comd 4382 test 3 review

Hand cue

(encourage kid to attend to communication)

· Identify the stages of grief and counseling techniques that are appropriate to use.

1. Denial 2. Anger 3. Depression 4. Acceptance

pillars of literacy:

1. phonemic awareness 2. phonics 3. fluency 4. vocabulary text comprehension

· Identify the steps in the evidence-based practice decision-making process.

1. systematic review 2. critically appraised topics (evidence syntheses) 3. critically appraised induvidual articles (synopses) 4. randomized controlled trials (RCT) 5. Cohort studies 6. case controlled studies/ case series / report 7. background information / expert opinion

other features of late talkers

18- 23 months producing less than 10 words Late to produce 1st word 24 months, less than 50 words, few two word combos Or expressive language below age (below 10th percentile on the words produced portion of the CDI-WS) Weaker grammatical skills Poor sentence initiation and non word repetition task scores

enhanced milleu teaching cont

Antecedent behavior consequence technique (ABC): how a child's behavior resolves in a ascertain type of consequence, change antecedent to prompt child to have a more complex language before reward EMT: incorporates social interactionist and behavioral theory. Model target, Mand model: prompt child for communication act (mand). Model an expansion (you want the red shiny spoon) (model). Social interactionist theory:

prelinguistic milleu teaching (PMT)

Arrange environment to increase communication (place items out of range) Follow childs attentional lead Build social routines with predictable roles between parent/child (rolling ball back and forth)

who can get enhanced milleu teaching?

At least 10 words, MLU between 1 and 3.5 Able to verbally imitate words

· Identify and describe the skills associated with emergent literacy.

Being able to hold a book Interacting with the book "cat says meow" Knowing how to turn the page etc Oral language Phonological awareness Social literacy Print awareness Alphabetic concepts Emergent writing skills

counseling of communication disorders needs that parents and caregivers may need from an SLP

Caregivers go through a grief period. Make sure we are acknowledging their feelings, recommend support groups, and empower them. Parents are important in the child's agent if change Training them to help their child grow and develop Family centered Parent partnerships Individual family service plans (IFSP) Functional outcomes Natural environments

· Define and provide examples of conversational recast therapy.

Child: dog eating. Parent: the dog is eating! Is the cat eating? Recast the child's utterance in a more complex form Recast is declarative or question form Sentence recasts should vary in modality and heighten child's awareness to the target form

who benefits from the conversational recast theory

Children age 2 to school

Describe features of late talkers.

Communication deficit with no other developmental disorder/ issues Issues with expressive communication and no other developmental delays Many grow out of it and have normal development Delay in productive/expressive language ability

Define the simple view of reading.

Consisting of word recignition/decoded and listening comprehension,

Describe how emergent literacy skills can be assessed.

Criterion referenced assessment' Social literacy Look at how they interact with literacy material

· Define what the Ling Six Sound Test is.

Detection task Can be with a toy Ait next to child and make sure no facial expression or gestures are ebing used 6 different sounds that cover all frequencies (p, ch, sh, s, b) Vary the sounds and don't make them predictable Look for anything that shows they detected the sound (facial expression, gesture, etc)

addressing auditory processing disorder

Early intervention Choice of communication modality Family involvement and remediation process

Identify and describe intervention techniques for emergent literacy.

Embedded-explicit approach

Strategies of dialogic book reading :

Encouraged participation Feedback Adapt reading style to child language ability Wh question Open ended question Language expansion Time delay or fill in the blank with familiar books

enhanced milleu teaching (EMT)

Engages in incidental teaching, take advantage of tecahing the child language Modeling language Time delay to enrich language production Mand model approach

Embedded

Enhance child oral language, phonological awareness, print awareness and alphabetic concepts and emergent writing skills in meaningful activities More naturalistic Ex: Playing restaurant with the kid, have them take your order to embed the literacy skill

Explicit

Enhance child oral language, phonological awareness, print awareness and alphabetic concepts and emergent writing skills with explicit instruction Modeling, prompting, scaffolding Ex: tell me a word that rhymes with "hat".

prelinguistic milleu teaching continued

Establish routines that lead to communicative acts Increase frequency of nonverbal vocalizations Increase frequency and coordinated eye gaze (looking at toy, then looking at caregiver, then back at toy) Increase frequency, spontaneity and range of conventional/unconventional gestures Combine components of intentional communication acts

conversational recast theory cont..

