Comps: DLD/ Language Acq

What is Paul & Norbury (2012) definition of Developmental Language Disorder?

" children who are not acquiring language as would be expected for their chronological age, for whatever reason"

What does Paul and Norbury's definition mean?

"Environmental and nor-referenced" not just formal measures but cultural-linguistic environment; also child of the same cognitive level. Broadly stated

What is the 9-18 month developmental called by Bates?

"Illocutionary" stage

What are the two Functions of Immediate Echolalia

"Interactive" functions may include: "Non interactive" functions:

Define intellectual disability?

"a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior( self care, function in environment, perform functionably and independently in everyday), which covers many everyday social and practical skills. This disability originates before age 18" (AAIDD, 2010).

What are the metabolic syndromes and how are they caused?

( PKU; thyroid disorders) Phenoaloline; Amino acid etc, exposed to would result in neural impairment; at risk for further problems when exposed and there are known cognitive deficits associated.

What is advised for infant behavior/development in the NICU?

(Basic developmental milestones, bonding)

Describe differentiating structure in opportunities to practice and use the target?

(Elicitation: how the clinician tries to get response from child

What is Intellectual defined as?

At least 1.5 to 2 standard deviations below the mean, 75 or below; Defined by significantly reduced intellectual functioning Varies in degree; nearly 90% of ID population considered "mild" IQ of 60-75

What service delivery model is EI?

Collaborative and consultant.

What are the free grammatical morphemes

Conjunctions And, or, but Auxiliaries Prepositions Verb particles Determiners Pronoun case

What do you consider in Structured Play

Consider developmental level based on play scale assessment, model play at higher level Prop choice, event types, roles dependent on level

What is the Rossetti Infant Toddler Language Scale (Rossetti)?

Criterion referenced comm. Behaviors from birth to three, receptive, expressive, interaction, play, pragmatics, gesture does the child perform these skills at the age level

Describe communicative functions of first words?

- First words fulfill intentions previously expressed through primitive speech acts (PSAs) • First words fill proto-declarative and imperative functions

What are the causes of Acquired Communication disorders?

- Focal lesions-usually due to CVA - Acquired aphasia due to seizure disorder (e.g., Landau Kleffner Syndrome) - Brain damage after tumor/infection/radiation (can be focal or diffuse) - Traumatic Brain Injury (diffuse)

What is motherese?

- Higher pitch - Exaggerated intonation - Simple words - Short, repetitive sentences

What are the components of concrete/ literal word meanings?

- How and why words have meanings - Here and now instead of past experiences. - Commensurate with mental age or cognitive level

What are characteristics of Native American Dialects in Phonology?

- Retain patterns, rules of tribal language - Retain intonation of tribal language

What mature feeding patterns emerge in the prelinguistic intentional communicators?

- Self feeding (start with finger feeding, pincer grasp) - Munching >> rotary chew (jaw moving when you chew) - Tongue retraction >> lateralization see a lot of tongue protrusion early on, food in middle of mouth and move to side with tongue then jaw in rotary pattern don't need teeth to do this - Variety of textures - Cup/straw drinking

Describe intonation/paralinguistic aspects first words?

- Should already have some speech like intonation

Describe contrived response modes?

- more similar to what we do in standardized or decontextualized testing - Object manipulation (20 months) response is to do something with objects but more unexpected, less routine, more novel commands - Picture pointing (24 months) - Judgments (5 years)-latest to develop, show me which is silly- make a judgment about a picture, which one doesn't belong

Describe Language Profile Hg Impairment in form?

-Phonological processes used to a greater degree; consonant deletions, vowel distortions; prosodic differences - Morphosyntactic development greatly delayed in all modalities - Receptive and expressive

What is fictional narrative?

A child's spoken or written description of an imaginary event.

What area imperative or declaratives need to be targeted more frequently?

Declaratives.

When is it appropriate to use CD (structured, non-embedded) approaches

Depends on child and activity, the child's profile, pragmatics as natural as possible, syntax, more structured.

What are the three chains of events

Descriptive sequences, action sequences, and reaction sequences.

What are the two communicative functions?

Proto-imperatives and proto-declaratives

What are PECS (Bondy & Frost)

Method to teach functional communication to young children with little or no natural speech Complete inventory of functional communication skills (skill, example, appropriateness, priority) Complete reinforcer assessment

Give an example of single-scheme symbolic play (beyond self)?

Mixing in bowl with spoon

What are the two Response Modes for Elicited Comprehension?

Naturalistic and Contrived

What is the best infant state of arousal?

Quiet alert, best for communication and feeding

What major achievements in language content characterize Toddlerhood?

Receptive and expressive lexicon- between 18-24 month produce 50 words; then word spurt and may learn about 7-9 words each day Overextension seen Underextension- cautiously and conservatively Acquire new words Fast mapping Thematic roles- agent, theme, source, goal, location.

What is another name for turn-taking?

Reciprocal responding

What is reciprocity?

Responds in predictable ways-exchange between parent and child.

What is the sensitivity and specificity of the CELF

SENSITIVITY: 85% SPECIFICITY: 82%

What is form?

Structure of language including phonology, morphology, and syntax.

What is Directive Interaction

The adult initiates the interaction The adult controls the interaction The adult structures the child's response

Describe foster awareness of ototoxic meds, laryngeal damage from endotracheal tubes?

Try to monitor and reduce negative effects.

Describe non aided?

are available to the child from their own body; gestures signs, facial expressions.

What is an example of a Demonstrative?

article or such as this or that ,that ball

What should we be aware of with expected conversation differences and in narrative style in AAVE?

differs in more gestures, expressive acting out of scenes rather than verbal description, rather than topic centered styles in associative- one event leading to another and stream of consciousness format.

Describe internal evidence?

family practices, institutional practices, only provide a certain type of intervention

What is phonology:

rules that govern how to use phonemes to make syllables and words

What is protoimperative?

satisfies their own needs and wants; self excetnric

What is protodeclarative?

sharing their intentions

What does a language profile cover?

• Across language domains- syntax etc • Across modalities -expressive, receptive, oral and written, manual systems

What do we ask ourselves when determining dismissal?

• Are they age appropriate • Have they reached the level expected for their intellectual maturity

What are Hybrid joint attention routines?

• Direct child's attention to object or self • Contingent responding if child attends • Prompting if child does not attend

Describe reciprocal responding in Hybrid?

• Do something for child to respond to • Imitate the child's action or vocalization with positive affect • Wait for another child response • If no response, do something for child to respond to

Give an example of actions that the child does to objects?

• Eat, drink, that they do to an object

What three ways do you address parent child interactions?

• Educate families re: normal development • Modeling Interactive Behaviors (TIPS) • Help parents develop self-monitoring skills

What do you advise about food choice (texture, flavor, temperature) for infants 1-8 months?

• Food aversion- moving from melt able

What can Visual Supports include

Daily schedules Adapted books/songs- a lot of visual support Activity-based overlays- something like a page that contains activity specific vocabulary , i.e. play dough different colors, tools, e Social stories- higher functioning, clinician created brief stories to help navigate a specific situation i.e. wait on line in lunch, ask teacher a quesiton

What are the infant states of arousal?

Deep sleep, light sleep, drowsy, quiet alert, active alert, and crying.

What are the five ways language may differ?

Delay, plateau, uneven profile, abnormal error frequency, and qualitative difference.

What are the Focused Stimulation Procedures

Demonstrating use of targets Expansion Recast Buildup and breakdown False assertions Feigned misunderstanding Forced choices Contingent queries Violating routines Withholding objects/turns Violating object function "Syntax stories"

What does TBI depend on?

Depends on severity of TBI, child's age, may be problems specific to language

What is an eventcast narrative?

Describe some current situation or event as it is happening

What are the Stages in Development of English Story Grammar

Descriptive sequences Action sequences Reaction sequences Abbreviated episodes Complete episodes Complex episodes Interactive episodes

What are the implications of Jacobson, P, Livert, D.(2010)?

Despite 2.5 additional years of school exposure, children in the OLI group STILL produced regular past tense less accurately than younger controls, but NO differences were noted for irregular verbs- learned as one unit. What are the limitations of __? Only tested language in one language

How do we assess receptive syntax and morphology

Determine overall comprehension deficit based on standardized test Probe for linguistic comprehension of specific structures (decontextualized format) Probe for use of comprehension strategies and/or use of earlier linguistic strategies (contextualized format)

What is Intervention for Older Children with Developing Language

Develop functional abilities for mainstream settings Choose functional language forms to target Use activities and materials that are appropriate/functional Develop early literacy skills Develop opportunities for social interactions- esp. peer interactions

How does symbolic play relate to EI?

Developmental intervention- developing play skills and intervention.

What is holophrasis?

Early one-word utterances that convey a complex and complete idea/intention. e.g., "wawa" = give me water; "up" = pick me up; "bubble"= I want more bubbles

What is expressive style?

Early words refer to things that move or can be moved/acted upon, "performatives" "noun leavers" use less places and instruments, balance tween nouns and other word forms. Don't solely name things.

What are"Idiosyncratic Linguistic Behaviors"

Echolalia Perseverative speech- getting stuck on an utterance and repeating Inappropriate paralinguistic features

Describe non-standardized protocols for assessment?

Either by the clinician or by the parent with some coaching i.e. Rossetti to elicit and clinician is just recording.

What changes in play do we see at age two?

Elaborate single schemas such as putting lid on pan, putting on stove and collecting items, using phrases and short sentences.

What are the ways to elicit production?

Elicited imitation: provide model for exact replication • Patterned elicitation: provide model for partial replication • Elicited production via role playing/games • Within naturalistic language sampling: manipulate the topic or context

What is primary prevention of LI?

Elimination of onset and development of a disorder

What is Script Therapy

Embed therapy within the context of a familiar routine Elicit responses Scripted contexts

Describe intentionality in prelinguistic stage?

Emerging intentional communication and Communication means limited to gesture &/or vocalization

What are the Basic Tenets of Developmental/ Social-Pragmatic Approaches

Enhancing spontaneous social communication within a flexible structure (variable in level of structure used) Building multimodal communicative repertoires Shared control, turn-taking, and reciprocity Learning contexts involve meaningful activities and events The relevance of a child's response is considered in the context of the activity/social environment A variety of social contexts (should lead to better generalization) Sequence of goals, measurement of progress is based on the study of sequences and processes of child development Contextual supports are considered essential Focus on helping children acquire socially acceptable means for social control (instead of tantrum, injury, repetitive) Emotional expression, affect sharing central to learning process- more emphasis on relational and emotional component

What is the degree of deficit relative to?

Environmental expectations and norm-referenced expectations

What is Relational Analyses

Error analysis (singletons and/or clusters) Phonological Process Analysis

Describe how structure is controlled in degree to which the child's response is constrained?

Fill in or naming picture: response is constrained ,only one correct response possible

Describe choice of materials in parent training?

Helpful to talk to parents- don't just provide what they need but giving choices and withholding things, do you want milk or water

What is PL 99-457?

Landmark legislation that established early identification and intervention services for infants/toddlers and their families in 1986 reauthorized in IDEA

Summarize the goals in the video

Language area being addressed Form and content artic Specific targets To, from, behind, past tense, "just exactly the right word" past tense phonology

What are the two types of TBI?

Language often recovers but LI can become a chronic deficit

What is the best way to collect data for echolalia

Language sampling across multiple situations

What are functions that toddlers use language for?

Heuristic functions: requesting information of others to learn about the world Imaginative functions: telling stories to make believe and pretend Informative functions: give information to others

Describe the level of structure/ embededness in the video

High degree of structure and embededness- more natural interation

Describe incidence of LI in probands?

Higher incidence of LI in families of probands • 24%-79% for probands (median 39%)- some family member has • 3%-46% for controls (median 11%)-someone who doesn't have

Describe percentage of affected family members in LI?

Higher percentage of affected family members • 20%-28% for probands (median 26%) • 3%-19% for controls (median7%) • (Stromswold, 1998) • Higher concordance rate for monozygotic twins about 80% dizygotic- 30% similar to family concordance

What are suggestions for embeddedness

Highlight the target in a non- embedded (CD) activity & then work on the target in an embedded activity (Eisenberg, 2006; Fey & Proctor-Williams, 2000)

Describe SCERTS

Highly individualized approach, (Wetherby & Prizant, 2000)

What has training of auditory stimuli in SLI resulted in?

Increased performance on comprehension tests after training with difficult auditory stimuli; Interpretation that may affect performance rather than linguistic competence

What happens with incoordination of sucking/swallowing/breathing?

Increased risk of aspiration

What have studies have shown about Responsivity education?

Increases in intentional communication acts following treatment-utilizing PMT (Yoder & Warren, 2001, 2002; Fey et al., 2006) • HOWEVER, Warren et al. (2008) did NOT identify longitudinal effects 6-12 months following PMT

What does facilitative interaction result in

Increases reciprocal interaction Increases spontaneous communication Increases ability to maintain a conversation

What does directive interaction result in

Increases the child's organization Increases simple turn-taking Increases the child's response to adult initiation

What do RE/PMT strategies focus on?

Increasing frequency of initiations - Time delay - Verbal - Gaze intersection - Modeling - Natural Consequences

What us request for complete imitation?

Increasing level of support

What are DSS Categories

Indefinite pronouns Personal pronouns Main verbs Secondary verbs Negatives Conjunctions Interrogative reversal Wh questions

What are the two Phonological Analyses

Independent and relational

What does IPSYN stand for

Index of Productive Syntax (IPSyn; Scarborough, 1990)

What are three CC approaches

Indirect Language Stimulation Facilitated Play Conversational Recast

Give an example of the consultant model?

Indirectly providing service, modifications of environment or such, Hanen trains parents

What are intervention activities?

Individual activities that make up your session

What two areas of parent-child communication do you assess?

Infant readiness for communication and parent/family functioning.

What is literate language?

Language that is highly decontextualized Child's ability to use language without the aid of context cues for supporting meaning Newspaper, books, language in textbooks in fiction; children's ability to use language without cue takes a long time= end of school year do acquire it

What is figurative language?

Language used in nonliteral and often abstract ways. Used to evoke mental images and sense impression in other people.

What is literate language?

Language used without the aid of context cues to support meaning Highly decontextualized language.

How do you make CD therapy more "natural"

Make uses of the target pragmatically appropriate Talking about past and future and any decontextualized out of hear and now can be challenging and providing opportunities makes the thearpy more natural and addresses this

What is nonspecific ID?

Many children with ID will have a specific syndrome diagnosis Others described as "nonspecific ID"

What is the syntactic development during toddlerhood?

Marks the true beginning of syntax and of grammatical morphemes. Inflections added to words to indicate aspects of grammar; prior to is only semantics Ex: mommy name, daddy name Functions: commenting, negating, requesting, questioning

How do they move from two-term relations to three-term relations?

May add an attribute and expansion within noun phrase Expect them to see and if stuck at two word stage, would work on moving them to this stage by encouraging

Describe shorter/less complex utterances than MA peers in ID?

May have a delayed rate, but even shorter and less complex than mental peers, ie cognitve function at 3 yo, will have even shorter

What will you need to target prior to intervention in the emerging language stage?

May need to set up foundation in reciprocity/anticipatory sets (time to set up scripts you plan to violate)

What are language characteristics of TBI?

May see paraphasic areas such as semantic substitutions such as dog instead of cat - Phonological paraphaisa- coming up with a word that starts with the same sound, check for chair - Wording finding, pragmatic skills impaired. - Cognitive comm. Disorders integrating, planning

What do you use to assess feeding and oral motor development in prelinguistic intentional communicators?

May use same assessments as in previous stage and additional probes.

What are the Sentence Structures

NP Elaboration (with articles, demonstratives, pronouns, quantifiers) VP Elaboration (with aux verbs, catenatives, copulas, past-tense marking, S-V agreement marking) Negative Sentences Question Forms (yes/no and "wh") Complex Sentences (embedded, conjoined)

What are the two response modes for assessing comprehension?

Naturalistic and contrived

What are scripted contexts in script therapy

Naturally occurring scripts such as eating time Book-reading Scripted play

Is CAS just motor planning?

No also in aspects of speech and language. Previously known as developmental verbal dyspraxia

What is the initial lexicon broken into?

Nominals, relational, social words.

What are the two contexts of intervention?

Non-linguistic stimuli and service delivery models.

When would you wait to assess?

None fo the above and younger than 2.5

What are non interactive functions

Nonfocused-without reference to what they want or in context Rehearsal- time to go outside.. Outside, outside Self-regulatory- may exhibit

Describe the Language development Inventory?

Nonstandardized, helpful for getting a baseline foods, animals, toys, body part, places, actions etc, list any other words and can your child combine words

What are antecedent stimuli

Nonverbal stimulus (e.g., picture) Model (utterance to be exactly or partly imitated) Verbal request for a response (before or after the model)

What is the use of comprehension strategies in prelinguistic communicators?

- Children use in context to comprehend spoken language, gesture to help with location. - I.e. container and object- know they will put in container. - New words learned better if in familiar context

CLD What is the criteria for identifying language disorders in CLD clients (Wilson, Wilson & Coleman, 2000)?

- Client's communication... - Is considered impaired within cultural community - Calls attention to itself within the community - Results in "difficulties in adjustment" for the client

List Feeding/Oral Motor assessment tools?

- Clinical Feeding Evaluation of Infants (Wolf & Glass) - Feeding Assessment (Morris & Klein) - Neonatal Oral-Motor Assessment Scale (Palmer, Crawley, & Blanco)(related to readiness for feeding) - Pre-Speech Assessment Scale (Morris) - LATCH (Jensen, Wallace, & Kelsay)

What can be in a phonotactic inventory?

- Codas in 1 or 2 syllable words - Bi-syllabic words - Clusters and medial sequences - Multisyllabic words - Initial weak syllables in multisyllabic words • Pretend, umbrella, elephant •

Define maternal substance abuse in terms of negative effects during prenatal development?

- Fetal Alcohol Syndrome - Prenatal drug exposure - Neurological problems, processing input, integrating sensory input, number of deficits through development

Describe morphosyntax in ID?

- Few differences in sequence of grammatical rules - Shorter/less complex utterances than MA peers - Reach MLU levels at later MA

Describe lower frequency & productivity for morpheme usage in SLI?

- Fewer contexts and more difficulty generalizing. - Need to be taught in multiple contexts

What is the Language Profile in VI for use?

- Fewer spontaneous productions - Difficulty with discourse/conversation skills

What is focused stimulation?

- Focus on some particular form or structure - High density modeling - Provide feedback if child produces - Expansions or extensions - Ie want to stimulate ing edding: use a lot of words that would have or have dolls that can do a lot of the forms

What are the specific communicative functions for words to target?

- For directives (request for object) - For attentional regulation - For protesting - For requesting information - For conveying affect (happy, sad)

What do you assess in the emerging language stage for pragmatics?

- Frequency of Communicative Acts - Type/range of functions - Means

What is IPSYN

Norm-referenced analysis: compare raw total score and subtest scores to same-age peers Population 24 - 48 months (3 months) MLU 1.24-4.12 Credit given for 1 or 2 productions of each item (emergence)

What are the additional probes used to assess feeding and oral motor development in prelinguistic intentional communicators?

- Frequency/duration of feedings - Alertness/control during feedings - Coordination of suck/swallow/breathing patterns - Atypical behaviors: gagging, choking, coughing, biting

What is the Language Profile in VI for form?

- Generally age appropriate MLU by 3 - Lags in acquisition of auxiliary verbs and seem to deal with grammatical concepts of time before space. - i.e. : I am running

Describe modifying complexity?

- Goal is to keep your utterance at about one or two morphemes longer than child's MLU while maintaining natural speech, keep in mind MA, CA, and vocabulary - But keep sentences well formed and grammatical but less complex

What are social words in the initial lexicon?

- Greetings, night, hi bye.

What are late talkers defined as?

- Have normal language comprehension - Less than 50 words and no word combinations by age 2

What role does parent education play in the Hanen program?

- Helps to become aware of child's current stage, set realistic goals, understand their needs

What questions does the functional assessment seek to answer?

- How do the child's communication skills and environment interact - How does child communicate in natural settings

Why cant you make a diagnosis of CAS in late-talking toddlers?

- Not enough information available - Current best practice: proceed with focused speech-language intervention, consider CAS assessment/Tx once child is producing more speech - Not unusual to show both characteristics of dysarthria and apraxia

What are the contrived response modes?

- Object manipulation (20 month) • Giving a direction and child complies, but manipulates object, put ball in the cup - Picture pointing (24 month) • Show me the girl, whose eating

What are nominals in the initial lexicon?

- Objects child acts on (toy, food, manipulatable) - Objects that move or change (animal, ball, toys with wheels) - Proper names

What do you do to assess child behavior and development?

- Observe maladaptive behaviors- behaviors, tantrums - Functional Behavior Assessment - Track progression of cognitive skills

What is DSS

Norm-referenced analysis: compare raw total score to same-age peers Population: 2;0-6;11 years Correct use of grammatical structures within categories earn 1-7 points Also score each sentence for grammaticality (sentence point)

What is "turning in"?

Not available to parent.

What is important about the Hanen program?

- The FAMILY is viewed as the client - Based on social interactionist perspective to language acquisition - Domains are arranged under pragmatics and social interaction

What should you consider in vocabulary selection?

- The child's interests - Activities in which the child will be involved (functional daily routine) - The child's phonological skills

What is Milieu Teaching?

- The environment; context for the activity; set up environment to promote production of skill or form - Quasi naturalistic: activity is embedded but environment is structured by clinician

Should language always be tested in English?

Not if it is not the dominant language.

Are you working on phonological processes in the emerging language stage?

Not necessarily but working on phonological skills to increase intelligibility

Which is the best approach to choosing goal selection?

Not one is the best, but we use a combination especially at emerging language skills.

Describe contact without object in gestures?

Not representational, no semantic content, but are not involving any objects such as reaching toward or touching adult or themselves, such as on their chest to say me.

Is it appropriate to eliminate a non standard dialect?

Not to eliminate first language or nonstandard dialect but teach to code switch when it is appropriate to use in different standards.

What is referential style?

Noun lovers People, animals, objects, food, toys, clothing High proportion of nouns Really on labeling for learning.

What are the IPSyn Subscales

Noun phrase Verb phrase Question/negation Sentence structure Forms are in developmental order

What will children need to expand to three word stage?

Noun phrases to eventually have noun phrases plus action

Describe the Language Profile in DS in use?

- Traditionally considered a strength - Some difficulty w/theory of mind, signaling cohesion - Changing topic appropriately, sequencings or summarizing terms.

What word combinations do you target in the emerging language stage?

Noun phrases, actions construction, negative constructions, locative constructions, state constructions.

What do you address when addressing morphological skills

Noun, verb, & adjective inflections Free grammatical morphemes

Describe Definition/criteria changed in DSM-V (2013)

Now "ASD" is used exclusively and children are classified according to severity levels

What are the characteristics of stimuli to promote noun production?

Objects the child can act on, objects that move or change, objects and substances that the child wants, people and animals that the child wants to interact with and control.

What are Critical Elements of joint activity routine

Obvious theme/purpose Joint focus, interaction Limited # of roles Reversible roles Logical sequence Structure for turn-taking Planned repetition Controlled variation

What is slow mapping?

Occurs after fast mapping, the stages of refining the information learned through the initial exposures. Function is to refine representation over time with multiple exposures over various contexts

Describe the relationship between feedback and scaffolding?

Often provides a scaffold to a more accurate production, Should be providing a scaffold to a more correct

What is request for partial imitation?

Oh I see it, you want the...

What is confirming comment in enhanced milieu teaching?

Oh I see the ball, yes you want the ball

Give an example of concurrent goal attack strategy?

One activity to target request, labels, and action words.

What was the standard prior to PL99-457?

Only mandated services for school age.

What are the problems with CC?

- may be more of the same input - Keep in mind goals but not directly addressing - LI children may have difficulty extracting relevant aspects of the input - LI child may attempt the target infrequently or not at all - Useful for general language stimulation but not for targeting specific aspects of language - May not really be "natural"

Describe reflexive relational semantics?

- most frequent in early speech. Relate object to itself (existence, nonexistence, disappearance, recurrence) - No ball, more ball, more cookie, less generative and more repetitive, no and more

Describe maintenance?

- preserving aspects of language that would otherwise decrease - Some cases working with immature system and without intervention they would fall behind or revert to more immature system i.e. hg loss or structural impairment, eventually it would be remediated but you want to maintain a level of function until they get to that point

What is commonly used as low performance?

-1.25 just below the average range or about 80 corresponding to 10%

What is the critical period?

-A biologically determined time period during which development must take place if it is to take place at all.

What are the hemispheric differences of right?

-pragmatics and figurative language -Pragmatic information, including elements such as jokes, sarcasm, figurative language, narratives, and indirect requests. -Processes higher level metalinguistic skills

What does training involve for pecs

6 phases to facilitate generalization, increase complexity, expand functional use Eye contact, symbol recognition ARE NOT prerequisites for training

What is the developmental age of prespeech vocalizations?

7-12 months

What is the prevalence of SLI according to Tomblim?

7.4% of kindergarten children (Tomblin et al., 1997)

What is the developmental age for prelinguistic communicators?

9-18 months

What is VLBW?

< 1500 grams (3 1/3 lbs.)

What is LBW?

< 2500 grams (5 1/2 lbs.)

What are the vocabulary expectations compared to the median (50th percentile)

? - 50 words by 17 months - 300 words by 24 months - 570 words by 30 months

What are the locative constructions EL AL

? • entity + locative - Toy in - action + locative - Go there, put up

Describe communicative intent in regard to social-communication

A child directs behavior to others such that desired goals are achieved Intentions provide the foundation for developing a more complex communicative repertoire

Describe provoking responses in parent training?

A lot of say this and do this when they should be setting up opportunities

What is the hierarchy of establishing communicative mean?

Any gesture or vocalization Conventional gestures (e.g., pointing, showing, reaching, head shake) Gesture-vocalization pairings Word use Word combinations

What can Visual Supports Help Facilitate

Appropriate behavior Transitions Choice-making Auditory processing (because of transient nature of spoken langauge). Expressive language

What questions do you ask when assessing child behavior and development in the prelinguistic stage?

Are communication skills lagging behind other developmental areas; are all areas delayed for age global or splinter

What comes after determining symbolic play?

Are nonverbal intentional communication skills present

Describe screening of developing language

Are the child's language skills significantly different from other children's Need quick, standardized method that is psychometrically sound Determines need for further assessment--does not profile all areas of language in detail

What three areas do you establish goals on?

Areas below expectation (for MA or CA), area most delayed relative to others, areas with greatest functional impact.

What do you Address in Syntax

Arguments Sentence types (negative, interrogative) Complex sentences Verb forms Noun phrase elaboration

What are Determiners

Articles, demonstratives, a an, the, this, that, those

How do you track progression of cognitive skills?

Assess likelihood of transition to intentional communication

What does Paul advise regarding assessing semantic skills

Assess receptive vocabulary skills with standardized measure (Like a peabody, show an array of pics and they point, show me bird etc.) If child scores below normal, perform criterion-referenced assessment of word classes important in child's environment Assess expressive vocabulary with standardized test Watch for signs of word-finding problems (circumlocution, overly general labels, inability to name items correctly identified receptively)

What do we assess when assessing semantic/ syntactic production?

Assess relative frequency of word combinations • Range of meanings/semantic relations expressed

How do we focus on expressive receptive syntax and morphology

Assess their comprehension.

What is chaining

At age 2, narratives are organized by centering By age 3, 50% use both strategies By age 5, approx 75% use both

Describe the function of feeding/oral motor skills in prelinguistic intentional communicators?

At this point, oral motor skills for feeding are "necessary, but not sufficient for learning to talk" (Paul, p. 250) Don't tolerate a lot of textures- red flag for oral motor difficulties; Bottle- tongue movement drawing out; straw- jaw and lip coordination

Discuss the role of phonotactic rules in a child's phonological development

Phonotactic rules specify that legal orders of sound in syllables and words and the places where specific phonemes can and cannot occur. Children become sensitive to both and recognition that /l/+/h/ is illegal but /t/+/s/ is legal in final position but illegal in beginning.

Describe the choice of symbols in AAC devices?

Photographs Line drawings, black and white versus colored; aided versus non aided, written words

What are the types of nonlinguistic stimuli?

Pictures, toys, objects

Describe print conventions?

Print is organized in specific ways Child understands that print has its own organizational scheme and is organized in specific ways.

Describe print interest?

Print is worth object of attention, child shows interest in print, words, and letters, finds print an interesting type of stimuli

Describe print to part-to-whole relations?

