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116 Cards in this Set

  • Front
  • Back
What are the 5 components of Languagge?
Morphology
Phonology
Syntax
Semantics
Pragmatics
Preverbal Communication Characteristics
-Begins with crying to tell you they are hungry, tired, wet, etc.
-Other preverbal communication includes cooing, babbling, laughing (few weeks-1 month old).
-Intentional communication-looking as a response
Intential Communication
Criteria needed in order to be considered intentional...
1. Eye contact with partner
2. Gestures and vocalizations become consistance and ritualized.
3. The child pauses and waits for a response after intial vocalization or turn taking.
4. The child persists in his/her attempts to communication and may modify his/her behavior to be understood.
Early Communication Classifications
1. Imperative communication or Behavior modification: child directed changes
2. Declarative Communication: joint attention function, child involves the caregiver in jointly noticing objects.
3. Pointing- to get attention, show caregive something, direct attention to something.
Vocalization and Socialization in Preverbal Communication
-Use more specific and constanct communication.
-Use of specific sound combinations for specific words. Ba for Ball
-Use of Protowords or Phonetically Consistent Form
-Use of intonation patterns
-Use of turn taking
Phonological Development
-Sounds hae descriptive features based on place, manner, and voicing.
-Vocal fold vibration=Voiced
-Vowels are the earliest sounds because they are easy to produce because they vocal folds are unobstructed.
Consonant Classifications
3 Classification of Consonsants:
1. Place: where is the sound articulated?
2. Manner: How is the air flowing out of the mouth?
3. Voicing: Are the vocal folds vibrating?
Distinctive Features
The distinctive acoustic and or/articulatory classifications that make one phoneme different from another.
Example: the distinctive feature of b and p is voicing
Places of Articulation for Consonants
-Labial: lips together
m,b,p
-Labiodental: Upper teeth touching the bottom lip.
v,f
-Interdental: Tongue between the teeth.
th
-Alveolar: tongue on alveolar ridge.
t,d,n,s,z,l
-Palatal: tongue near hard palate.
ch, dj, sh, zh, j,r
-Velar: Tongue to velum
g, k, ing
-Glottal: h
Manner of Articulation for Consonants
-Fricatives: friction of airstream leaving the mouth
v,f,s,z,sh,zh,th
-Glottal: h
-Stops: no air escapes
p,t,k,b,d,g
-Affricates: Begins as a stop, ends as a fricative
ch, dg
-Glides: j,w
-Liquids: r,l
-Nasals: closure between the oral and nasal cavity, air exits through the nose.
m,n
Phonotactic Constraints
The sounds that can go together in a given language, and where they are allowed to occur in a word. Learning phonatactic constraints is a large part of language acquisition.
Categorical Perception
The ability to perceive the delay in voice onset time, ability to distinguish dinstinctive features.
Babies perceive sounds categorically.
Types of Prelinguisitc Vocalizations
1. Reflexive: automatic, reflects a physical state, function of the brainstem.
Example: Coughing
2. Non-Reflexive: reflects the babies attempt to communicate. Production of phonetic features, function of the cerebral cortex.
Stages of Vocalizations
Stage 1 (birth-2 months):
Reflexive vocalizations
Stage 2 (2-4 months):
Non-reflexive, cooing, laughing.
Stage 3 (4-6 months):
Vocal Play
Stage 4 (6 months +):
Canonical babbling, reduplicated babbling, and variegated babbling
Stage 5 (10 months +):
Jargon marked by intonation and speech like patterns
Early Phonological Patterns (Preferences)
Children show preferences for:
-monosyllabic words
-stops
-specific vowels a,i,u
Phonological Organization
Some sounds can be produced correctly in one position and not in the other. for example a child may be able to produce p in the initial postion of pat but not in the final position for cap.
Phonological Processes
-Cluster Reduction: child is able to produce the stop but not the fricative with it.
-Deletion
-Assimilation: changing one sound to make it sound like another sound in the word
-Reduplication
-Substitution
-Nasal
-Approximates
-Epenthesis
Semantic Development--what does a child have in the early stages:
-Onomotopoeic words-earliest understanding of meaning, example: choochoo=train
-Naming objects
-Daily verbs: go, eat, sleep
-Directional words: up, down
-Adjectives: hot, dirty
-Descriptors: allgone, more
-Social words: hi, bye
-Early words: play a proto-imperative function (needs), and a proto-declarative function (joint attention)
Concepts of Semantics
-Semantic Features
-Prototypke Theory
-Classical Concept
-Probabilistic Concept
Semantic Features
meaningful features of an object.
-overgeneralization: word refers to more than one item
-undergeneralization: word refers to only one item
Prototype Theory
Acquire the meaning for the most common object in the category.
Classical Concept
somethings as they are, no variations.
Probabilistic Concept
Some but not all features are common to the meaning of the word.
Lexical Constraints
-it is hypothesized that lexical constraints makes the learning of language easier.
-Constraints include:
-Mutual Exclusivity
-Fast Mapping
-Whole object constraint
-Taxonomic constraint
Mutual Exclusivity
only one word can be applied to the object initially.
Fast Mapping
New words can be mapped onto an object for which the child does not have a name for.
Whole object constraint
an unknown name heard in the prescence of an unknown object will apply to the whole object not a selective part.
Taxonomic constraint
new words should apply to objects withing a specific category.
Principles used for inventing new words
1.Simplicity: use of conventional word for an unconventional, but obvious function. Example: to pillow rather than to throw a pillow.
2.Semantic Transparency: use of word combinations that describe the function. Example: plant-man for gardener
3.Productivity: Rule based approach to word formation. If the child knows that teach+er=teacher, she will say cook+er for chef