False assertions (say something wrong and have the child correct you, the recast it in the correct sentence form) Forced alternative questions Corrective or non corrective recasts

Define dialogic book reading and describe strategies that are used in it.

Follows view from social interactionist theory. Learning that literacy is more interactive. Ex: joint attention with a book Ex: oh look at the cat, what does a cat say? Ok lets turn the page.

sensorineural hearing loss

Genetic Premature birth Meningitis More difficult to treat. Inner ear loss or auditory nerve issue.

· Provide examples of intervention strategies that are used in prelinguistic and enhanced milieu teaching.

Goals for child and caregiver Progress monitoring

Define characteristics associated with dyslexia.

Good reading comprehension, poor word recognition Often co occurs with DLD Difficulty with reading, decoding spelling Low accuracy on standardized assessments Difficulties are diff from other kids

literacy interventions

I-to-I model, Story grammar, Question asking, Writing Lab, spelling

other characteristics of auditory processing disorder

ISSUES WITH: Sound localization & lateralization •Auditory discrimination •Auditory pattern recognition •Temporal components of sounds •Processing competing acoustic signals •Processing degraded acoustic signals •Nothing wrong with outer, middle or inner ear, it is just a disorder with information perception and processing

clinical features of language in children with hearing impairment (HI) cont..

Issue with phonology (managing breathe stream, vowel postures, moving articulators) Issues with pragmatics: limited conversational partners, inexperienced Issues with semantics: vocab variety, complex vocab, figurative language Issues with syntax: immature grammatical forms and sentences structure, low MLU

who needs prelinguistic milleu teaching?

Kids with less than 10 words/signs. Understand less than 75 words If they need to increase gestures/vocalizations (produce few gestures/vocals). Down syndrome, fragile x, autism

(LTL)

Learn to listen

Identify and describe clinical techniques that can be used to facilitate language development (spoken and written) in children with HI (and for manual vs. verbal communicators).

Letter calling Storybook reading chaining sign placement LSL LTL acoustic higlighting hand cue sound sandwhich sabotage

levels of dialogic book reading

Level 1 = joint attention with a book Level 2 = moving towards a balanced exchange Level 3 = recognizing forms of conventional literacy (symbolic nature is limited) Level 4 = conventional literacy tasks with support Level 5 = reading conventionally, still support needed

Accurately describe clinical features of language in children with hearing impairment (HI)

Lower vocab abilities Delayed vocab Delayed or lower literacy skills Lower reading accuracy Trouble with orthographic (knowing letter) and phonological processing (knowing sound)

two evidence-based therapy techniques for each of the domains that Cirrin & Gillam (2008) discussed: semantics and vocab

Mediated learning (pairs of concepts) Bridging (connect prior knowledge to current) Meaning based communicative reading ( interactive small group)

two evidence-based therapy techniques for each of the domains that Cirrin & Gillam (2008) discussed: syntax and morphology

Modeling Model + elicited child productions from target

Eligibility for Early Steps (birth to 3)

Must have at least a score of 1.5 SD below the norm on two areas of development Cognition, motor, communication, personal-social (Battelle Developmental Inventory) Medical diagnosis

oral and written language are related:

Oral language development is a prerequisite for reading. Language skills > reading skills/literacy > academic success

Conductive hearing loss

Otitis media (transient) Perforated ear drum (noise induced, q tips, etc) Medical problem Easy to treat, usually transient

naturalistic assessment

Planned activity (book reading, play with certain toy, morning routine, meal or snack time) Unplanned activity Observe and document parent child behaviors to inform your diagnosis and intervention goals Criterion referenced tools Observe and document parent and child behaviors using different learning theoretical perspectives (behavioral, social interactionist, cognitive constructivist

Describe the role of an SLP in literacy development. Addresses domains of language related to literacy:

Semantics Pragmatic Syntax Morphology phonology

Identify the different communication modalities.

Sign language (ASL) Lip reading Cued speech (using gestures with speech) Total communication (speech and signing) Speech only (needs early intervention with high quality language input t do)

sentence combining technique examples

Simple 3: The boy finished the race first. Complex 2: Because the boy with the red hat is running fast, he finished the race in first place.

