Intro To Slp Exam 2

Front 1

articulation and phonological disorders may occur

Back 1

as isolated problems or with other disorders

-language disorders, mental retardation, brain injuries, orofacial anomalies

Front 2

most common communication disorders of children

Back 2

articulation and phonological disorders

Front 3

articulation disorder

Back 3

incorrect production of speech sounds due to faulty placement, timing, direction, pressure, speed, or integration of movements

Front 4

phonological disorder

Back 4

-errors of several phonemes that form patterns or clusters

-result of child simplifying speech sounds and sound combinations

-children may be able to produce all speech sounds, but lacks knowledge of system to use them

Front 5

phonemes in American English

Back 5

45

Front 6

vowels

Back 6

voiced speech sounds from an unrestricted vocal tract; placement and shape of tongue determine the sound

Front 7

consonants

Back 7

sounds articulated by stopping outgoing airstream or constricting airstream using articulators

-place, manner, articulation

Front 8

place

Back 8

where articulators come together

Front 9

manner

Back 9

how airstream is modified

Front 10

voice

Back 10

vibrating or nonvibrating vocal folds

Front 11

etiology

Back 11

cause or set of causes

Front 12

etiologies in children

Back 12

-normal variation

-environmental problems

-physical impairments or differences

-combinations are common, causes often unknown

Front 13

normal variation

Back 13

~70% within normal range; 15% above and 15% below

Front 14

clinitians work with

Back 14

15% significantly below mean for:

-hearing

-speech or language

-cognitive functioning

Front 15

functional vs. organic

Back 15

organic- anatomic, physiologic, or neurologic cause

functional- no known cause

Front 16

environmental problems

Back 16

-prenatal, perinatal (birth environment), postnatal

Front 17

hearing impairments

Back 17

hearing is the most crucial influence on speech and language development; impairments cause delays and disorders

Front 18

most children with communication problems have

Back 18

multiple causitive factors; may include all three etiology types

Front 19

four primary types of articulation errors

Back 19

-substtutions

-omissions

-distortions

-additions

Front 20

in phonological disorders, child hasn't

Back 20

learned linguistic rules ro produce and combine sounds into syllables

Front 21

evaluation of articulation and phonology begins with

Back 21

begin with unstructured time with child

-build rapport

-age-appropriate games and toys helpful

-speech systems assessed

-recordings made of spontaneous speech samples

Front 22

analyze speech samples for

Back 22

-correct sounds and errored speech sounds

-number, types, and consistancy of errors

-intelligibility in conversation and speech rate

Front 23

evaluate stimulability because

Back 23

improves prognosis

Front 24

clinicians must be

Back 24

-scientists

-humanists

-artists

Front 25

childhood apraxia of speech (CAS)

Back 25

motor speech disorder, not caused by muscle weakness; affects planning, programming, sequencing, coordinating, and initiating motor movements or articulators

-interferes with articulation and prosody

Front 26

dysarthria

Back 26

motor speech disorder; poor articulation of phonemes, related to muscles

Front 27

group of motor speech disorders

Back 27

caused by paresis, paralysis, or lack of coordination or speech muscles as a result of CNS or PNS damage

-may affect respiration, phonation, resonation, articulation, and prosody

Front 28

emotional and social effects

Back 28

may be teased, mocked, excluded, etc.

Front 29

children with language impairments are/have

Back 29

-a heterogenous group

-problems may worsten with age (when entering school)

-magnification of problems when expected to read, learn by reading, or write

Front 30

language impairment can occur

Back 30

on its own or as part of a broader developmental disability

Front 31

definition of language disorder

Back 31

impaired comprehension or use of spoken, written, or other symbol systems

-may involve form, content, or function

-may be expressive or receptive or both

Front 32

language delay

Back 32

slow start at developing language with ability to catch up with peers

-single delay more likely to catch up

Front 33

language disorder (in opposition to delay)

Back 33

usually doesn't catch up with peers

Front 34

expressive language affected by cultural diversity is a

Back 34

difference, not worse

Front 35

language tests may not differentiate between a

Back 35

normal child with a dialect and a language-impaired child; can't base diagnosis on single measure

Front 36

prevalence

Back 36

total rate in population

Front 37

incidence

Back 37

rate in a population over a certain period of time

Front 38

specific language impairment (SLI)

Back 38

receptive or expressive language impairments not attributed to any general or specific cause or condition; primary language disorder; slow to develop and delays

Front 39

prevalence and incidense of SLI

Back 39

7-8% of children starting school

-8-9% boys

-6-7% girls

Front 40

prevalence and incidence of speech or language disorders

Back 40

-one million children being treated in US for primary disorders (no other issues)

-700,000 being treated for secondary disorders

Front 41

language disorder

Back 41

disorder of abnormal acquisition, comprehension, or expression of spoken or written language; may involve form, content, use; often have problems with sentence provessing or abstracting information meaninfully for storage and retrieval in short- and long-term memory

Front 42

receptive language

Back 42

language comprehension; process by which listener infers meaning based on context and long-term memory related to the message

Front 43

SLI children tend to improve

Back 43

receptive skills; expressive may remain impaired

Front 44

children with SLI have difficulty with

Back 44

-direct questions

-more difficulty with indirect questions

-poor comprehension of words and language

Front 45

expressive problems caused by problems related to

Back 45

-articulation and phonology

-morphology and syntax

-vocabulary development and semantics

-metalinguistics

-pragmatics

Front 46

hard for child with SLI to

Back 46

express needs; adjectives often limited

Front 47

percent of children with language disorders that also have learning disabilities

Back 47

75%; may not be diagnosed with LD until later

Front 48

diagnosis over time

Back 48

may be reclassified; must be a gap between potential and acual academic achievement

Front 49

percent of children with learning disabilities that have difficulty with motor skills

