Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
74 Cards in this Set
- Front
- Back
|
Limited Amount of Language |
A significant deficiency in the quantity of language learned and understood. |
|
|
Deficient Grammar |
Both syntactic structures and morphological features may be difficult for these children to learn and produce under normal conditions. |
|
|
Inadequate or Inappropriate Social Communication |
The social behaviors of children with language disorders may be inadequate or even inappropriate. |
|
|
Deficient Nonverbal Communication Skills |
Their use of gestures, facial expressions, and proper body language may be limited. |
|
|
Deficient Literacy Skills |
Children with language disorders are known to experience academic problems in school, including difficulties in reading, writing, and spelling. |
|
|
Cognitive Deficits |
Children with language disorders may have deficits in areas of working memory, attention, and speed of processing. |
|
|
Risk Factors for Language Disorders in Children |
-Prenatal Conditions -Perinatal Conditions -Neonatal Conditions -Presence of any one of many generic syndromes -Environmental factors -Prelinguistic Communication Deficits -Failure to Point -Failure to Follow Simple Directions -Delayed Productions of First Words -Lack of Social Smile -Reduced Used of Gestures -Impaired Speech Sounds |
|
|
2 Explanations of SLI |
Normal Variation and underlying deficits |
|
|
Perceptual Problems |
Children do not perceive morphological features as well as they do other features, because those features are produced with less stress and lower intensity. |
|
|
Syntactic Problems |
The syntactic complexity involved in sentence comprehension and production may have a negative effect on morphology. |
|
|
Common morphological problems |
-Omission of regular and irregular morphemes -Omission of Possessive morphemes -Omission of Present progressive -ing -Omission of Third-person present tense singular -Omission of articles -Omission of auxiliary and copula verbs -Omission of regular past-tense inflections and irregular past-tense words -Omission of comparatives and superlative |
|
|
Telegraphic |
Preserves the meaning of the utterance while omitting the smaller grammatical elements. |
|
|
Executive functioning |
The domain of cognitive abilities responsible for initiating, planning, sustaining, and inhibiting behaviors and thoughts. |
|
|
Speed of Processing |
Children with SLI process information more slowly than typically developing children. |
|
|
Attention to Task |
Research consistently shows that children with SLI have difficulty focusing for appropriate periods of time on necessary tasks. |
|
|
Working memory |
A domain system that controls attention and processing of information; it involves information that is in an active and/or accessible state and is used to complete some form of mental activity |
|
|
Emotional Control |
The inability to modulate her/his emotions to successfully and appropriately engage in social interaction often leads to problems relating to peers. |
|
|
Task shifting |
More difficulty switching take with ease than typically developing peers; they also become more easily taxed. |
|
|
Planning and Organization |
The executive functioning skill requires using problem solving ability to organize, formulate, evaluate, select, and implement a sequence of thoughts and actions to achieve a desired outcome. |
|
|
Intellectual Disability |
A disorder with onset during the development period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. Have depressed skills; language is generally believed to be delayed. -Small lexicon; gap between receptive and expressive language. Receptive is superior. -Use telegraphic speech (morphology) -Masters syntactic construction like typically developing children but at a slower pace. They use shorts and simple syntactic structures and have difficulty understanding long complex sentences. -pragmatically maybe passive in interacting with others. Do too many children having other problems it is usually necessary to use a multidisciplinary approach to assessment and treatment - |
|
|
Autism Spectrum Disorder |
Persistent deficits in social communication and social interaction across multiple contexts: -deficits in social-emotional reciprocity -deficits in nonverbal communicative behaviors used for social interaction -deficits in developing, maintaining, and understanding relationships |
|
|
SCERTS Model |
Emphasizes the importance of targeting goals in social communication (SC) and emotional regulation (ER) by implementing transactional supports (TS). These transactional supports include visual supports, environmental arrangements, and communication style adjustments. |
|
|
2 Subgroups of brain injured children |