Print units can be combined into other print units Child recognizes that combinatorial properties of print units, such as how letters make up words and that words can be linked to create larger propositions

Describe print forms?

Print units can be differentiated and named Child understands that words, letters, and other print units have distinct names and are used in specific, organized ways.

Describe Range of Functions in regard to social-communication

Priority of intervention is to expand communication for more social purposes

Describe the surface hypothesis?

Processing capacity is challenged by low phonetic substance aspects of English grammar; Ie word tenses, plural, possessives, limited salience, not stressed, lower; processing

Describe illusory recovery effects differentiating LI from TD?

Seems as though the basic skills have cought up but new language problems surface later on because underlying processing still an issue

What is the principle of novel name-nameless category (N3C)?

Select a nameless object as the recipient of a novel label -Supports tier one principle of object scope -Principle of mutual exclusivity-- objects have only one label (Markman, 1989; Merriman & Bowman, 1989)

Describe Language-related cognitive skills in communication assessment of ASD

Attention (span and to particular objects) Symbolic representation in play (symbol use and symbollic play) like westby scale Imitation strategies- do they imitate others? Anticipation of routines/event knowledge-td can anticipate what happens next and indicate that they want an event to continue

What does Bashir 1989's definition mean?

Can make progress but the underlying disorder is likely to be chronic. Manifestation of disorder will change as a result of environment etc. once building blocks are built, may have difficulty later on with more complex

Describe breakdowns in performance when processing demands exceed resource capacity in SLI?

Can manipulate processing load- more complex see limitations in performance; dual tasks; dividing attention

What are representational gestures?

Carry some semantic meaning, shaking head, nodding, clapping indicates excitement, may be idiosyncratic such as acting out an action or showing some way. Sign language such as more

What are the three kinds of major kinds of overextensions made by toddlers?

Categorical: extend a known word to other words in the same category (e.g., orange-apple confusion) Analogical: extend a known word to other words that are perceptually similar (e.g., orange-ball confusion) Relational: extend a known word to other words that are semantically or thematically related (e.g., sissors-cut confusion) • Overgeneralize about 1/3 of new words

How do we find Morphological Use in Obligatory Contexts

Code sample for Brown's 14 morphemes Identify obligatory contexts and tally actual usage, derive % usage Analysis can be performed by hand or with computerized assistance Must have complete sample (nontranscribed samples not valid)

What do congenital syndromes also involve in addition to language problems?

Cognitive deficits and some degree of ID

What varies in TBI?

Cognitive, executive function affected as well. Type and severity will make a difference in overall presentation

What areas do you assess strengths and weaknesses when assessing child behavior and development?

Cognitive, language, motor, social-emotional, adaptive behavior

What are the word classes

Color words, descriptors Spatial terms Question words

What is Tomblin 1996's definition of SLI?

Combination of normal intelligence and language impairment (Tomblin et al., 1996)

Where is functional assessment frequently used?

Comes into play with early intervention- observation and assessment in their own environment, talk about setting up home or school, so the child will have to request things.

What are the Indirect Intervention Strategies for Echolalia

Communication among usual communicative partners Modification of environment Simplified language input Varied adult verbal interaction style Modeling

What is degree of deficit relative to "environmental expectations"?

Communication problem that is noticeable to parents and teachers. Negative impact on social and educational functioning.

What are the Additional Considerations?

Communicative Effectiveness; New Forms/Old Functions vs Old Forms/New Functions, Phonological Abilities, teachability

What are the three components of social-communication

Communicative Intent, range of functions, developmental sequences of communication.

What are pragmatic skills to assess according to Roth & Spekman (1984a, b)

Communicative intentions Presupposition Organization of discourse

Describe how concomitant deficits effects differentiating LI from TD?

Comorbidity; higher level cognition, executive function. Difficult to specifically id language disorder; may be cognitive issue or language issue or truly comormid.

What was the method of Jacobson, P, Livert, D.(2010)?

Compared the OLI group to that of the YTD and YLI children to see if children with BLI continued to show exceptional difficulty with English past tense.

What is chronological age-match?

Comparing to children in the same chronological age group

What is cognitive age-match?

Comparing to children with the same "mental age" or cognitive level

Describe Sensitivity & Specificity of the Fluharty FPSLST

Comparison of 1st edition to DSS (Blaxely et al., 1983): Sensitivity = 36%; Specificity = 96% Comparison to TOLD-P (Sturner et al., 1993): Sensitivity = 38%; Specificity =80% Comparison with TACL & TOLD-P Spoken Language Quotient (Sturner et al.,1993): Sensitivity = 27%; Specificity = 91%

Give an example of an introduced change to the script?

Complexity making it hard

What is functional language?

Comprehension and production

What is modality?

Comprehension and/or production skills

What is the consideration when choosing an intervention modality?

Comprehension vs. production.

What is the Analysis of Expressive Syntax and Morphology

Compute MLU Identify MLU Stage/Brown's Stage

What are some alternatives to transcribing a language sample

Computerized (Like Salt) Non-transcribed (some experienced clinicians my do a time sampled analysis or go into eval. and observe for past tense use, auxiliary use etc. and tally as they go.)

Describe current understanding of ASD

Concurrently, a strong emphasis was being placed on the study of developmental pragmatics, with significant impact on the fields of special education and speech/language pathology.

What is Stage 2 of reading development?

Confirmation, Fluency, and Ungluing from Print 2nd-3rd grade; 7-8 yrs old Hone decoding skills learned in Stage 1 Proficient with high frequency words and use the redundancies of language in order to gain fluency and speed in reading Gradually transition from learning to read to reading to learn

What are the two consequences in enhanced milieu teaching?

Confirming comment that provides a model and Child achieves successful communication

List the Communicative Means

Crying/tantrums Proximity Eye gaze Vocalization Reenactment Physical manipulation Gesturing Intonation Echolalia Signs AAC systems, pictures speech

What is the take away from the Play in Therapy video?

• Follow the child's lead during play • Wait for child to initiate action and talking • Back and forth, watch child, imitate and wait • If child shows interest, make comments • Games- will set anticipatory sets and will request phrases or actions.

What are the signs of Readiness for oral feeding? ?

• Gestational age 35-37 weeks • Respiratory/cardiovascular stability • Motoric stability • Coordination of sucking/swallowing/breathing • Behavioral state organization

What are the language characteristics of children with ID in use?

• Gesture/intentional communication patterns similar to TLD • NOS- not other wise specified; obviously varies with intellectual disability associated with for example autism • Delayed gestural requesting • May take passive conversational role • Will respond to other's terms; can maintain turn taking as long as someone is taking the lead.

What can a language profile be created by?

• Giving a general language test & constructing a profile based on subtest performance • Constructing a profile based on a battery of tests that each focus on one language component

Describe specific strategies for promoting communication skills with peers can be utilized

Select simple/predictable play routines Base routines on child's strengths and preferences Teach and model skills to initiate interactions with peers Teach and model skills for turn-taking Teach and mode skills for maintaining interactions Practice play scripts Fade adult assistance as relationships are formed

What are the two types of emotional regulation

Self-regulatory and mutual regulatory

What are the two types of linguistic mapping?

Self-talk and parallel talk

What is phonological awareness at shallow levels?

Sensitivity to the sound structures of words Emerges incrementally, beginning at 2 years of age, "Implicit and rudimentary sensitivity to large units of sound structure

What are Other elicitation techniques in joint book reading

Sentence completion Questions Modifications of the scripted text

How do we focus on expressive syntax and mophology

Sentence structure, mlu, etc.

What may developmental level influence?

Service eligibility, dismissal, goal selection, intervention.

Define Childhood Apraxia of Speech (CAS)?

Severe, persistent speech disorder attributed to problems with motor planning

Summarize the strategies in the video

Shared book reading- read some pages and ask child to explain Have him explain how to use the toy First.. First He has a turn and the child tells him what to do.. But isnt specific so says tell me what to say Drill play- "think for two seconds"- I like how you sat and thought of that

Describe modifying prosody/word order?

Stress, salient info, important target, placing target in sentence final position will focus attention on that form, auxiliary forms, he running- he is running, yes he is

How can word combinations be targeted with CD approach?

Structured modeling, Environmental Learning Intervention Strategy

What is metalinguistic ability?

The ability to view language as an object of attention (e.g. preschoolers exhibit metalinguistic ability when they pretend to write or make up rhyming patterns). Related to alphabet knowledge, phonological awareness and print awareness.

What is Facilitative Interaction

The child initiates the interaction The child leads the direction of the interaction The adult uses imitation, elaborations, and expansions The adult uses pause times and conventional lags

What is non-linguistic stimuli?

The context of the objects, materials, location.

What is the Quinean conundrum?

The dilemma of uncertainty surrounding the mapping of a word to its referent in the face of seemingly endless interpretations. Proposed by Philosopher W.V. O. Quine. Also known as the mapping problem or induction problem. Poses challenges for all people learning a language.

What is the continuum of naturalism?

The extent to which intervention relects real life

What is narrative development during school years?

The four types of narratives, story grammar, coherence, cohesion,

What is phonetically consistent form (PCF)?

The idiosyncratic word-like productions that children use consistently and meaningfully but that do not approximate adult forms. PCFs have a consistent sound structure, but children may use them to refer to more than a single referent. Example: "aaah" to refer to both water and the desire to be picked up.

What does evidence from foreign-birth adoptions suggest about these aspects of development: sensitive period and experience-dependent brain plasticity?

The language outcomes of these children show variability, -the age at which they were adopted, -the care they received in their birth country

What does the systems model consider?

The relationship between communicative partners younger kids look at parents; younger at classroom;

What is the alphabetic principle?

The relationship between letters or combinations of letters (graphemes) and sounds (phonemes).

What is a phoneme

The smallest sound unit that makes a semantic difference in a given language.

What is use?

The social aspects of language; pragmatics, discourse.

What is cohesion?

The use of linguistic devices to link sentences together- logic

What is the main idea of Swingley & Aslin (2007)?

Toddlers are capable of learning novel nonneighbor words, but are challenged in learning novel neighbors. The words that are non-neighbor are very distinct and novel and they do better when they hear them; those that are neighbor words result in lower accuracy

What were the stimuli of Swingley & Aslin (2007)?

Toddlers experience difficulty learning the novel neighbors "tog" & "gall" when they are familiar with the word "dog" & "ball" Novel words: gall, meb, tog, shang, Familiar words: baby, ball, car, dog, duck, fish, shoe Either real name or fake name that is similar Ball, dog,

How do you manage vocal development in the prelinguistic stage?

• Identify level of vocal development, sounds that are produced rarely or not at all • Clinician, family members model the vocal behavior(s) • Imitate child's vocal productions • Use "motherese"/"baby talk"

What questions do we answer when screening?

• Identify risk factors i.e. family history, have had something in medical history • Does a disorder seem likely • Difference vs disorder

Describe negative resistance when addressing feeding/oral development in infants?

• Improves sucking reflex, once it is initiated, you pull the object slightly out to encourage them to suck it back in and build strength.

What do we assess in the prelinguistic stage?

• Intentionality/Communicative Acts • Communicative means • Communicative functions • Vocabulary comprehension • Play/object use • Parent-child interactions • Vocalizations

What are communicative acts?

• Interactive behavior • Must be directed toward another person and serve a communicative function

What are developmental scales/ checklists?

• Interview or observational • Not fully standardized • Should not be used for identifying significant deficit • Useful for establishing baseline function

What are the considerations for goal selection for prelinguistic children?

• Is the child communicating intentionally • What are the family's priorities • What strategies would work with the family's daily routines

Describe how CD may be pragmatically inappropriate?

• Just responding to prompts or incoming stimuli

Why should parents be aware of infant states of arousal?

Train parents on states as their input will affect state; want to train them to maintain a quiet alert state

How do you address Feeding/Oral Development in Infants?

Tube feeding and facilitate oral feeding

How do you target Is linguistic comprehension appropriate for developmental level?

Work on increasing both through focused stim and indirect language stim.

Describe monitor noise levels?

Work with medical team to ensure noise levels are not excessive

Describe African-American Culture and Communication?

• Largest minority group; heterogeneous in terms of SES • Communication style/dialect of many (not all): African American Vernacular English (AAVE) • Many are bidialectal-code switch with SAE( can also see MAE- mainstream american english) • Use varies by region as well as over time

Describe how CD may have a lack of generalization?

• Less generalization observed to more natural environments

What are some features of Asian Dialects of English in Semantics?

• Literal translations, difficulties w/idioms

What are locatives?

• Locative prepositions: in, on, up, down, under • Pronominal words for locations: here, there (deictic terms)

What can be found in a spontaneous language sample?

• MLU • Use turn taking for pragmatics • TTR- semantic skills vocabulary • Sentence formation, structure/ syntax

What are multicultural teaching techniques?

• Making intervention more appropriate and accessible for CLD clients • Reduce cultural conflicts • Address self-concept and potential as learners • Address role of (bi)literacy • Teach planning and metacognitive skills

Describe attribution relational semantics?

• Mark characteristics of objects. - What it looks like, how it feels, yucky

What are examples of autosymobolic play at 18-24 months?

• May pretend to eat, use pretend toys for grooming, directed towards self • Might pretend to feed parent or doll; groom the baby, pretends to sleep

Describe processing capacity limitations as a cause of SLI?

• More general umbrella • Surface Hypothesis • Limited Capacity Theory • Temporal Processing Deficits • Working Memory Deficits

Describe the difference between defining SLI for research vs. clinical practice?

• Narrow vs broad criteria • Standardized test performance vs. functional skills • Ie pragmatic- broader net clinically; not talking about same population.

List Behavior/Development assessment tools? ?

• Neonatal Behavioral Assessment Scale (Brazelton & Nugent) • Assessment of Preterm Infant Behavior (Als, Lester, Tronick, & Brazelton)

Describe Nonfeeding oral stimulation when addressing feeding/oral development in infants?

• Non nutritive sucking- pacifier or finger to develop musculature and function for feeding

Describe how CD can be meaningless?

• Not really embedded within natural activities • Reduce understanding of skill to daily functioning

What are characteristics of Spanish-Influenced English in Semantics?

• Number/color/letter words de-emphasized • Names/labels for objects, donors, relatives emphasized

How do we assess?

• Observation of parent-child interactions (video-recorded &/or live) • Parent report & guided observations by parents using diaries, checklists, questionnaires, rating scales • Non-standardized protocols administered by clinician or by parent with coaching

How do you assess the emerging language stage?

• Observation of parent-child interactions (video-recorded and/or live) • Parent report & guided observations by parents using diaries, checklists, questionnaires, rating scales • Language sampling • Non-standardized protocols administered by clinician or by parent with coaching • Standardized Testing •

Give an example of actions that change the location of objects?

• On, under surface, push pull, up down

What do you advise about biting/chewing skills, cup drinking for infants 1-8 months?

• Open cup drinking • Straw drinking

Describe choice of interface?

• Pecs, Communication board, Ipad app, how is the child expected to interact, Finger, manipulate screens,

What are characteristics of Spanish-Influenced English in Pragmatics?

• Personal distance • Direct eye contact avoided • Touching

What are is an example of people and animals that the child wants to interact with and control?

• Pets, siblings, peers, work on names and words they can use to engage with

What are characteristics of Spanish-Influenced English in Phonology?

• Phonemes not used in Spanish will be changed • Final consonants devoiced • Reduced vowel repertoire (5)

Describe differentiating structure in presentation of input?

• models • Ie stimuli; less structured would be model or sentence; more structure: request for imitation

Describe modifying repetition?

• more opportunities, thrive with repetition • In general those with LI, benefit from more exposure

What are the negative constructions

• negative + X - (no object or no action)

What do you Develop in the emerging language stage?

• pretend play scripts (kitchen activities, feeding activities, babies) • conventional gesture use (for those who have developed play but still lag behind, use of gestures will clarify a child's message)

What are the syntactical patterns of Extended Optional Infinitive Sage?

• pronoun case errors (particularly when verb tense markers are omitted) • Attributed to lack of knowledge that these grammatical morphemes are obligatory • Trouble mastering obligatory context; all kids have a period where that is optional but typically will begin producing. • Doesn't address semantics; word finding, word order and syntax; may explain a piece of morphosyntax but not whole disorder; cross linguistic- have not had similar findings.

What do you consider in assessment planning?

• reason for referral-should guide assessment plan • developmental level-not chronological age, but initial report, what assessment tools; • what areas and how, time constraints, constraints on attention, etch • Methods- standardized versus non standardized; length, comprehensive, shorter, order of presentation- attention span/ lack of comfort level. • Order

What are state constructions?

• state (want) + X - Want ball, want cookie

What are criterion-reference measures used for?

• to examine a behavior, without reference to other children's achievement • Used to determine baseline function (what a child can and cannot do) and determine progress in treatment (has a child met or not met a goal)

What does the phonotactic inventory show?

• which phonotactic structures the child does and does not produce

Describe the Communicative Development Inventory?

• words and gestures form and words and sentences, • Early signs fo understanding, understanding phrases, stating to talk • Vocabulary checklist and categorized by categories • Can compare to norm and you can get percentage

What are the questions prompted by why study language disorders?

•How is language development different from "normal" •Why does language develop differently (nature versus nurture argument) •What is needed to overcome the barriers to language development (ID the barriers)

Describe Rett's Disorder

may be on it's own, more frequent in females, can be degenerative

Describe when developmental level may influence intervention planning?

may have case where the cognitive skills are diminished but would be appropriate for their age, such as play etc.

Describe a percentile rank?

mean=50% range is 0-100; percentiles tell you what percent of children scored above the number versus below useful because if they are found in the lowest 10%, they will qualify for services

What should you expect to observe for feeding evaluation in the NICU?

no reflexes- indicative of immature neuro function, suckling pattern, loose closure, sucking with better lip closure, jaw movement, rooting, with stimulation to check will turn toward source of stimulation, phasic bite, automatic bite when gums are stimulated

Describe Temporal processing deficits in SLI?

show poor performance on tasks requiring processing of brief stimuli & stimuli presented in rapid succession

What was the methodology of Swingley & Aslin (2007)?

showed words, either familiar or novel and measured recognition through fixtation.

What do problems associated with limited processing capacity suggest?

suggest there is an underlying limitation in processing; working memory, attention, phonological working memory, no cuase effect relationship proven; bottom up vs. top down. bottom up; difficulty with underlying processes,

Describe Responses in Children with LI

variable, less focused, may be incomplete, unrelated, pragmatically inappropriate

Describe linguistic deficits as a cause of SLI?

• Grammatical disability (implicit grammatical rule deficit; narrow rule learning) Difficulties in morphosyntax are grammatical; one problem with learning rules and applying them generatively- cross linguistic studies they don't always hold up= one study may emphasize structure in english, doesn't hold up cross-linguistically; • Extended Optional Infinitive Account

What does Native American Culture and Communication depend on?

• Great diversity--dependent upon tribal group, location (reservation vs urban area), exposure to mainstream culture/language • Cultural difference regarding attitude toward disability: no words for concepts such as "disability," "retardation," "hearing loss"

Describe meaningfulness for ID in standardized tests?

• Group differentiation • How well does it differentiate between clincial and non clinical, disordered, vs non disordered

What are the Collateral/Associated Areas with language?

• Hearing • Oral mechanism • Nonverbal Cognition • Social functioning-.

What is the role of the eval in the NICU? ?

• Identify child's current strengths and needs • Focus on infant state and physiological organization as opposed to intentional behavior

What are the features of the initial lexicon?

• 1-2 syllables; CV, VC, or CVCV • Primarily front (/p, b, d, t, m, w/) and back (/g, k, h/) consonants • Most frequent in first 10 words are animals, foods, toys

What is the prevalence of SLI according to Stark & Tallal ?(1981)

• 39/132 (30%) referred children met the criteria for SLI • Referred to clinic with present concerns • 50 children (38%) had IQ scores <85 • 33 children (25%) had composite language scores > -1.25 SD

What is Responsivity Education/ Prelinguistic Milieu Teaching (Yoder & Warren, 1998)Appropriate for and based on?

• 9-15 month developmental level • Based on a transactional model of child development (McLean & Snyder-McLean, 1978)

What do you advise about positioning for infants 1-8 months?

• Control of neck, not hyperextending, • May be in a high chair at the end of this stage

What are examples of deep level tasks?

• Count the number of phonemes in words • Segment words into their constituent phonemes • Manipulate phonological segments within words

Define structure>

• Degree to which the client's responses are constrained by the activity & clinician • Clinician directed have highest structure • Discrete skills; clinician's prompts and clinician's feedback

Define embeddedness?

• Degree to which the target is integrated within a larger "authentic" activity • Natural approaches have the highest embeddedness • Within the context of play- more in environment, overall

What does the descriptive developmental model do?

• Describes in detail current level of language function • Addresses range of communicative function • Does not assume causality

What does curriculum-based assessment seek to answer?

• Does the child have the language to succeed in this curricular area; i.e. colors- does the child have the vocab to succeed in the curriculum • Teacher report or portfolio assessment

Describe the phrase what the child is "ready to learn"?

• Don't work on targets already close to mastery • Don't work on targets too far beyond current knowledge base

How do you encourage self-monitoring?

• Easier to do with older kids; do things like record and then play back • Encourage them to be aware of own language

Give an example of actions that the child is affected by?

• Eating and drinking, actions affect child, to get picked up, hug

What is phonemic awareness in school-age?

• Emerge at age 2 years (e.g., word play of rime, alliteration) - "Eeny, meeny, miny, moe..." - "humpty dumpty ... wall ... fall" • Awareness of syllable structure (onset, rimes): earlier - 3yrs: "cat"- "k" +"at"; 4-year: /fol/, but not /flo/ • Tap out syllables: - 3-year: - 4-year: - 5-year: 17% - 6-year: 70%

What should you look for in vocal assessment?

• Emergence of canonical babbling • As early as 4- 7/8 months - Rate of vocalization - Proportion of consonants • Greater proportion for canonical

What do RE/PMT strategies focus on?

• Establishing child initiations - Contingent motor imitation - Contingent vocal imitation

How do you determine baseline level of functioning?

• Examine all areas of communicative function as well as collateral areas play, oral motor, • Develop profile of strengths and weaknesses • Ideally observe/assess child in several settings

What are some features of Asian Dialects of English in Pragmatics?

• Expression of feelings • Flatter affect • Kinship terms • Status of professionals • Social status • Attitude towards children's role • Direct eye contact avoided

What do you manage for High-Risk Infants?

• Feeding/Oral development • Child Behavior/Development • Parent-Child Communication

Describe the progression of looking into phonological abilities?

• First look at phonemes and repetoire shapes and found matches and words beyond- mor likely to acquire words that matched • Ie with younger children- multisyllabic or clusters, cvc words, simple consonants • Ie using digger for excavator and simplifying

What are Child Centered joint attention routines? ?

• Follow child's focus • Contingent responding to that focus with - Action - Comment - Positive affect

Describe the role of games and routines in language learning?

1.Conventional, predictable contexts in which caregivers provide order -Repetition and predictable, decreases cognitive load -i.e. bath time 2.An infant can rely on order and on caregiver cues 3.Frequency of routines increase throughout the infant's first year 4.Routines provide "scripts" that have "slots" for the infant's behavior and aid meaningful interpretation of the event. -Less stressed -Begin to make associations between language used and contexts.

What are some of the early foundations for language development?

Infant directed speech, joint reference and attention, daily routines of infancy, caregiver responses

What is development of joint reference?

Mastering- Follow movements- such as shaking the rattle "look" = start to pay attention; signs or response to words Pointing or showing- where is Thomas, will show it you; Reaching or question- more mature is protoimperative- I want that, gimme that, through gesture, looking at ball and reaching with grunt for example---------

What are the building blocks of language

Phonological development, pragmatic development, morphological development, syntactic development, and semantic development.

Define use-inspired basic research

Research that considers useful applications of research findings; builds connections between theory and practice. I.e. critical period versus sensitive period theory, how and when children acquire language abilities so that they can build onto design interventions for children.

What are additional milestones?

incremental developments, speech perception, awareness of actions and intentions, category formation, and early vocalizations.

How is the speech stream parsed

Making use of prosody, stress, unstressed vs. rules that govern how sounds should be separated.

How does connectionist theory explain tip of the tongue and language attrition

attempt to visually approximate the inner workings of the brain and cognitive processes, nonlinear, dynamic, and complexity of development; nodes are simple processing units that can be likened to brain neurons, nodes receive input form external sources through connections. The connections between nodes vary in strength depending on the connection weight.

Define zone of proximal development

the difference between a child's actual developmental level as determined by their independent problem solving and his or her level of potential development as determined through problem solving in collaboration with a more competent adult or peer.

Describe the sequence of development of intentionality?

- Perlocutionary (0-8 mos)- no intention - Illocutionary (8-12)clear communicative intentions; ie if they want a car they may gesture and grunt to convey communication desires. - Locutionary (12+)- the appearance of language marks this stage- usually by the end of the first year

What are Neuroimaging techniques?

-EEG/ ERP- good temporal resolution and localization -MEG- Magnetic field changes, excellent temporal and spatial -FMRI- good localization but not temporal; measures blood flow (hemodynamic changes) -NIRS- Nuero Infared Spectrum- good for localization but not temporal (hemodynamic changes) -PET- positron emission tomography

What is the corpus collosum

-Fibers that connect hemispheres of the brain -if there is a lesion, conductive aphasia will result. -There are both contra-lateral and ipsi-lateral connections so cross over is important.

What is the split brain patient?

-In Split-brain patients, the corpus callosum is severed and the two hemispheres cannot communicate effectively. -Report what they see on the left, but when they draw, they draw both; because language is left hemisphere process,

What is the genetics of language impairment?

-Language Impairment appears to have a strong genetic component, as found in twin studies and adoption studies. -Language impairment runs in families. - Studies of the KE family - FOXP2

What are the individual and sex-related differences in brain organization?

-Left-handed people and women tend to show more bilateral processing of language. -Woman have more bilateral activation than men, more pragmatic; and men are more reliant on left

How do environmental and genetic factors affect language development?

-Mono-zygotic (identical) twins show more similar rates of language development than Di-zygotic (fraternal) twins, suggesting a strong contribution of genetics. -Genetic heritability appears to be stronger for syntactic than lexical development.

What is a sensitive period and what is its relationship with language development?

-The sensitive period is a time frame of development during which a particular aspect of neuroanatomy or neurophysiology that underlies a given sensory or motoric capacity -There is a window of opportunity for learning a new language -With the linguistic isolation and feral children cases- even with substantial language therapy, these children never acquire age-appropriate grammar. -With children who are deaf and not exposed to language until young infancy and toddlerhood- there was nativelike language fluency and those who acquire ater exhit significant deficitsin language ability particulary in grammar

What are the three building blocks of phonological development

1. use cues to segment streams of speech (prosodic cues, phonotactic cues) 2. develop a phonemic inventory (phonological knowledge, phonological production, early consonants) 3. becoming phonologically aware. (phonemic awareness)

What is infant speech perception?

Attention to prosodic regularities -prosody, duration, stress, intonation -preference for strong-weak Attention to phonetic regularites such as phonemes; as seen with th switch design task with "bih" and "dih" -8 mo old detected a change that the older infants missed- 14 mo didnt notic until phonetically dissimiliar words with lif and needm Detection of Nonnative Phonetic Differences -able to distnuish all phonemes until 6 months then perceptual narrowing takse place Detection of Phonotactic Regularites permissable patterns Cateogrical Percpetion of Speech input in ways that higlgy differences in meaning such as incoming speech sounds and nonspeech sounds

Describe intentionality theory

Children learn language because they have reason to talk; emergence of intentionality during the first year of life; intention reading-child's ability to recognize the intentions and mental states of others. A 3 yo attend a head start daycare five days a week. The SLP noted he does not speak very often to adults or peers. He uses single words which are hard to understand. He plays by himself most of the time during free play period in the block area: identify one intervention strategy based on each theory of language development.

What major achievements in language use characterize infancy?

Communicate intentionally (usually by 8 months of age) by using a variety of pre-verbal language functions (Kent, 1994): - Attention seeking to self - Attention seeking to events, objects or other people - Requesting objects - Requesting attention - Requesting information - Greeting - Protesting/rejecting - Responding/acknowledging - Informing

Describe Thal & Flores (2001)?