**Inventing new words is a good sign for developing language**
Stages of Acquiring Morphology
Stage 1 (12-26 mo.): Linear, MLU=1.0-2.0
Stage 2 (26-30 mo.): beginning of morphological development, inflection. MLU=2.0-2.5
Stage 3 (31-34 mo.): Sentence form development. yes/no questions, wh-questions, negatives, imperatives, MLU=2.5-3.0
Stage 4 (35-40 mo.): Comlex sentence, embedding clauses or phrases. MLU=3.0-3.75
Stage 5 (41-46 mo.):joining of clauses, MLU=3.75-4.5
Characteristics of Brown's 14 Grammatical Morphemes
-phonetically minimal forms
-light vocal emphasis
-limited class of construction
-multiple phonological form
-gradual development

Acquisition starts at stage II of grammatical development
Stages of grammatical development
Stage II: Present progressive (-ing), propositions, regular plurals
Stage III: Regular plurals, irregular past, possessives, uncontractible copula begins, articles appear, regular past tense.
Stage IV: 3rd person present tense regular, 3rd person present tense irregular starts.
Stage V: uncontractible copula mastered, 3rd person present tense irregular mastered, uncontractible auxillary, contractible copula.
Semantic Relationships in Early Grammar
Represented by content words, function words are absent, called telegraphic speech.
-agent + action=mommy play
-action + object=drink milk
-agent + object=my puppet
-action + location=pee in potty
-entity + location=dog in room
-possessor + possession=daddy car
-entity + attribute= ball big
-demonstrative + entity= this book
Later Syntactic Development
-Passive sentences
-truncated
-reversible
-irreversible
-subject relative clauses
-object relative clauses
-wh- questions
Pragmatic Development Aspects
1. Immediate Communicative Context: includes different audiences and situations, relationships between speaker and listener.
2. Broader Communicative Context: includes cultural differences.

Growing Pragmatic Confidence:
First 3 years: limited ability for dialogues
4 years: begin to be involved in real discourse
After age 5 or 6: include ellipses (omit redundancy), provides a variety of possibilities for further communication.
Speech Acts
-Locutionary Act: saying something that makes sense and has a referent
-Illocutionary Act: speaker's purpose in saying a specific sentence
-Perlocutionary Act: the listener's interpretation of the sentence.
Making requests
-Early utterances are requests
-children begin to understand indirect requests
-considerations for making requests:
-roles of the people involved
-the setting
-can the request be granted?
-the status of the people involved, are they approachable?


