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107 Cards in this Set
- Front
- Back
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What does SLI stand for?
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Specific Language Impairment
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Are children with SLI the same or different?
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Different
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What impairments are specifc to language with SLI children?
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-Not a specific sensory deficit/ developmental delay
-Have normal hearing -SLI children have similar characteristics |
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Are SLI children slow to develop language?
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Yes
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Compare TD (typically developed) children to SLI children.
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-TD Children:
...get first words about 12 months ...put words togehter to form phrases and sentences at 18 months ...have a normal vocabulary spurt between 18-24 months -SLI Children: ...don't start speaking until about 24 months ...put words together to form phrases and sentences at 36 months ...don't have a vocabulary spurt |
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Do SLI children ever outgrow the disorder?
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Not generally
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Is there a genetic component to SLI?
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-Don't know exact answer of this
-SLI is realted to some abnormalities of brain & structure -Children with SLI don't have the same level of activiation in the areas of the brain that are important for language processing and phonological awareness |
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Define:
Semantics |
What or how is meaning carried by words
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What are the vocabulary characteristics of SLI children?
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-Have trouble learning new words
-Vocab. is smaller -Have difficulty using and understanding abstract language -Use concrete rather than abstract words -Trouble learning verbs |
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Why are verbs harder to learn than nouns?
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-Occur in different time periods (tense)
-A major component of syntax, a little more abstract -Isn't really a clear answer |
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What are the fast-mapping characteristics of SLI children?
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-Don't fast map
-Need more exposure to words before they can learn them -Need a longer period of time |
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What are the word retrieval characteristics of SLI children?
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-Have word retrieval or word finding problems
-The way SLI children organize and store words in their head is not efficient |
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Define:
Syntax |
The rules of a language that regulate how words are ordered to form phrases and sentences
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What are the syntactic characteristics of SLI children?
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-Use shorter/ simpler senteces for their chronological age
-Use telegraphic speech (short) -Difficulty understanding and using complex syntactic structures |
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Define:
Morphology |
The smallest lingusitic unit of meaning
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Define & Examples:
Free morphemes |
Stands alone to convey meaning
Dog, chair, cat, coffee, snow |
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Define & Examples:
Bound morphemes |
Cannot stand alone, has to be with a free morpheme to have meaning
-ing, -in, -s, -est |
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What are the morphological characteristics of SLI children?
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-Extraordinary difficulty to learn, understand, and use morphemes
-In particular bound morphemes |
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What are the most difficult morphemes for SLI children?
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Verb tense, possessives, articles, 3rd person singular, contractible copula
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What does CLD stand for?
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Culturally and Linguistically Different
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What are the morphological characteristics of CLD children?
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-Often don't omit morphemes because they're not in their first language
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What is grammar?
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Syntax plus morphology
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How are grammar and semantics related?
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Can't have grammar and semantics separate because there is not need for grammar if you aren't going to express anything
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Define:
Pragmatics |
The social use or the use of language
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What are assertive characteristics of SLI children?
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-Can be extremely assertive
-Blurt out answers -Not a personality characteristic (bully), but a characteristic of language expression |
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What are responsive characteristics of SLI children?
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-Passive
-Don't answer question when asked -Don't take turns in a conversation -Not a personality characteristic (shy), but a language impairment |
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What are the characteristics of SLI children and making inferences?
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-Especially have trouble with making inferences
-Have to be taught to infer -Verbally and nonverbally |
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Define:
Inference |
-Making a logical interpretation
...can't be taught ...have to infer all the time ...have to infer reading material, humor, relationships |
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What are social/behavioral characteristics of SLI children?
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-Have fewer friends, endure more teasing
-Peers and adults view these children being less skilled socially |
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What are reading and writing characteristics of SLI children?
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50-75% have significant reading and writing skills
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Define:
Information Processing |
How we take incoming stimuli and then our brain interprets and attaches meaning to it
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What are the information processing characteristics of SLI children?
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-Slower to process information
-Have reduced capactiy of information -Some characterize this problem with verbal working memory |
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What are 3 guiding principles for asses school age & adolescent children?
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1. Always assess in context and not in isolation
2. Becuase we don't have normative data, standardized assessments may be used, but they don't stand alone as sufficient for identigying a LI 3. We must consider the demands and expectations of the curriculum when assessing |
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Define:
Assessment |
The process we use to arive at a diagnosis or an interpretation
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Define:
Diagnosis |
An identification of a disorder by analyzing the symptoms and possily their underlying causes
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Define:
Screening |
-Can be an informal talk with other team members
-Can never replace an evaluation -Quick process to get general idea of child's general language -Determines whether or not you need to do an evalution |
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What is the screening requirement in Ohio?