Development of sentence interpretation strategies by typically developing and late-talking toddlers -Semantic and word order strategies (separately or together) can lead to a correct interpretation for most NVN sentences in English -Children's interpretations tend to be influenced by real world event probabilities -What happens when there is an absence of real world plausibility- depend on what is consistently reliable The Competition Model (Bates and MacWhinney, 1982) Cue Validity: based on cue availability and reliability Degree to which they depend on this cue depends on cue strength Cue Strength: actual probability or weight attached to a particular cue Cue Cost: factors that make cues harder to use Most valid and least costly cues will dominate over less valid and most costly cues Adults consistently pick first noun as the S of sentence in SVO or NVN sentences and the second noun as S in VOS/OSV sentences If you take away real world event probability, children are forced to rely on their formal linguistic knowledge Coalition of animacy and word order at the earliest stages of grammatical development Word order is a more frequent and reliable cue than animacy in English Italian- animacy; english- word order Wanted to examine the use of formal linguistic cues of word order (syntax)and animacy (inanimate vs. animate objects) for sentence interpretation in young children who are typically developing and language delayed

Young children enter school (pre-school or kindergarten) with vast language differences. What are some factors that account for these differences

Dialects- natural variations of a language; bilingualism-code switching and gender, genetic predispositions to language disorders, language learning environment, quantity and quality of input, responsiveness of care givers, language disorders and disabilities.

Describe the goals of Fais, Werker, Brown, et al. (2012)?

Does human interaction facilitate minimal pair word object association? Looking time? MovementLooking time was measured. At 14 months can distinguish novel word labels but not if they are very similar word forms- can discriminate the sound but not link two similar to respective objects.3 Experiments were conducted.EXPERIMENT 1: Live experimenterEXPERIMENT 2: Video taped experimenterEXPERIMENT 3: College students with video taped experimenter

Describe Barbaro & Dissanayake (2013)?

Early Markers of Autism -The Early Screening of Autistic Traits( EAST) by Swinkels, et al., 2006) The most predictive & sensitive items: lack of Bringing/showing objects, smiling, reaction when spoken to; eye contact, interest in people; stereotypical movements -Checklist for Autism in Toddlers (CHAT): Key markers are lack of Protodeclarative pointing, gaze monitoring and pretend play To determine the most discriminating and predictive markers of autism spectrum disorders -12, 18 & 24 months of age -The cohort in the Social Attention and Communication Study (SACS) comprised 20,770 children -110 'at-risk' children (between 12- and 24-month) were chosen from the cohort -Measured behaviors Also measured conversational babble, speaks 1-3 words, cuddles, attending to sounds, understanding instructions and the typically developing outperformed other groups on only some such as conversational babble, cuddles, and understanding simple instructions. With ASD, they also had speaks 1-3 words and attending to sounds higher or equal to TD -Measured pointing, eye contact, social communication, social smile, response to name, follows point, uses 5-10 words, and understands words and percentage of times the parent said no. There was a drastically grater for AD, followed by ASD. LD also had some no responses for uses five words and understands words. But ASD for pointing, eye contact, and social communication.

Describe the experiments of Fais, Werker, Brown, et al. (2012)?

Experiment 1: -Participants: Sixteen 14-month-old infants -Stimuli: Visual stimuli for objects were 2 pictures of colorful shapes on a monitor, moving slowly. Auditory stimuli were produced by experimenter seated to the infants right in a friendly infant directed tone. Switch test -Didn't move differently between trials, longer gaze, longer at experimenter during trial, shared looking and looking- no differences between trials; -Looking time and motion negatively correlated. Experiment 2: -Participants: Sixteen, 14 month old infants -Visual stimuli was the same as experiment one, but were presented on the left side. And auditory stimuli were produced by experimenter on a video, alternating gaze at infant and monitor. Experiment 3: -check on the consistency of the presentation of test stimuli by the Experimenter in Experiment 1. -Participants: Sixteen participants 18 years to 22 years. -They had to determine if the object shown in each video clip had been named "correctly" by the Experimenter in the video. Pressing "1" if they thought the label was correct and "0" if not. -Participants made correct judgments 53.3% of the time; this shows that there were no salient cues present in the test stimuli that the infants were responding to.

How do researchers and clinicians measure language development in infancy?

Habituation-dishabituation tasks present the same stimuli until attention is decreased dishabituation- infant's renewed interest in a stimulus according to some predetermined threshed used to detect differences Switch task during habituation phase, see numerous pairing of stimuli until looking time decreases then changes for the switch task Intermodal preferential looking paradigm infant sits on parent's lap and watches one stimulus on split screen and has to look at side that is being asked Naturalistic observation Such as CHILDES also informal language screens and parent-report measures,

Explain the "learning-from-input hypothesis" within the context of syntactic development

Hoff 2004; emphasize that the grammatical properties of children's language use depend on exposure to the properties in CD; researchers examined the syntactic properties of mother's language at home and in preschool teacher's language in classroom and studied the relationship between complex syntax contained in parents' and teachers' language and children's syntactic development. children who hear complex syntax more often in their environment produce greater amounts of complex syntax at an earlier age than do children who hear complex syntax less frequently. there were difference found in maternal use of complex syntax between lower SES ad middle SES; these results also showed a strong linear relationship between children's exposure to complex syntax and their development of complex syntactic forms.

Describe the methodology of Mandel, Jusczyk, & Pisoni (1995)?

Infants Recognition of the Sound Patterns of their Own Names -The aim of the study is to decide whether the repetitions of a child's own name captures their attention more than other names -24 infants (12 males, 12 females)Between 4-5 months old -Used a head-turn task. -Each child was presented with 4 repetitions of his/her name and 3 foils. -1 Foil had a similar prosodic pattern and 2 had different prosodic patterns than the child's name -Ex: Aaron-Corey (same)-Christine (different)-Michelle (different)

Describe the results of Mandel, Jusczyk, & Pisoni (1995)?

Infants showed a significant preference in listening to their own names than other names By 4-5 months infants listen longer for their own names even in the presence of names with similar prosodic patterns The study does not prove that an infant comprehends its name, however it demonstrates their ability to recognize and respond to the stress patterns of frequently occurring words This ability seems to be a prerequisite for the ability to relate sounds and sound patterns to meanings Can be related to other high frequency words for the infant

What factors influence infants' individual achievements in language?

Intraindividual differences -expressi language and ecptive language differences -comprehension requires that people retrieve words form their lexicon sentences are preorganized -adults use communicative interaction with infants in highly contextually contexts. Interindividual differences -some devlop more quikcly can express themselves ofr differnt communicative purpose expressive language learner for socal exchanges referential- primarily to refer to people and objects -certain children fall at either end of the continuum for language devlopment and are late talkers or early talers late talkers less than 50 words by age 2 early talkers- top 10% for vocab on CDI between ages 11 and 21 months

What is joint gaze?

Joint gaze (aka, or shared gaze): directed at objects- two parties paying attention to the same object; important for word learning, i.e. say chair and look at it and make association between word and object; not looking, there is no evidence an association is being made

Describe Lieberman, A. M., Hatrak, M., & Mayberry, R.I. (2013)?

Learning to Look for Language: Development of Joint Attention in Young Deaf Children -The goal of this study was to determined how the development of joint attention is adapted to a situation in which language and visual information is perceived within a single modality. -The gaze behavior of 4 deaf mother-deaf child in 2 settings was analyzed and compared to the control group of hearing mother-hearing child dyads. -Deaf mothers and children spent more time gazing direction at one another's faces than hearing dyads. -Hearing children directed gaze almost entirely to the book, where the deaf child divided it between the book and mother. -Deaf children gazed to the book in short bouts lasting only a few seconds, while hearing children held gaze for a minute or longer.  -Deaf children shifted gaze between the book and mother a few seconds throughout the interaction, while hearing children rarely shifted gaze.  -Ultimately, deaf children show no deficits in development of specific elements of visual attention. -The fact that they shift so frequently at a young age suggests that joint attention is a highly robust and resilient cognitive skill that adapts to a range of communicative and interactive settings.

What is modularity theory

Organizing of the brain's cognitive infrastructure as comprising a series of highly specified modules. There is an innate capacity that is localized to domain/specific processors that are encapsulated in their functions from other processors.

Define ostentive and nonostentive word learning contexts. Give an example of each type of context and explain their impact on children's learning of new words

Ostentive: a great deal of information is provided about a novel word by linguistically or extralinguistically;learning a new lexical item by pointing, point to referent and children make use of pointing to establish a relationship between referent and labels; nonostentive is inferential and make use of word knowledge to pull all info together and make an inference bout word meaning; little contextual information is provided and

Describe the implications of Fais, Werker, Brown, et al. (2012)?

Overall: Performance is supported by the presence of a live interaction. All infants demonstrated success in the task, mediated by their level of mutual gaze with the Experimenter. These results demonstrate that infant word-object association can be crucially enabled by a live, social source. Movement measures show that males may be succeeding in the task in the presence of the videotaped Experimenter as well.

What are phonotactic rules

Phonotactic constraints; must develop sensitivity to the phonotactic rules of one's native language.

Describe Cartmill et al. (2013)?

Quality of early parent input predicts child vocabulary 3 years later -50 children with 1 parent per child..parent spoke to child during muted 40 sec. vignettes with one beep during "mystery word" (at 14 and 18 months) -Human Simulation Paradigm (HSP) - 218 adult participants tried to guess the "mystery words" to assess whether the extralinguistic cues (since the vignette was muted) were enough to determine the word. The average accuracy was taken as a measure of the quality of the parent's input. -Children were given Peabody Picture Vocabulary Test (PPVT) at 54 months to see whether their language correlated with the quality of their parent's extralinguistic cues (i.e More extralinguistic cues= better language) -Parent-input quality difference when the children were 14 -18 months old significantly correlated with children's vocab at 54 months even after controlling for parent-input quantity -Quantity did not correlate with quality-Parent-input quantity differed with SES, but parent-input quality did not

Discuss some of the factors that influence semantic development. For each, specify how a specific factor might affect a child's semantic development

Semantic development is an individual's learning and storage of the meaning of words; they need pronunciation, form, semantic context and may even have errors in semantics despite correct production/ use; they need an internal representation composed of phonological form, grammatical role, and conceptual meaning. There are three major tasks: Acquire a mental lexicon of roughly 60,000 words between infancy and adult; acquire new rods rapidly, and organic the mental lexicon in efficient semantic network. Semantic taxonomy differentiates words based on semantic roles.

Explain how a person may have a speech disorder, but excellent language skills

Speech is the voluntary and complex neuromotor behavior that humans use to share language. Language and speech are independent and can be intact without each other. You can have language without speech such as in locked in syndrome. The individual has little to speech but cognition and language are intact. Voluntary movements are not nonsense language of random sounds is not language; it is no shared or understand by others nor does it communicate.

Describe experiments and results of Thal & Flores (2001)?

Study 1 -21 typically developing two year olds -Test: Enactment of sentences -Sentences followed NVN, VNN, NNV patterns and varied animacy -Subjects did not use a word order strategy in preference to animacy nor did they prefer animacy strate or use a coalition of the two cues. -Subjects performed randomly. Study 2 -40 two and half year olds -Half had language delays. -23 typically developing controls -13 of them also participated in study 1 -Typically developing chose the first noun more frequently than late talkers Study 3 -35 three year old toddlers -Half as late talkers. -Children with late onset of expressive language skills but have age appropriate receptive skills use the same strategies as TD children at 3 years -The study supports both the Competition and Coalition Model-use a combo up til age 3 -Children understand word order at a young age and the understanding gets stronger with age. -Children with early expressive language delay are not necessarily at risk for atypical language development

An individual who has had a stroke may omit grammatical markers in his/her speech. How would language modularity proponents and critics explain this phenomenon

There is an emphasis on the organization of the cognitive infrastructure of the brain as comprising a series of highly specified modules, including modules of various aspects of language processing. Language is an innate capacity localized to domain-specific processes that are encapsulated in their functions from other processes. localized-modules composing the language system are separate by using a dedicated neural system, so if there is encaptualizaton- processes operate independently of one another and do not share info, language is developed in different areas-lexicon, syntax, morphology, driven forward by different types of input, so if different areas process independent to of another, one can function with impairment of another.

Explain the way in which the newborn appears to be "prewired" for communication?

Vision attains to best focus at about 8 inches, infants gaze at mother 70% of time eye contact is important newborns are exposed to sounds in utero, such as phonemes, syllables, phrases, and sentences- will have continuous synchronous movements optimal hearing is within the frequency range of the human voice- dixcriminate some parameters of voice and speech bias for listening for speech will saerch for the human voice and demonstarte plearus when finding the face that is that source and will have a reaction iwth wider eyes sleep-awake patterns of a caregiver and child provide shared periods for specific interactions such as feeding and dressing a newborn will stop crying and attend to its mother voice

What are some factors that influence a child's development of a phonemic inventory

Words that are onomatopoeic are easier; animal sounds; also common sound sequences are more frequent and easier to acquire, timing of development for specific phonemes is influenced by several factors: frequency of occurrence of the phoneme, number of words a child uses that contain a given phoneme, and the articulatory complexity of production of that phoneme. i.e. English speaking children master /z/ earlier than Arabic-speaking children because this phoneme occurs more frequently.

A young child calls a "kangaroo" a "mouse." What does this suggest about the organization of the child's semantic network

a mental lexicon comprising the store of word he/she understand sins organized according to connective ties among them; when there are semantic similarities, there is a stronger connection and slips of the tongue provide evidence for ties withing one's lexicon. When trying to access kangaroo, there is a preceding activation, and connections are also activated; may call a kangaroo a mouse because these two entries are stored closely and that lexical representation may be stronger than a kangaroo; the mouse interferes with the child's lexical access of kangaroo with may be fragile; but as it strengthens, naming accuracy improves and the entry is less vulnerable to retrieval failure.

What is gaze-coupling?

a turn-taking interaction of making and breaking eye contact-mutual gaze and some other activities; see how you interact manipulate etc,

What are the three areas of pragmatic development that emerge during early childhood and are fine-tuned throughout one's life

a. using language for different communication functions instrumental, regulatory, interactional, personal, heuristic, imaginative, informative; b. developing conversational skills-conversational scheme, initiation and establishment of topic, navigation of a series of contingent turns that maintain or shift topic;resolution and closure c. gaining sensitivity to extra-linguistic skills-register, posture, gesture, proximity, facial expression, eye contact, loudness, and pausing.

Discuss the relationship between poverty and the early vocabulary achievement gap as evident in research on lower-income North American children

children in orphanages who experience relatively little language input typically show depressed vocabularies; also for children reared in low-SES household; low-SES are exposed to fewer words; kindergartner's accumulated experience with words differed by more than 30 million words for children in low SES than in higher SES; one example is that parent's emotional resources, with compromises quality and frequency of parent's conversation;.; a strong negative relationship; fewer words, shorter utterances, and smaller variety of words, and less developed phonological skill; higher rates of maternal depression, lower levels of warmth, responsiveness, and sensitivity, do not have the access to the same medical care, do not take advantage of the lessons, summer camps, and stimulating learning materials and activities.

Explain the relationship between the number and types of words children hear in their environment and the size of their vocabulary. What features of a child's language-learning environment might influence the number and types of words a child hears

children's early lexicons comprise the first 50 or so word; they contains nominals 51%; specific nominals and action words 14 and 13%; modifiers 9%, personal 8% and . Semantic taxonomy differentiates word on the basis of their semantic roles- 1. specific nominals-specific object (14%) (frequent exposure but limited number). 2. general nominals- all members of a category those, cats (51%) (frequent number, frequent exposure) 3. Action words- specific actions, social-action games, and action inhibitors (13%) seen less frequently than nominals. 4. modifiers- properties and qualities (9%) (seen less frequently in early years) 5. Personal-social word- describe affective states and relationships yes.no, hi (8%) limited number but exposed often.

Explain some factors that explain why we see differences in the timing of a child's establishment of phonological representations and in their production of different phonemes

development of a full phonemic inventory occurs gradually as children make more and more fine-tuned distinctions among phonemes. generally they are sufficiently well developed by age 3 and provide for fully intelligible speech, when inventory is small they may express a single phoneme i.e. /d/ for /t/, /d/, /k/, and /g/; as they acquire early and then late, this production will change. a child may have an internal representation of the sh sound and perceives meaningful difference in minimal pairs; but production does not match internal representation because these phonological representations are more sophisticated than their expressive capabilities such as sh and th

What are the nature inspired theories; the nurture inspired

extreme nativist an individual's underlying language system is in place at birth and that children use this system to extract rules about their native language apart from other cognitive abilities; extreme nurture- infants arrive in the world as a "blank slate" with no innate language abilities; learned through experienced; not innate or genetically transmitted.

Define methods for studying language comprehension

for infants, can place a picture of infant's mother and father side by side and ask them to look at mommy or daddy,.

Explain the difference between a free morpheme and a bound morpheme, giving an example of each

free morphemes stand alone and can be words with clear semantic referents such as dream dog walk or grammatical word his the that; bound morphemes are suffixes and prefixes that have to be attached to another morpheme.

Explain how an infant uses phonotactic cues to parse the speech stream

infants become sensitive to the probability that certain sounds will occur both in general and in specific positions of syllables and words; gz, recognize the improbability that this sequence starts a word; and i the final positions, so they use the knowledge of these probabilities to segment a likely word boundary following the sequence. This knowledgeof phonotactic probailties and improbablityes is an importat tool for inat to use a segment voel words out of a contious stream of speech

List some evidence that language learning requires social context?

infants will exhibit a social smile to a face or an oval with two eyes an infnat will have a boredom with other visual stimuli when seeng familar faces cooing increases and is easily sitmlated by attention and speech more likely to initiate vocalizaitons when theirmothers are vocaling and make extensive use of smiles, head movement, and gestures. protoconversations of turn taking, patterns of burst with pauses, and infant vocalizaiton

Discuss why calculating the mean number of morphemes per utterance

provides a simple proxy for estimating the syntactic complexity of children's utterances, at least in the first five years of development, It is quick and simple, no formal measurement, at least in the first 5 years

What is the difference between speech perception and auditory perception

speech perception is how brain processes speech and language. Auditory perception is a more general term describing how the brain processes any and all auditory info. Speech perception is a speech process and takes place in the left temporal lobe.

Explain how a child develops an internal representation of a word when he/she hears it for the first time

the initial exposure- the child may have a general understanding of its meaning and may even begin to express the word, not always correctly- the knowledge of the word is in a fragile state and there are errors in understanding and the use will likely occur; thee factors are involved: concept represented by the word, need to learn if it an action, i.e. think and know are mental states and are abstract while apple and cup have a high imageability; 2. phonological form of the word learn to pronounce. Onomatopoeic words are more transparent, also those with common sound sequences 3. contextual conditions at initial exposure- vary considerably according to the contextual conditions; children draw on many sources of contextual information to develop and refine their internal representations of novel words; such as grammar of the utterance, this is a vent, I dropped by ring into the vent; lead in- focus; or follow in- label which has the child's attention. also ostentive word-learning contexts and nonostentive word-learning contexts.

Explain the relationship between theory and science

theory is a descriptive statement or principle devised to explain a group of facts or phenomena; a claim that is repeatedly tested with an array of scientific method. Science is a process of generating and testing theories and can be considered the final appeal for the viability of a scientific hypotheses; scientific method is used to examine the adequacy of theories and how and why language development and to generate new theories; the goal of science is to generate cumulative knowledge by building on, refining, and occasionally relating theoretical understanding. Theories provide the foundation for scientific studies and the outcomes of scientific studies help experts refine and replace theories with time.

Describe two ways a researcher can assess an older child's language comprehension

try to estimate what they understand, can use pointing as a measure, present a child with a word or sentence and ask the child to select form an array of pictures that match word or sentence or ask them to act out a scene of sentences- the dog is pulling the cat's tail.

Explain why we are interested in building our knowledge of language development both theoretically and practically

we need an informative understanding of language and improved understanding of language. Applied testing language development in context and and we need to improve effectiveness and have evidence based practice. We make an effort to understand theories because it isn't always transparent and we need to understand if theory offers support to guide practice. Research has application in ESL prevention, intervention, and remediation for example

What major achievements in language form characterize infancy?

• When infants begin to use true words, they generally utter these words in isolation for several months before they begin to combine words to make short phrases • Comprehending sounds not word-s at most in isolation 2 words

What is medium?

(spoken and/or written, manual)

What is lexical organization

Category members, superordinate and subordinate terms...

What is DDS

Developmental Sentence Score (DSS; Lee, 1974)

What does bates call the pre-intentional stage?

Elocutionary.

What is focused attention?

Gazing or pointing

What does context include when selecting goals?

Home versus clinic, Play versus structured

What is the relationship between form, content, and use?

Should intertwine but may develop inconsistently.

What are the two Expression of Semantic Relations (Brown, 1973)?

Two-term relations and three-term relations.

What frequency of communicative acts is indicative of a more severe concern?

Fewer than 10 acts in a 15-minute period

What is the benefit of standardized forms for interviews?

Help structure interview and use of questionnaires to gain parent report.

What is an example of a possessor plus entity?

My ball

Describe new function?

requesting information. Use "old" (mastered) forms = two word locative phrases

What do you think of when choosing words to target?

think of those that could fulfill a range of communicative functions, e.g.,

What do RE/PMT strategies do? ?

• Create enabling contexts

What do we ask ourselves when updating intervention goals?

• Have we set good, achievable short term goals • Move to the next area

Give an example of actions that the child initiates?

• Reaching up, request for action

What are the considerations of timing?

NL stimuli must correspond to what is being said, such as that they match and what's happening at that time.

What is the assessment 9-18 month developmental level?

- Must determine presence of intentional communicative acts - Note frequency, type, and communicative function - Observe development of play

Who do we compare LD children to?

"...similar developmental level"; a chronological age match or cognitive age-match

What is Ochsner, 2003's definition of Evidence based practice?

"...use of current best research results in making decisions about the care of individual clients"

What is Paul and Norbury's definition of LD?

"Children can be described as having language disorders if they have a significant deficit in learning to talk, understand, or use any aspect of language appropriately, relative to both environmental and norm-referenced expectations for children of similar developmental level."

What is Bashir 1989's definition of LD?

"Language Disorders is a term that represents a heterogenous group of either developmental or acquired disabilities principally characterized by deficits in comprehension, production, and/or use of language. Language disorders are chronic and may persist across the lifetime of the individual. The symptoms, manifestations, effects, and severity of the problems change over time. The changes occur as a consequence of context, content, and learning tasks."

Describe the first report of SLI?

"There are many children...who do not speak to the same degree as other children although they understand well or are far from being idiotic. In these cases the trouble lies not in the vocal organs...and still less in the apathetic state of the subject..." (Gall, 1822, as cited in Leonard, 1998)

What are the four important characteristics of contemporary ABA

"control" of interaction is either shared or child-directed Child chooses context of communicative exchange Interactions more natural, loosely structured Greater focus on facilitating spontaneous interaction and communication

What is Paul's definition of zone of proximal development?

"distance between a child's current level of independent functioning and potential level of performance" (Paul, p. 71)

What are suggestions for pragmatic/ objective balance

"some activities should be devoid of pragmatic content to focus attention on the linguistic objectives" (Paul, 2001, p. 357)

What do you look for in infant readiness for communication?

"turning in", "coming out", "reciprocity"

Define Culture?

"ways of thinking, talking, understanding, and relating to others that are characteristic of groups of people with a shared history" (p. 166)

What defines the pre-intentional stage?

(1-8 mo.) infant has not yet developed cognitive skills to represent ideas and act on goals

What are the chromosomal syndromes and how are they ID?

(Down Syndrome, Fragile X); Identified through genetic testing; have known language impairments

What is advised in parent-child interactions in the NICU?

(Talking to baby, parentese, engaging child to degree of removing from wires), kangaroo care

What are some terms for SLI?

Secondary/non-specific LI; Developmental language disorders; sometimes acquired LI

How do you establish language dominance?

Via observation and using structured questionnaires.

What are Proto-Imperatives?

(communication for behavior regulation) are typically targeted first, and are easier to elicit (requests, protests)

What are Proto-Declaratives?

(communication for social interaction, joint attention) occur less frequently in children with disabilities.

What is domain(s) of language?

(content, form, and/or use)

What are general requests?

(e.g., tell me) Rather than what do you want, what should you do

Describe differentiating structure in strategies to facilitate change?

(facilitation; support; scaffolding) What kind of support? Scaffolding: hierarchal prompts; i.e. most: expecting child to fill in one word; lower scaffolding, provide a model, least would be no direct support at all

What is Stage 3A of reading development?

(grades 4-6, ages 9-11): read about conventional knowledge of the world Able to read works of typical adult length, but not same level of reading difficulty as adults

What is Stage 3B of reading development?

(grades 7-8 or 9, ages 12-14): read on a general adult level

How do you use Processing-dependent tasks to assess CLD clients?

(memory tasks, digit span, working memory tasks, nonword repetition)Tasks that are more tapping the underlying memory and not language, non word- novel less language

Describe action relational semantics?

- Center on action but not true action verbs; protoverbs - Up and do, not necessarily kicking, eating, playing, in and out, baby up, not lift baby up

Describe language characteristics of children with ASD in use?

(primary deficits) • Limited range of communicative functions • Even during infancy- see mostly communication for need based functions; in opposition to social functions. • Difficulties with : eye gaze, joint attention, conversation skills, gestural communication • Initiating and maintaining eye gaze; • Echolalia, perseveration, asocial monologues • Echoing without meaning, stuck on a verbal utterance and repeating, perseverate play or action as well; asocial- interests them but no social aspect; do not follow nonverbal cues that their listener is not interested.

Describe differentiating structure in context?

(setting, interactants, materials...) What activities: less structured; wasy materials are set up; sitting 1:1 at table is more structure than playing in home setting

How are we Increasing vocalizations in prelinguistic communicators?

- Chart of expected vocal behavior 9-18 - Variegated babble, jargon, vocalization with intonation, word approximations, true one word productions

What are two components of imitation training

Antecedent stimulus before child responses Consequent reinforcement contingent on correct production of the target

What are the parts of the evaluation of feeding history and current status?

- Chart review - Prefeeding assessment - Direct observation of feeding behaviors - Assessment of food preferences -Instrumental assessments

How do we infer intentional communication?

- Child's behavior is directed towards the adult - Child's behavior influences the adult behavior (request or protest) - , focus of attention, or knowledge (in terms of learning what child is seeing or interested in) - Child persists in attempts to convey the message (point and gaze and don't respond, may persist by repeating or vocalizing).

What are thematic roles?

*Sat Good Luck • Semantic roles: how and what variety • Agent: entity that performs the action • Theme: entity undergoing an action or movement • Source: starting point for movement • Goal: ending point for movement • Location: place where an action occurs

What are verb production expectations compared to production by 50% of children?

- 10 common verbs by 21 months - 37 common verbs by 24 months

What is the number of consonants correctly produced (Bleile, 2004) at 18 and 24 mos.?

- 18 mos.: 6 initial, 1 final - 24 mos.: 11 initial, 6 final

What is the commonly accepted criteria for low performance?

- 2 measures of language performance - Standard score cutoff < 80 on each measure - -1.25 standard deviations from the mean - 10th percentile - Compare to reported 8% prevalence for LI in kindergarten (Tomblin, Records, & Zhang, 1996)

What are verb production expectations compared to production by 75% of children?

- 3 common verbs by 24 months - 28 common verbs by 27 months

What are the vocabulary expectations compared to the 10th percentile?

- 50 words by 24 months (low end) - 300 words by 30 months

How do you target receptive language with indirect language stimulation?

- Adult follows the child's lead and attentional focus - Responds contingently to the child (responding to and talking about what child is doing) - Consequent facilitation strategies: linguistic mapping, recasting/extensions, repetitions, expansions

Describe possession relational semantics?

- Associates object with person - My ball, mommy hat

What are the two Adult prompts the child?

- Attention focus - To say or do something

What is communication Social Interaction?

- Attract or maintain attention to oneself, showing off standing up or clap for themselves

What are some standardized forms for interviews?

- Bates-MacArthur CDI - Children's Communication Checklist-2 - CSBS Infant Toddler Checklist -checklists that look at pragmatic skills; play skills, language related cognitive skills, - Vineland Adaptive Behavior Scales - II- functional behaviors, feeding, dressing, toileting- can be helpful in determining overall cognitive level or functional impact

What are two standardized measures to assess child behavior and development?

- Bayley Scales of Infant Development - Mullen Scales of Early Learning

What communicative acts do you code when finding frequency of communicative acts?

- Behavior must be directed to adult (via eye gaze preferable) - Influence adults behavior/attention/knowledge - Child must be persistent

What are the two naturalistic response modes?

