Preschool Language Disorders Exam 2

Front 1

What is an IFSP?

Back 1

Individualized Family Service Plan

For children aged birth to 3

Includes services needed to maximize development of the child and optimize the family's capacity to address the child's special needs.

May include some services for the family.

Front 2

How is the IFSP different from the IEP?

Back 2

Instead of focusing on the child alone, the IFSP focuses on the child within the context of the family.

An IEP is focused exclusively on educational planning while the IFSP includes info about the family's resources, priorities and concerns for the child's development.

Front 3

What are the elements that are required by law to be included within an IFSP?

Back 3

1. Info about the child's present physical, cognitive, social, emotional, communicative and adaptive levels

2. Statement about family's resources, priorities and concerns

3. Statement of the major outcomes expected to be achieved by child and family

4. Statement of specific early intervention services necessary including: frequency, intensity, method, environments

5. List of other services (medical, funding sources)

6. Dates for initiation and duration of services

7. Name and discipline of service coordinator responsible for implementation of IFSP

8. Plan for transition to preschool services

Front 4

When are plans be implemented for babies who are identified at birth as high risk?

Back 4

Could be made very soon after the baby leaves the hospital.

Or they could wait and watch the child's development before instituting a plan.

Front 5

Primary and secondary prevention are the predominant goals when working with what population?

Back 5

High-risk infants

Front 6

Which division of IDEA mandates the use of an IFSP for children aged birth to 3?

Back 6

Part C (used to be Part H)

Front 7

Why is a language pathologist needed on a team that plans services for the at-risk infant?

Back 7

Because language disorders are the most common developmental problem that presents in the preschool period.

Intervention is preventative.

Front 8

What percentage of newborns are considered high risk?

Back 8

12%

Front 9

Prenatal risk factors

Back 9

maternal consumption of excessive alcohol

Exposure to environmental toxins such as lead, mercury, other heavy metals

In utero infections such as ruhella, CMV and toxoplasmosis

Front 10

Prematurity (definition)

Back 10

Birth prior to 37 weeks gestation with low birth weight (<5.5 lbs)

Front 11

What are the major risk factors for communication disorders in infants?

Back 11

Prenatal Factors

Prematurity

Genetic and Congenital Disorders

Other risks identified after the newborn period (hearing impairment, autism, etc.)

Front 12

ASD represent a spectrum of difficulties in __________.

Back 12

Socialization, communication and behavior

Front 13

ADOS

Back 13

Autism Diagnostic Observation Schedule

Structured observational format

Front 14

ADI

Back 14

Autism Diagnostic Interview

Parent interview

Front 15

CARS

Back 15

Childhood Autism Rating Scale

Diagnostic tool containing 15 items

Front 16

What are some neurophysiological correlates that have been observed in children with ASD?

Back 16

Abnormal cellular organization in the limbic system

Elevated serotonin levels

Larger than normal head circumference and brain size

Front 17

The majority of children with ASD also have ___________.

Back 17

Mental Retardation

Front 18

What are "splinter skills"?

Back 18

Unusually high levels of ability in one or two areas

Front 19

Eye contact in people with ASD

Back 19

They do not differ from their peers in terms of frequency of duration of gaze but are less likely to combine eye contact with a smile and don't use gaze to regulate joint attention.

Front 20

"Social cognition"

Back 20

Understanding how other people think and feel, as opposed to what they look like and do.

Front 21

ASD is a disorder primarily of __________ rather than of __________.

Back 21

Communication

Language

Front 22

Speech development in children with ASD.

Back 22

Skills in language form are at or close to those of mental-age mates, although some show deficits similar to those with SLI.

Vocabulary skills usually on par with developmental level.

Meaning and pragmatic aspects are disproportionately impaired.

Front 23

Nonreciprocal speech

Back 23

Speech not directed or responsive to others - often used by children with ASD.

Front 24

Echolalia

Back 24

Can be immediate or delayed

Children with ASD often use it for communication purposes.