One of the 1st steps in therapy is teaching the child how to make requests.
Semantic Mitigators
Words that soften the request, polite form.

age 3: indirect requests, directives, and question directives.
age 4: indirect requests
age 5: directives
Register or Codes
refers to the forms of language that varies according to the setting, participants and topics.

To acquire a register a child must have...
-linguistic tools to show the kinds of register variations that are common in their surroundings.
-be aware of aspects of discourse participants and settings that demand the shift of register in society.
-know the relationship between linguistic and social variation, appropriate intonation.
African American Vernacular
Ebonics: dialect, aka AAE
Has specific phonological, syntactic and pragmatic features.
-phonological: drop on final consonant
-syntactic: double negatives
-pragmatic: signifying, sarcasm.
Hearing Impairment
-Sensory deprivation
-Classified by degree and type
-language development depends on time and severity of hearing loss.
-deaf babies begin to babble but stop at the time that canonical babbling appears.
-paralinguistic features-lack of fluidity, lack of prosodic contours, strained speech, lack of affect.
-Depressed lexicon
-may have unintelligible articulation.
Grammatical Development in Hearing Impaired individuals
-Difficulty acquiring complex syntax, modals, auxillaries, infinitives
-verbs-deleted, omitted, confusion of what to use.
Language Characteristics of Blind Children
-Difficulty learning personal pronouns because we often say "look at her/him"
-Difficulty learning things about the space around them- temporal and spatial information
-Aritculation may be difficult to correct because they cannot see their articulators
-Have to rely on tactile cues
-Auditory perception can be used to promote language.
Mental Retardation
Classifications of MR:
Mild: IQ 2-3 S.D. below mean
Moderate: IQ 3-4 S.D. below mean
Severe: IQ below 31

Adaptive Behavior criteria:
Mild: function with minimum supposrt
Moderate: function with moderate support
Severe: full dependency on others

Another classification:
Mild/Moderate: Educable
Severe: Uneducable
Etiology of M.R.
-Congenital
-Perinatal
-Genetic
-Environmental
-Langauge development patterns depend on the syndromes and degrees
-characterized by neuroanatomical abnormalities hat affect attention, memory, and sequential information processing.
Down Syndrome
-the most common genetic disorder that causes MR and associated speech/language impairments
-Chromosomal Anomalies:
-Trisomy 21
-Transolocation
-Mosaicism
-Occurs in 1/800 births
Language Deficits associated with Down Syndrome
-Articulation due to macroglosia and hearing loss
-Severe difficulties with grammar, semantics, and pragmatics.
-Language development is about 1/2 what it should be for their age.
-The are NO speech and language problems unique to children with Down Syndrome-->simimlar to kids with LD
Williams Syndrome
-Etiology: genetic, chromosome 7
-Dissociation between language and cognitive functions, characteristics include:
-Language: complex grammar, complex sentences, good vocab.
-Emotional/Behavioral: too trusting
-Cognitive: limited spatial orientation, ability to do puzzles, planning, and problem solving.
-Delay onset of language
-Differences between expressive and receptive language
-Later on problems with reading and writing
-Expressive language is higher than receptive language.
Fragile X Syndrome
-Mostly boys, damaged X chromoseme.
-Characteristics: enlarged head, hypotonia, large feet and hands, otitis media, behavior issues.
-Language deficits: poor organizational skills, topic maintenance, word retrieval, motor speech production, Receptive Language is a relative strength.
Autism/PDD Characteristics, Etiology, Diagnosis
Characteristics(all 3 must be present in order to diagnose)
-Impaired communication
-Impaired social/pragmatic interaction
-Presence of obsessive/ritualistic behaviors.

Etiology: genetic or environmental

Diagnosis: difficult to make prior to age 18-20 months because you have to see social interaction prior to the diagnosis.
Autism language characteristics
-Inability to use declarative pointing
-Most autistic children do not develop language, if language is developed it is not used to maintain communication-echolalia
-can develop hyperlexia
-Children can be taught communication even if language does not develop-AAC, gestures
Specific Language Impairment (SLI)
Etiology: unknown, do not not have neurological damage, oral motor dysfunction, depressed non-verbal IQ or social problems
-Do Have: slightly decreased cognitive abilities, slowness in processing information across modalities, language deficits.