-Injury due to head trauma -Cerebral Palsy |
|
|
Focal Injury |
Injury is restricted to one area of the brain |
|
|
Diffuse Injury |
Multiple areas of damage to the brain |
|
|
Traumatic Brain Injury |
Cerebral damage caused by external force. -In children, most frequently caused by vehicular and sports-related accidents, falls, physical abuse, domestic violence, and gun shot wounds. -Highest rated of injury occur among low-income children. |
|
|
Immediate effects of TBI |
confusion, post-traumatic amnesia, abnormal behaviors including aggression, anxiety, irritability, hyperactivity, lethargy, and withdrawal. Motor dysfunctions: Tremors, rigidity, spasticity, ataxia, and apraxia. |
|
|
Cognitive and language difficulties associated with TBI |
-Comprehension problems -Word retrieval problems -Syntactic problems, including limited MLU, fewer utterances, and difficulty expressing and understanding long complex sentences. -Reading and Writing problems -Pragmatic problems: poor inhibition and lack of self monitoring. -Inability to recognize one's own abilities -Reduce speed of information processing -Difficulties with reasoning, organization, and memory -Distractibility and difficulty focusing -Low tolerance for frustration |
|
|
Cerebral Palsy |
A disorder of early childhood in which the immature nervous system is affected. Results in muscular incoordination and associated problems. Not a disease; referred to a group of symptoms associated with brain injury in children. |
|
|
Prenatal Brain Injury |
-CP caused by maternal rubella, mumps, accidents, or other factors. |
|
|
Perinatal Brain Injury |
CP caused by difficulties in the birth process, such as prolonged labor, prematurity, and breech delivery. |
|
|
Postnatal Brain Injury |
CP due to anoxia, accidents, infections, and diseases, such as scarlet fever and meningitis. |
|
|
Hemiplegia |
One side of the body, the right or left, is paralyzed. |
|
|
Paraplegia |
Only the legs and lower trunk are paralyzed. |
|
|
Monoplegia |
Only one limb or a part thereof is paralyzed |
|
|
Diplegia |
Either the two legs or the two arms are paralyzed |
|
|
Quadriplegia |
All four limbs are paralyzed |
|
|
Ataxic CP |
Disturbed balance, awkward gait, and uncoordinated movements (due to cerebellar damage) |
|
|
Athetoid CP |
Slow, writhing, involuntary movements (due to damage to the indirect motor pathways, especially the basal ganglia) |
|
|
Spastic CP |
Increased spasticity (increased tone, rigidity of the muscles) as well as stiff abrupt, jerky, slow movements (due to damage to the motor cortex or direct motor pathways) |
|
|
Fetal Alcohol Spectrum Disorder (FASD) |
A pattern of mental, physical, and behavioral deficits that develop in infants born in some women who drank alcohol during pregnancy. It is the leading cause of intellectual disabilities in the western world. Symptoms Include: Pre- and postnatal growth problems; abnormally low birth weight and length; small head size (microcephaly). Central nervous system dysfunction; delayed motor development, mild-profound ID or LD Abnormal craniofacial features Malformations of major organ systems, especially of the heart; possibly a small trachea and kidney problems Behavioral problems, including hyperactivity and ADHD Poor play and social skill Learning and academic problem; poor reading, writing Speech problems Swallowing problems Language delays Cognitive problems Auditory processing problems Hearing problems |
|
|
Fetal Alcohol Effects |
Signs that have been linked to the mother's drinking during pregnancy. Babies do not meet the criteria for FASD. |
|
|
Attention-deficit/Hyperactivity Disorder |
Difficulties in 2 major areas: a) inattention and b) hyperactivity and impulsivity. The behavior must be long-lasting and evident for at least 6 months, with onset before 7 years old. Characteristics: fidgeting, distractibility, difficulty waiting for one's turn, and difficulty sustaining attention in tasks/activities. |
|
|
Standardized Assessment |
An assessment that yields a quantitative means of comparing the child's performance to the performance of large groups of children in a similar age category. It may be converted into such other measures as language age, percentile rank, standard score, and standard deviation. |
|
|
Type-Token Ratio |
An alternative to MLU. Represents the variety of different words the child uses expressively. Calculation: (number of diff. words in sample)/(number of words in the sample)= |
|
|
P.L. 99-457 |
Preschool Amendments to the Education of the Handicapped Act 1986. Necessitates states to make available appropriate and free public education to children ages 3 through 5 who are disabled. The law makes a requirement for states that offer interdisciplinary educational services to disabled toddlers, infants, and their families to receive financial grants. |
