Language And Learning Disorders (School-Aged To Adolescence)

Front 1

Name three syndromes that share a

characteristic of Intellectual Disability.

Back 1

1. Down syndrome; 2. Fragile X syndrome and

3. Williams syndrome

Front 2

Name three symptoms of Central Auditory

Processing Disorder (CAPD).

Back 2

1. Poor listening skills; 2. Difficulty following

directions; 3. Distractibility; 4. Inattentiveness;

5. Problems in reading, spelling, language and memory.

Front 3

Onset of Mental Retardation (MR) must occur before age _________.

Back 3

Onset of MR must occur before age 18.

Front 4

Three components of Attention Deficit

Hyperactivity Disorder (ADHD) are:

Back 4

1. Excessive inattention; 2. Overactivity; and

3. Impulsivity.

Front 5

Name two language deficits seen in TBI

patients:

Back 5

1. Word finding problems; 2. Auditory and

reading comprehension problems; 3. Memory problems; 4. Organization problems and

5. Reasoning problems.

Front 6

Describe advanced language development.

Back 6

Language normally learned when children are in their adolescent years (11 or 12) through early adulthood (middle/high school).

Front 7

What standardized assessment may be utilized to assess figurative language?

Back 7

The CELF has a figurative language subtest.

Front 8

Describe verbal reasoning.

Back 8

Utilizing language to solve problems, to predict or to hypothesize.

Front 9

Name two methods to assess classroom

discourse.

Back 9

1. Interview teachers; 2. Assess listening

demands; 3. Students need to engage in critical listening (fact v. opinion); 4. Use a taped lecture from class and ask student to tell you main idea; 5. Have student watch a commercial and tell you what the "hidden agenda" is and 6. Talk to

students about their performance.

Front 10

Name the three "metas."

Back 10

1. Metalinguistics; 2. Metapragmatics;

3. Metacognition.

Front 11

Describe metacognition.

Back 11

Ability to plan, organize and reflect on our

cognitive skills.

Front 12

What four individuals are involved in a L4L
assessment as directed by IDEA?

Back 12

1. Student; 2. SLP; 3. Teacher and 4. Family.

Front 13

What does NDW and NTW stand for?

(Hint: Lexical Diversity).

Back 13

Number of Different Words (NDW) and

Number of Total Words (NTW)

Front 14

Describe a T-Unit.

Back 14

A main clause with subordinate clauses and nonclausal phrases attached.

Front 15

Name two different types of narratives.

Back 15

1. Accounts; 2. Eventcasts; 3. Fictional stories;

4. Recounts.

Front 16

Describe an Eventcast narrative.

Back 16

The speaker uses their to direct to their own behavior. Description of ongoing activities, a report of factual scenes or a plan for future

activity. This is almost like "talking to yourself." "I need to do..." Is also known as a type of self-regulation.

Front 17

Describe a Recount narrative.

Back 17

Request for a recount of personal experience. The person asking for a recount was present at the event and can assist the narrator in telling the story. Example: a mother is telling her child to tell grandma what he/she did at the park.

Front 18

Name Applebee's six types of narratives.

Back 18

1. Heaps; 2. Sequences; 3. Primitive narratives;

4. Unfocused chains; 5. Focused chains and

6. Narratives.

Front 19

At what age are Heaps typically seen?

Back 19

Heaps develop around 2 years of age.

Front 20

Name three story grammar parts.

Back 20

1. Setting; 2. Initiating event/problem; 3. Internal

response/plan; 4. Attempt; 5. Consequence;

6. Resolution/reaction and 7. Ending.

Front 21

Name one type of curriculum-based

assessment.

Back 21

1. Artifact analysis; 2. Onlooker observation and

3. Dynamic Assessment/Participant observation.

Front 22

Describe Presupposition.

Back 22

Presupposition is the information that is not contained in an utterance but must be known if the sentence is understood. The child must assume that the listener has necessary

information to understand the message.

Front 23

Describe macrostructure.

Back 23

Macrostructure is the big picture of the story.

Front 24

Describe microstructure.

Back 24

Microstructure is looking at the narrative/story at a local level.

Front 25

Name two areas to evaluate when conducting a Narrative Assessment Profile.

Back 25

1. Topic maintenance; 2. Event sequencing;

3. Informativeness; 4. Referencing;

5. Conjunctive cohesion and 6. Fluency.