-function normally in areas not associated with language
-Develop in a typical order, just delayed.
Language Deficits of SLI
-Difficulty with fast mapping-low vocabulary
-difficulty acquiring morphological inflections
-difficulty using and comprehending complex grammar
-difficulty with subject-verb agreement
-deficits in executive funcationing including auditory comprehension and organizing/sequencing narratives.
-difficulty with working memory
-decreased phonological memory

**Resembles younger, typical developing child**
Speech/Fluency/Motor Speech Disorders
Speech Disorders can be caused by congenital or structural damage (cleft palate)

Fluency disorders can be caused by neurological impairment, brain "confusion", genetic, psychological

Motor speech disorders can be caused by motor initiation problems or coordination problems (CP)
Childhood Apraxia of Speech (CAS)
*Definition: multilevel disorder, characterized by impaired programming and planning of speech movements without neuromotor weakness.

*Characteristics: limited phonemic inventory, inconsistent speech errors, vowel errors, difficulty sequency articulatory movements, suprasegmental issues.

**Language production is similar to kids with SLI
**Severe reading problems later on in life.
Syndrome
*Definition: multiple anomalies in the same individual which have the same cause.

*Origins: identifiable and unknown

Biological(congenital) syndromes are identifiable by types.

**Something can go wrong in the CNS at anytime during the pregnancy and cause a syndrome**
Morula
Embryo at the early stage of development, 12-32 cells
Blastocyst, Embryoblast, Trophoblast
The blastocyst is the inner cell mass, the embryoblast forms the embryo and the trophoblast forms the placenta, the blastocyst has 70-100 cells (day 5) forms into the zygote then the embryo.
Problems that can occur in development...
*Truncus Arteriosus: malformation where only one artery arises from the heart and forms the aorta and pulmonary artery.
*Atrial Septal Defect: congenital heart defect in which the wall doesn't close completely.
*Ventricular Septal Defect: whole in the wall (septum) that separates the right and left ventricles.
*Amelia: absence of one or more limbs.
*Microphthalmia: abnormally small eyes.
*Enamel Hypoplasia: deficiency in tooth covering.
Possible Chromosomal Abnormalities
*Abnormal structure of individual chromosomes
*Structural Differences:
-delection of whole chromosome
-addition of an extra chromosome
-deletion of parts of chromosomes
-additon of parts of chromosomes.
Foundations of Genetics
Genotype (total set of DNA codes that direct how an individual will develop)-->Karyotype (lab method for visually examining pattern of individual chromosome pairings)-->Phenotype (physical expression of genotype)
Gene Disorders
*can be recessive (each parent is a carrier but doesn't have the disorder) or Dominant (parent has the disorder and had a 50% chance of passing it to the child).

*Can be Autosomal (one of the 22 chromosomes) or Sex chromosome (defective X or Y Chromosome)
Single Gene Disorders
-Cystic Fibrosis
-Dwarfism
-Huntington's Disease
Sex Chromosome Disorders
*X or Y chromosome is missing, added or damaged.
-Turner Syndrome: girl with only 1 X chromosome
-Klinefelter Syndrome: extra X chromosome in boys
-Fragile X syndrome
Congenital Syndromes
-Thyroid Disorders: hypo- or hyper-thyroidism
-Hurler Syndrome
-Hunter Syndrome
Diseases acquired during or after birth
-Oxygen deprivation during delivery:
*Asphyxia: suffocation
*Anoxia: lack of oxygen
-Childhood illnesses may results in language disorders
*ear infections
*measles
*mumps
*meningitis
Unknown Etiologies
-Landau-Kleffner Syndrome: onset after 4 years, receptive and expressive deficits, sometimes causes seizures.
-Specific Development Languag Disorders
-Specific Language Impairment
-Specific Learning Disabilities
Levels of Preventions
Level 1: Primary Prevention-disease never happens, genetic counseling to prevent disease from happening
Level 2: Secondary Prevention- decrease the severity of the disorder by treating it early on.
Level 3: Tertiary Prevention- providing intervention and rehabilitation
Models of Assessment
1. Medical Model
2. Descriptive-Developmental Model
3. System Model
Medical Model
-Appraisal: collecting symptoms from the patient, where are the deficits?, Talk with client and/or parents.
-Diagnosis: take all of the information gained during the appraisal and develop a diagnosis.

