Sphs 4040 Exam 1 Review

Front 1

Language delay

Back 1

Acquisition of normal language competencies at a slower rate than would be expected given a child's chronological age and level of functioning.

They're 'on the frontage road and need someone to point out the highway.'

Front 2

Language difference

Back 2

Language behaviors and skills that are not in concert with those of the person's primary speech community or native language.

Does not require intervention.

Front 3

Acquired disorder

Back 3

Any disruption in the learning of language in the absence of primary intellectual, sensory, or emotional deficits.

Requires intervention.

They 'are on the frontage road and need to be continually ushered back onto the highway.'

Front 4

How do you distinguish a language disorder from a delay?

Back 4

The SLP must wait and see how the client responds to intervention. If they are very stimulable and respond very well, they probably have a delay and not a disorder. Disorders require more time to be fixed.

Front 5

ECI focus

Back 5

Family needs.

Front 6

ECI is for children of what age?

Back 6

From birth to 3 years.

Front 7

Why do we do dynamic assessments?

Back 7

It helps us find out what a client can do with cues; lets us know how much support is needed.

Front 8

4 purposes of assessment

Back 8

Determine if there is a delay/disorder

Determine eligibility for services

Determine strengths and weaknesses

Determine recommendations

Front 9

Eligibility in Texas

Back 9

An IQ of -1.5 standard deviations; score of 77 qualifies for services

Front 10

What does ZPD stand for?

Back 10

Zone of proximal development

Front 11

Why do we screen?

Back 11

To determine if an assessment is needed. It does not tell us if a client has a delay/disorder.

Front 12

Norm-referenced assessments

Back 12

Compare a client's abilities to normative data from a particular study (just the people who were tested).

Front 13

Criterion-referenced assessments

Back 13

Comparing a client's abilities to the normal developmental progress of children in that age range.

Front 14

Descriptive-developmental approach

Back 14

Using the presenting development of a client to describe their problems instead of using a label (more specific than label).

Front 15

Developmental approach for preschoolers

Back 15

Intervention follows the developmental landmarks (50 word lexicon, word combination, sentences, etc.)

Front 16

Syndrome

Back 16

A constellation of symptoms with the same etiology. May not contain all the symptoms.

Front 17

Cause of Down Syndrome

Back 17

Chromosomal abnormality (trisomy 21)

Front 18

Down Syndrome goals for adulthood

Back 18

Intelligibility and social skills.

Front 19

Hypotonia

Back 19

Floppy muscle tone.

Front 20

Factors that affect hearing loss impact

Back 20

Type/degree of hearing loss

Age of onset

Age of identification

Family involvement

Quality of intervention (HA, CI, therapy)

Front 21

Why is early intervention important for hearing loss?

Back 21

The brain is very plastic when young and areas for language may deteriorate if not used.

Front 22

What is AVT intervention?

Back 22

Auditory-verbal therapy. It emphasizes auditory/verbal modalities and teaches the child to identify sounds and match them with meanings.

Front 23

What kind of client will benefit from AVT?

Back 23

Those with cochlear implants.

Front 24

Fragile X syndrome

Back 24

Presents with symptoms similar to Autism but is an inherited genetic disorder (from the mother). May have cleft palate.

Front 25

What are the first symptoms to be identified in fragile X syndrome?

Back 25

Speech/language. These children usually see an SLP before any other professional.

Front 26

Apert syndrome

Back 26

Causes cranio-facial defects.

Front 27

Cause of Apert syndrome

Back 27

Problem during fetal development.

Front 28

VCFS

Back 28

Velocardiofacial syndrome. These clients will have normal facial features characteristic to the syndrome and cardiovascular defects.

Front 29

Fetal alcohol syndrome (cause)

Back 29

Caused by ingestion of alcohol during pregnancy. Causes intellectual disability.

Front 30

Fetal alcohol syndrome characteristic feature

Back 30

Flat philtrum

Front 31

What qualifies as an intellectual disability (2 things)?

Back 31

An IQ of -2 standard deviations or more; score of 70 or less

AND

deficits in adaptive skills

Front 32

What are adaptive skills?

Back 32

Everyday skills; self-dressing/toileting, etc.

Front 33

If a picture with a woman's face on the left and a man's face on the right is presented to a child with a severed corpus collosum, what will the child say they see (matching/naming)?

Back 33

Matching will say woman, naming will say man.

Front 34

Early signs of Autism spectrum disorder (0-18 months)

Back 34

Not paying attention to parents, no smiling, don't pay attention to mother's voice, poor eye contact (prefer the mouth), little pointing, no symbolic play

Front 35

Best practice for Autism assessment

Back 35

TEAM ASSESSMENT, with parent on team

Front 36

Preserved areas for ASD clients

Back 36

Speech-motor skills are unaffected, generally good grammar. Most do not have an ID.

Front 37

Theory of mind (ASD)

Back 37

Lack of awareness of other's feelings

Front 38

Joint attention

Back 38

Difficulty following another's visual or gestural forms, reduced gaze shift

Front 39

Echolalia

Back 39

Repetition of other's language utterances. Common in some ASD clients.

Front 40

SLI versus Autism

Back 40

SLI will not have pragmatic deficits.

Front 41

Diagnosing an SLI

Back 41

You must compare language development to overall development; there must be a significant difference.

Front 42

First indication of an SLI

Back 42

No word combinations or less than 50 word lexicon

Front 43

First goal for early intervention

Back 43

Finding a means of communicating

Front 44

What areas are first mapped in a child's brain?

Back 44

Vision, hearing, and touch

Front 45

TIPS

Back 45

Pre-intentional communication.

T-turn-taking

I-imitation

P-pointing

S-anticipatory sets

Front 46

Skills that develop in the first year

Back 46

TIPS (pre-intentional communication), BICS (intentional communication), first word

Front 47

Overall approach

Back 47

Developmental approach

Front 48

BICS

Back 48

B-basic

I-interpersonal

C-communication

S-skills

Front 49

Recast

Back 49

Expand on a child's utterances; make them more whole

Front 50

Parallel talk

Back 50

Adult provides a language model by describing what the CHILD is doing.

Front 51

Self-talk

Back 51

Talking about what you are doing

Front 52

Auditory bombardment

Back 52

Giving speech stimuli to a child and not asking them to respond; they just listen to repeated speech

Front 53

Goal for Kindergarten age

Back 53

Conversations and simple narratives

Front 54

Content, form, use

Back 54

Content: semantics

Form: Morphology, phonology, syntax

Use: pragmatics

Front 55

Deficits in content will present as...

Back 55

Poor vocabulary/limited lexicon

Front 56

Deficits in form will present as...

Back 56

Morpho-syntactic errors, speech-motor errors

Front 57

Deficits in use will present as...

Back 57

Pragmatic problems

Front 58

CALP

Back 58

C-cognitive

A-academic

L-language

P-proficiency

How well a child understands classroom language.