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-When children enter preschool and kindergarten, they have to undergo a screening procedure
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Define:
Case History |
-Very important part of evaluation
-Helps meet a guiding principle (assess in context) -Doesn't necessarily need to be done first |
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Define:
Primary language |
The language the child learned first and used uring their primary development
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Define:
Dominant language |
The language the child is most profiecient in
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Define:
RtI |
-Responsiveness to Intervention
-Response of over identifying children having special needs -Not a screening |
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Define:
Norm-Referenced Test |
-Compares test-taker to peers
-Test is created and administered to a sample population -Results are put on a scale that has a mean and standard deviation |
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Define:
Criterion-Referenced Test |
-Compares test-taker to pre-determined level
-Standard they have to schieve -Based on a populations performance, but you're going to compare it to a level of performance |
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Define:
Test Validity |
-Does a test measure what it says it's supposed to test
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Define:
Construct test |
-Relates to theory
-Does an assessment meausre relate to a theory/ concept of the skill |
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Define:
Concurrent test |
-Relates to established test
-Imporant for SLP -Realting a new test to a well established test |
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Define:
Predictive test |
-Predit future performace
-Not many tests assess for this -Concept that a test could suggest how a child is going to go on to perfor |
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What are examples of predicitve tests?
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ACT/ SAT tests
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Define:
Content validity |
-Items in test/ range of items
-Do the items on the exam actually test the conept we're assessing? |
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Define:
Test reliability |
-Consistency of the score
-How consistent is the child's test score? |
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Define:
Cultural-linguistic bias |
-Test items not familiar
-Not in primary/ first language -Some say tests are development on middle class, white children |
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Define:
Value bias |
-Assumes a different value system
-When ansers to test assume a value system that's different the child's |
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Define:
Format bias |
-Unfamiliar test procedures
-When you ask a child to take a test and the whole process is unfamiliar to them |
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Define:
Examiner bias |
-Expect behaviors or incorrectly interpret
-When a SLP expects vertain behaviors and when expectation aren't met she thinks the child is impaired |
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Why should non standardized assessments be used?
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Helps get better picture of child & provide better therapy
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Define:
Language sampling |
Gathers sample of child's daily language use
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Why do we use language sampling?
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-Represents child's daily use of language
-Assess form, content, use |
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How do we use language sampling?
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-Play situation
-Sequence story picture cards/ describe movie -Interview using cooperative principle |
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What is the problem with MLU & Brown's Stages of Morphological Development
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After age 5, an MLU is not an accurate procedure for assessing language development
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Define:
TTR (Type Token Ratio) |
-Helps you know how large a child's vocab. is
-Tokens = all words in sample -Types = different words -Type/ Token = TTR |
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What are the TTR guidelines?
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-Identify 50 consecutive utterances from the transcript
-Count the total number of words expressed -Count the total number of different words expressed -Divide the total number of different words by the total number of words expressed |
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Define:
Dynamic Assessment |
Ability to learn when provided with instruction
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Define:
Assessment of Information Processing |
-Repeating non-words, working
memory tasks -Way to teach CLD children without culutal bias in this country |
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Define:
Assessment of Narrative Skills |
-Ability to retell or generate a story or expository info
-Excellent for assessment |
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Define:
Portfolio Assessment |
-Collection of student work samples
-Shows progress and times of difficulty |
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Define:
FAPE - Free and Appropraite Public Education |
All children are available to this
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Define:
Nonidscriminatory |
Assess children in nondiscriminatory manner
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Define:
Proficient language |
Assessment is given in more proficient language
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Define:
Accommodations |
It is appropriate to provide accommodations
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Define:
Multiple measures |
Cannot use one single test score to identify child as disabled
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Langauge difference vs. language impairment
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-CLD children should not be labeled language impaired if the problems only exist or are observed in English
-SLI is a disability in a child's ability that affects a child'sd language |
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What are the 4 purposes of intervention?
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1. Change or eliminate underlying problem
2. Change disorder by teaching specific language behavior 3. Teach compensatory strategies 4. Accommodations or modification to leaning environment |
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What are the 3 types of approaches to intervention?
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1. Developmental
2. Functional 3. Combined |
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Define:
Developmental approach |
-Students who have significant cognitive abilities & special needs
-Therapy is based on the dev. language norms -Straight forward -Parents know where you're headed Problem: children get older |
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Define:
Functional approach |
-Teach the child the specific skill they need for the specific situation they're in
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Define:
Combined approach |
-Look at developmental guidelines and the specific skills provided in the school to determine appraoch
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What are the 4 structures of therapy sessions?