**Trying to find a cause**

**Categorizes the findings in terms of disorder or disease**
Descriptive-Developmental Model
-comparing the child's behavior to the "norm" of children at his/her age.
-emphasis on client's current communicative behaviors
-cause is less important
System Model
How the child is functioning in his/her family and social system.
Evaluation vs. Asssessment
Evaluation: gathering information from several sources to develop a diagnosis.

Assessment: when a child is found eligible for services you develop a treatment plan
Diagnosis Definitions
*Impairment: disruption or abnormality in the physiological structure or function.

*Disability: Loss of function or inability to perform certain activities as a result of an impairment.

*Handicap: effect or consequences of the impairment or disability on the individual's expected performance based on the environmental and social barriers.
Why do we assess?
-To find out if the client has a problem that can handicap his/her ability to function in social context
-Answers if there is a problem
-allows differentiating between difference and disorder
Methods of Assessment
1. Norm-referenced Test:
-Reliability: will you get similar results on several children?
-Validity: Does the test actually test what it says it does?
-Standardization: Mean, S.D., confidence intervals

2. Criterion Referenced Test: based on what typically developing children can do.

3. Observations (descriptive measures)
What to assess...
*Domain: content(meaning), form(grammar), use(pragmatics)
*Modalities: comprehension and productions
*Other: motor, oral structures, voice quality, fluency, hearing, nonverbal cognition.
Child Language Disorder
Definition by ASHA: an impairment in comprehension and/or some other symbol system. The disorder may involve, 1.form, 2.content, or 3.function of language
Interactionist view
-There are biological predispositions for language learning in humans.
-Language learning requires exposure and interaction with caregivers, environment, and culture.
-Impairment is seen as:
-Late acquisition and production of 1st words
-difficulties producing semantically/syntactically correct utterances
-understanding the semantic content of utterances.
What makes assessment difficult?
-Naturalistic Observations: difficult to establish reliability, limited tasks, no detailed analysis
-parental reports: good predictors
-standardized measures: not enough pragmatic tests, may not be culturally sensitive
What aids in the assessment process?
-Controlled linguistic situations
-elicited imitation
-elicited production
-patterned elicitation
-role playing
Multidisciplinary
different disciplines, separate evaluations, separate goals
Interdisciplinary
different disciplines, communicate through case manager
Transdisciplinary
Team members share information, collaborative assessment, work together whenever possible
CLD
Culturally Linguistically Diverse
LED
Limited English Proficiency--should be proficient in L1
Culture
Shared framework on which population shapes its beliefs for meaningful aspects of life that allows function in an acceptable way for a particular group.
what an SLP should know about cultures...
-more than 35 million culturally linguistically diverse speakers live in the US
-NY has 135 languages represented in their schools.
-SLPs should learn the common phonological, morphological, and syntactic contrasts between english and some other dialects and langauges.
L2 Acquisition
-L1 must reach level of maturity before L2 can be developed.
-L1 at home and L2 at school=L2 deficiency until middle school age
-The more mature the L1 the easier it is to learn L2
-L2 acquisition depends on: intelligence, learning style, attitude, anxiety, home and community attitudes, literacy at home.
Reasons to assess prelinguistic children
-premature birth
-babies born with problems
-parental concerns
-genetic disorders
-abuse and neglect
Early intevention
-involves the family
-IFSP: individual family service plan
-0-3 years old
APGAR test
-quickly evaluates newborns physical condition after delivery to determine need for further assessment and/or care.
*A ctivity and muscle tone
*P ulse (heart rate)
*G rimace Response-reflex irritability
*A ppearance-skin color
*R espiration

score a 0-2 on each section, total score of 7-10 is considered good.
NPO feeding options
N-G (nasogastric) tube
Orogastric
G-Tube (gastronomy)
Keys to working on feeding issues
-Positioning should resemble cuddling position
-jaw stabilization
-negative resistance
-use of specialized feeding equipment
-modify temperature and consistency of liquids.
-oral stimulation during feeding
-non-feeding oral stimulation
Signs for infant readiness to communicate
-Turing in: no response to anything

-coming out: beginning of state where interaction may be beneficial

-reciprocity: response to parent's attempts to interact in a predictable way.