- Behavioral compliance (12 month) • Perform or show, give me the baby - Answering questions (24 month) • Wh questions

Describe naturalistic response modes?

- Behavioral compliance (12 months) but the ball in the cup etc. - Answering questions (24 months) wh questions,

Describe how the language profile of children with cochlear implants is highly dependent upon time of implantation?

- Between 2-5 years speech/language skills accelerate to meet typical peers, with some gaps evident - Earlier the implantation, the fewer the gaps. - More advanced language skills may continue to be impaired: word order, intelligibility, fluent conversation, etc. - May be subtle, persistent articulation problems, working memory,

What is the cause and incidence of Behavioral/Socioemotional Disorders?

- Both biological and environmental etiologies - High co-incidence of LI (up to 70% of children with BD also had clinically significant LI) - Include conduct/oppositional disorders, ADHD, anxiety and affective disorders, selective mutism...

What role does Social Support play in the Hanen program?

- By SLP and other parents in group training sessions

What are characteristics of Native American Dialects in Morphosyntax?

- Carry over rules from tribal language (opposite markers, possessive markers)

What are possible confounding variables?

- Comprehension biases- have certain biases, ie object into container. - Use of context to interpret an utterance- saying clean up when everyone else is or gesture - Non-target aspects of linguistic stimuli- in a given sentence, you want to think about what you are interested in- things like surrounding words and vocabulary, length of utterance, shorter utterance

What are lexical goals in prelinguistic communicators?

- Comprehension of words - Production of first words

What is an Ethnographic Assessment?

- Considers sociocultural context of communication - Participant observation - Audio/video recorded data - Open-ended interviews

What are characteristics of Native American Dialects in Pragmatics?

- Cultural norms regarding who may be addressed by whom, what may be discussed - Silence - Greetings - Tempo/fluidity - Timing of questions, interruptions - Narrative style - What are Asian American Culture and Communication based on? - great variety of native languages and cultural experiences based on: - Geography (China, Japan, Korea, India, Vietnam, Thailand, Pacific Islands, etc.) - Religion (Buddhism, Christianity, Confucianism, Hinduism, Islam, Shinto, Taoism...) - Urban vs Rural backgrounds

What are the types of gestures?

- Deictic - Representational - Contact without object

What gestures do you target when developing pay and gesture?

- Deictic gestures • Conventional, pointing showing, giving, waving. - Representational gestures • More iconic, pretending to eat, flapping wings like a bird, phone

Describe location relational semantics?

- Describe direction/spatial relationships. Dynamic vs. static - Dynamic: moving to or from a location - Static- where something is in space

What is Relational Analyses?

- Describes child's production in relation to the adult standard - Focuses on error processes: what the child does not do, or what the child does in place of the target.

Describe conversation/Presupposition in first words?

- Do not expect them to have presupposition skills (understanding listener's needs and what information you need to provide) should be able to use first words to take simple turns and initiate topics by pointing out items of interest

What are the considerations for Augmentative/alternative modalities?

- Do they comprehend but not produce; Or do they have neither comprehension nor production, if neither probe within play i.e. prepositions: in and on cant follow directions to do in play, wouldn't expect them to produce. - Choice of symbols, choice of interface, and client's communication partners.

What are two ways to use script therapy?

- Embed therapy within the context of a familiar routine - Elicit responses

What is Script Therapy?

- Embedding target within familiar routines, play activiy around feeding a baby, baby eating, drink, repetitive script then violate to promote response, normally give baby food with spoon, get pencil and hopping child uses some vocabulary to fill in what is missing or wrong

What are the pragmatic goals for prelinguistic communicators?

- Emergence of intentional communication - Increased frequency of communicative acts - Use of specific gestures & vocalizations to communicate

What do we do with Tube feeding?

- Encourage sucking reflex during tube feedings - Provide oral stimulation

Describe repetitive routines to develop anticipatory sets?

- Environment, itsy bitsy spider routine or social interactive routines, develop and wait for child to indicate they want more or fill in etc. - Play routines like mixing and pouring and hold back and wait- like script therapy, do it and violate it - Can build communicative scripts around daily routines - i.e. yogurt and need spoon so you give them yogurt no spoon

What do you assess in Intentionality/Communicative Acts in the prelinguistic stage?

- Essentially forms of comm. That meet some intentional function

What does working on proto-declaratives require?

- Establish positive relationship with the child • Need to be motivated by interaction. - Introduce novel events/objects (within familiar routines) to encourage comments - Teach to gain attention • Call a name, point or gesture or words to label or comment.

What are Lahey's Phase 1 & 2 content categories (10)?

- Existence - Nonexistence - Disappearance - Rejection - Denial - Recurrence - Attribution - Possession - Action - Locative action

What are Relational words expressing in the initial lexicon?

- Existence (noting presence), recurrence, nonexistence, disappearance - Actions on objects (throw, eat, push) - Actions involving locations (up, down, put in, take, here) - Attributes (big, little, dirty, hot, cold)

Describe Language Profile Hg Impairment in content?

- Express typical range of semantic relations, at slower rate; some difficulties w/figurative language in SPOKEN communication - With use of spoken language and with appropriate semantic development, will still have difficulty associating words with nonliteral

What are High vs. Low structure (3 aspects)?

- Extent to which clinician controls the activity, Degree to which child responding is required, Degree to which the child's response is constrained

Describe the Language Profile in DS in literacy?

- Extremely variable - Often fits profile of "poor comprehenders" - Once they can decode a text, will still have difficulty comprehending - Once they reach the plateau, they will still be making progress -

What are the signs to help predict those who will have persistent delays/disordered development?

- Family history of speech/language problems - Limited phonetic repertoire/phonotactic - Frequent deletion of initial/final consonants - Vowel errors - Atypical error patterns - Decreased symbolic play skills

What does management of pre-intentional focus on?

- Feeding development - Vocal development - Overall behavior and development - Parent-Child Interactions

What might SLPs consult on in the management plan for the NICU?

- Feeding/oral motor development - Hearing conservation/aural habilitation - Infant behavior/development - Parent-child interaction

What are the characteristics of Fragile X?

- IQ range from low normal to severely impaired - Physical features become apparent later in development - Bigger ears, longer face (3, 4, 5) - Hypotonia, otitis media, behavioral problems common - Higher incidence of attention and self regulation difficulties, hyperactivity may fit a profile of ADHD, sensory motor activities, integrating sensory information - Higher incidence of autism diagnosis in this population, some meet the criteria - Known as the largest known genetic cause of ASD but perhaps kids with fragile x look like kids with autism

Describe how dynamic assessment outcomes are helpful for intervention planning?

- Identification of error patterns, self-monitoring abilities - Whether behavior is responsive to interventions - Identification of successful intervention styles/methods

When do you provide opportunities to produce a specific form?

- If not produced - If limited tokens were produced • Using a particular words - If limited types were produced • Ie few adjectives

Describe coordination of single words and gestures first words?

- Improve intelligibility

What should feeding evaluation of infants in the NICU focus on?

- Infant behavior/state during feeding (calm and alert) - Effects of environmental stimuli on feeding (cant be over stimulated easily startled) - Vocalization/airway noises during feeding (raspy noises) - Reflex patterns

What are the areas to address at the emerging language stage (if impaired)?

- Intentional Communication - Gesture/Play - Comprehension - Production of Words/Word Combinations - Phonology

What are important rules for developing phonological skills?

- Introduce new targets in developmental order - Any new consonant/syllable shape should be rewarded, even if it was not the target - No regard to sound substitutions/ "errors" at this stage - OR, could choose phonemes/syllable shapes to target within play-based activities (e.g., "ba" for "ball" if targeting bilabials or CV syllables, "go" if targeting velars, etc) within core vocab.

What are two parent report instruments?

- Language Development Survey (Rescorla, 1989) - Communicative Development Inventory (Fenson et al., 1993) • MacArthur CDI

What is the Language Profile in VI for content?

- Late acquisition of vocabulary - Meanings more limited - Semantic relations similar to TLD; less likely to describe, more likely to talk about own actions and past events

Describe Language Content(Semantics) in SLI?

- Late milestones - Limitations in verb learning & use - Not as good at fast mapping - Reported to catch up by age 3-4; but also reports of smaller vocabularies for school-age children - Use more general words instead of the right word - Word finding deficits

What are the most important Factors to consider when establishing language dominance?

- Length of time in mainstream culture - Current exposure to native language vs mainstream language - Current proficiency in each

Define maternal substance abuse in terms of negative effects on the caregiving environment?

- Limited/impoverished input - Limited reciprocity - Joint referencing, joint attention etc.

How do you elicit a representative language sample (Miller, 1991)?

- Listen - Be patient - Follow the child's lead - Don't ask dumb questions - Consider the child's perspective

What are the syntax Indicators of LI at Emerging Language Stages?

- Low proportion of word combinations - les than 50% - Few or no [subject+verb] combinations- decent sized vocab but without verbs, cannot produce sentences

How do you move towards the middle of the continuum?

- Make drill/CD therapy more natural/embedded - Structure opportunities/activities to promote a specific response during CC therapy

What are the prenatal factors?

- Maternal substance abuse - Exposure to toxins - In utero infections

What do you focus on when treating children with severe disabilities functioning at the emerging language stage?

- Maximize effectiveness of communicative forms/means - Provide opportunities to expand communication skills - Modify environment to maximize responsiveness

What are the characteristics of TBI?

- May be specific to language, problems persisting in word-finding, comprehension deficits, paraphasic errors - More commonly, LI is secondary to cognitive impairment (esp. in executive functions). Language FORM preserved, primary deficits in CONTENT and USE.

What if we find comprehension to be intact?

- May have a late talker, if both than a disorder

List the characteristics of down syndrome?

- Mild to moderate ID - Ie range of 40-70 - Hypotonia - In the whole body - Brachycephaly (characteristic face) - Heart and respiratory problems - Ear anomalies - Oral motor difficulties-macroglossia - Deficits in speech, language, hearing

How do you achieve stabilization, prevent/minimize secondary conditions in the NICU?

- Monitor noise levels - Foster awareness of ototoxic meds, laryngeal damage from endotracheal tubes - Alleviate sensory overstimulation - Encourage parents to interact with, hold, touch baby - Help parents recognize and interpret baby's signals - Educate staff and families about Early Intervention

What are the language use in ID?

- More difficulty using and learning language forms in socially appropriate contexts - Pragmatic functioning related to overall cognitive level - Difficulty seeking clarification in conversation, using questions to gain information, being assertive

What are the team efforts for managing child development?

- Multidisciplinary • Team each have there one goals and working separately - Interdisciplinary • Work together more/ carry over - Transdisciplinary • Much more overlap, created in conjunction with other professionals i.e. goal on IFSP child will use vocalization + gesture to request, and even OT would work on

How do you build generalization training into therapy (7 ways)?

- Multiple exemplars of targets - Sequential modification - Use materials similar to things used in natural environment - Use intermittent/delayed reinforcement, relatively random - Introduce distracter items - Encourage self-monitoring - Utilize peer models

Describe Language Use (Pragmatics) in SLI?

- On time achievement of intentionality & range of functions - Reliance on non-linguistic means to communicate - Less interactive than age peers but comparable to comprehension-matched children - Language skill limits the pragmatic skill; rather than basing pragmatics on chronological age, you look at a comprehension matched peer. - Discourse deficits relate to syntactic limitations - Secondary behavioral & social interaction deficits

What are some features of Asian Dialects of English in Phonology?

- Open vs. closed syllables (Japanese) - /r/, /l/ confusion - Any time there is no category for phoneme in native language. - Consonant blends rare - Misplaced stress, intonation

How do we assess play?

- Parent report or during observation - Pretending - Thematically related actions involving self & others

How do you assess in the emerging language stage?

- Parent report or guided observation - Observation - Language sampling - Non-standardized probes

What role does Early Language Intervention in the Hanen program?

- Parents learn strategies for language facilitation • Can be done in groups

What is Vertical Structuring?

- Particular form of expansion: less naturalistic because you are trying to elicit form; when child produces utterance, then you expand it - May use pictures, then expand it

Describe the Language Profile in Fragile X in form?

- Phonological errors, poor intelligibility, dyspraxic characteristics - Problems with motor planning - Difficulty sequencing sounds - Syntax delayed but consistent with MA

What is the SLP's role in managing child development?

- Place all intervention activities within a communicative context • Work with team to make sure they are placing activities - Emphasize affective communication as basis for child development • Social emotional component, relatedness to caregivers and communicators, eye gaze, intentional comm.

Providing guidance on what four ways do you facilitate transition to solids?

- Positioning - Feeding technique - Food choice (texture, flavor, temperature) - Biting/chewing skills, cup drinking

What are the techniques to facilitate oral feeding?

- Positioning - Jaw stabilization - Negative resistance - Specialized feeding equipment - Modifying temperature/consistency - Oral stimulation during feeding - Nonfeeding oral stimulation

What are the expectations sentence production by 26 months (Klee et al., 2002)?

- Production of [subject+verb] utterances - Production of [subject+verb+object] utterances - Productivity for [subject+verb] combinations by 30 months (Hadley, 1999; 2006)

List language characteristics in FAS/FAE (5)?

- Prone to otitis media - Degree of communication impairment linked to cognitive level - Delayed development of language FORM - Deficits in memory, attention, cognitive skills affect language learning - Poor social skills (FAE: fetal alcohol effects more minor)

What are the range of communicative functions according to Bates (1976)?

- Proto-imperatives • Requests for objects • Requests for action • Rejections or protests - Proto-Declaratives • Commenting

What do you assess when assessing communicative intention?

- Range of communicative functions - Communicative means - Frequency of communication

Which modality(ies) are involved in SLI?

- Receptive expressive - Spoken written - Not as interested in etiology, diagnosis is considered etiology of disorder

How do you educate parents regarding infant states?

- Recognize when baby is ready for interaction, facilitate communication - Identify signs of stress, disorganization • Grimacing, body movements- indicate they need to be soothed and brought back

What are the pragmatic Indicators of LI at Emerging Language Stages?

- Reduced frequency of intentional communication - Communicative means not at age expectations - Limited range of pragmatic functions

What is the progression of vocal development for speech?

- Reduplicated babble - Variegated babble - Jargon - Phonetically consistent forms - Word approximations move child to next (emerging language) stage

Describe modifying pragmatic considerations?

- Set up opportunities to respond in a pragmatic way - Ie acceptable to provide one word answer - i.e. where are you going; home- that is pragmatically appropriate don't need to say I am going home

Describe Older Prelinguistic Clients?

- Severely impaired children may be older but functioning at prelinguistic levels - autism, severe IQ impairment - Nonspeaking does NOT mean non- or pre-linguistic - Rather, children who function cognitively within first 2 years of development - Include assessment of hearing

What are the vocabulary Indicators of LI at Emerging Language Stages?

- Small vocabulary - Small verb vocabulary - Non-comprehension of nouns & verbs on probes

What are Dale's stages of vocabulary knowledge development?

- Stage 1: blank state no knowledge of a word - Stage 2: emergent knowledge (through fast mapping usually) - Stage 3: contextual knowledge - Stage 4: full knowledge

What are the two additional Phase 3 content categories according to lahey?

- State - Internal state, hungry, tired or state of object, hot - Locative state - On table and the object was on table opposed to moving the object to the locative

What is TIPS?

- T: take turns - I : imitate - P: point things out • Leads to joint attention - S: set the stage • Set environment to promote comm.

What happens in feeding and oral motor development by 6 months?

- TD infants will demonstrate readiness for solids - Integrating tongue/jaw movements for "munching" - Cereals

Describe Language Form (Phonology) In SLI?

- True in preschool years but children with SLI will have persistent - Reduced intelligibility - Phonological development lags behind vocabulary development - Limited phonetic/phonemic inventory - Difficulty mastering sounds - Limited phonotactic inventory - (allowable combinations of sounds and into word forms.) - Fewer syllable shapes - Late onset for CVC & multisyllabic words - Open syllables for a longer period of time -

What are the considerations when assessing Hg impaired?

- Unaided audiogram (baseline) - Functioning with amplification - Type of amplification - Age of onset, age of amplification - Ie very young newborn or period of normal hearing then an event; - Multiple handicaps? - Often a part of constellation of other problems as a part of a syndrome, are there additional or is it isolated?

How do you involve family in assessment of prelinguistic children during intake?

- Understand family's concerns and priorities - Determine how family views the child's condition within context of family values, structures, and routines (may be culturally bound)

Describe the Language Profile in DS in form?

- Unintelligibility - Part morphoric part phonological - Syntactic production lags behind comprehension - More expressive difficulties than other types of nonspecific ID - Rate of acquisition variable

How do you involve family in assessment of prelinguistic children during assessment?

- Use information provided by family to understand client's abilities - Emphasize client's and family's abilities and (great deal of) potential - Promote consensus about nature of client's and family's needs - Provide information so family can make informed decisions

What are differences between AAVE and SAE in Pragmatic?

- Use of silence - Indirect vs direct eye contact - Wit/sarcasm - Interruption - Dynamic conversation - Narrative style •

How do you help modify the environment and develop support systems?

- Utilizing visual support - Think about arranging environment so the things that want or need is visual - Picture system indicates they are hungry and chose from food that they like.

What structures do you probe for while assess comprehension?

- Verb comprehension (12-18 months) • Not only labels, but also verbs and action- show me playing, - Unpredictable action-object relations (18-24 mos.) • Certain action-object relations are predictable such as throwing a ball, so would ask them something unpredicted like roll cup - Probable agent-action-object (24-36 mos.) • Baby eat apple

What are some features of Asian Dialects of English in Morphosyntax?

- Verb marking - Nouns/pronouns - Negatives - Questions

How are communicative acts performed?

- Via eye gaze - Movement toward a person, touching a person - Can be vocal/verbal or gestural

Describe how evaluating external evidence (Dollaghan, 2004)?

- View expert opinions with skepticism - All research is not equal - Be critical about quality of evidence

What do you assess in the emerging language stage?

- Vocabulary - Phonology - Utterance meanings (content categories) - Word combinations (beginning syntax)

What do you assess in the emerging language stage for production?

- Vocabulary - Utterance meanings - Word combinations

What do you assess in the emerging language stage for comprehension?

- Vocabulary - Word combinations

Describe language content in ID?

- Vocabulary learning easier than morphosyntax - More concrete/literal word meanings - Adjectives and adverbs used less frequently, words with concrete meanings used more often

Describe the Language Profile in DS in content?

- Vocabulary less impaired; catches up with MA - Be at cognitive levels

What are the two types of analyses?

- Vocabulary size (total number of words; number of different words) - Word type categories for vocabulary size up to 50 words (Benedict, 1979; Nelson, 1973)

What are behaviors that facilitate communication during book sharing?

- Waiting for child to initiate interest - Being face-to-face - Asking questions - Verbally inviting children to interact - Labeling and talking about pictures - Taking turns, labeling and looking at them

Describe social function of single-word utterances in first words?

- What communicative functions do they serve

What does a functional behavior assessment answer and what do you do?

- What purpose does behavior serve • Look at antecedent behavior consequence chart • Record every time a tantrum happened, what happened before and after -escaping function, always something after to reinforce tantrum

What does the phonetic inventory chart show?

- Which sounds the child produces • Regardless of whether it is used correctly - Which sounds are missing from the child's inventory • Identifies Inventory Constraints - Which place and manner classes the child did and did not produce - Whether the child produced voicing contrasts within place/manner classes

Name and describe three standard scores?

- Z-score-number of standard deviations from the mean ss=85, z =-1 - T-score- 50 +_ 10 - Scaled Score- scores that are derived for individual substests- rather than a scaled score of 100, they will have a mean of 10 +_3

What is Independent Analyses?

- a.k.a. "Inventory Analyses" - Describes child's production regardless of accuracy - Focuses on what the child DOES without reference to adult standard

What are the three ways of Constituent expansion within 2-term relations?

- action+[demonstrative+entity] - action+[possessor+entity} - action+[attribute+entity]

What are the three ways of combining 2-term action relations?

- agent+action+object - agent+action+locative - action+object+locative

Describe facilitation?

- influencing the rate of development (but not changing the outcome) - Some cases providing facilitation to help catch up

What are is an example of objects the child can act on?

• Something child can manipulate will be more meaningful

What is a neuron?

-Brain cells that have connections to other neurons through the dendrites and synapses -we have more at birth

What should models specify?

-Cause environment vs. neurological -Characteristics specifically; will help to conceptualize how it differs from TLD or cognitive impairment -Impact -how does it impact the individual -Environmental influences

What is neural plasticity?

-Children recover far better than adults do from brain injury. -One source of plasticity comes from redundancy in children's neural architecture.

Describe the "still face" experiment?

-Dr. Tronick -Process of disconnect and reconnect is positive, when they reconnect, they create something new; enjoy emotional connection. If you don't provide it, they get stressed.

Describe the LI of Visually impaired individuals?

-Generally not as negative an impact on language skills as hearing impairment - However, risks for language disorder have been identified. - May also be a part of a profile of language disabilities or a part of a syndrome

What are services a monolingual SLP can provide?

-In-service training - Consultation - Diagnostic services - Training paraprofessionals to deliver services

Describe language skills in ADHD?

-Lack of objective criteria for identification; can be difficulty to discern in children with LI - Primary deficits in executive functions and working memory affect language learning and use - Difficulty attending to/following directions, comprehending narratives, planning/organizing language structures, maintaining topic, "reading" social cues

Describe 3 group research design?

-SLI group, Age-matched (AM) control group, Language-matched (LM) control group -Evidence of Delay = same performance as LM -Evidence of Deviance = different performance than LM

What is fast-mapping?

-The act of learning a new concept after limited exposure more likely to understand but less likely to use it. -Stronger comprehension but lacks automaticity in production. -A "first step", tentative meeting that needs to be refined in subsequent learning for retrieval or expressive ability -The larger a child's lexicon, the better fast-mapping;

What is the Cerebral cortex

-The important structure for language processing -high level functions -planning processing

Describe Fleischman & Roy (2005) Methods and Results?

-There was one expert (gave novice verbal instructions) and one novice (moved the character accordingly) for each round. -A virtual videogame world was created to follow the instructions of the expert. -Model had to then pick up meaning of the words from the expert's speech and novice's actions utilizing algorithms an different procedures that are imputed -The computer model followed the human language development learning nouns before verbs. Illustrates inference and ambiguity have effect on why verbs come after nouns. -This finding had nothing to do with frequency of each type of words used. (at first they are comparable then there is a huge jump in nouns).

What is dichotic listening?

-When two sounds/ words are presented concurrently and you report which word you hear. -Language is predominantly processed in left hemisphere, but variety is seen -Majority people have right ear advantage which is associated with right handedness and left hemisphere advantage -For CAPD, you do ear and, Central Auditory Processing Disorders, they do not have a right ear advantage, it is less salient -May have a left ear advantage or +1 or 2 in comparison to normal 12 year old with +4

What are hemispheric differences of left?

-Where syntax is primarily processed. -Further locations of specialization, such as Broca's area and Wernicke's areas. -Patients who have had their left hemispheres removed retain most of their competence in semantics and pragmatics, but are severely impaired in syntax and phonology. -Five components: Syntax, phonology, semantics-most accurate answer is we don't know; relatively , morphosyntax -ERP and FMRI studies have shown that young infants show greater left hemispheric activation when presented with speech

What dimensions should you assess in an observational method?

-Will tend to differ across cultures - Conversational partners - Mode of communication -Verbal and nonverbal cues, silence, eye gaze - Conversational duration - Amount of talking - Conversational structure - Topics - Adult talk to children - Speech acts - Social beliefs

What are the difficulties seen in CAS?

-With morphological development, production of longer/more complex utterances - Deficits in sequencing- phonemes into words, words into sentences; or two problems going on one motor and one language based. - Can become intelligible but see persistent deficits in language.

Describe when developmental level may influence service eligibility?

-based largely on cognitive age

How do you prioritize goals?

-essentially to do with zone of proximal development - Forms and functions used in 10-50% of obligatory contexts - Forms and functions used in 1-10% of contexts - Forms and functions used in 50-90% of contexts, forms client does not use at all (and does not demonstrate understanding of (0%))

What is category formation?

-group items and event according to perceptual and conceptual features -superordinate- highest level -subordinate--lowest level basic level- center of a category hierarchy such as chair- first category to have Perceptual categories are formed based off of appearance conceptual- what something is

Describe the relationship between neuronal changes and language stimulation?

-more synaptic connections are formed -this process is called synaptogenesis -driven by sensory and motor experiences after birth and occurs most rapidly in the first year of life by end, infant's brain contains appr. twice as many synaptic connections as an adults -experience-expectant plasticity- changes in brain structure as relsult of vision, hearing and language during sensitive period.

What are the stages of gesture development?

-showing, giving, pointing, requesting -inital is protoimperative- request and then protodelcarlative-maintaining joint or shared attention

What is kangaroo care?

-skin to skin contact 30 minutes per day - Infant must be medically stable • Studies have shown KC is associated with shorter hospital stays, faster movement towards oral feeding, and increased milk production

Describe induction?

-triggering acquisition that would not occur without therapy (changing the outcome) - A case in which they would have caught up on their own or if you are changing the outcome that they may not have got on their own

Describe intentionality (chart)

...

What is phonological synthesis

/k/ what is the first sound in cat

What three questions should one use to consider whether a theory of language development should be considered adequate; why is each one important

1. What do infants bring to the task of language learning (nurture vs. nature); 2. what mechanisms drive language acquisition? some propose the process people use to learn are domain specific and other that they are domain general such as solving problems and perceiving objects, modularity is a theoretical account of how the brain is organized for various cognitive processes; 3. what types of input support the language system some theorist suggest that increasing knowledge of social conventions and a child's desire to interact with others are the most important support for language development.

Someone yells "Fire!" describe the four acoustic events involved in the transmission and reception of this speech

1. creation of sound source-create disturbance/ vibrations to the surrounding air particles. 2. Vibration of air particles- sound is a movement of air particles, the air particles are put in motion by the sound source and they move back and forth. Frequency is how fast they move back and forth, intensity is how far apart they are. 3. Reception by the ear: ear is specially designed to Chanel info, carried by air particles, the outer channels sound, middle transfers to cochlea and auditory nerve to auditory centers. 4. comprehension by the brain: left hemisphere auditory center, transfers, processes, and responds.

What are early vocalizations?

1. reflexive (0-2 months) 2. Control of phonation (1-4 mo) cooing 3. Expansion (3-8 mo) marginal babbling- consonant-like and vowl-like wounds 4. Basic canonical syllables (5-10 mo) reduplicated babbling, nonreduplicated babing, varigated babbling. 5. Advanced forms (9-18 mo) diphthongs, jargon babbling

Who were the participants of Jacobson, P, Livert, D.(2010)?

10 older bilingual children with LI YLI & YTD groups from the previous study was used as the comparison group

What percentage of newborns are at risk?

12% of newborns = "high risk"

What is Brown's stage 1?

18 months, MLU of 1.31, Single-word sentences are used, nouns and uninflected verbs used "mommy" "eat"

What is the expected frequency of communicative acts?

2 per minute @ 18 months, 5 per minute @ 24 months, 75 in 15 @ 24 months

What is Brown's stage 2?

24 months, MLU of 1.92, Two-element sentences are used, true clause that are not evident are used "Eat cookie" "Mommy up"

What is Brown's stage 3?

30 months, MLU of 2.54, three-element sentences are used, independent clauses emerge "Baby want cookie"

What were the stimuli in Jacobson, P, Livert, D.(2010)?

36 English past tense verbs (regular, irregular, and novel) were elicited on a computer screen. Novel verbs were constructed to rhyme with the stems of regular and irregular stems to approximate phonological similarities.

What is Brown's stage 4?

36 months, MLU of 3.16, Four-element sentences uses, independent clauses continue to emerge, "The teacher gave it to me"

How might children's individual interests contribute to differential language development?

3rd- 5th grade; begin to read different books; individualized- related to their personal issue i.e. one child is interested in cars; child who scores high on pbt because later words are related to tool use and he is interested in tools - Reading- get information from text, help oral language

What are the syntactic level development in school age?

4-5 years old: essentially complete sentences After 5 years: increase complexity - Longer sentences - Structurally more complex - Use complex structures more frequently - Produce rich and varied language (e.g., using noun phrase, adverbial clauses, subordinate clauses)

What is discourse level development in school age?

4-5 years old: using grammar to produce sentences By age 8 years: using grammar to produce text String of related sentences Story at age 4 is hard to figure out who and what but at age 8 it is easier to understand- more cohesive Age 4 good example of pronouns, but don't know how to use properly who is he- say what comes to mind, don't take other people's perspective.