Also used by children with other syndromes (Fragile X, blindness)

Front 25

Paralinguistic aspects of communication in verbal children with ASD.

Back 25

monotonous intonation

stress, vocal quality, rate rhythm and loudness deviances

Front 26

What are the two primary factors for prognosis of children with ASD?

Back 26

Performance on IQ tests

Language ability

Front 27

Why is it important for an SLP to be a part of the multidisciplinary assessment for a child with ASD?

Back 27

Impaired communication is always a part of the syndrome. Info on communication skill will play a large role in the diagnostic process.

Front 28

DTI

Back 28

Discrete Trial Instruction

Has been shown to be a successful type of intervention for children with ASD.

Limited in its generalization

Front 29

Developmental or pragmatic approaches used with ASD

Back 29

Use normal communicative development as guidelines for intervention goals

Provide opportunities for the child to engage in social activities

Exploit learning opportunities incidentally

Facilitate interactions

Front 30

What skill needs to be determined first with nonverbal children with ASD?

Back 30

Whether any intentional communication is taking place

If so, by what purpose and by what means

Front 31

What two things do we need to do when some requests and protests are expressed but joint attention and social interactional intentions are not?

Back 31

1. Provide some conventional means for expressing intents that the child is already producing (picture board, signs, AAC)

2. Provide extensive support for eliciting joint attentional and social interactive behaviors

Front 32

What are some techniques for teaching social skills?

Back 32

Visual cues

Video modeling

Social stories

Front 33

Borderlands of the Autism Spectrum

Back 33

Asperger syndrome

Nonverbal learning disability

Pragmatic language impairment

Front 34

Asperger Syndrome

Back 34

Deficits in social and pragmatic skills in the presence of normal cognitive and language development

Front 35

Nonverbal Learning Disability

Back 35

Normal verbal IQs but nonverbal IQs that are significantly lower.

Problems with nonverbal problem solving, visual-spatial skills, tactile perception, psychomotor coordination, pragmatic use of language

Front 36

Pragmatic Language Impairment

Back 36

Primary deficits in semantic and pragmatic aspects of communication

Front 37

What is the definition of emerging language?

Back 37

Developmental level of 18-36 months

Child begins producing single words and then moves on to two-word and multi-word utterances.

Front 38

What is symbolic play?

Back 38

Using toys in a way that symbolizes objects in real life or real life scenarios. For example, pretend to cook something in a toy oven, take it out, put it on a plate and use a fork to pretend to eat it.

Front 39

Why do we assess play?

Back 39

It provides a fuller picture of what equipment the child is bringing to the task of learning to talk.

It helps to decide what activities, materials and contexts will be appropriate to encourage this learning.

Front 40

How is symbolic play assessed?

Back 40

With the Communication and Symbolic Behavior Scales-Developmental Profile, the Play Scale, observation with guidelines for play assessment.

Front 41

What are considerations for developing a first lexicon?

Back 41

Start with words common to first words used by typically developing children

Teach words that can be used to talk about the relations among objects (pronouns, function words - that the, verbs - help, is, and relational words - more, all done)

Functional words

Things they are already interested in

Easily teachable

Short words with known sounds and match their consonant inventory

Front 42

Communicative Intent
-Definition
-Criteria

Back 42

Usually a prelinguistic skill

-Must be directed (primarily by eye gaze) to the adult
-Must have obvious intended effect on influencing adult's behavior, focus of attention or state of knowledge
-Child must persist if adult fails to respond or responds in a way that the child did not intend

Front 43

Why is it important to assess communicative intention?

Back 43

Children with little speech who attempt to communicate with those around them by other means potentially have a stronger foundation to support the growth of functional language.

Front 44

What is the purpose of assessing semantic-syntactic development?

Back 44

When the lexicon reaches 50 words, word combos should begin to appear. If they haven't, syntactic intervention is appropriate.