Exam 1 Csd 3335

Front 1

Word retrieval

Back 1

Is it being able to pull the word at the right time. The child will know the word but can't do this with a learning disability

Front 2

Compare spoken and written language

Back 2

They both use the same system they need to consider the listener reader. Written language is more dense and it uses little or no masses or fragments and use of context differs

Front 3

What are challenges with children with communication problems

Back 3

Word retrieval plan of the right word at the right time topic management make an abrupt shifts in the topic conversation repair not being able to notice a problem and not fixing it

Front 4

What is specific language impairment SLI?

Back 4

The key thing is its specific language impairment there is a limitation in language ability without having any explanation or disorders and is not secondary to other disorders it is just about language problems

Front 5

What is CA MA in LA

Back 5

Chronological age or how old AR

Language age where are they are in their language skills compared to other

Mental age is where they are and their cognitive development

Front 6

What is cognitive referencing and how is it used to determine SLI

Back 6

When we compare of the child's la to their can if there's a gap between their LA and their CA they have SLI

Front 7

What is and referencing

Back 7

20 measure to see if the ma is a lot lower than the CA and if this is the case the child may not have a seller but they will have a language impairment

Front 8

What is the problem with cognitive referencing

Back 8

Eliminates a lot of children with cognitive disabilities

Front 9

In regards to center deviations wonder we worry about children and when do we just simply want to take a look at them

Back 9

When they fall outside of one standard deviation we simply want to take a look at them but if its more than two we want to worry about them

Front 10

What are the policies for the state of Idaho when checking if a child qualifies for Language Assistant

Back 10

First we must measure to language abilities and one must be standardized and if they fall below 1.5 standard deviations or the 7th percentile only qualify. The SLP is also able to talk to administrators with exceptions

Front 11

What is illusory recovery

Back 11

Makes it look it appears that the children we are concerned about with earlier on catch up with the others but when little she comes up they will live behind. It appears that they improve but in reality they still have underlying problems

Front 12

What are a few predictors of continuing problems and why

Back 12

Family history

Low SES

Comprehension strength related to expression

Mark difficulties with her markers

Poor performance on non word repetition

Very small vocabularies restricted word types

Children in poverty have fewer opportunities and others and they find out that the parents talk to us and the children and when they do its directive language I'm the here less imagine of language they have less creative materials they could live where there are more diseases and less clean water. Will cabulary we look at both number and types of words the nonsense words are problem because they indicate struggle with learning new words

Front 13

What are some positive indicators for recovery

Back 13

Do symbolic play are there good at pretending they engage in joint attention activities these more complex patterns of Abilene better and initiating conversations

Front 14

What does a child with autism do in regards toys

Back 14

They will only play with the physical aspects of the toilet won't engage in pretending they will organize our stock the toys but they won't pretend

Front 15

What are key that we need in order to have communication

Back 15

We need a listener receiver or speaker in a fender

Front 16

What are some examples of communication

Back 16

Art and music are forms of communication the key is some messages sent with our communication and animals communicate as well

Front 17

What are the parameters to make something they language system

Back 17

It has be arbitrary rule govern with an infinite number of possible combinations I can you written oral or gesture and it works because we say it works

Front 18

Give an example following speech without language

Back 18

Babbling

Front 19

What is speech

Back 19

Crazy motor task where we create sounds that are the building blocks of language but it doesn't have to be have language. We have to create the sound in the language by moving the articulator and it involves respiration phonation resonation articulation

Front 20

Example of speech and language without communication

Back 20

Practicing my presentation alone or speaking in a language that somebody doesn't understand

Front 21

Why is body language not considered language while sign languages

Back 21

Body language is not a language because it's not arbitrary will sign languages however body language is a powerful form of communication

Front 22

What is paralinguistic

Back 22

I'm in flexion the loudest softest of voice then answer modifies the meaning super segmentals

Front 23

What is proxemic

Back 23

Where your body is in space an example is when you approach somebody you want to be involved in the conversation or start one with them

Front 24

What is meta linguistics

Back 24

Easy language to talk about language and think about it. Examples of this or I see you naked too to produce as many words that they can that start with B children who have earlier start some metalinguistic skills to play are stronger readers reading in metal English 6 influence one another

Front 25

What are the five components of language and define each briefly

Back 25

Phonology - speech sounds and the rules of sound sequences

Morphology - rules for using grammatical markers or inflections

Semantics - meaning

Syntax - set of rules of how words are to be used together

Pragmatics - function of language

Front 26

What are the three components of language

Back 26

Form - phonology syntax and morphology

Content - semantics

Use - pragmatics

Front 27

What is the difference between a speech sample and a language sample

Back 27

The speech sample we are simply looking at speech sounds while in a language sample we look at things like their MLU and their sentence length

Front 28

With receptive and expressive skills which ones encoding and which is decoding

Back 28

Receptive is decoding and expressive is encoding

Front 29

What are some communication modes

Back 29

Auditory such as the oral system using hearing and speech

Visual being the graphics system using reading and writing and the gestural system which is manual sign. Also augmentative and alternative communication such as the Trello 1500

