Language Disorders Chap 4

Front 1

Sensory integration

Back 1

The organization and interpretation of input from the various sensory systems of the body.

Front 2

Symbolic level of communication

Back 2

Communication in which the individual uinderstands the relationships among words and objects and events

Front 3

Language Parameters

Back 3

Aspects of language that form the basis of linguistic functioning

Front 4

Means-End

Back 4

A lanugage parameter in which the child has the ability to use foresight in simple problem solving

Front 5

Joint Attention

Back 5

The sharing of visual and auditory attention to the same stimulus

Front 6

Causality

Back 6

The reactivation of a spectacle or event by bodily movement.

Front 7

Learned helplessness

Back 7

A state of nonaction that a child learns be/c his or her needs are constantly anticipated by his or her caregivers so that there is little or no need for the child to communicate or initiate communication

Front 8

Perlocutionary Stage of Development

Back 8

The social tage of communication development during which the child is interactive but uses nonverbal and unintentional communication.

Front 9

Illocutionary Stage of Development

Back 9

The social stage of communication development in which the child is interactive and communication efforts are intentional, although some of the communication may still be nonverbal.

Front 10

Locutionary Stage of Development

Back 10

The social stage of communication development, during which the child develops intentional, linguistic communications and speech consists primarily of nouns and labels.

Front 11

Principles

Back 11

Summary statements of experimental evidence that provide the rules from which treatment procedures are developed.

Front 12

Procedures

Back 12

Concrete, measurable and objective clinical activities based on the experimental evidence, which form the foundation for therapy outlined in the principles.

Front 13

Rapport

Back 13

A harmonious connection be/t 2 people based on mutual respect and level of trust.

Front 14

Therapy

Back 14

The process of establishing and habituating new skills, then generalizing the skills to the client's natural environment.

Front 15

Code Switching

Back 15

The ability of an individual to switch dialects or languages depending on the communicative situation

Front 16

Skill

Back 16

A sequence of responses that are learned through the coordination of various sensory and motor systems and are eventually organized into complex response chains.

Front 17

Modeling

Back 17

The demonstration of a desired behavior to elicit an imitative response.

Front 18

Shaping

Back 18

The differential reinforcement of successive approximations to a specified target to create a new behavior.

Front 19

Prompt

Back 19

A supplementary antecedent that is added to the original stimulus to increase the probability of a correct response.

Front 20

Forward Chaining

Back 20

A series of sequenced behaviors in which the first steps of the sequesnce are taught first; the typical chaining approach used in teaching academic skills

Front 21

Backward Chaining

Back 21

A series of sequenced behaviors, in which the last steps of the sequence are taught first, working backward to the beginning of the chain, frequently used to teach self- help skills

Front 22

Total-task presentation

Back 22

A series of sequenced behaviors, all of chich must be done completely and in sequence in order to master the skill and be reinforced.

Front 23

Fading

Back 23

The gradual withdrawal of prompts used to facilitate a response.

Front 24

Fixation Stage is the...

Back 24

treatment stage in which the client practices, perfects, and stabilizes the new behavior.

Front 25

Observable, measurable, replicabe items that are based on info gleaned from careful study of the available research are....

Back 25

Procedures

Front 26

Prompting hierarchy

Back 26

Stimulus-verbal assist-visual assist-imitation/modeling-physical assist

Front 27

The stage of communication development in which the child's efforts are nonverbal but intentional is the...

Back 27

Illocutionary stage

Front 28

T/F The interactive framework for assessment and treatment of a child with multiple handicaps is best implemented in a transdisciplinary or interdisciplinary setting

Back 28

True

Front 29

T/F IDEA funds can be used to pay for therapy for school-aged children who have a language difference.

Back 29

False

Front 30

T/F Divergent stimuli are those that produce one or only a few possible answers.

Back 30

False

Front 31

T/F Sensorimotor integration is the sequence of responses that are derived through the coordination of sensory and motor systems of the body.

Back 31

True

Front 32

T/F The use of schemes and scripts to simulate real-life settings in therapy is an excellent approach to therapy for preschool children and eventually facilitates the everyday use of skills learned in therapy.

Back 32

True

Front 33

T/F Knowledge of the child's communicative enviroment is at the center of the assessment and treatment model proposed by Suzanne Morris.

Back 33

False