What is Brown's stage 5?

42 months, MLU of 3.78, recursive elements predominate, connecting emerges (and, because)

What is the percentage of toddlers who grow out of the delay?

50% grow out of the delay by age 3

What are the expectations of word combinations by 24 months?

50% of child utterances are word combinations by 24 months

What is the customary age of production?

50% of children are able to produce a given sound in an adult-like way in multiple positions; i.e. clusters at 46 mo.

Describe the basic characteristics of the language sample

50-100 utterances should be obtainable in 15-30 minutes Interaction can be with parent and/or unfamiliar adult Select materials that promote varied talk Try to elicit some talk about non-present events

What is the vocabulary in the developing language stage

50-300

What percentage of lexicon are nouns in emerging language stage?

50-60% •

What are the expectations for phonology in the emerging language stage?

50-75% of vocalizations with true consonants by 15 words (Vihman & Greenlea, 1987)

What is Brown's beyond stage 5?

54 months, MLU of 5.02, complex syntactic patterns, subordinate and coordination continue to emerge

What is deep-structure ambiguity?

A noun serves as the subject of a sentence in one interpretation and as an object in another i.e. the duck is ready to eat.

What is the Hanen programs?

A parent-child focused TX It Takes Two to Talk - Indirect service delivery model

What is a language profile?

A pattern of strengths & weaknesses.

What is reference?

A principle stating that words symbolize objects, actions, events, and concepts. A word is arbitrary symbols that can be used to refer to things. "One can say 'Yikes!' each time one sees a particular cat, but that is not necessarily the same thing as referring to the "cat" "Stands-for" relationship rather than "stands-with" relationship- label or association?#

What did PL-457 establish?

A requirement for IFSP Individualized Family Service Plan for 0-3 years

What is a hyperbole?

A type of figurative language that uses exaggeration for emphasis or effect. Ex. I nearly died laughing.

What is (via ABC/functional behavior analysis)

ABC chart antecedent, behavior response, everytime it occurs, what happened before and what happens after. Access/Obtain vs Avoid/Escape Tangible Social Sensory

What is a successful assessment as per SLP/professional?

Accurately portrays child, able to confidently come up with a comprehensive treatment plan, provide all information to parents, able to communicate to family clearly, get all pertinent info, good rapport

What major achievements in language form characterize Toddlerhood?

Achievements in phonology, norms of phoneme attainment Phonological processes seen Phonological perception- combine sounds to produce words and phrases and are integrating incoming speech sounds with their existing linguistic and conceptual knowledge. Achievements in morphology 2 word stage, grammatical morphemes emerge achievements in syntax increase in MLU sentence forms emerge with a variety of sentence types.

Describe the own-name advantage?

Acquire letters in their name first; cubbies on their seat etc.; naturally interested in ourselves

What is the alternative to RTI?

Any child who has a concern goes to the team but RTI looks if there can be progress in the classroom with a little more instruction

What are risk factors for LI in infants?

Any condition that places a child's development at risk Prenatal, prematurity, genetic/congenital disorders

What are the Goals at Emerging and Early Language Levels for Children with ASD

Acquisition and expansion of vocabulary Increase ability to produce intelligible communicative acts Expansion of communicative functions Increase ability to direct attention to self, gain others' attention before communicating Increase ability to combine words/signs/ pictures to express relational concepts Produce different sentence types to serve varied communicative functions Develop emergent literacy skills

What verbs that do you target (generally)?

Actions in which the child frequently engages.

How do you know if infants are ready for oral feeding?

Actively participating- bring spoon to mouth then baby puts lips to mouth, slack mouth-scraping spoon on top of mouth, not ready

What is an example of expansion?

Adding grammatical information, and adding grammatical info, maintain intention and meaning then but don't maintain word order.

What is the principle of conventionality?

Adopt the terms that people in their language community understand -Refine vocabulary and tier one principle of reference

What is quasi naturalistic play?

Adult and child are engaged in an activity that provides opportunities for the child to communicate

When is Brown's not meaningful

After age 5

When do you chose intervention activities?

After goals are selected; approaches have been set.

Describe the Fluharty

Age: 3;0 - 6;11 Time: 10 minutes Subtests: Repeating sentences, Following directives & answering questions, Describing actions, Sequencing events, Articulation

Describe the CELF

Age: 3;0 - 6;11 Time: 15-20 minutes for Core Subtests Core Language Subtests: Sentence Structure, Word Structure, Expressive Vocabulary Additional Subtests: Concepts & Following Directions, Recalling Sentences, Basic Concepts, Word Classes, Phonological Awareness

Describe the TOLD

Age: 4;0-8;11 Time: 30-35 minutes for Core Subtests Core Subtests: Picture vocabulary, Relational Vocabulary, Oral Vocabulary, Syntactic Understanding, Sentence Imitation, Morphological Completion

Describe the PLS

Age: Birth to 7;11 Time: 25-45 minutes Subscales: Auditory comprehension, Expressive communication

What are the three important achievements in emergent literacy for preschoolers?

Alphabet knowledge: Print awareness: Phonological awareness:

Describe the schema of conversations, explaining the macro-structural schema and micro-structural schema relationship. What are some micro-structural schemas that a child must learn to navigate

Also called conversational framework. Schemata are the building blocks of cognition and are internalized representations of the organizational structures of various events. Their cognitive resources are freed from navigating organizational structures of events when they have a robust representation. They can acquire new information and can devote more energy to looking for and assimilating the information you were seeking. i.e. first trip to library.

What is ASHA (1993) definition of LD?

An impairment in "comprehension and/or use of a spoken, written and/or other symbol system. The disorder may involve (1) the form of language (phonologic, morphologic, and syntactic systems), (2) the content of language (semantic system), and/or (3) the function of language in communication (pragmatic system), in any combination"

What are the other analysis done with nonstandardized assessment of language content

Analyze for Content Categories expressed Type-Token Ratio (measure of vocabulary diversity, how many different words a child is using) # Different Words

What is morphological analysis?

Analyzing the lexical, inflectional, and derivational morphemes of unfamiliar words in order to infer their meanings Younger children (ages 6-10) become proficient in using morphemes to infer the meanings of new words, Older counterparts (ages 9-13) learn to become proficient at using morphological information in conjunction with context clues

What are response elicitations in interactive language development teaching

Clinician questions (to elicit exact or partial imitations) Pausing

What do parents do in the pre-intentional stage?

Attribute intentionality, laying groundwork for actual intentional behaviors

What are the two additional word types?

Attributes and locatives

What collateral areas do we assess

Audiometric Screening Speech Motor Assessment (continuation of oral motor, oral mech) Nonverbal Intelligence Assessment (based on observations of play skills or developmental assessment.

What areas are investigated in the specific disabilities model?

Auditory perceptual deficits and Limited processing capacity

What are formal assessment tools for ASD

Autism-specific measures (ADOS, CARS, CHAT) Language-specific measures (PLS, CELF, TOLD)

What is the expected play skills at 18-24 months?

Auto symbolic play

What are examples of decontextualized words?

Barrett (1986) - Two weeks after Adam said "duck", he started to say "duck" in other settings. - Generalized.

What is the Background of Developmental Language Approaches

Based on transactional model of child development (McLean & Snyder-McLean, 1978; McLean, 1990) Interaction: directing signals to another person Transaction: ongoing reciprocal influence that changes behaviors

What are Visually Based Systems based on

Based on work of Carol Gray, Linda Hodgdon, Carol Goosens, among others

What are the additional subtests of the CELF

Basic concepts 3 and 4; word classes, age four and up which two go together and why, phonological awareness is supplementary, self preschool- stronger. Bettter at breaking down langauge into subscales

Why is it said that preschoolers build literacy upon language?

Because children need not only well-developed phonological systems before they can make sense of grapheme-to-phoneme correspondence but also well-developed vocabularies to derive meaning from text. Their literacy abilities depend heavily on the oral language skills they began to acquire in infancy and toddlerhood are needed to comprehend language and use language expressively.

Why is consultation of feeding/oral motor development important in the NICU?

Because of intubation or not developed

What is "coming out"?

Becoming more responsive

List the Communicative Functions

Behavior Regulation Regulating another's behavior to meet a goal requesting, protesting Social Interaction Used to direct attention to self for social purposes greeting, initiating social routines, call, show off Joint Attention Used to direct attention to share focus Commenting, calling attention, requesting information

What are the three communicative functions?

Behavior regulation, social interaction, and joint attention.

What are the methods of Neurolinguistic Investigation?

Behavioral methods: 1. Lesion methods -How processing is disrupted when a piece of the brain has been damaged. -It may be that Broca's area is solely responsible or it works in conjunction 2.Dichotic Listening 3.Split Brain Test

What are proto-imperatives synonymous with?

Behavioral regulation function •

What is prematurity defined as?

Birth < 37 weeks gestation, with LB

What is the Prereading stage of reading development?

Birth until the beginning of formal education (0-5) Some of the most critical developments, including oral language, print awareness, and phonological awareness

What are the Typical Grammatical Deficits

Bound morphemes (-ing, irregular past excluded) Auxiliary verbs Articles/pronouns Complex sentence production

What is conversational ability in school age?

By about age 7, children begin to use indirect language, including hints and they recognize others' indirect requests for action Gradual improvements to conversational abilities: - Stay on topic longer - Use extended dialogues with others that last for several turns - Make a greater number of relevant and factual comments - Shift gracefully from one topic to another - Adjust the content and style of speech to the thoughts and feelings of the listener

How do you elicit responses in script therapy

By disrupting the routine (script violations) By introducing a change to the script

How do you code vocalizations in prelinguistic assessment?

By type and whether directly observed or reported (see Figure 6-1, p.233)

What is the Receptive-Expressive Emergent Language Scale-3 (REEL-3)?

Bzoch, League & Brown)- norm referenced communication behaviors from birth to three

How are criterion-referenced measures like and unlike standardized measures?

Can be formal/commercial OR clinician-created Based on normative expectations but you are not coming up with a standard score

What are the problems with CD?

Can be meaningless, pragmatically inappropriate, not integrating language components, and have a lack of generalizing.

What is request for the target?

Clinician says what is this

Describe an example of imagine-ability of new word?

Category e.g. A ziv is a bird; automatically we have some rudimentary image of what it will look like; park is a naughty boy- you have some semantic association attached to.; features associated with word; Event factors- emphasize what linguistic context the word is learned; There is /kugi/- proper noun; or There is a /Kugi/- count noun- deduct through syntactic bootstrapping; redundancy in words before or after provide cues. Use of linguistic contrast- know that Barbie has long hair, can you please give the bald Barbie to tommy- use the linguistic context to interpret new word bald.

What are the two forms of narrative organization

Centering and chaining

What changes were made to ASD in 2013 DSM IV?

Changed in diagnostic categories and how; not specified how many areas need to be delayed, diagnosis based on communication rather than language.

What are Communicative contexts

Child & clinician do an activity Clinician comments on each action to provide focused stimulation for past tense (clinician recasts after child attempts to use past tense) Mom comes in to the room Child tells mom about the activity with clinician scaffolding child's use of past tense

What are the support for families in the transactional support

Child and family's strengths and needs, family priorities form basis of intervention Ongoing communication/family training Essential to understand family structure, economic, ethnic, cultural factors Developing realistic goals and expectations in partnership with families, helping parents to recognize small but meaningful gains

What factors influence toddlers' individual achievements in language?

Child factors-different learning style, birth order, Word factors-some words are easier to learn, noun vs. verbs, higher imageability, stable physical properties Reference factors- does the word belong to a verb versus noun; object versus action; perceptual features -shape, color, texture, Imagine-ability; familiarity to the semantic Socioeconomic factors- affects language learning in general; probably more significant during early years of life; Bi/multicultural factors- bilingual doesn't't cause long term delay, but will have short term delay- acquiring two languages; reduces time to be emerged in one language.

what are example of behavior during violation of script?

Child makes a surprised face, you linguistic map.

Describe the problem with Eliciting Morphosyntactic Structures

Child may not produce all structures in which we are interested Attempt elicited production procedures Use puppets, role playing, picture-based tasks Elicited imitation as last resort

What are Non communicative contexts

Child performs an action Clinician states what child did (models the past tense form) Clinician then asks "what did you do?" to elicit a delayed imitation Child attempts to replicate the clinician's utterance

What is decontextualized language; hat skills must a child possess in order to use it and why is it fundamental to academic success?

Child realizes that he cannot rely on the immediate physical context to help him communicate to the listener. The child must use highly precise syntax and vocabulary to represent events beyond the here and now.

What is an example of recast?

Child says mommy hat, you say that is mommy's hat, mommy is going outside. Maintain intention, meaning, and word order.

Explain how the word cloud might appear in a child's lexicon.

Child will segment the word form the continuous speech, find objects, events, actions, and concepts in the world and map the word in question to its corresponding object event, action, or concept. Finally- map the word successfully and overcome the Quinean Conundrum.

What are recasting/ extensions?

Child's utterance and add syntax, then extension is semantic extensions- drinking, we must be thirsty.

What is overextension?

Children use words in an overly general manner

When do children move from Tier I to Tier II?

Children who have difficulty succeeding SLP would maybe design some group activities and move to individualized activities

What is Inclusive Learning Experiences

Children with ASD can learn from peers without disabilities Consider continuum of inclusive settings Specific strategies for promoting communication skills with peers can be utilized

Are auditory processing disorders and SLI distinct?

Children with SLI diagnosis do have more difficulty with tasks involving auditory processing

How do you start working on communicative means?

Chose an established function.

What are the Characteristics of The Developing Language Stage

Chronological age in typical development = 2-5 years Brown's Stage II - V Vocabulary > 50 words Word combinations present All basic sentence structures not yet acquired

How do you teach repair strategies for communication breakdowns?

Chronologically older, may be more frustration, may engage in negative behaviors, how to try a gesture, show me what you want.

What is the premise of the categorical model?

Classifies disorders based on symptoms/behaviors Ie symptoms are turn taking etc; match with existing classification;

What does the CELF stand for

Clinical Evaluation of Language Fundamentals-Preschool, 2nd Edition (CELF-P:2; Wiig et al., 2004)

What are the Service Delivery Models

Clinical Model Language-Based Classroom Collaborative Model Consultant Model

Describe the role of the SLP in the language-based classroom?

Clinician is teacher for group of LI children and there all the time.

What is Stage 5 of reading development?

Construction and Reconstruction- A World View: College Age 18 onward Read selectively Know which portions of the text to read Make judgments about what to read, how much to read, and in what level of detail, in order to achieve comprehension Advanced cognitive processes: analysis, synthesis, and prediction in order to construct meaning from text

What are the three service delivery models?

Consultant model, language-based classroom, and collaborative model.

What are the different validities?

Content relevance & coverage -determined by an expert review- face validity- surface, content- by expert or professional or someone who has good knowledge. • Construct validity-uunderlying theoretical constructs, ie words have categorical relationships- superordinate or subordinate. Or phoneme constructs- some mastered before others • Utility: concurrent & predictive • Concurrent- how well does this test agree with the results of another. Ie ppvt- other measures or receptive vocab are often compared to that one • Predictive: how well does the test predict future ie sat and Gre- predict success in college or grad school

What major achievements in language content characterize infancy?

Content: -Produce first true word at 12 mos, on average -Usually refer to salient people and objects in infants' everyday lives -3 criteria for a true word: - Clear intention and purpose - Recognizable pronunciation - Used consistently and generalized beyond the original context to all appropriate exemplars -Must be able to generalize words to several appropriate cases for them to meet the criteria for a true word.

What are interpretive strategies based on?

Context; linguistic strategies: based on word order and morphological structure Want to see linguistic strategies emerging.

What is contextual abstraction?

Contextual cues: examples, definitions, descriptive words, opposites The owner hasn't enough capital to tide him over slack periods and emergencies. That is, it takes a certain amount of working money to keep a business going. An aquarium needs scavenger fish, swimming garbage collectors, to keep the tank clean. You could see how repugnant the bitter medicine was by the way she shuddered and made a face as she swallowed it.

Describe comprehension and what two parts it is broken down into?

Contextualized vs decontextualized Ie following directions within family context, go get your shoes, it's time to go- good because they can pick up on cues and follow gestures and such with compensatory strategies

Describe Developmental Sequences in Communication in regard to social-communication

Continuum of presymbolic to symbolic communication Continuum of echolalia to creative language Continuum of unconventional to conventional communicative means

Describe object use in the prelinguistic stage?

Conventional object use, means to an end, stacking blocks

What are the expected communicative means in 18-24 mo.?

Conventional words/word combinations used with increasing frequency; less of a reliance on gesture

What are ways to elicit a language sample

Conversation: during play; topic focused Talk about pictures that depict an event or sequence Talk about personal experiences Story (re)telling Wordless picture books that tell a story Story starters

What new development/processes differentiate school-age children from their younger counterparts?

Conversational abilities By about age 7, children begin to use indirect language, including hints and they recognize others' indirect requests for action Gradual improvements to conversational abilities: Stay on topic longer Use extended dialogues with others that last for several turns Make a greater number of relevant and factual comments Shift gracefully from one topic to another Adjust the content and style of speech to the thoughts and feelings of the listener Narrative development- more complex, coherence, cohesion Reading to learn Message repair

What are discourse functions?

Conversational functions; correspond to later intentions on previous chart, discourse are later whereas protos are early

Describe intentional communication in illocutional we are looking for?

Coordinated attention to people and objects; Emerges as requests (pointing) and comments (exhibit joint attention, 9-12 months

What is emotional regulation

Core developmental process underlying attention, engagement, and the establishment of relationships

Is feedback reinforcement?

Could be built into social reinforcement, provides specific information

Give an example of script therapy?

Could be grooming a dog or snack time, or at home parents can do it as long as it is a familiar routine.

What are the Considerations for Older Clients at Developing Language Level

Criterion referenced assessment and behavioral observation primary tools Functional Communication Profile - Revised (Kleiman, 2002)- standardized test but functional can be used for older impaired Assess need for AAC- more intellibigible, successful in academics etc. have language but not functional

Describe help parents recognize and interpret baby's signals?

Different states of arousal and help recognize differences

What are communications for Joint Attention?

Direct attention to an object, event, or topic, pointing to indicate notice or comment

What are the three ways in which school-age children learn new words?

Direct instruction Contextual abstraction Morphological analysis

What major achievements in language use characterize Toddlerhood?

Discourse functions- instrumental, regulatory, interactional, personal, heuristic, imaginative and informative Conversational skills- some skill in starting a conversation and can sustain it for one or tow turns

What is the continuum of treatment approaches

Discrete Trial/ Traditional ABA Contemporary ABA Approaches Developmental Social/Pragmatic

What do you look for in assess parent/family functioning?

Discuss family priorities, concerns and consider difficult circumstances, support family, provides as much info as they want/ can handle at a given time

What are the four conditions after birth associated with LI?

Diseases (e.g., meningitis) Toxins (e.g., lead, poisons) Trauma (accidents resulting in head injury) Anoxia or respiratory distress (Lack of oxygen)

Where is semantics processed?

Distributed across the brain, 1. semantic knowledge- distributed modality; frontal lob is involved with executive elements, temporal with storage and organization of semantic memories and categories 2. Semantic knowledge is left lateralize- front and temporal lobes 3. some aspect involve right hemispheric processing such as figurative and abstract language

What questions do we ask when assessing comprehension?

Does child have a receptive-expressive LI or only an expressive LI? ? - Does child demonstrate linguistically-based comprehension or use interpretation strategies -

What are the benefits and costs of the categorical model?

Does have cause; characteristics; doesn't specify characteristics but that those are based on cause and used to have Doesn't have environment

What questions do we ask to separate a disorder from a difference?

Does it exist in both language, are they stimulable, are their skills similar to siblings or peers of same situation.

What is the negative aspect of descriptive-developmental model?

Doesn't focus on eligibility, is helpful to constrain some subgroups, may overlook group similarities that could be helpful

What doesn't the systems model cover?

Doesn't specify the the cause- but may be that the partner's input mismatches child's needs; doesn't't specify why the needs are different. • Doesn't specify characteristics Explains impact and environmental- functionality and how the input cn e modified to change performance.

What do you assess in Vocabulary comprehension in the prelinguistic stage?

Don't expect a lot of comprehension but should begin to recommend their name and vocabulary in context

What are two CD activities

Drill Drill-Play

Why may oral motor-feeding be impaired in prelinguistic stage?

Due to neuromotor involvement Even if they don't have a present problem; then it may have been a previous problem

What are the two aspects of maternal substance abuse?

During pregnancy and caregiving environment

What is emergent literacy?

Earliest period of learning about reading and writing Very beginning; emphasize because it sets stage for later on literacy dev. Strong correlation between oral language and emergent literacy skills Also early metalinguistic and language dev.

What is the relationship between EI and preemies?

Early Intervention can have long-term effects for preemies (IQ gains over peers who did not receive intervention)

What is secondary prevention of LI?

Early detection and treatment to eliminate disorder or slow progress, preventing further complications

What are the Goals for Enhancing Language at Prelinguistic Levels (Prizant) for children with ASD

Establish anticipatory behaviors Establish means of expressing intent Replace idiosyncratic communicative means with conventional means Replace inappropriate means with socially acceptable forms Increase ability to initiate interaction, bring attention to self Add vocalizations to nonvocal means Expand range of communicative functions Develop strategies to persist in communication, repair breakdowns Develop AAC strategies to communicate intentions Increase ability to communicate intent across environments

What are the three approaches to assessment?

Etiological, descriptive/ developmental, mismatch/systems. Describe the etiological approach to assessment? focuses on diagnosing and/or determining the underlying cause of the disorder

Describe how CC may not really be natural?

Even in natural setting the parents say say this or prompt etc.

Describe the interaction between brain structure and function in LI?

Evidence that LI is related to differences/ Evidence for a genetic basis for LI • Brain differences & genetics represent risk factors • Environmental factors influence severity • Brain development can be influenced by environmental experience

What is elicited comprehension?

Examining contextualized comprehension

What are expansions?

Expanding linguistic complexity, more complete forms.

What phonotactic combinations do you expect in emerging language stage?

Expect these in emerging: • Cv • cvc • Cvcv -bisyllabic • Cvcvc closed bisyllabic- maybe some • May see but probably not • Medial cvccvc • Initial cluster ccvc

Describe experiments 2 and 3 of Hall, Quartz, & Persoage (2000)?

Experiment 2 -If preschoolers did not override form class cues in this case, did not prefer unlabeled-category -They mapped the new word into unlabeled-category for count nouns, but not for adjectives, proper names, or no-word conditions -failure to map a novel word onto an unlabeled-category across the three (adjective, proper name, and no-word) form classes confirms the finding from Experiment 1 that preschoolers were affected by the form class cues -Age was not significant Experiment 3 -Participants: 48 participants, (4 years -5 years 3 months) 4 conditions: no word, count noun, adjective, and proper name -Task- child given novel and familiar- asked is this X; then presented with one labled and one unlabeled and asked which one is..; next, presented with 5 and asked is this X (noun), is this very X (adjective) -The children correctly interpreted the form class cues -Preschoolers correctly interpreted form class cues -Did not override form class cues in favor of honoring word-meaning assumptions (assuming that the novel word represents the whole object's category) except for count nouns

Explain the difference between observational and experimental studies

Experimental studies contribute to societal needs by testing the validity of certain practices, it is designed to examine the causal relationship between a specific approach, program, or practice and a specific language outcome; normative is similar to child development inventory where there are over 1800 infants and toddlers. Observation doesn't interfere with variables, but observes such as Debra Roy recording his son's language development.

What is phonological awareness at deep levels?

Explicit and analytical knowledge of even smaller phonological segments of speech- sound analysis how do you put words together and to create

What are idioms?

Expressions that contain both literal and figurative language. Two types of idioms are opaque and transparent. He got out on the wrong side of the bed.

What are two forms of evidence?

External and Internal

Describe jaw stabilization when addressing feeding/oral development in infants?

External jaw stabilization then fades

What are the three ways we change the disorder?

Facilitation, maintenance, and induction.

What is extended optional infitive stage?

Failure to mark verb tense and agreement in obligatory contexts persists beyond age 5; Observed that children have problems with verb tense;

What is the role of family centered practice in ISFP?

Family should be actively involved in setting goals as well as deciding how much intervention they an deliver themselves since their lives may constrain this.

What are consequences in interactive language development teaching

Feedback about accuracy Complete models for imitation Reduced models (for sentence completion) Expansion request (tell me more) - Correction request "you told me in, I don't think he is in"

What is environmental learning intervention strategy?

First is told to imitate adult with a structured prompt- you say baby eat, then there is an action and you say what is the baby doing, and want them to say baby eat, there is a hierarchy, imitation then answering questions then in play without prompt.

What are the two steps of modeling

First present a set of 10-20 utterances that include the target (auditory bombardment) Child attempts the target by responding to the same verbal and/or nonverbal stimulus

What are the lexical principles for acquiring new words?

First tier principles: -Principle of reference -Principle of extendibility -Principle of object scope Second tier principles -Principle of conventionality -Principle of categorical scope -Principle of novel name-nameless category

What does the Fluharty stand for

Fluharty Preschool Speech and Language Screening Test, 2nd Edition (Fluharty, 2000)?

Compare the Fluharty & Compton Screenings (Schetz, 1985)

Fluharty evaluates fewer areas, takes less time, is less expensive, and is standardized Compton tests more areas, provides stimulus objects, is more expensive, is not standardized. Both seemed to over-identify children requiring further evaluation

What are the Hybrid Approaches

Focused Stimulation Script Therapy Joint Book Reading Structured Play

Name four hybrid treatment approaches?

Focused Stimulation, vertical structuring, milieu teaching, and script therapy.

What are the six prompt and wait for responses in enhanced milieu teaching?

Focused attention General requests Consequent cues for the target Requests for the target Request for partial information Request for complete information.

What were the results of Swingley & Aslin (2007)?

For novel objects, learned non-neighbors. For 1 novel and 1 familiar, fixated on non-neighbor drastically again. For familiar word, remembered the neighbor more frequently but still not at often.

How do you conduct vocal assessments in the prelinguistic stage?

For sample record about 20 minutes or enough to gather about 70 "comfort vocalizations" cooing, gargling in active, quiet alert stage

What are the four methods of assessment of CLD clients?

Formal measures, modifications of standardized tests, processing-dependent tasks, and dynamic assessment procedures.

What does the MacArthur words in sentences asses?

Forms, morphological endings, question forms, negatives.

You want to tell your friend about the new movie you saw last nigh. Define and describe the four basic processes required for your interaction to be considered communication

Four processes: formulation, transmission, reception, comprehension.

What changes at 3 years old with family centered assessment

From IFSP to IDEA and more focus on functional performance.

What is the Westby Play scale?

From ages 19-22

What is extended mapping?

Full or complete mastery of the word meaning;

What are some major school-age achievements in use?

Functional flexibility Conversational abilities Narrative development

What Use do we assess

Functional language use Conversation skills discourse level skills added at this age.

Describe the Language Profile in Fragile X in use?

Gaze avoidance, perseveration, lack of communicative gestures, poor topic maintenance, turn taking skills

What are the early precursors for nonlinguistic communication of an infant?

Gaze, visual tracking, and eye contact Facial expressions and emotions (e.g., smile, interest, distress, fear, surprise, etc) Discriminates different people visually and responds accordingly 3-6 mos, mirrors the mother's facial expression 6 mos, increasing interests in toys, but still interested in face-to-face play Protoconversation Cooing and other pleasure sounds Differentiated crying Babbling (b, p, m) Motor development expands the sphere of activities Rolls over Raises head and shoulders from a face down position Establishes head control Sits while using hands for support Reaches for objects Watches own hands

What are the two versions of the Hanen program?

General Stimulation vs. Focused Stimulation versions

Describe Language Profile Hg Impairment in use?

Generally on par with normal-hearing peers

Describe Expressive language in communication assessment of ASD

Gestural, vocal, verbal means Receptive language in communication assessment of ASD? Understanding of conventional meaning Comprehension of vocabulary, sentences, discourse

What are the expected communicative means in 8-12 mo.?

Gesture predominates

What are the expected communicative means in 12-18 mo.?

Gestures combined with word approximations/babble

How do we Assess Phonological Skills

Get sense of general intelligibility in conversation Administer articulation test Perform phonological analysis of conversational speech sample

Why do you start at symbolic play?

Give an idea of overall developmental level, cognitive abilities, readiness to use symbolic language.

Give an example of CC for targeting nouns?