Front 30

What are the three basis human communication

Back 30

Biology cognitive and social

Front 31

What are the aspects of biological basis

Back 31

Hearing and listening speaking and talking and the central and peripheral nervous systems

Front 32

What are the differences between strong cognitive hypothesis and wait cognitive hypothesis

Back 32

The strong says that language is mostly cognitive ability once you reach a certain level and weak says that isn't the only thing involved with language

Front 33

Sensorimotor stage

Back 33

But is one they use their physical senses to learn about the world how they first start learning for example things that roll are balls

Front 34

Preoperational

Back 34

Learning about regularities they look at sequences that leads to an explosion of grammar and language

Front 35

Concrete operations

Back 35

7 to 12 is having to have a tie to the physical world

Front 36

Formal operations

Back 36

11/12 this is when it gets more abstract they start taking language out of the real world and language becomes more complex

Front 37

Phono logical processing

Back 37

How kids taken sound waves and how they turn those into concepts of sound that turn into meaning it relies on the fact that kids have to take it sounds I know the difference between sounds

Front 38

Temporal auditory processing

Back 38

Courage in time and is not stable comes and goes and when it's gone it's gone. At some point were able to see people say things differently but it means the same thing

Front 39

Caregiver attachment

Back 39

Infants 12 a sense of belonging to people we don't do well isolated babies need that connection in some cases baby don't survive without a sense of connection in extreme cases

Front 40

Caregiver interaction

Back 40

Vince interact with the carrier version they need to form some form of attachment to them and has some very devastating effects when there isn't someone to bond with

Front 41

Imitation and reinforcement

Back 41

Children try to imitate what the hell with babbling sounds that sound like their language when children get attention when the sounds are human like speech. This is seen mostly with Mama and Daddy because parents reinforce it but it doesn't fully explain language development

Front 42

Sport and engagement

Back 42

What's more important they need physical and social needs met. This explains language helmet better because there's a need of social connection and they tried to become more like those engaged with

Front 43

Learning disability

Back 43

Some mixed variety group that has trouble and acquisition you speaking reading writing and reasoning for math. Refined they have troubles with some of the listed above but not all then we don't have to have evidence of neurological problems. They may have a self-regulatory problems social perception and social interaction but they aren't learning disabilities. The children will have some areas of strength. Sensory impairment cognitive disabilities emotional disturbances can cause the problem but if they are problems in addition to the learning disabilities that is acceptable. The environment cannot be the problem but it has to be the individual with the problems

Front 44

Dyslexia

Back 44

Having some problem with visual motor aspects of reading

Front 45

Is ADHD a learning disability

Back 45

Is not if its by itself

Front 46

Central auditory processing disorder or cap

Back 46

Perception of sound and taking it in and understanding it remembering the sound

Front 47

Childhood apraxia of speech

Back 47

They may have lots of speech sound errors lots of difficulty for correcting errors the mix things up I may say things right sometimes and wrong other times

Front 48

What are five key elements related to defining learning disabilities

Back 48

1 the child will be really good at some things and really bad at other things

2 the child will work really hard but will still make slow progress in some areas

3 Etta lost their whole life

4 if they have other impairments that caused the problem it is not a learning disability

5 if its for instruction cultural diversity or learning English as a second language that is causing the problem and is not a learning disability

Front 49

What is decoding

Back 49

Been able to look at graphemes to produce phonemes

Front 50

What is developmental phonological dyslexia

Back 50

Having trouble with sounding out words

Front 51

What is surface dyslexia

Back 51

Lacking the ability to recognize the word

Front 52

Hyperlexia

Back 52

Today decoding but for a comprehension skills

Front 53

What is the misconception about children with language problems in reading and writing

Back 53

Some believe that if the children has four language skills that can rely on using reading and writing and this is not the case because language skills are required for reading and writing

Front 54

Slow learner

Back 54

A child that has a delay and make simply look like a child that is younger than them and score low on their average age

Front 55

Define ad and HD

Back 55

They usually cooccur but they can be separated.

Ad attention deficit refers to them getting distracted by separate stimuli leave you everything just as important as everything else like the pencil sharpening is just as important to somebody speaking to them

HD or hyperactivity disorder it means a really active and there are in a highly aroused state too much of the time

Front 56

What is the underlying problem of ADHD

Back 56

There's a lack of activity in the part of the central nervous system that stimulates the activity at lesson. Caffeine can help stimulate the system

Front 57

Is ADHD overdiagnosed

Back 57

Yes we should look for things to rule out before and see if the child is really motivated are there in distracted are they on a high sugar diet things of that nature

Front 58

Phonological processing disorder

Back 58

SLPs consider this a disorder that is not a learning disability and son, just a speech disorder

Front 59

What are narratives like for children with learning disabilities

Back 59

Live shorter fewer played episodes. They lack character description and internal State they can't judge the importance of detail. They have poor reception problems which is not knowing what they have to explain. And their narrative black high points which is telling what the story is actually about. Have a low number of Ward in few words or sentences