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1. Drill
2. Drill play 3. Play 4. Academic |
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Define:
Drill |
-Decontextualized, highly efficient, structured response activity
-Plays a smaller role because it doesn't occur in a natural environment |
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Define:
Drill play |
-Target a specific structure or skill, and air that with a game or some sort of play activity
-Throw in a game to make it fun -Very popular |
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Define:
Play |
-Not playing for sake of play
-You have a structed, selected activites that will elicit the target you're working on -Play is a natual environment, so it could be very enriched -Use with preschool children |
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Define:
Academic |
-Similar to play in that it's a natural environment
-Children spend 7-8 hours in school, so it's natual to be involved in these tasks -Use actual activities or environments required by that grade level to structue your therapy -Structure you're most going to want to use with school aged children |
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Define:
Positive Reinforcement |
What events are going to increase the frequency of the response that we want
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Define:
Primary Positive Reinforcement |
-Biological in nature
-Children don't have to learn this or be conditioned to repond to primary reinforcement -Ex: M&Ms |
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Define:
Secondary Positive Reinforcement |
Depend on the child's conditioning and past learning
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What are 3 secondary reinforcers?
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1. Social
2. Token 3. Informational feedback |
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Define:
Social reinforcement |
Praise, touch, gesture, eye contact
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Define:
Token reinforcement |
-The child get something in response for being correct
-Ex: sticker |
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Define:
Informational feedback |
When the SLP provides specific verbal or nonverbal information about the child's performance
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What are 2 schedules of reinforcement?
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1. Continuous
2. Intermittent |
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What are 2 types of intermittent reinforcement?
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1. Fixed ratio
2. Variable ratio |
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Define:
Fixed ratio |
-Get a reward after so many times
-Determine this before therapy |
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Define:
Variable ratio |
-You're going to vary when child gets reward
-Determine before therapy -Most powerful reinforcemnt schedule |
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Define:
Whole language |
-Movement in the educational system that was suppoes to help children be better readers and writers
-Idea was to expose children to langauge rich environments |
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Define:
Generalization |
How to facilitate the child using learned language outside the therapy setting
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What are the 3 variables of generalization?
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1. Manipulate the therapy materials and activites
2. Manipulate the setting 3. Change the communication partners |
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What are some therapy techniques for CLD children?
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-Therapy in child's first language
-Speech-language therapy not a substitute for ESL -Vocabulary acquisition is a priority -Instruction is the "social" rules -Don't tell parents to stop speaking thier language |
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Define:
Language transfer |
Characteristics from L1 are carried over into L2
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Define:
Interlanguage |
-Learner uses L2 regularly until she resembles a native speaker
-Accompanied by frequenct errors |
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Define:
Code switching |
Student uses a combination of both language during conversation
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Define:
Language loss |
-Elements of L1 fade
-Student is leaving L1 behind for L2 |
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Define:
Routines |
-Memorized phrases
-Child may not actually understand what they mean |
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Define:
Avoidance |
-Student avoids speaking because most comfortable with L1
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Define:
Silent period |
-Student is absorbing the language but not using it yet
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Define:
Modeling |
-Student imitates her role model SLP should find out what kind of language model child is exposed to
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What are communication styles of African American children?
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-Some are “bidialectual” – switch between main stream English and AAE
-Quiet with unfamiliar adults and make little eye contact -Nontraditional turn-taking, frequent interruptions -May use distinct communication rituals, such as call-and-response -Echoing what someone says -Different narrative style- use more gestures and personal judgments, lack of consideration for detail -Some AAE – speaking children’s spoken home language doesn’t correspond with the language in school textbooks |
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What are communication styles of Hispanic children?
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-Mothers teach politeness and respect – expect the rest to be taught at school
-Don’t make eye contact with adults -Sit and stand closer to conversational partners than in English speaking culutes -Children are expected to engage in conversation with peers or siblings rather than adults -Narratives of some Hispanic cultures deemphasize sequencing and action events -Children who learn L1 and L2 simultaneously may fit into conversation better than those who learn sequentially |
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What are communication styles of Asian children?
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-Expected to be “seen and not heard”
-Don’t make eye contact with adults -Always agree with adults, and authority figures are never questioned -Lack of facial expressions and body language –may appear to have critical thinking problems due to passive nature -Might not volunteer in class because it’s considered disrespectful -Have “tonemes” – different tones can change word meanings |