Give them the items and linguistically mapping what they are playing with •

Why is developmental level important to know

Gives us an idea of primary versus secondary language impairment, if there is a significant delay or impairment in cognitive level, assessment and intervention planning, may have different expectations, bring different materials and tools

What is the systems model most useful for?

Goal functionality within environment ,so home and classroom intervention.

What do we assess (expressively/ receptively) in form?

Grammatical morphemes, production of sentences

Compare and contrast grammatical and derivational morphology, giving an example of each?

Grammatical-units of meaning added to a word to provide additional grammatical precision, such as the plural morpheme and the verb infliction. They are similar because they modify the structure of words. Derivational are the prefixes and suffices- change meaning and manipulate word structures.

What is contextualized language?

Grounded in the immediate context, relies on the background knowledge that a speaker and listener share, and on gestures, intonation, and immediately present situational context. Point to things or say something in front of the object.

What are examples of communicative temptations

Hand the child a closed jar of bubbles Place a desired item in a clear container the child cannot open Blow a balloon, deflate it. Hand the deflated balloon to the child or hold it to your mouth and wait

How do you utilize peer models?

Have child utilize target skills with peers to help generalize to other contexts.

Describe the neural basis of SLI?

Have not found localized lesions; Children with known focal lesions don't show the persistent deficits seen in SLI

Who do we provide specific services for

Have trouble understanding instructions in ADLs Cannot produce enough communication to function in mainstream environments Violate rules of social appropriateness/politeness Lack functional written communication skills Are severely unintelligible

What do we exclude when defining SLI for research?

Hearing: pass screening • Neurological dysfunction: No evidence of seizure disorder, cerebral palsy, or brain lesions • Oral structure & function: pass screening • Preschool age may have phonological errors • Social/emotional status: no evidence of impaired reciprocal interactions or characteristics of autism/PDD • High comorbidity of SLI diagnosis and ADHD

Describe insufficient working memory capacity in SLI?

Hold information in mind and perform some task; list recalls; digit recalls ie forward or backward. Is this lack causative or coocurring

What are the Components of Assessment

Home observation or videotape review of parent/sibling/child interaction Parent interview/checklists Formal assessment tools

What is emphasize on in the descriptive-developmental model on?

How they are functioning and in various environments, no assumption of causality or any attempts to determine. Focus on individual intervention

What is focused stimulation?

How to stimulate certain vocab or sentence structure- certain skill and provide stimulation around an area.- has been shown to have better efficacy

Is focused language stimulation CC, CD, or Hybrid?

Hybrid, closer to continuum because you are setting up environment and high density of models

Describe elaboration of noun phrase

I ate the cookie, I ate the chocolate chip cookie, I ate the big chocolate chip cookie

Describe the Continuum of inclusion

I child or an integrated classroom; may have mostly self contained or in certain parts of day, this has becoming increasingly important.practice scripts for activities in a setting

How do we continue Family Centered Assessment in the developing language

IDEA makes specific requirements for inclusion of family in evaluation and intervention processes Continue to rely on parents as important sources of information Consider family's concerns, perspectives, priorities Respect parents' decisions about their child

What does IDEA include

IEP required

What are the Methods for Analyzing Sentence Structure

IPSyn DSS Structural Stage Analysis (Retherford, 2007)

What does dynamic assessment accomplish?

Identifying a child's optimal level of achievement by systematically manipulating context (Olswang & Bain, 1996)

What are the earlier developing phonological awareness skill

Identifying and producing rhymes, syllable awareness, and tapping out skills

What is the multiple baseline single subject design?

Identifying target goals, control goals, and generalization, gathering baseline data, instituting intervention and evaluating child's use of goals.

Describe how CC may target infrequently or not at all?

Ie target verbs whole session but child doesn't't use a verb the whole session

Describe the Letter-name pronunciation effect?

If a pronunciation with a letter is more associated with a form itself, it is easier. Ie b is more associated with letter than W. W and z- z is easier than w- both are at the end of the alphabet but z matches more with z.

Which do you target first; range of communications or means?

If increasing range of functions, expect communication means are in their repertoire. Would not want to address joint attention if they are not requesting yet

What are discrepancy models?

If language is this much reduced to cognitive then they would be eligible for treatment.

What are premature infants more susceptible to?

Illnesses and conditions that result in developmental disabilities • Respiratory distress common- (intubation, longer time to get to oral feeding) • NICU environmental risks (lights, sounds, monitors not ideal)

What are CD approaches

Imitation Training Modeling Interactive Language Development Teaching

What is echolalia

Immediate (immediate repetition of what someone said) Delayed ("scripting")

What three points are related to interpreting assessment data?

Impression/ diagnostic statement, prognosis, and recommendations.

Describe the continuum that children's discourse development moves along?

Improve aptly and become proficient at understanding and using indirect request, adept at detecting conversational breakdowns and repairing them.

What is the prevalence of CLD?

In 2006-07, 40% of children in US schools were from CLD backgrounds • >6% were learning ESL

Describe the development of those with ID?

In general, below MA of 10 years, children with ID follow typical developmental path, with slower rate & some differences in length/complexity (quantitative difference)

Describe communicative temptations?

In some way encouraging or tempting child to communicate

What are the Goals at More Advanced Language Levels for children with ASD

Increase ability to convey information about past and future events Acquire conversation skills and strategies Increase use of nonverbal, paralinguistic behavior to support social interactions Develop strategies for repairing communication breakdowns Develop, use "scripts" specific to particular events Use reading and writing skills for intrapersonal, interpersonal communicative functions Use language as a tool for emotional regulation

How do we develop/ increase use of intentional communication?

Increase: - Frequency - Means/forms - Functional range

What do IFSP contain in terms of developmental levels?

Information about present developmental levels of physical (motor), cognitive, social emotional (interaction and attachment, pragmatics), communicative (speech and language) and adaptive (self help skills)

What is coherence?

Intact structure of the story, the meaningful sequence of events-emphasizes what we use to link

Describe IQ and ASD?

Intellectual functioning varies, approximately 50% have IQ <70 • Also classified as intellectual disability but it difficult to administer a standardized assessment • IQ is a stong prognosis indicator; those with IQ higher than 70 are predicted to do significantly better with intervention..

What are the considerations for Tx with other prelinguistic children?

Interpret "nonconventional" communicative means >> replace with conventional/acceptable means • Expand frequency and range of intentions expressed • Teach repair strategies for communication breakdowns • Help modify the environment, develop support systems

What is tertiary prevention of LI?

Intervention to reduce disability, restore effective functioning

What are inappropriate paralinguistic features

Intonation/pitch/prosody

What are the types of reinforcement?

Intrinsic vs. extrinsic

What is Independent Analyses

Inventory analysis: identify phonetic repertoire/inventory constraints Positional analysis: identify positional constraints

What do Mutual regulatory capacities involve

Involve helping children to seek and secure assistance of others to aid in regulation (interacting with others to help)

What do Self-regulatory capacities involve

Involve use of sensorimotor or higher-level means that can be used by child to regulate emotional arousal (rocking, perseverative langauge/echolalia) (own)

Describe discrete Trial Training/ Traditional ABA

Involves a "trial": stimulus, response, consequence. Highly structured and prescribed 1:1 teacher-child ratio, adult directed Predetermined correct/incorrect responses Curricula may or may not be informed by literature on child language/communication development Minimal use of contextual supports (e.g., gestures, visual supports)

What are the problems with diagnosing SLI?

Is SLI a distinct population; Is SLI really "specific"

What is the systems model dependent on?

Is context dependent observations based in environment such as in home or in class; can they function in this specific environment with communicative partner;

What comes after intentional communication?

Is linguistic comprehension appropriate for developmental level

What is the rationale of RTI?

It is important to consider in context of intervention; provide some short term instruction.

What is the purpose of studying control goals?

It may be that there is something in 1:1 or child is naturally maturing, not necessarily in the intervention on the child's targets has result in changes in control.

What is the purpose of distractor items?

Items not directly relevent to activity/ target but make it more naturalistc.

What two ways do you address parent-child interactions in the NICU?

Kangaroo care and Educate parents regarding infant states

Describe encourage parents to interact with, hold, touch baby?

Kangaroo contact, guidance to interact and provide tactile stimulation

What do you assess in Vocalizations in the emerging language stage?

Know there is a lot of vocal development that should be going on

What is alphabet knowledge?

Knowledge about the letters of the alphabet. A type of metalinguistic ability important to emergent literacy development

Describe declarative memory system under the procedural deficit hypothesis?

Knowledge-based learning; Vocabulary lexicon; have stronger declarative memory

What is the principle of extendibility?

Label categories of objects, and not just the original exemplar

Describe the core subtests of the TOLD

Labeling, talking about how two words go together, oral - requires them to define; syntactic understanding- receptive, morphological completion-word structure subtest. Language Sample Analysis

How do you assess utterance meanings?

Lahey's 3 phases of content categories.

Describe Language Form (Morphosyntax) In SLI?

Later age for onset & mastery of morphemes - Lower frequency & productivity for morpheme usage - Particular problem with verb tense markers - Late age for 1st word combinations - Combinations may be narrow in scope - i.e. just using agent action. - Low MLU for age - Higher rate of ungrammatical sentences - Lower mean number of arguments - More limited use of later forms - Conjunctions, later forms and complexity - Some studies report reduced comprehension - Relatively speaking, will be a strength in comparison to production but still behind peers.

How do you use Dynamic assessment procedures to assess CLD clients?

Learnability of concept or form

What is direct instruction?

Learning a word's meaning directly from a more knowledgeable source- another person or a dictionary Children do not begin to use dictionaries to learn the meanings of words until about second grade (7 or 8 years)

What are the ways around the paradox?

Less verbal prompts and more situational prompts, communication tempts then move to having things around the room or up high so that they move to spontaneous initiation

Describe the Letter-order hypothesis?

Letters in earlier part of the alphabet are acquired earlier than the alphabet.

Describe the Consonant-order hypothesis?

Letters to which the corresponding consonant phonemes are learned earlier in development. B, m, d, ;; later f, v, sh later such as l r are learned later too.

What are some major school-age achievements in content?

Lexical development Understanding multiple meanings Understanding lexical ambiguity

Describe more articulation errors, phonological processes used more and persist longer in ID?

Likely to be used 80 or 90% of time, longer chronologically and more frequently. Some that are likely to be eliminated by age 4 you would continue to see.

What is ASD defined by in the DSM?

Limitations in 3 areas; • Language • Social interaction • Play/restricted interests • Limitations in symbolic play; play with peers; activities that they are over interested

What might be missing from astandardized test

Limited contexts, not id phonological process, not conversational speech, pragmatics, play, how they are using language in a functional setting, syntax, and morphology. Most tests don't pick up various sentence structures and may have to probe more deeply.

What is the principle of categorical scope?

Limiting the basis for extension to words that are taxonomically similar -Builds upon tier one principle of extension

What are the two hypothesized causes of SLI?

Linguistic Deficits and processing capacity limitations.

What linguistic strategies emerge in the emerging language stage?

Linguistic strategies: able to start using understand of word order, morphological structure to help them rather than contextual comprehension

What two phonological process patterns might persist past a child's fifth birthday?

Liquid gliding-wabbit for rabbit, yand for land Substitution- dink or tink for think, deep for jeep

What cognitive and linguistic skills are required for early narrative

Local/microstructure Global/macrostructure Scripts & schemas Temporal relationships Cause-effect relationships Social cognition

What are examples of context-bound words?

Lois Bloom's daughter Allison (1973) at 9 mos: - "car" = only cars outside her window on the street below Martyn Barrett's son Adam (1986) at 12 mos: - Says "duck" only when he was hitting a yellow toy duck off the bathtub edge, never label real duck, or his toy duck in any other condition. Even when word use is not limited to a single context, comprehension and usage still fall short of adult-like representations and manipulations. - "more" used only for request, not comment - "no" only for refusal, not for discribing.

What do you assess in Play/object use in the prelinguistic stage?

Look at their developing levels of play, use of objects, look at emerging cognitive skills

Summarize Identifying LI at Developing Language Levels

Low performance on standardized tests Limitations in receptive morpho-syntax and/or vocabulary Low productive performance on LSA (not using sentences productively) Missing expected structures on LSA Pragmatic limitations

Describe alleviate sensory overstimulation?

Lowering lights, only utilize necessary monitors or sound off

What are fictionalized stories narratives?

Made up; main character must overcome some sort of challenge or problem

What happens from 9-18 months? ?

Major transition to INTENTIONAL, but not yet conventional communicators

What is the age of mastery?

Majority of children produce a sound in an adult-like manner ie clusters between 45-48 months.

What are the considerations when choosing nonlinguistic stimuli?

Make sure they are developmentally appropriate and can access independently.

What morphemes are more difficult according to Jacobson, P, Livert, D.(2010)?

Meaning, grammatical morphemes with a brief duration (e.g. -ed) are more problematic for children with LI compared to grammatical morphemes with longer duration (e.g. -ing or irregular verbs). Regarding most common error in past tense use, the surface account believes that the delay in acquiring these morphemes occurs as a result of having reduced opportunities for processing and learning.

What is content?

Meaning; semantics

What are the three main points of enhanced milieu teaching?

Meaningful communicative activities, prompt and wait for responses, and consequences.

Describe the relationship between sensitive and specificity in differentiating LI from TLD?

Measure of poor specificity would over id; measure with poor sensitivity would over id.; Children have a lot of variability; within groups there is a lot of variability;

Describe limitations in general resource capacity in SLI?

Memory in general; attention span

What two memory systems is the Procedural Deficit Hypothesis Ullman & Pierpont (2005) based on?

Memory system and declarative memory system.

What is phonological representations

Mental image of the sound assuming individuals have the ability to perceive or hear and ability or experience of a sound. Hey may not have it established ie not if sound is not in native language; they won't have a mental picture of it

What types of figurative language are school-age children able to use?

Metaphors: A is B. Similes: A is like B. Hyperboles: exaggeration Idioms Irony proverbs

Give example of a multi-scheme combinations?

Mixing, feeding, going to stove, setting table, inviting guests

What is affected in a language disorder?

Modality, domains, and medium

Where is syntax and morphology processed?

Modality- primarily Broca's area, inferior left frontal lob; but relies heavily on semantic representations and such as left-hemisphere frontal, temporal, and parietal regions

What is Joint Book Reading

Modify text to provide focused stimulation for a particular language target With repeated readings, introduce opportunities for child responses via pausing & focused attention

Describe phonology in ID?

More articulation errors, phonological processes used more and persist longer

What is the prevalence of Fragile X

More common in boys (1:4000 for males vs 1:8000 in females) and boy are more severely affected

Describe how CD does not integrate language components?

More drill based; i.e. only working on verb tenses in one activity, not integrating

What kinds of communicators are ID individuals?

More passive communicators, difficulty requesting repairs, less initiations to ask questions

What is symbolic play?

More representational use of a symbol that represents something else in the way that words are representations for content or meaning.

Describe teachablity?

More teachable forms = • Easily demonstrated or pictured • Taught with easily accessed/organized stimuli • Used frequently in natural contexts • Should be prioritized AFTER developmental/communicative considerations

What are the "Most obvious" goals to address

Morphosyntax

What skills must a child possess in order to use decontextualized language?

Most important function of language- transcends time and space; we emphasize decontextualized language during this time because it puts a lot of demands on the child and they don't have contextual cues; remember what is not in front of them. Pick up that pen, your cues gaze etc, even f they don't know what it is they can use cues; with decontextualized language; the child has to retrieve everything from memory and needs better understanding of language- rely on existing knowledge

What is important about word combinations?

Most two-word utterances convey common range of semantic relations

What is nonverbal cognition related to?

Mostly related to play and understanding of cognitive relations, working memory, attention, executive function

What areas are included under managing child development?

Motor, adaptive self help, social emotional, communication, multidisciplinary

Describe "Upping the ante"?

Move the child one step forward, using jargon try to initiate word approximations

What is the goal of CD/ CC approaches?

Move toward middle of continuum

What is Stage 4 of reading development?

Multiple Viewpoints: High School High school period; ages 14-18 Increasingly difficult concepts and texts that describe them Consider multiple points of view Builds upon knowledge in Stage 3

How do we evaluate the effectiveness of intervention?

Multiple baseline single subject design and assessing communicative behaviors/ functional salient contexts.

Give an example of single-scheme combinations?

Multistep action Want to see pouring, mixing, and feeding

What is mutual gaze?

Mutual gaze (aka, dyadic gaze): looking at each other-directed at people, facial expressions, articulation, Many sounds have visual cues, such as bilablials, alveolar,

How is cognitive age found?

Outside of scope of practice to determine; behavioral age; play skills are closely matched to cognitve skills - wesley play skill, standardized tests -Can look at motor scale -Tony- test of non verbal intelligence; language free measure of function.

What do we assess?

Overall language function, domains of language, collateral areas.

How do proponents of the social-pragmatic view of word learning explain how children acquire new words?

Overcome the Quinean conundrum in the course of interactions with experienced language users Follow another's gaze and pointing gestures, engage in joint attention, and imitate actions by 9-12 mos of age (Baldwin, 1995) By 12 mos of age infants use social cues, including line-of-regard, gestures, voice direction, and body posture to make inferences about intentions underlying others' actions (Baldwin & Baird, 1999) When we surround it with numerous objects and how children build up what you say and what you refer to if you say something, there are many possibilities

Explain how overextension, underextension, and overlap are interrelated?

Overextend in some circumstances and underextend in other circumstances Category membership-not sure of where the category boundary is; not enough experience to tell what is a dog; what do we call a dog, what do we call a cat- will learn more details. Ex: car; what is the boundary between a car and a truck; have to know a car is for carrying people; truck for other functions- takes time and experience for these details to be established. Pragmatic error: children know the two objects belong to different categories but do not have a name for it- so it looks like a truck, so I will call it a truck. Retrieval error: Children have the lexical items in their lexicon however they cannot retrieve it at that moment. Unable to activate those words when they need them.

Name the four hypotheses thought to characterize the order by which preschool children learn the names of individual alphabet letters?

Own-name advantage Letter-name pronunciation effect Letter-order hypothesis Consonant-order hypothesis

What are the types of stimuli in modeling

Paired with a nonverbal stimulus (e.g., pictures) Following a verbal stimulus (e.g., question)

What are the three Hanen strategies?

Parent Education, early language intervention, and social support

How do we Determine Developmental Level (cognitive

Parent report about play & self-care Observational play assessment Results of nonverbal intelligence scales

What two ways do you assess vocabulary?

Parent report instruments and analysis

How do you assess pragmatic skills

Parent-report measures Observation of natural communication Structured interactions ("Peanut Butter Protocol")

What determines the desired level of communication sills?

Parents, family service plan, IEP

How are children with ADHD diagnosed?

Part of the diagnosis comes from parent or teacher checklists that are very subjective

What is evidence for the surface hypothesis?

Particular difficulty with bound grammatical morpheme and unstressed free grammatical morphemes Require more exposures to establish these elements Maybe some underlying auditory processing and relates specifically with morphosyntax; holds up in english but not in other language

What were previous disorders under ASD

Particular with Asperger's, Retts, Childhood disintegrative disorder, PDD-NOS

What is meant by mismatch?

Partner's input either matches or mismatches child's linguistic needs

Give an example of elicited production?

Pattern: • Give a model than give another with the last form let go • Look at me I'm running, I just ran • Look at me I'm eating, I just • Puppets -tell dolly what to say.

Give an example of a disruption of a routine?

Pausing or doing something to violate it.

Where is phonology processed?

Phonetic module; temporal lobes of both hemispheres but most critical locations for phonetic analysis is left frontal lobe. Processing of phonemes in the Broca's area and Wernicke's area

What Form do we assess

Phonological Skills Receptive syntax and morphology Expressive syntax and morphology

What are some major school-age achievements in form?

Phonological development Morphological development Complex syntax development

How do you address Pre-Literacy Skills

Phonological skills and book skills

What are the Language Areas to Address in intervention

Phonology Syntax Morphology Relational Semantics Vocabulary Pragmatics Narratives Pre-Literacy

What are the take aways from the communicative temptations in therapy video?

Place something out of reach Give them something they will need help to open Stop doing something they want you to continue Do something unexpected in a routine such as shoes on first and socks Wait for them to respond If they need help signal a problem: looks like you might need help, "help please" "more" Important to wait especially when they are very prompted.

What is degree of deficit relative to "norm-referenced expectations"?

Poor performance on a standardized test

What are the four goals for prelinguistic communicators?

Pragmatic goals Increasing vocalizations Use of comprehension strategies Lexical goals

What are the five areas you assess in the emerging language stage?

Pragmatics, comprehension, production, phonology, and play.

What are examples of joint activity routines

Preparation of a product—food activity, constructive play Turn-taking games—songs with spaces to fill, actions, sports Routines around a theme—daily living routines, bedtime, bathtime, etc.

What does PLS Stand for

Preschool Language Scale-5th Edition (PLS-5; Zimmerman et al., 2011)

Describe experiment 1 of Hall, Quartz, & Persoage (2000)?

Preschoolers' Use of Form Class Cues In Word Learning Form class: class of linguistic forms with grammatical/syntactic features in common; a part of speech Noun; Verb; Adjective A child's lexical development seems to be driven by default assumptions about word meaning Preschoolers hear new word for novel object, don't know object category label, assume novel word denotes whole object's category (word-meaning assumptions) Also assume new word is part of unlabeled category instead of fitting into another Form class cues don't suggest new word is title of own new category Experiment 1 -36 children, (3 years 10 months to 5 years 2 months) -3 conditions: no word (chose which you like), (chose which is X or very X) count noun, and adjective -Child saw 2 inanimate objects at a time, one unlabeled-category object (honey dipper, orange juicer etc.) and one labeled-category object (ball, cup etc.), 4 trials, 8 objects in total -Words used: daxy, feppy, zavy did not override class clues; did not prefer unlabeled-category object in count noun and adjective conditions but not no-word condition -They mapped new word into unlabeled-category for the count nouns but not for the adjective or no-word condition -This meant that the children did not override form class cues, and used them to interpret the meaning of the new words Experiment 2 96 participants, (2 years 5 months-4 years 11 months) 4 conditions: no word, count noun, adjective, and proper name Child saw 2 "animate" objects (stuffed animals) at a time, one unlabeled-category object (monster-like creatures) and one labeled-category object (bear, cat, dog, rabbit), 4 trials

What does focused language stimulation provide?

Present high density of models within a meaningful context • Set up activity/environment to facilitate modeling, target structures • Child is not required to respond

Give an example of a clinician directed approach?

Present name and object and require they label object. •

What are the components of Interactive Language Development Teaching (Lee, 1974)

Present stories using pictures and props Present models during the story Response elicitation Clinician questions (to elicit exact or partial imitations) Pausing eliciting exact repetitions or partial imitations- say what happened and then ask them to say it back; Pause so they fill in target Consequences Feedback about accuracy Complete models for imitation Reduced models (for sentence completion) Expansion request (tell me more) - Correction request

In which aspects (4) does therapy differentiate structure?

Presentation of input, strategy to facilitate change, opportunities to practice and use targets, context.

Where is pragmatics processed?

Primarily reliant on frontal lobes, such as inhibition etc. but a damaged frontal lobe may have intact semantic, phonological, and morphosyntactic abilities but use language in idiosyncratic ways.

What is the most difficult of primary, secondary, and tertiary?

Primary

What do you assess in Parent-child interactions in the prelinguistic stage?

Primary care taker

Summarize SLI?

Primary deficits are with form (morphology, syntax, phonology) (but other domains can be affected) - Demonstrate asynchronous development (uneven profile) and abnormal error frequencies - Typically associated with morophosyntax, Mostly an expressive deficit (but there are SLI children with receptive involvement) - Still a heterogenic group,

Why are the collateral areas important to assess

Primary versus secondary, global problem or specific other team members

Describe print functions?

Print carries meaning Child recognizes that print provides meaning to events. Highly related to details about other stimuli i.e. pictures

What are Book Skills

Print concepts Alphabet knowledge

What are the five components of the developmental continuum of print awareness?

Print interest Print functions Print conventions Print forms Print to part-to-whole relations

How do researchers and clinicians measure language development in toddlerhood?

Production tasks- language sample; analyze sample to look at morphological development; brown's etc; show pictures and label Comprehension tasks- one step or two step instructions; picture pointing; can read a story and give different types of questions- where is the duck point etc.; tell them a sentence and ask them to act it out. Bear was so thirsty and he drank a big jar of water. Show me what did the bear do. Judgment tasks- give the child some true and false questions and see if child gets it. Tommy is so hungry. He is going to eat the shoe. The child should say no indicating he understands and knows a shoe is uneatable

What are the three points to consider when selecting goals for intervention?

Products (Goals), Processes (Approaches or strategies used to meet the goals), Contexts (Environment in which you address the goals).

How do you develop receptive language?

Provide multiple opportunities for child to observe language, map nonlinguistic content onto words

How do you make use of the target pragmatically appropriate

Provide opportunities for conveying information using the target Provide opportunities for using the target for a variety of assertive and responsive acts Provide opportunities to hear and use the target in discourse Embed the target in cohesive texts Provide opportunities to talk about non-present events

What are the strategies to target Joint Attention in ASD

Provide opportunities to follow another person's focus Provide opportunities to use gestures/vocalizations to bring attention to objects or events Introduce novelty/change within familiar routines

What are the strategies to target Behavior Regulation in ASD

Provide opportunities to request food/objects Provide opportunities to make choices Provide opportunities to protest actions/object items

What are the strategies to target Social Interaction in ASD

Provide opportunities to request social games/routines Practice greeting behaviors "show off" during games

Why do we use Standardized Tests for Assessment

Provides more information than screening measure Can be used to construct a profile of language skills across range of linguistic components Can be accomplished by using a single test with multiple subtests, OR By choosing several tests, each of which focuses on a specific area

What are consequent cues for the target?

Providing cues that are related to target so consequence is built into request

What is linguistic mapping?

Providing language to go along with what is happening- child is drinking say oh we're getting water we are thirsty

How do you help to develop second language or dialect skills?

Providing opportunities to engage in conversations with peers Creating situations for child to request more information Create opportunities for CLD child to negotiate verbally with members of a peer group

Who are the Members of Interdisciplinary Assessment Team

Psychologist Developmental Pediatrician (or pediatric neurologist Speech-Language Pathologist Educator Audiologist (at least to rule out hearing problems) Occupational Therapist (fine motor or sensory) Physical Therapist (gross motor or muscle tone) Social Work/Family Support (esp if through early intervention or through hospitals)

Describe purpose and considerations for Visual Schedules

Purpose is to organize a child's day, to increase his understanding a sequence of events, and to help him move through the sequence independently. Need to consider appropriate symbol level, level of detail in sequence, expectations for use.

Describe Late 1970s-80s for ASD

Questions raised—do discrete trial approaches interfere with a child's ability to engage in spontaneous or initiated communication? (Fey & Schuler, 1980; Prizant, 1982)

What is an alternative to discrepancy models?

RTI

Describe Social Communication in communication assessment of ASD

Range of communicative functions Reciprocity (eye gaze and relatedness, in conversation) Comprehension/expression of emotion (interpret other's facial expression, as well as own) Social referencing- (referencing a person while communicating, sharing reference, a behavior that kids may utilize when they may want to check in with parent see if mom is watching etc.)

What happens in the 2nd and 3rd years of life in regard to communicative intention?

Range of intentions should be rapidly expanding • Gestures functionally, pairing gestures with speech • Using facial expression and eye gaze in combination with verbal productions

How do you modify the signal?

Rate, repetition, prosody/ word order, complexity, and pragmatic consideration?

What is Stage 3 of reading development?

Reading for Learning the New: A First Step Grades 4-8 or 9; 9-14 yrs of age Read to gain new information Solidly reading to learn by the end of the stage Expands children's vocabularies, builds background and world knowledge, and develops strategic reading habits

What do you assess in Communicative functions in the prelinguistic stage?

Reasons for which the child communicates i.e. need based, communication for joint attention, to call attention to themselves

What is a successful assessment per family/caregiver?

Receive the services their child wants or needs, finding answers to questions, have the questions been address, concerns been heard and addressed, their perspective was considered, treated within expectations ,did the child perform how representationally, was it accurate depiction, did they understand what was going on? May need an ongoing understanding

What Content do we assess

Receptive vocabulary Expressive vocabulary (how many, what kinds) Semantic relations and lexical organization (3-4 word stage.

What are the four types of narratives younger children are able to produce?

Recounts Accounts Event Cast Fictionalized Stories

How do we define SLI for research?