**No sign of reciprocity=sign of developmental delay
Assessing older infants (1-2 year old)
-Illocutionary stage
-use of formal and informal assessments, standard measures, observations and parental reports
-look for intent to communicate
-look at functionality of the intent
Assessing Older Prelinguistic Population
-Hearing impaired
-severe speech impairment
-CAS
-Phonological disorder
-Auditory verbal agnosia
-brain damage
-feeding
-behavior
What does assessement provide for an Individal Family Service Plan
-Current development of communication
-behaviors of communication intent
-parental behaviors toward child
-goals for treatment
-guidance and support
What do we look for in toddlers...
-babbling at 6 months
-Jargon at 12 months
-Langauge comprehension: always ahead of production
-phonology: certain processes should be in place
-non-language skills: play, gestures, social skills
Communication Development Inventory
-0-18 months
-divides children into strands depending on their skills/use of language
Strand 1 of the Communication Development Inventory
-Semantics: mostly nouns, rapid vocabulary growth, fast mapping.
-Grammar: telegraphic speech
-Pragmatics: declarative, object-oriented
-Phonology: higher intelligibility
Strand 2 of the Communication Development Inventory
-Semantics: low use of nouns, slow vocabulary growth
-Grammar: function words, undergeneralizations
-Pragmatics: person oriented
-Phonology: low intelligibility
Tools for assessment of emergent language
1. The Rossetti Infant-Toddler Language Scale
2. The Receptive Expressive Emergent Language Tests (REEL)
3. The MacArthur-Bates Communicative Development Inventory (CDI)
The Rossetti Infant-Toddle Langauge Scale
-0-36 months
-criterion based
-assesses: pragmatics, gesture, play, language comprehension, language expression, interaction attachment.
The Rossetti Infant-Toddle Langauge Scale SUBTESTS
1. Interaction/attachment:
-observe eye contact, crying, quieting down to familiar voice, attending

2. Pragmatics:
-look at turn taking skills, social rules, conversational rules

3. Gesture:
-Look at use and function

4. Play:
-individual/interactive play, understanding of toys, symbolic play, complexity of play

5. Language Comprehension:
-Following directions

6. Language Expression:
-verbalizations
Receptive Expressive Emergent Language Tests (REEL)
-standardized
-0-36 months-receptive and expressive language
MacArthur-Bates Communicative Development Inventory (CDI)
-Parental checklist to assess understanding of early phrases and talking
-Vocabulary checklist (expressive and receptive)
Principles of assessment with M.R.
-Consider intellectual skills-what can he/she do?
-Condiser attention and attention to details
-Know characteristics of symptoms that have MR as a part (williams, downs, fragile X)
-Focus on known aspects of language development in a particular syndrome
Acquired Langauge Disorders
-Acquired Aphasia: continuous deterioration of language abilities
onset between 3-6 years
worse prognosis if earlier onset
impaired language and cognition
assessment may include non-verbal items to test for communication
Focal Lesions
-CVA results in Aphasia
-vulnerable population
-left hemi CVA=language delays
-right hemi CVA: language appears normal initially, problems occur in adolescence with higher language and cognition tasks
Assessing 24+ month olds
-play assessment is important because it shows social interactions and vocalizations
-Communication and symbolic behavior scale (CSBS)
At risks factors for language disorders in the preschool years
-small vocabulary for age
-few verbs
-6 month comprehension delay
-large gap between comprehension and production
-few babbling structures
-behavioral problems
-few gestures
-otitis media
-family history
-low social-economic status
-move interaction with adults than peers
Narrative Samples
-free play=best sample
-child-caregiver interaction

methods of analyzing narratives:
-bloom
-nelson
-brown
Bloom's method
Substantive words: Labeling
Naming words
Function words
Look at child's ability to convey the message
Nelson Method (1 word)
Nominals: specific and general
Action words
Modifiers
Personal-Social words
Function words
brown's methods (2 words)
agent-action
action-object
agent-object