Back 49

15%

Front 50

potential other problems if you have SLI; adolescents (nonlanguage)

Back 50

adverse affects on:

-academic achievement

-career choices

-marital and peer relations

-may remain unidentified and underserved

Front 51

adolescents with SLIs

Back 51

-challenged by rapid speech, expressive language problems, difficulty understanding complex verbal information and responding, learning to read and write

Front 52

assessment

Back 52

work or activity leading to a clinical decision

-the diagnosis (responsibility of SLP)

-includes case history and interview

-evaluated receptive and expressive language

Front 53

assessment based on

Back 53

valid and reliable measurements

Front 54

validity

Back 54

does test measure what it says it measures

Front 55

reliability

Back 55

are results the same if test done by a different experimenter or on a different day- repeatability/consistancy

Front 56

diagnosis

Back 56

-responsibility of SLP, cannot always be clearly made; do not diagnose autism etc.

Front 57

therapy for language disorders

Back 57

-use evidence-based treatments that are effective, functional, and attainable

Front 58

select goals (target behaviors) based on

Back 58

-use normal language development as a guide

-target simple language rules before complex

-choose targets that will be most helpful

Front 59

organization and structure of therapy

Back 59

-well-organized and tightly structured are most beneficial for children just starting or with moderate to severe language impairments and behavioral challenges

Front 60

clinician (for therapy)

Back 60

-pre-plans structure and sequence

-has tagible reinforcers available

-remains flexible to meet needs

Front 61

calculate MLU

Back 61

-need multiple utterances

-count unique morphemes in an utterance (repeated word doesn't count), divide by number of utterances

Front 62

SLP and AUD scope of practice

Back 62

bigger than some expect

-speech, language, hearing

-cognition and cognitive disorders

-literacy and literacy problems

Front 63

reading and writing are

Back 63

essential components of communication

Front 64

literacy

Back 64

the ability to communicate through written language; language disorders can cause

Front 65

perceptual systems

Back 65

auditory system adapted to process speech, but visual system not adapted to process text; requires knowledge or phonological system

-reading is a new human ability with no specific biological adaptation

Front 66

emergent literacy/preliteracy period (birth-kindergarten)

Back 66

skills developed to prepare children for learning to read and write; lack knowledge of phoneme-grapheme (letter) correspondence

-dialogic reading

-phonological awareness

-word recognition

-emergent writing in preschool

Front 67

alphabetic principle

Back 67

words composed of sounds represented by letters

Front 68

phonological awareness

Back 68

involves recognizing and understanding:

-sound-letter associations

-sounds combine to form words

-a single-syllable word can be segmented into beginning, middle, and ending sounds

-that longer words have more middle sounds

Front 69

single best predictor of reading success

Back 69

phonological awareness

Front 70

orthography

Back 70

letters

Front 71

conventional literacy

Back 71

ability to read and write correctly and the ability to learn to read (around age 8)

-cognitive shift from decoding and recognition to understanding and acquiring knowledge

Front 72

proficient readers to this

Back 72

easily and accurately recognize words without sounding them out; use letter sequences and orthographic patterns to process words as units

Front 73

literacy disorder (disability)

Back 73

reading and writing impairments in a heterogeneous population of children

Front 74

reading disability (dyslexia)

Back 74

a neurological problem that makes reading difficult or impossible; most common learning disability (present in 75% of children with LDs)

Front 75

dysgraphia

Back 75

writing disability or disorder; developmental motor disorder affecting ability to write; biologically based

-messy or illegible handwriting, misspellings, difficulty with grammar and organizing sentences

Front 76

contributions of the English language to reading difficulties

Back 76

inconsistancies in:

-pronunciation of words

-letter-sound correspondence

-shapes and styles of letters; sans/serif, printed/handwritten

Front 77

common problems of children with literacy disabilities

Back 77

-deficits in phonological processing (may be inherited or from releated ear infections)

-problems in word recognition and spelling

Front 78

secondary consequences of literacy disabilities

Back 78

-academic difficulties and career limitations, limits interpersonal relationships, may misunderstand what they read; underachievement for IQ

Front 79

assessment of pre-reading and reading skills

Back 79

-first assess receptive and expressive language

-may need referral to reading specialist

-ask child to copy letters and numbers, write name etc., for advanced look at legibility, spelling, word usage, grammar

-TOPEL (standardized tests)

Front 80

PEER CROWD

Back 80

Prompt-Evaluate-Expand-Report

Completion-Recall-Open-ended-Wh-question-Distancing

Front 81

intervention for reading and writing problems

Back 81

-teaching reading skills in context of speech and language therapy

-pair written material with pictured and modeled verbal stimuli; storybooks, guided reading to work on articulation, syntax, semantics, and pragmatics

Front 82

multicultural considerations for reading and writing problems

Back 82

-differences in narrative writing; story length, content, sequence and structure, verb tenses

-telling stories based on shared book reading, personal accounts

Front 83

assessment for any communication disorder

Back 83

1. case history

2. screen hearing

3. oral-facial structures

4. test: issue of normal variation/below average

5. spontaneous sample of speech

Front 84

response to intervention

Back 84

1. general classroom

2. small group

3. special education referral

Front 85

cerebral palsy

Back 85

hypo or hyper tonicity (too weak or tense)

Front 86

SLI children have

Back 86

1. delayed onset of first words

2. delayed use of 2-word utterances

3. vocabulary slow to develop

4. speech and language slow to develop

Front 87

assessment for writing skills

Back 87

-ask child to copy letters and words

-write name, age, address

Front 88

intervention for reading

Back 88

pair word with picture and modeled verbal stimuli

Front 89

writing intervention

Back 89

-have child print or trace letter with speech sound being targeted

-write words that child is practicing saying