Reduced language ability: -1.25 SD or lower on a comprehensive language test • Ie total language score; or separate receptive and expressive Nonverbal IQ: standard score of 85 or higher • Not always scoring the same as the TD group; not necessarily same IQ ie score 90 and td score 110

Describe modifying rate?

Reduced rate will promote better processing

What do we look for when observing play

Refer to play scale, role taking, schemes, Hierarchical pretend play with evidence of planning

What is communication for Behavior Regulation?

Regulate behavior of someone else to obtain a specific result such as request and protest; pointing to request, shaking head no

What are the two types of consequating behaviors?

Reinforcement and feedback.

What is decontextualized language?

Relies heavily on the language itself in the construction of meaning; may not contain context cues and does not assume that the speaker and a listener share background knowledge or context. May describe an event after the event occurs or not in the physical context. This ability is necessary for further language group.

What are the three general approaches to choosing language goals?

Remedial, developmental, hierarchical

What is the take away from the Milieu teaching method?

Repeating what child says, holding back, waiting for child to label, when child requests, gives it to hi, holds the toys until he says it, labels actions child does, covers toys, says" say move hand" holds and says "say out" do you want the puzzle or the car, parent in control of materials. Still hybrid but more clinician directive

What is important to remember when assessing the phonetic inventory of children in the emerging language stage?

Repertoire is still developing and don't expect to master all phonemes in all places but instead use inventory chart to compare to what they are expected to have at that age

What is Functional Communication Training

Replacing "problem" or "challenging" behaviors with socially acceptable communicative forms Identify function of behavior (via ABC/functional behavior analysis)

What changes in play do we see at age 2.5?

Represent personally experienced events such as store shopping, doctor-nurse, evolving episodes, mixes cake, bakes it, serves it.

Give an example of a cyclical goal attack strategy?

Request, label, and use of action words, one session work on label, two sessions on request, doesn't matter if they master, you cycle to next after predetermined time period.

What are other forms of later social interaction?

Requesting social routines, continuation of a song routine

What are the five pragmatic skills

Requests, comments, presupposition, turn taking, and responses

Describe fast mapping in SLI?

Require more exposures and have more errors.

What are Direct Intervention Strategies for Echolalia

Respond to/promote communicative intent Advance linguistic processing ( a little more indirect- build linguistic processing skill to support overall processing) Augmentative/alternative communication Behavioral methods to reduce echolalia-maybe a timed trial and get a reinforcer

What is RTI and the breakdown?

Response to intervention. It is a series of levels of instruction broken into three tiers.

What are Phonological Awareness

Rhyming skills Syllable awareness Phonological segmentation Phonological synthesis

Give an example of a developmental scale?

Rosetti infant toddler language scale- developmental level or go through checklist of what you observe and what you gather from parent- can give child credit for an item either if you elicit it or parent told you, can use any items; do not want to use as main tool for diagnosis; can be usefull for supplementary or for baseline function.

Describe the procedural memory system under the procedural deficit hypothesis?

Rule-based learning; Morphological, syntactic, morphosyntax more impaired than semantics.

Describe the sensitivity and specificity for the TOLD

SENSITIVITY: 75% SPECIFICITY: 87%

What is the sensitivity and specificity of the PLS

SENSITIVITY: 80% SPECIFICITY: 88%

Describe the role of the SLP in the collaborative model?

SLP "pushes in", consults/cooperates with classroom teacher. May have one child on caseload but do activity with peers or circle time etc.

Describe the role of the SLP in the consultant model?

SLP as consultant to parents, teachers, aides, or peers

What are service delivery models?

SLP's role

What are the types of responses for modeling

Same set of utterances Novel utterances

What is Fragile X?

Second most common genetic cause of ID; most common inherited form of ID

What is Language-Specific Assessment

Should focus on identifying deficits in: Capacity for joint attention Capacity for symbol use (problems with symbolic play, gesture use) Consider idiosyncratic/unconventional linguistic behaviors Formal assessment of language content/form if possible Core Components of Communication Assessment? Expressive language, receptive language, Social communication and language-related cognitive skills

What is centering

Similarity links Complementary links

What is the expected play skills at 24-36 months?

Single-scheme play, single-scheme combinations, and multi-scheme combinations.

What should you account for when assessing echolalia

Situation/antecedents Communicative intent and functions Verbal behavior other than echolalia Match between situation/type of echolalia Degree to which echolalia is understood Relationship between echolalia and other communicative behaviors

Explain the difference between "nature-inspired" and "nurture-inspired" and present the extreme position for each perspective

Skinner's behaviorist- operant conditioning, language is a behavior, and is one that humans can learn. Nature-Chomsky universal grammar and language acquisition depend on innate, species specific module dedicated to language. basic set of grammatical rules at birth- LAD

What does SCERTS stand for

Social Communication, Emotional Regulation, and Transactional Support

What are the Pragmatic Aspects of First Words?

Social functions of single-word utterances coordination of single words and gestures communicative functions of first words intonation/paralinguistic aspects conversation/presupposition

What is social functioning related to?

Social use of language; parent child interactions, peer interactions, emotional behavioral factors.

What are pragmatic skills to assess according to Owens (2004), Paul (2005)

Social vs nonsocial utterances Topic initiation Topic appropriateness Turns per topic Discourse management Contingency

Can standardized tests be used in the emerging language stage?

Some of the standardized can be used at 2, but not very verbal, cant expect them to label picture, so standardized tests may not be the best to assess.

Describe wording finding deficits in SLI?

Something wrong with the semantic network May have difficulty with category names, category members

Describe what is meant by limited processing capacity in SLI?

Specific nature of the material being processed is less important than how that material is mentally manipulated; specifically in general resource capacity insufficient WM, and breakdowns when processing demands exceed resource capacity.

What is teaching pragmatics

Specific pragmatic functions Turn-taking Topic maintenance

What is the theory behind visually based systems

Speech, signs and gestures are transient, require a rapid rate of processing. Visual symbols are nontransient and can be processed in gestalt fashion.

What provides the most valid information about productive syntax and morphology

Spontaneous speech

What is an account narrative?

Spontaneous, without shared experience- no shared experience, tell the class about thanksgiving.

What three scores are achieved from standardized tests?

Standard scores, percentile ranks, equivalent scores.

How do you achieve a complete language profile?

Standardized and nonstandardized assessment

How do you assess child behavior and development in the prelinguistic stage?

Standardized scores and identify strengths and needs across domains

How do you up the ante?

Start accepting gesture and vocalization and then up the ante to only accpeitng conventional etc.

What do you do with a difficult child?

Start out at CC then move towards middle

What is the procedure of joint activity routines

Start with simple routines based upon: Motivation and interest Functionality Likelihood that they will occur naturally Model and prompt to establish routines, use picture sequence, fade prompts Provide structure and repetition until routine is mastered, then add variation (keep purpose) Establish clear beginning/endings to routine

How do you use play back-and-forth babbling games for phonological skills?

Stimulate sounds they may not have in repertoire.

What is Pronoun case

Subjective versus objective; possessive may hear kids say him going; him is obejective- give it to him; subjective- he, she, I, you

Why do we assess receptive syntax and morphology

Subtype of LI Non-adult comprehension of specific structures Basis for comprehension (have to be able to parse, recognize different sentence forms etc.)

Explain how referential gestures share some of the properties of first true words?

Such as holding a fist to the ear to indicate telephone share some properties of first true word and their use signals an impending transition form prelinguistic to linguistic communication. Usually refer to salient people and objects, recognizable, symbolic, and consistent.

What is the principle of reference?

Symbolize objects, actions, events, and concepts

What is the ultimate goal of language intervention in developing language

Syntax and morpoholoy are the more marked In early stages- work on builinding relational semantics and building two and three word phrases.

What is hybrid treatment?

Taking clinician directed and embedding into a natural activity; still engaging in play based, natural activities, but setting up to promote a particular skill.

What is the difference with the IPSyn

Tally and compare to norms- not only meet expectations for level, but this is how they compare

What are nonconventional communicative means?

Tantrum, hiding under tables, inappropriate ways of communicating, sensory seeking behaviors, such as self stimulating

What is Structured Play

Target vocabulary/syntactic structures within context of play Develop scripts for common events (getting ready for school, going to the doctor) and introduce "problems" (script violations)

Describe slow processing speed in SLI?

Task that require fast reaction time- kids are slower; generally slow processing speed or slow processing of language.

What is the aim for functional communication training

Teach functionally equivalent behavior that is more efficient

How do you target pragmatics

Teaching pragmatics: targeting aspects of pragmatics as separate goals Teaching pragmatically:

How do you address the role of biliteracy?

Teaching them they are a member of their culture and mainstream.

Describe Guided observations?

Tell them what to fill out i.e. approximations or gestures used, respond to simple commands

What is a recount narrative?

Telling a story about one's past experiences or retelling a story that one has read- listener and speaker share. i.e. class reads a book and retell story using own words.

What are problems with language that are attributable to underlying deficits?

Temporal processing difficulties with rapid temporal sequences, may use fast forward program to train these.

What are Verb particles

Terms that are combined with main verbs to create phrases, "come out of the rain"

What does TOLD stand for

Test of Language Development-Primary, 4th Edition (TOLD-P:4, Newcomer & Hammil, 2008)

What are the models of language impairment?

The Descriptive-Developmental Model, The Specific Disabilities Model, Systems Model (Mismatch Model), Categorical Model.

What is Stage 1 of reading development?

The Initial Reading, or Decoding Stage Kindergarten and 1st grade; 5-7 yrs Associate letters and their corresponding sounds in spoken words as they begin to decode words

What is the EOI account associated with Jacobson, P, Livert, D.(2010).?

The OI stage is a prolonged stage that is characterized by optional tense making, meaning that children sometimes include tense inflections on their main clauses and sometimes fail to include tense inflections in this context-producing infinitive verb forms instead. * The OI stage last until about age 3 for TD children Children with LI are just like TD children except that they go through the OI period for a much longer time than TD children.

What is phonological awareness?

The ability to focus on the sounds that make up syllables and words through implicit or explicit analysis.

What is metalinguistic competence?

The ability to think about and analyze language as an object of attention.

What is functional flexibility?

The ability to use language for various communicative purposes (e.g. requesting, stating, persuading).

What is the rationale behind Swingley & Aslin (2007)?

There aren't many minimal pairs in early vocab as evidenced in CDI as cognitive resources increase they can pay more attention to the fine vocabulary detail

What are proto-imperatives easier to target?

They are tangible, something child would want

Why is it important to have models?

They shape how we think the language impairment works; what we believe about it; the way we conceptualize will determine what we do about it • Ie more functional model- will affect our treatment; may chose goals that are more functional and help in environment.

What is replacing maladaptive behaviors?

Think about function of tantrum and provide a model for communicative response (gesture or word) that will meet that need.

How do you teach planning and metacognitive skills?

Thinking about the way they think, appropriate to use different styles or dialects.

What is the surface account associated with Jacobson, P, Livert, D.(2010)?

This account focuses on the acoustic properties of the target languages, and explains within and between language differences on the acquisition of morphology based off the perceptual properties of each language. Specifically, duration of grammatical morphemes

What are target goals?

Those that are working on actively.

What are the types of actions in the emerging language stage?

Those that the child initiates, the child does to objects, those that change the location of objects, those that the child is affected by, actions to direct others.

How do preschoolers refine their knowledge of unknown words?

Through slow mapping and extended mapping.

Why do we assess play?

To determine general developmental level - To determine whether language at or below play level - To determine appropriate activities & materials for therapy

Why do you assess pragmatic skills

To determine whether pragmatic skills are stronger than, similar to, or weaker than other language domains To identify communicative contexts in which new forms should be practiced

What is the purpose of reinforcement?

To increase the frequency of the behavior being reinforced

What is the goal of family centered practice?

To maximize the quality of parental input; whatever the family can do is the goal

What are the Interactive functions of Delayed Echolalia

Turn-taking Completion of a verbal routine- remember some phrase used in the past Provide information Labeling Protesting Requesting Calling Affirmation Directive Non-interactive functions of delayed echolalia Nonfocused- to themselves Situational- a phrase everytime they go to a certain place, they script a phrase they heard in that place Self-directive- Rehearsal Labeling-non interactively

How do you address Pragmatic/ Discourse Skills

Turn-taking Contingency Cohesion Repair Indirect requests

What are interactive functions

Turn-taking Declarative/labeling Affirmation- response to quesiton "you want cookie" "want cookie" Requesting

What are Characteristics/Criteria for ASD Diagnosis (DSM-V)

Two : social (pragmatic) communication disorders Persistent difficulties in social use of verbal and nonverbal communication: Not able to change communication register, relating to presuppositional skills, pragmatic skills related to dialogues and narratives, making inferences, nonliteral or ambiguous meanings, deficits result in functional limitations in effective com, social participation etc. deficits may not become fully manifest until social com. Demands exceed limited capacities, Autism Spectrum Disorder Deficits in social-emotional reciprocity, new coding system- based on deficits in social comm and resricted reptitvebehaviors and then there are level so of severity based on support.

What are hg impairment classified by?

Type and degree of loss

What are two important components of nonlinguistic stimuli?

Type and timing

Describe Tellal and SLI?

Typically tonal stimuli- short presentations of tones; high low low high presentations of tones; Tellal= looked at temporal processing deficits; did have difficult

What is Autism Spectrum Disorders

Umbrella term, (previously) encompassing subtypes: Autistic disorder Asperger's syndrome Rett's Disorder Childhood Disintegrative Disorder PDD-NOS (not otherwise specified)

What are parent interview/ checklists for ASD

Unconventional verbal behaviors social communication

What is print awareness?

Understanding of the forms and functions of written language. It is a type of metalinguistic abilities.

When do we measure progress?

Updating intervention goals and determining dismissal.

What is the suggestion for drill

Use drill (elicited imitation) to make targets salient and to provide practice (Fey, 2003) Purpose of drill is not for learning Should not be the only therapy activity Use together with embedded therapies that provide focused stimulation & recasts

What is underextension?

Use words to refer to only a subset of possible referents - More common than overextensions - Seen in the beginning

What are Communicative Temptations (Wetherby & Prizant, 1989)

Used in CSBS administration Structured situations that can be set up nonverbally Designed to facilitate child initiations

Describe checklists, questionnaires, rating scales?

Useful to guide current level, or may use as a guide for interview.

What does the descriptive-developmental model use?

Uses normal developmental sequence as a guide to determine degree of deficit

How can an individual use pragmatic and logical inferences to learn the meanings of unfamiliar words in text?

Using contextual abstraction- context clues in both written and spoken forms. Fast mapping forms an initial representation then they make either pragmatic inferences or logical inferences about the meaning of the words Pragmatic- bring an individual's personal world knowledge or background knowledge of the text. Logical- use only the information provided by the text and are more difficult to make than pragmatic inferences. Pragmatic inferences are used more often when reading narrative texts such as storybooks and logical when using expository such as textbooks.

Describe a strategy that can be used to help students learning English as a Second Language with reading comprehension?

Using culturally familiar informational texts in the classroom that provide a balance of familiar information and new information. Such as reading something that sparks their interest, demonstrating their intelligence by providing new knowledge to their peers and by relating their personal experiences to the class. The strategy allows students to identify with text, react to text, and connect text to their prior knowledge.

How do we use Parent report & guided observations by parents?

Using diaries, checklists, questionnaires, rating scales

What is the progression of play you look for?

Using symbols, moving form single step to multistep, single scheme to multischeme, and personal to experienced.

What is generalization?

Using targeted communicative behaviors in real life situations

What are the features of first word?

Usually refer to salient people and objects. First must produce the word with a clear purpose Second, must have a recognizable pronunciation similar to the adult form of the word Third, used consistently and extends beyond the original word First words are monosyllabic or disyllabic, with earlier occurring sounds; Some hypothesis that determine what determines the first word Nouns are easier than verbs

Describe lower mean number of arguments in SLI?

Verb forms and obligatory elements that follow; "I get" requires an object. 'give" I give the letter to... cannot just say I give.

Describe embedding interactions within joint attention & turn-taking routines?

Verbal turn taking or rolling ball embed repetitive routines

How do you address Vocabulary Development

Verbs for specific actions Adjectives Spatial terms Temporal terms Quantity terms Category terms

How can word combinations be targeted with hybrid approach?

Vertical structuring, Milieu teaching, script therapy

What are the four goal attack strategies?

Vertical, horizontal, concurrent, cyclical.

Describe the Language Profile in Fragile X in content?

Vocabulary a relative strength; word-finding deficits may occur

What do we assess (expressively/ receptively) in content?

Vocabulary, semantic relations, with developing language- what kinds of words, descriptive, categories, word knowledge

Describe reciprocal responding in child centered intervention?

Wait for child's response • Imitate the child's action or vocalization with positive affect • Wait for another child response

Why don't you want active alert?

Want a more calming or soothing until they are quiet alert.

What are communicative means?

Ways in which a child can communicate

What are interactive and facilitative strategies

Ways in which communicative partners interact with and respond to children The role of the communicative partner is to build on child's initiations, provide models and responses that convey acceptance (of their meaning), (and provide additional) meaning Conditional and/or unqualified acceptance of a child's communicative bid facilitate communicative success and growth

What do you assess in Communicative means in the prelinguistic stage?

Ways in which they communicate

What is general stimulation?

Ways to stimulate language, talking about what you are doing etc.

What has the research shown regarding parent-implementation intervention?

When the family is trained to elicit more, there will be more generalization promoted.

When do we assess semantic/ syntactic productions?

When vocabulary size reaches 50 words, word combinations are expected

What is lexical ambiguity?

When words or phrases have multiple meanings. Provides the humor in jokes, riddles, comics, and so forth ex: that was a real bear.

Describe client's communication partners?

Who will the child be exchanging information with.

Describe Fleischman & Roy (2005) background and research questions?

Why are verbs harder to learn than nouns? Initial insights from a computational model of intention recognition in situated word learning -How social components affect word learning -Specifically learning nouns vs. verbs -Recreation of this learning in a computer model -Utilized intentional ambiguity and language mapping] -Added in a middle step-computer has ability to infer meaning that is subtle- is conditioned by researchers based off of actions -This step accounts for the model to actually have to infer what is meant -For linguistic mapping have the model use the most likely option the controller could mean

What changes will be see in the second have of the first year?

Will start to imitate from others such as cooking, reading, and cleaning.

What are the genetic syndromes and describe their main areas of weakness?

William's syndrome relatively preserved structure of language but not right vocab or meaning; just using structure of language- content is limited; form and use are preserved.; Hearing- may have genetic basis

What are problems with differentiating LI from TD?

Within group variability, late blooms, illusory recovery, changing manifestations, concomitant deficits.

What is polyseme?

Word/phrase with different but related senses. E.g. Hit: - Hit the road. - Hit the ball. - That was a hit!

What is the principle of object scope?

Words map to whole objects -Novel words label objects rather than actions -Presupposes a whole object assumption, or the assumption that words label whole objects and not object parts

What are homonyms?

Words that are alike in spelling and pronunciation but differ in meaning. i.e. brown bear and bear weight.

What are homographs?

Words that are spelled the same way and may sound alike or may sound different from each other. Row a boat, row of homes, record palyer, record a movie.

What is lexical development during school age period?

Words that occur later- less frequent; multisyllabic; abstract Vocabulary growth after early childhood: quantity and composition Acquire longer, more rare, more specialized in meaning, and more formal in usage Read and write longer text Used more in text than oral English- not just learning words through oral modality; using words in another modality- using script

What are homophones?

Words that sound alike and may be spelled alike or differently bear weight, bare hands, brown bear.

What are deictic terms?

Words whose use and interpretation depend on the location of a speaker and listener within a particular setting. To use such terms correctly children must be able to adopt their conversational partner's perspective. Ex.: The terms here and this used to indicate proximity to the speaker, and the terms there and that, used to indicate proximity to the listener.

What are control goals?

Would be needs the child has but not actively working on.

What is vertical structuring?

Would respond with a question, child says baby and clinician says what is the baby doing, or where's the baby to prompt a further

Describe Social Stories

Written to describe social situations that are difficult or confusing Target a social skill Gather information Write story (balance descriptive, directive, perspective sentences) Review consistently Support new social skills

What are diagnoses are thought to play in the categorical model?

a causal role in the language disorder - e.g., intellectual impairment, autism, hearing impairment, SLI Model is frequently used with settings that you need to determine eligibility; need a code for diagnosis; DSM-

What is important for phonological awareness

a metalinguistic skill- requires children to think of sounds as separate from words, how they can be combined and manipulated

How do narratives differ from conversations

are decontextualized monologues, contain organizational patterns.

Describe when developmental level may influence goal selection?

age appropriate or developmentally app.

Describe late milestones in SLI?

age for first words Age for achievement of first 50 words

Describe an equivalent score?

age or grade equivalent; sometimes seen in elementary with reading scores- not as psychometerically sound as percentile or standard scores- compares raw to normative sample. Doesn't give you information about relative performance or kinds of errors.

Describe plateau?

arrested development; some growth then a stop. It is common to see periods of pleatu and growth.

Describe uneven profile?

asynchronous development; ie semantics and morphology developing but other are not, splinter skills- more higher level skills such as advanced vocab but limitations in earlier developing skills.

Describe Sentence types in intervention

based on brown's stages and look at highest level child has shown a capability to produce and build up from there. Productions of WH, yes/no; inversion of subject and verb If they are functional using a form, there negatives- I don't want instead of a I no wants; that's not my toy

How do you chose intervention activities?

based on: - Child interest - Cognitive level - Age - Functional needs - Relevance to activity and topic

Describe narratives by 7

beginning>problem>plan>resolution

Describe tact and mands

behavioral theory tact is a labels is mand is request- see if she could use signs,

Pick a word and identify all the morphemes that can be added to the word to inflect it. Classify each morpheme as grammatical or derivational

believe un-derivational able-derivational ing-grammatical ed-grammatical s-grammatical

Describe developing language?

beyond original words and semantics, grammar, syntax, advanced vocab 2.5

What are the group of behaviors in the NICU?

bodily activity, eye movement, facial movement, breathing pattern, responses to stimuli

What does SCERTS treatment involve

both clinical/school-based and home-based components to address core deficits: Communication/language deficits addressed through social-pragmatic language therapy Deficits in social relatedness addressed through "floor-time" strategies (Greenspan, 1992; Greenspan & Wieder, 1998) Sensory processing deficits addressed through sensory integration therapy and environmental adaptations/supports

Explain how a child builds a phonemic inventory, discussing the role of vowels and consonants and factors that influence the timing of development for specific phonemes

built gradually as children make more and more fine-tuned distinctions among phonemes; 1. visibility, (articulatory gestures) 2 level of complexity (affricates and fricatives) and 3 frequency of occurring; i.e. z is much more frequent in English than Arabic; so English speaking children acquire at age 4 while Arabic speaking at age 6.

What is awareness of actions and intentions?

by 4 months, can distinguish between purposeful and accidental action and appear to focus on intentions underlying actions rather than physical actions- human actions are goal directed and pay attention to outcomes; tasks that change either path or goal event- 9 mo pay more attention to the change in goal than change in path.

What is Tier I?

classroom instruction conducted by teacher

What is Interactive language development teaching

clinician is providing materials, child is required to respond, structured methods for eliciting responses.

What is the Collaboarative model

collaborates more closely, may be a coteacher, or may come in and regularly do small activities

Describe new form?

color vocabulary. Use in "old" (mastered) function = two word phrases coding attribution.

What does Transactional Support take into account

consideration a child's communicative partners, social environment, etc.

What is the role of the SLP in Tier 1

consults w/teachers, educates staff

Explain the relationship between joint attention and the development of a conversational schematic

conversation schema begin soon after birth as infants engage in in increasingly sustained period of joint attention- joint attention describes instances in which infants and caregivers focus attention on a mutual object; and the infant coordinates his or her attention between the social partner and the object; these period increase in duration and frequency during the first 18 months and provide the child with early schematic representations of conversational organization. like conversation period of joint attention feature a communication bid or conversational initiation, a period of sustained turn taking, and then a resolution. caregivers naturally assume the most control during the protoconversations, and often interpret children's vocal or gestural contributions to fill in the gap; these help children develop schematic representations of future conversations in which topic are maintained across turns by both participants. such as when young children participate in protoconversations embedded in highly scripted routines focus on concrete objects and children can take active conversational roles and produce longer turns than they do in less structured and unfamiliar routines.

What is Language based classroom

curriculum is set up to promote developing language goals- primary interventionist is teacher who may or may not be an SLP; teacher running it with collaboration

What are difficulties in WM in SLI attributed to?

deficit in storage of phonological information •Imprecise segmental analysis • Rapid decay of phonological traces • Limited capacity storage

What is sensitivity

degree to which the test identifies someone has a disorder and they do have it, true positives.

What happens after MA of 10 in children with ID?

differences between groups become more qualitative; Become qualitative- types of skills

Define deviance?

different developmental sequence and/or pattern may determine by looking at a 3 group research design

Describe what the study of pragmatics resulted in

developments that guided clinical practice for children with ASD social context Child as active learner and social participant Expanded role of the caregiver (generalizing home environment) Individualized goals and strategies emphasized. Focus on meaningful preverbal/verbal language and functional communication abilities strongly emphasized.

Discuss specific ways in which one's morphology may be influenced by the dialect one is speaking

dialects are variants of a single language and may vary in morphology. Those speakers may var yin morphological features of the dialect the speakers are acquiring. With African American Vernacular English- may use the copulative, auxiliary verb, verb tense inflection, and possess and plural inflications such as Tom aunt. Some children may learn only the AAVE dialect, whereas others may learn GAE simultaneously and may perform better in reading development and writing.

Give an example of lexical organization

dog belongs to animals and poodle into dog

What is imitation training

drilling Modeling

How do you use formal measures to assess CLD Clients?

e.g., Diagnostic Evaluation ofL Language Variation (DELV)looks at primarily differences between mainstream American English and AAVE

List four Contemporary ABA Approaches

e.g., Incidental Teaching, Natural Language Paradigm/Pivotal Response Training, Verbal Behavior

Describe late bloomers effects differentiating LI from TD?

early language delays but eventually grow out of.

Why are assessment of food preferences important?

effectively eating but limitation in repertoire; based on sensory needs or aversions

What is Tier III?

eligibility for special service

What can you work on with preliteracy activities?

encourage joint attention as well as to foster experience with books and print • Teach parents interactive book sharing strategies • Use exaggerated intonation/stress to highlight important elements of the text • Develop play activities around the themes in books • Decontextualize the themes, relate to daily activities

Describe the sequence of social play. Include a discussion of episodes?

episode- an infant and a mother engage in a dialogue in which the infant's new communication abilites can emerge; appear over and over in mother's speech and give her infant the opportuntiy to redirect and engage in the dialogue

What are criterion-referenced measures useful for?

establishing baseline function, identifying goals for intervention, documenting progress

What is SLI definition based on?

exclusionary criteria;...significant limitations in language ability that cannot be attributed to problems of hearing, neurological status, nonverbal intelligence, or other known factors (Leonard, 1998, p 25)

What is prognosis?

family involvement, exposure to language models,

How do you improve sucking/feeding behavior for bottle?

fed or nursing babies - Negative resistance, oral stimulation, in both nutritive and nonnutritive situations

Describe the Autism speaks video?

first time the child handing it to her is enough but then upping the anti- has him request further... hands it to her and he pats the top. • Another child- didn't't coordinate eye contact with the communicative partner with what he wanted. She did a social routine and he filled it in.

