, just have language issues

Front 25

Prevalence? vs. Incidence?

Back 25

# of % within specific population

# of new cases of disease/disorder

Front 26

SES

Back 26

is a high predictor of Language and Cognitive skills
access to health care
nutrition
education level and language stimulation

Front 27

Deviations from the norm expected to have affects on quantity or quality of linguistic input children receive: (3)

Back 27

1) Environment (SES)
2) Organism that affect PROCESS of INPUT (Chronis Otitis Media)
3) Organism that affect general endowment of learner (Down's)

Front 28

The cause of the deviation does not appear to be what is important, just the effect it has on skills - therefore deviations in the language learning environment often lead to the ____ effects on children's language as deviations in the ______.

Back 28

same, organism

Front 29

Conditions or Environments not compatible with language environment
give the difference

Back 29

conditions:
child with autism is exposed to normal language , still may not develop verbal communication

environment:
extreme social deprivation or linguistic deprivation

Front 30

ASHA's definition of an impairment

Back 30

An impairment in “comprehension and/or use of spoke, written, and/or symbol system. The disorder may involve (1) the form of language (phonologic, morphologic, and syntactic systems), (2) the content of language (semantic system), and/or (3) the function of language in communication (pragmatic system), in any combination” (1993, p.40).

Front 31

Fey's definition of an impairment

Back 31

significant deficit in thechild's level of development of form, content or use of language

Front 32

Normativist

Back 32

Fey

deficit is big enough to be noticed by ordinary people

AKA adaptive dysfunction criterion

Front 33

Paul definition of an impairment

Back 33

Paul’s definition also uses the term significant deficit.
-These definitions involve significant deficits relative to environmental expectations and affects the child socially or academically– that can be noticed by parents and teachers and not just a language professional.
-Paul takes it further to say it must exist relative to norm referenced expectations

Front 34

Neutralist

Back 34

in addition to normative (deficit is big enough to be noticed by ordinary people), the child must score significantly below expectations on some standardized/norm referenced test

AKA standardized criterion

Front 35

Issues with standardized test

Back 35

children are too young for data
culturally biased
reliability -
validity
sensitivity - ability for test to correctly identify a child with the disorder (rate of false -)
specificity - ability for the test to correctly identify children as NOT having the disorder - rate of false +)

Front 36

validity

Back 36

extent to which the test measures what it purports to measure.
systematic error/bias is small

Front 37

reliability

Back 37

test measurements are consistent and accurate or near to 'true' value.
random error is small