|
|
Solitary Play |
The child is completely engrossed in playing and does not seem to notice other children. Seen in children 2-3 yo |
|
|
Parallel Play |
The child mimics other children's play but doesn't actively engage with them. Ex: She may use the same toys but does not interact with the other children who are playing with those toys. |
|
|
Associative Play |
Children are more interested in each other than in the toys they are using. 1st category that involves strong social interaction between the children while they play |
|
|
Collaborative Play |
The playing has some goal and the children adopt roles and act as a group (around 4 yo). Ex: Children might say things like "Let's go to the store. I'll be the cash register person and you be the customer. You can be the mommy who is buying groceries." |
|
|
Communicative Temptations |
Beneficial for children who are reluctant to speak, elicitation tasks that increase the likelihood that the child will verbalize to meet their needs. |
|
|
Discrete Trial Procedure |
Useful in the initial stages of treatment, when skills have to be shaped or established. Not efficient for skill generalization. Presents stimulus Ask a relevant question Models correct response for child and wait for child to imitate Reinforce correct response |
|
|
Expansion |
Clinician expands a child's telegraphic or incomplete utterance into a more grammatically complete utterance. Ex: Child "Doggy Bark" Clinician- "Yes, the doggy is barking" |
|
|
Extension |
The clinician comments on the child's utterances and adds new and relevant information. Ex: Child-"Play Ball" Clinician- "Yes, you are playing with a big, red plastic ball that bounces" |
|
|
Focused Stimulation |
The clinician repeatedly models a target structure to stimulate the child to use it. This is done during a play activity that the clinician designs to focus on a particular language structure. |
|
|
Milieu Teaching |
Teaches functional communication skills through the use of typical, everyday verbal interactions that arise naturally and uses effective behavioral procedures in naturalistic settings. |
|
|
Joint Book Reading (Dialogic Reading) |
The clinician stimulates language in children through the use of systematic storybook reading. |
|
|
Narratives |
Speakers' descriptions of events and experiences. Macrostructure: Picture frame of the story. -Braidy (Character, setting, etc) Microstructure: Inside the story, involves details of the story. Focuses on sentence structures, number of words used, and the different words the child uses. |
|
|
Parallel Talk |
The clinician plays with the child and describes and comments upon what the child is doing and the objects the child is interested in. |
|
|
Recasting |
Producing the child's limited production into longer or syntactically different forms can be useful in teaching complex grammatical forms. Child's own sentence is repeated in modified form. Ex: Child-"The baby is hungry" Clinician-"Is she hungry?" |
|
|
Self-Talk |
The clinician describes her own activity as she plays with the child. |
|
|
Augmentative and Alternative Communication |
Multimodal intervention approach that uses forms of communication, such as picture communication boards, manual sign language, and computerized or electronic devices that produce speech. |
|
|
Iconic Symbols |
Looks like the object or picture they represent |
|
|
Non-iconic Symbols |
Arbitrary, abstract, and geometric. They do not resemble to objects they represent and must be taught. |
|
|
Direct Selection |
The user selects a message by touching it |
|
|
Scanning |
The user is offered available messages by a mechanical device or communication partner for the user to select. |
|
|
Gestural (Unaided) AAC |
No instruments or external aids are used. |
|
|
Pantomine |
Mostly uses gestures and dynamic movements that involve the entire body or parts of the body. Ex: Transparent messages, facial expressions, and dramatizations of meaning |
|
|
Transparent Messages |
Messages understood no additional cues by an observer without special training |
|
|
Opaque |
A message that is not easily decipherable |
|
|
Gestural-Assisted (Aided) AAC |
Gestures or movements are combined with an instrument or message-display device. Gestures are used to display messages on a mechanical device or to scan or select messages displayed on a nonmechanical device. |
|
|
Rebuses |
Pictures that represent events or objects along with words, grammatical morphemes or both. |
|
|
Picture Exchange Communication System (PECS) |
A low-technology method of communication that is known to be effective. |
|
|
Neuro-Assisted (Aided) AAC |
For people with profound motoric impairments and limited hand mobility that they cannot use a manual switching device. |