What do we focus on with a MLU < 3

focus assessment on semantic relational or content-form analyses

What do we focus on with a MLU 3-4.5

focus on basic morphological and syntactic markers in simple sentences

What do we focus on with a MLU > 4.5

focus on complex sentence development

What is goal selection if the child's intentional communication is emerging in the prelinguistic stage?

focus on development of intentions/communicative functions, moving into next developmental stage; increase range and functions

What is goal selection if the child is communicating intentionally in the prelinguistic stage?

focus on expanding communicative means and functions, moving towards conventional communication/emerging language stage; increase reasons why they do

What is goal selection if the child is not communicating intentionally in the prelinguistic stage?

focus on overall child development, feeding/oral motor/vocal development, parent-child interactions; train parents and look back at developmental expectations

Describe the descriptive/developmental approach to assessment?

focuses on profiling & describing the child's language and the functional impact of LI

Describe the mismatch/Systems approach to assessment?

focuses on the child within a cultural & family context to determine the need for environmental modifications and/or accommodations

Describe PDD-NOS

for kids who met some put not all characteristics, each of the three major domains, but not enough severe symptoms to warrant a diagnosis; less severe

What is the Communication and Symbolic Behavior Scale (CSBS; Wetherby & Prizant)?

geared towards early communication behaviors, intentionality, communicative means, acts, functions; parent assessment and formal assessment; thorough but time taking

Define intermediate goals?

greater specification- short term; expect to achieve in shorter period of time, several intermediate for each basic ie increased use of pronouns or some morphological forms

Describe Childhood Disintegrative Disorder

had a period and appeared to regress, start to speak and then around 18-24 months there is a period of regression. Not apparent if on it's on but a more characterization

Describe abnormal error frequency?

high error rate ; typical in a case in which a child is making more errors or some skill such as higher frequency of phonological errors

What is a true word?

has a phonetic relationship to some adult word, and child must use word consistently to refer to a particular situation or object

What are the new areas to assess in the emerging language stage?

phonological analysis and developing play and symbolic language skills

What is including in the instrumental assessment for evaluation of oral motor-feeding?

higher tech, swallowing study or using different structural or physiological problems

Give an example of answering questions in the Fluharty

how did you get here, do you have brothers and sisters

Describe how changing manifestations effects differentiating LI from TD?

i.e. at first speaking, then reading, then writing, etc. Changing manifestations change impression.

Describe responsive interactions with the child?

i.e. child initiates actions and clinician labels or imitates, expands

Describe Higher rate of ungrammatical sentences in SLI?

i.e. missing verb tense marker, lack of or inappropriate use of a grammatical marker, word order reversed,

Give an example of vertical goal attack strategy?

i.e. one word utterances to request at 80% accuracy

Describe Pivotal response training

id pivitol skills such as communicative initiation Based more on more natural communication

What is synonymous with tertiary prevention of LI?

ideas to intervention i.e. changing disorder, maintenance etc.

What are three ways to address feeding development 1-8 months?

improve sucking/feeding behavior for bottle Provide oral stimulation Facilitate transition to solids

Where is curriculum-based assessment frequently used?

in school settings

What is drill-play

incorporates play format Hide and seek (cards) Safari/zoo (clip cards to pictures of animals) Feed the ... Find the... Board games

How can word combinations be targeted with CC approach?

indirect language stimulation, producing and modeling a lot of two word phrases as you play, models driven by what child is doing.

Define bicultural education?

individuals can take part in more than one cultural style, can switch between them, and can maximize effectiveness of each.

What does feedback provide?

information about the child's production or response.

What is intrinsic reinforcement?

inherent to activity i.e. request ball and toss ball

What is an example of a locative?

inside on or in ball, ball floor,

Describe Pre-linguistic communication?

intentional, but not verbal, eye contact joint attention, 8-12 mo What are the important characteristics of the prelinguistic communicators? ~~Typical age range: 9-18 months begin to move into word and two word stages, object use, intentionality, limited range of pragmatic functions, and comprehension of words

What happens with repeated joint book reading?

introduce opportunities for child responses via pausing & focused attention

What does joint book reading establish?

joint attention, another type of repetitive routine

Give an example of secondary prevention of LI?

kids who are identified and receive EI but catch up

Give an example of a communication breakdown and explain why it occurred

lack of conversational repair, receivers may not provide appropriate type of feedback to i.e.: jenny told me about her new baby brother. Who is jenny? The baby's name is ben. Is jenny from your class? no. Jenny is my friend. and the parent doesn't know because the child is ignoring the request for repair.

Describe when developmental level may influence dismissal?

language and mental age; when does it become appropriate to dismiss

Describe delay?

late start and/or slower than average rate of development

What is the Consultant Model

less direct but be a consultant to the teacher

Describe Comments in Children with LI

less frequent, may be stereotypic

Describe Requests in Children with LI

less likely to be grammatically complete; fewer indirect forms used

Describe the lexicon by 18 months of age?

lexicon = 50 words • Nouns/object words predominate

Describe Presupposition in Children with LI

limitations; may have difficulty what others want/need to know

Describe Turn taking in Children with LI

limitations; turns less contingent, shorter in length, may be less assertive

Define basic goals?

long term; selected because of importance in functionality or importance; i.e. improve language form.

Describe problems in discrepancy model?

looking for discrepancy between cognitive and language age, reduced in both excluded.

What is another name for the categorical model?

medical model

What is an example of a Agent action?

mommy go,

Describe Verbal behavior

more towards tradiotnal, verbal behaviors are taught first in a discrete trial an then transferred

What is horizontal goal attack strategy?

multiple goals during a time period

What is concurrent goal attack strategy?

multiple goals within the same activity

Give an example describing actions in the Fluharty

name what is happening in pic, eating, climbing, sweeping

Give an example of articulation in the Fluharty

naming pics and focused set of phonemes.

Describe narratives by age 6

narratives become causally coherent Contain description of intentions, motives, emotions, thoughts Use of connectives

What are novel neighbors?

new words thaat are phonologically similar to known words

What are nonneighbors?

new words that are not phonologically similiar to known words.

What is a down side of the PLS

not as good at picking up children with deficits in language form or those who have morphosyntactic issues.

What major language development milestones occur in toddlerhood?

o First words: first true word, increasing lexicon. o Gestures: Come to rely less on gesture s and more on words o Referential gestures: Holding a fist to the ear to indicate a telephone, or waving bye-bye o Gesture-word combinations o Increases in mirror neurons- vision and muscular movement, observe other people perform actions and when they perform actions o Comprehends and produces more words, o Increases in intelligibility

What functions are toddlers able to express during the two-word stage?

o Instrumental- request to satisfy their needs o Regulatory- imperatives to control other people's behavior o Interactional- to interact with others o Personal- to express their feelings about something o Heuristic= request information from other people to learn about a word o Imaginative- telling stories to pretend o Informative- give information to others.

What are the three products?

objectives/ basic goals, intermediate goals, and specific goals.

What is verbal feedback?

oh I like the way you said that, specific feedback

What is emphasis on in the systems model?

on environmental input

What is vertical goal attack strategy?

one goal at a time (until some predetermined criteria of mastery)

Describe phonological abilities?

phonological constraints especially important at emerging language stage; Children less likely to acquire new words if they contain phonemes or syllable shapes not already in their repertoire (Schwartz & Leonard, 1982)

What do models determine?

our focus & affect our actions

What is extrinsic reinforcement?

outside; verbal or social or tangible such as sticker or food item, check; Be sure to fade reinforces

What is the Birth to Three Assessment and Intervention System (2nd Ed) (Bricker)?

packaged assessment and curriculum

What is the MacArthur-Bates CDI (Fenson et al.)?

parent fills out bubbles words and gestures produce and understand then words in sentences what words and grammatical forms

What emerges in narratives between 5-7 years

plots emerge Problem>>resolution

What comprehension tasks do we use for formal testing?

pointing at pictures, multistep commands, using shapes and containers.- tells us they understand linguistic cues

What is declarative pointing?

pointing by an infant to call on adult's attention to objects and to comment on objects; occurs at 10 months

What is imperative pointing?

pointing by an infant to request an adult to retire an object for him or her; occurs around 10 months requests to adults to retrieve objects for them.

What is Brown's 1973 grammatical morphemes?

present progressive 19-28 mo. Plurals- 27-30 Preposition in- 27-30 Preposition on- 31-34 Possessive s 31-34 Regular past tense ed 43-46 Irregular past tense 43-46 Regular third person singular "He runs fast" 43-46 Articles 43-46 Contractible Copula "She's my friend" 43-46 Contractible Auxiliary "He's playing" 47-50 Uncontractible Copula "She was sick" 47-50 Uncontractible Auxiliary "He was playing" 47-50 Irregular third person "She has one" 47-50

Define assessment?

process of sampling, observing, and interpreting behavior in order to answer a question and decide on a course of action

What does the specific disabilities model set out to do?

profile underlying abilities/disabilities that influence language development

Define delay?

protracted development following typical sequence starts late progresses slowly

What is intersubjective awareness?

recognition of when one person shares a mental focus on some external object or action with another person the mutual understanding that people share during communicatio

Describe following directions in the Fluharty

put block etc

What is consistent across definitions?

receptive, expressive, domains, age matched/ environmentally matched/ developmentally matched. Persists and changes

Describe aided?

require some tool think about can they use it or do you have to use photographs or objects.

List the teratogenic syndromes?

rubella, HIV, alcohol, cocaine, environmental toxins and any substance that can cause malformation in utero

Define difference?

rule-governed language style that [differs] in [systematic] ways from the standard usage of the mainstream culture

What is an example of a Action and locative?

run home, go up, go down. Put in

Give an example of sequencing events in the Fluharty

say tell me all the things you need to brush your teeth, pbj etc, certain number of steps and if they were related

What is the Early Language Milestones Scale-2 (Coplan)?

screening measure

What are remedial goal selection?

select goals that will help child be a better communicator "functional objectives"

What is the role of the SLP in Tier II?

select procedures for provide or collaborate

How do you Targeting Frequency of Intentional Communication?

set stage, set environment to encourage more frequent productions

Define disorder?

significant discrepancy in language skills, relative to what would be expected for a child's age and developmental level [dialect and culture]

What is teaching pragmatically

situating morphology, syntax, & semantic goals within a pragmatic context that makes them learnable and useful

Define specific goal?

specific goal to target intermediate ie production of verb tense is immediate, specific would be past tend id or progressive ing; targeted within a session

What major language development milestones occur in infancy?

speech perception Awareness of actions and intentions Category formation Early vocalizations

What are developmental goal selection?

start at point of breakdown (lowest level that have not completed) and work up from there

What do you analyze a language sample for?

structures/forms/functions a child uses and what contexts influence their use- may find that certain activities promote more language from the child

Where is the functional assessment from?

systems/mismatch perspective

What is Tier II?

targeted, short-term instruction

Describe Verb arguments in intervention

the required number of direct/ indirect objects that are called for a specific verb; may have no object i.e. run; or I give that requires two arguments- I give you...and then something

What if we define deviance as linguistic details fail to match an earlier stage of normal development?

then PLATEAU, UNEVEN PROFILES, ABNORMAL ERROR FREQUENCY also represent deviance more commonly accepted as it encompasses all of them; not many truly represent delay.

What if we define deviance as linguistic characteristic never seen in normal development?

then only QUALITATIVE DIFFERENCE is deviant

What aspect of language development allows a child to differentiate between the words low and row, and liver and river

these are minimal pairs; as children develop their phonological system, they develop an internal representation of each phoneme i their native language; and this differentiates minimal pairs. a phonological representation is a neurological imprint of a phoneme that differentiates it form other phonemes. Having this imprint (internal representation) does not necessarily correspond to being able to produce a phoneme but will perceive a meaningful difference.

What is the impressions/diagnostic statement?

this child presents with.... Characterized by..and describe strengths and needs

Give an example of a horizontal goal attack strategies?

three or four goals in isolated activities, requests, labels, using verbs

What is an example of a Action object?

throw ball, eat cracker

What are the primary goals of developing phonological skills?

to increase consonant inventory, increase range of syllable shapes

What are communicative temptations used for?

to increase frequency of communicative acts or to elicit initial communicative behaviors

What do you focus on with nonstandardized assessment of language content

understanding/production of word classes :

What is the Clinical model

traditional 1:1 clinician is primary interventionist maybe small groups but specific goals for each client

Describe 1960s-70s for ASD

traditional behavioral approaches (discrete trial format) were the first to demonstrate that children with autism were capable of acquiring a variety of skills (Lovaas, 1977)

What is specificity

true negatives, degree to which the test rules out a disorder.

Describe qualitative difference?

unique productions such as back or an error not seen in typical development or pragmatic development.

What are two strategies for expanding communicative means?

upping the ante Modeling Replacing maladaptive behaviors.

What is an example of developmental goal selection?

use a Rossetti and see they have a good solid base of 18-21 month skills so start there.

Describe complex sentences in intervention

use brown's stages as a guide, highest level they are producing and move up; keep in mind developmental expectations, combining independent clauses using conjuctions and embedding dependent phrases. 2 independent: I went to the store and bought some milk" dependent: I went to the store down the street - can target by having two pictures and work on describing and

What are deictic gestures?

used to establish some reference or call attention to an object or event; include pointing, giving, grabbing someone's hands, showing something of interest.

Give an example of actions to direct others:?

want, gimme, help, stop

What is the paradox of focusing on intentional communication in emerging language?

we want children to initiate but we have to do something to prompt them -

What are the phonological processes?

weak-syllable deletion-nana for banana final consonant deletion-ca for cat reduplication- wawa for water cluster reduction- spash for splash consonant harmony- doddie for doggie velar assimilation- goggie for doggie nasal assimilation- nanny for candy fronting - dorn for corn backing-gaggy for daddy stopping- deep for jeep gliding- wove for love

Describe emerging language?

when they begin using words until they combine 12-24 months What are the characteristics of Emerging Language in Typically Developing Children?~~• Typical age range 18-36 months • Increasing frequency & range of pragmatic functions • Use of words & word combinations to communicate • Increasing inventory of sounds & word shapes • Linguistic comprehension for nouns, verbs, & word combinations • Linguistically-based strategies for interpreting longer, more complex utterances • Development of symbolic play

What are recommendations?

whether or not services are recognize, may recognize specific frequency and duration, may talk about other services or evaluations you may recommend, community resources

What is hierarchical goal selection?

work on earlier targets that are pre-requisite or may lead to later targets

What is an example of hierarchical goal selection?

work on joint attention or eye contact that will transcend a number of dev. Goals)

What is cyclical goal attack strategy?

work on set of goals, one at a time, within a time period

Describe verb forms and noun phrase in intervention

work on these and indirectly work on complexity

What is an example of a Action+ object?

would expand by adding demonstrative so from kick ball to kick the ball.

Describe indirect language stimulation?

• Adult and child are engaged in an activity that provides opportunities for the child to communicate - May set up environment a little bit - Look where child is looking and then provide stimulation • Adult waits for child to say or do something • Adult follows the child's lead • Follows the child's focus • Responds contingently to the child • Child experiences natural consequences of successful communication - Contrast with extrinsic reinforcement, not extrinsic ,natural consequence. Points to toy- plays with it

What areas do you assess when assessing speech-motor skills?

• Attempt imitation tasks • Assess feeding skills • Assess vocal/babbling behaviors

What are the assessments used in EI?

• Battelle Developmental Inventory: ranges from birth to age 3 • Adaptive, Personal Social, Communication, Motor, Cognitive • Early LAP early learning accomplishment profile • All of the domains, gross motor, cognitive, language, birth to age three, • Receptive, expressive Language test- do obtain percentile ranks and standard scores • Rossetti- different domains, -just obtain age levels at what age level is the child most consistently exhibiting the skills

List Selected Assessment Tools for the prelinguistic stage?

• Birth to Three Assessment and Intervention System (2nd Ed) (Bricker) Communication and Symbolic Behavior Scale (CSBS; Wetherby & Prizant) • Early Language Milestones Scale-2 (Coplan) • MacArthur-Bates CDI (Fenson et al.) • Receptive-Expressive Emergent Language Scale-3 (REEL-3) • Rossetti Infant Toddler Language Scale (Rossetti)

What are some communicative temptations?

• Bubbles, cheerios in a closed container- inside something for them to motorically open, you know they want it but cant get to it. • Activities that require more pieces

What is school-age phonological development?

• By age 5 years, children appear as having essentially mastered phonology of their ambient language • Exception: a few late-acquired sounds • Better coordination of speech production (e.g., tongue twister) in mid childhood • Comprehension: • Improved ability to understand speech under less optimal circumstances • up to age of 15 years • Improved ability to use phonetic knowledge to identify words in less-than-clear signal

What are two ways to elicit responses?

• By disrupting the routine (script violations) • By introducing a change to the script

How can you use criterion-referenced measures to test CLD individuals?

• Can translate procedures into native language, being careful of cultural appropriateness of items • Use language sample analysis to describe structures/functions, with consideration of cultural expectations

What are differences between AAVE and SAE in Phonological?

• Changes in medial/ final consonants • Initial segment changes • Deletion of final consonants and clusters

What do you advise about feeding technique for infants 1-8 months?

• Child to be active- don't want to scrape on lip, want them to use their lips. • May need to provide jaw support to try to use lips. • Hand eye coordination

What is a narrative and what are the two types?

• Child's spoken and written descriptions of real or fictional events from the past, the present, or the future • Causal sequence unfolds following a cause-and-effect chain of events or provides a reason or rationale for some series of events • 2 types of narratives: - Personal: an individual shares a factual event - Fictional: an individual shares an imaginary event

Why is imitation important when assessing speech-motor skills?

• Children who are not producing a lot of sounds- may have a language disorder but are not producing enough to recognize • May have a number of sounds or word types. • Will have a harder time imitating non speech oral movements, kissing, smiling • Speech imitation- cvcv syllables, vowels, consonants and combinations • Feeding skills: relationship b/n feeding and later speech problems • Vocal/babbling: what other kinds of vocal behaviors they are exhibiting and producing.

What is meant by communicative effectiveness?

• Choose goals based on how efficient the behavior will be at increasing ability to communicate • Important for children with limited MA, or those with restricted range of meaning or communicative function; ie autism pragmatics first

Describe how structure is controlled in clinician controlling activity?

• Clinican directed has most • Or clinician not controlling-CC

What are the two ways to have Three-Term Relations?

• Combining 2-term action relations- sometimes called recombinations (already have two word relations, and now combine them to form new) • Constituent expansion within 2-term relations.

What is considered discharge criteria?

• Communication WNL • Goals/objectives have been met • Communication is comparable to those with comparable demographics • Communication skills no longer negatively affect social/emotional/ academic status • Optimal use of AAC system has been achieved • Desired level of communication skills has been attained

Describe Hispanic-American Culture and Communication in U.S.?

• Comprise ~16% of US population (2010 census) • Many dialects of Spanish: Mexican, Central American, Caribbean, Chilean, Puerto Rican. • Varying degrees of bilingualism/language dominance, English proficiency

What are the language characteristics of children with ID in content?

• Concrete word meanings • Hierarchical organization, fewer abstract • Slow vocabulary growth

What are attributes?

• Conditions that the child has caused to change: broken, allgone • States that directly affect the child: hot, dirty • Words that help to identify a particular referent: big, mine

What Causes Language Impairment?

• Congenital Syndromes • Syndromes/Conditions after birth • Primary/Specific Language Impairment • May have specific risk factors; many times can't pinpoint etiology.

What are the types of responses in focused language stimulation?

• Contingent responding after child response: recasting (extension), repetition, expansions, Linguistic mapping

Describe language characteristics of children with ASD in form?

• Phonology usually least affected • May also be motor speech difficulties; disarthria or muscle tone; often coocurrance of apraxia. • Morphosyntax difficulties (pronouns/verb endings); less complex utterances • Verb tenses; notoriously pronouns may have reversed pronouns, "you okay" meaning I'm okay but mimiking you; some individuals have sophisticated syntax.

Give an example of using a book in therapy in the emerging language stage?

• Play: hungry catepiller etc. use book as a starting pt. • "where's spot book" and look for spot around the house- in and out under etc.

What are the 6 developmental language levels?

• Pre-communicative/pre intentional • Pre-linguistic communication Emerging language Developing language • Language for learning • Advanced language

What are the stages of reading development?

• Prereading stage: • Stage 1- The Initial Reading, or Decoding Stage • Stage 2- Confirmation, Fluency, and Ungluing from Print • Stage 3- Reading for Learning the New: A First Step • Stage 4- Multiple Viewpoints: High School • Stage 5- Construction and Reconstruction- A World View: College

What two ways do you target receptive language?

• Primarily targeted via Indirect Language Stimulation (doesn't require any response or indication that they comprehend) and in a CD approach can probe/target comprehension and provide reinforcement for following directions, identifying objects, pictures, etc.

What are the shifting sources of language input?

• Prior to school age years, children's sole source of language input is through the oral modality • Beginning around 8-10 yrs, children shift to gaining more and more of their language input from text • Children's language development becomes more individualized • Reading has a role in developing phonological, semantic, and pragmatic areas of oral language • Reading provides a means to rethink and reprocess language to gain better understanding.

Describe properties of standardized test?

• Procedural standardization- every child should have same directions, same material, same order • Reliability • Internal consistency (split-halfay the two halves equal in content and scope (increasing difficulty cannot be tested the way), odd-even) • Test-retest • Inter- would two people score the test the same and intra-would the examiner score the same way across individuals examiner • Validity-how well a test assesses what it claims to assess • Meaningfulness for identification • Measures of central tendency & variability • Distribution curve standard deviations

List the roles for family in assessment?

• Receiver- information or services • Observer- seeing outside of therapy • Interpreter- clueing them in on what child is saying or context • Reporter talking about child • Informant • Describer- how they view their child; observe and then describe what they see. • Participant - active; • Mediator -client wont perform some skill, you ask her to point to the blue one • Validator-reaffirm if this is typical or representative • Decision-maker- should allow them to take an active roll in making clinical decisions and future course of action • Planner

What are the Two-Term Relations?

• Recurrence + X • Negation + X • Entity + locative • Demonstrative + entity • Attribute + entity • Posessor + entity • Agent + action • Action + object • Action + locative

What are the take aways from the reading in therapy video?

• Repeat and expand • Expression and excitement • Ask questions - Label then move to locate then label • Do you remember when - What did we see; Do you remember when

In what areas of phonological working memory do SLI subjects have greater difficulty?

• Repeating nonsense words • Recalling lists of real words • Manipulate and repeat, can recall and hold fewer items.

What five ways do you target intentional communication?

• Repetitive routines to develop anticipatory sets • Embedding interactions within joint attention & turn-taking routines • Responsive interactions with the child • Communicative temptations • "Upping the ante"

What does parent training focus on (7)? RREPPLC

• Responsiveness • Reciprocity • Establishing joint attention & attention to self • Provoking responses • Positive affect • Linguistic mapping • Choice of materials

Describe how to modify standardized tests for CLD individuals?

• Review content/vocabulary for appropriateness • Administer test to adult from the communityget opinion- familiarity with them • Review past testing of CLD clients-i.e. in school district, not compare to norms, but a small sample of kids who meet the same characteristics. • Identify tests that include CLD individuals in normative sample-most tests will say where their sample was from, wide geographically, cultural makeup of u.s. census • Reword instructions, allow additional processing time, repeat items • Compare responses to expectations for community • Always note adaptations in clinical reports!!

What are interventions for prelinguistic communicators?

• Scaffold/support development toward conventional communication • Parent responsiveness is a significant predictor of language development in children with disabilities (Brady et al., 2004)

What are the four reasons why we assess?

• Screening • Establishing baseline • Establishing goals • Measuring change

What are examples of shallow level tasks?

• Segment sentences into words • Segment multi-syllabic words into syllables • Detect and produce rhymes • Combine syllable onsets with the remainder of the syllable to produce a word • Detect beginning sound similarities across words

What are is an example of objects and substances that the child wants?

• Sensory activity or waterplay opposed to static objects

What are the language characteristics of children with ID in form?

• Shorter, less syntactic complex utterances • Reliance on less mature forms • Even if they have the ability, will over rely on less mature. • Same sequence of development as TLD

What are Communicative Temptations? ?

• Situations that motivate child to communicate • Immediate and contingent (natural or verbal) response to child communicative attempts

What is morphophonemic development in school age?

• Sound modification as a result of morpheme combination, e.g., - 5-6yrs: matches, watches, /Iz/ not /s/ • Vowel shifting as a result of appending suffix, e.g. - decide-decision, sane-sanity • Stress shift. E.g., - Record-record, present-present, pronounce-pronounciation • At what time do they develop these skills; • Plural forms- add s and when is it z or s or es- don't pay attention before but pay attention now • Matches or matchez • Decide- add a suffix= derivational changes pronunciation • Stress shift- word used as a noun, used as verb, stress switchs; shift to end for verbHats /tz/

What are the data collection procedures (10)?

• Standardized tests • Non-standardized probes • Naturalistic language sampling • Dynamic assessment protocols • Observation • Developmental scales • Interview • Questionnaires &Checklists • Rating scales • Reports from other professionals

What statements are found in the IFSP?

• Statement of family's resources, priorities, and concerns • Statement of major outcomes; criteria (may be we will feel successful when the child says 10 words), procedures (who, will be involved), timelines for determining progress (assess or reassess every six months or every three months) • Statement of specific services necessary to achieve outcomes (may be somewhat broad) • List of other services (transportation etc.) and funding sources if applicable (In NJ there is a sliding scale based on income) • Projected dates for initiation/duration of services • Assignment of a service coordinator (In NJ and NY separate service coordinators such as social worker) • Plan for transition to preschool

What are is an example of objects that move or change?

• Such as open and close or can be used for turn taking activities

Describe Dynamic Assessment Procedures for CLD Clients (Guitierrez-Clellan & Pena, 2001)?

• Test the limits • Interview on responses- talk to clients about responses, why do you think this is correct etc. to help understand pattern of reponses and if they are correct or incorrect • Graduated prompting-using a hierarchy of support scaffolding or descaffolding • Test-teach-retest-ie note they have difficulty with certain verb tenses, teach skill and retest; did they learn it? Then maybe language difference and not language problem • Measure modifiability-try to quantify how much prompting or additional feedback is needed for them to acquire the skill

What are some evidence of structural differences (Webster et al., 2004) in SLI?

• The plantum temporali- typically larger on left; but with SLI asymmetry is not found- maybe less left hemisphere specialty; even or more to right bloodflow etc. sylvian fissure= should be more developed on left; in SLI more evenly developed or • Reductions in cerebral volume • Atypical patterns of cerebral symmetry

Describe why production is important?

• To analyze spontaneous speech in addition to formal test results • Vocabulary skills versus spontaneous sentences

What are the features of a first word?

• True word • typically appear around first birthday • Child talks about his/her world

What do we assess (expressively/ receptively) in use?

• Turn taking, conversation skills, early narrative,

What techniques do you use to target frequency of intentional communication? CPS

• Utilize Communicative Temptations • Prelinguistic Milieu Teaching techniques • Script Therapy

What are characteristics of Spanish-Influenced English in Morphosyntax?

• Verb marking • Noun inflections • Negatives • Questions

What are differences between AAVE and SAE in Syntactic/Morphological?

• Verb marking • Pronouns/demonstratives • Comparative/superlatives

List communicative means we assess?

• Vocalization • Verbalization/word approximation (towards end of stage) • Gesture

List some communication temptations?

• Wind up toy= motorically they cannot do it. • Give them something unexpected or say no that's not right to indicate they need something else. • Bubbles and balloons good • Tempt them to say no or to protest • Boxes that click close= tempt and wait • Want to use something that is transient or you can take back but be careful with taking back as the child may get upset • Roll the ball back and forth then hold the ball

Describe language characteristics of children with ASD in content?

• Word retrieval difficulties • Less vocab storage; in higher IQ have a very advanced vocab in those areas

What are action constructions? AA-AR

• agent + action - Mommy go • action + object - Push truck • action (give) + recipient - Give me, give mommy

What are standardized tests?

• aka "norm-referenced" • Most formal/structured • Decontextualized • Item selection • Broad coverage of content within some domain • Varied difficulty • "...allow meaningful comparison of performance among children" (p.41)

What does curriculum based assessment reflect?

• content of curriculum, assesses curriculum-based language use •Vocabulary knowledge and use • Curriculum-related written work, language samples, etc.

What do you encourage while developing play and gesture in the emerging language stage?

• conventional object use (for those that are impaired- building with blocks, stirring with spoon) • Encourage early symbolic play (autosymbolic- direct to selves, then moving to conventional symbolic play)

What are the NP constructions? DAPXR

• demonstrative + entity - That ball • attribute + entity - Big ball • possessor + entity - My ball • X + recurrence - Swing again • Recurrence + X - More ball

Describe how structure is controlled in degree to which child responding is required?

• higher: more frequently and more directly • Or not requiring response

What are basic preliteracy skills?

• how to hold a book • Work on actions: use intonation to highlight action in book

What are the aims of assessment?

•Screening-can be down by pediatricians, pre-k etc • Identification- is there an identifiable diagnosis • Service eligibility - is this a child we can id as deserving services? • Prognostic determination- how well we think the child will do with some support • Diagnosis • Profiling - may not have a specific like SLI, language impaired, goal is to give us specific info. • Goal selection-writing IEP, writing goals, what is most important to work on • Therapy planning-taking them and what are age, culturally, mentally appropriate materials. • Outcome measurement (baseline & progress)

What do we aim to do when differentiating LI from TLD?

•correctly identify all children as LI who are (sensitivity) •Not label kids as LI who aren't (specificity)