Spelling intervention:

Strengthen phonological awareness Strengthen orthographic knowledge (recognize viable and non viable words) Identify correctly spelled words Word sorts (contrasting spelling patterns: "fin, fine, rim, rime)

clinical techniques for dealing with a grieving caregiver

Tolerating silence Reflecting feeling Asking open vs closed ended questions

two evidence-based therapy techniques for each of the domains that Cirrin & Gillam (2008) discussed: pragmatics and discourse

Topic initiations (direct instructions, feedback, modeling etc) Peer group entry (watch a friend, get the same toy, etc)

Writing lab approach:

Topic selection Plan what to say Organizing Drafting Revising Editing publishing Should target strengths and weaknesses relative to reading outcomes

· Identify arguments in the clinical debate associated with therapy for late talkers

Who actually grows out of it and when is it considered a disorder Controversial changes to the CDC developmental milestones Wait and see approach Should we actually be giving intervention to these kids Early intervention for late talkers Risk factor model

Phonemic awareness = pillar 1

ability to hear, identify and manipulate individual sounds. 80% develop this by 1st grade Developed through: identifying/categorizing. blending/segmenting. adding/deleting/substituting. Ex: I spy

Identify at least one strategy to promote culturally-sensitive literacy intervention

accommodation, adaptation, incorporation

Sound sandwich:

auditory cued paired with visual cue

Fluency = pilar 3

bility to read text accurately, quickly and with proper expression. Bridge between word recognition and comprehension. Importance: shift attention to comprehension vs decoding Target if: 10% word recognition errors, poor comprehension, read without expression, not reading punctuation. Developed by: modeling fluent reading, repeated oral reading, partner reading, audiotapes,

Systematic review:

comprehensive overview of the science of literature on a clinical question. Identify common gaps and things in the literature without using a statistical approach

Identify the different types of hearing losses.

conductive, sensorineural, mixed

Accommodation:

consider students communication style and home literacy routine

Sabotage:

deliberate mistake by adult (so child can correct)

Efficacy study:

examines possible cause-effect relationship between intervention variables and outcomes from therapy.

factors that may cause late talkers

family history, male, born with neurobiological risk factor.

Adaptation:

help students and families gain access to language and literacy practices that are related to academic success.

Incorporation:

identify community practices that are undervalued by schools and incorporate culturally rich literacy learning into therapy

Acoustic highlighting:

improve audibility of spoken communication

Chaining:

link fingerspelling, print and sign version of the word

LSL:

listening and spoken language (children listen before they speak)

· Identify the assessment process and the skills that should be assessed for children who receive birth to three services.

naturalistic assessment Follows determination of eligibility Determine child and family needs, strengths and early intervention services

emergent literacy

occurs before formal literacy instruction. Begins in the home. How a child interacts with literacy materials. children develop skills, attitudes and knowledge about reading prior to formal literacy teaching

responsivity education

parent training delivered by clinician to parent

· Be able to describe intervention targets for children who are in the early language stages

prelinguistic milleu teaching enhanced milleu teaching responsively education

Phonics = pillar 2

relationship between individual sounds that make up words Developed through: systematic and explicit explanation Effective program: apply reading words, sentences and stories

Sign placement:

sign word directly over text in reading

literacy

the ability to read and write. Set of skills that allow someone to engage in society and learning,

RCT:

treatment variable and 3 or more target variables interdependent from each other. Treated variable should not be affected by untreated variable.

Vocabulary text comprehension = pillar 4

understanding of how reading and understanding go together. Purposeful and active process. Success: story structure, prior knowledge, attention on learning, gather explicit/implicit info Vocabulary knowledge is the biggest predictor of comprehension Narrative reading Literal and inferential questions and critical questions Strategies: Teaching story/narrative structures Imagery Question generation Predicting Summarizing Making connections

Meta analysis:

uses a statistical approach to summarize result of RCT (randomized clinical trials)

o Therapy content (targets, and Therapy delivery (cycles approach, horizontal goal approach)

vertical approach: work on one specific goal at a time until target is met horizontal approach: work on multiple goals at once cyclical approach: work on goals in a cycle (1 goal per week regardless if target is met)

SLI/DLD and syntax/morphology

• Use short, less syntactically complex utterances •Many errors and ommissions ('zero marking') in a dialectally inappropriate way on grammatical morphemes (Rice & Wexler, 1996) •No subordinating clauses •I scared, I going. •Biggest issue is morphosyntax. •Particular difficulty with verb inflections •Third person singular -s, ex: He walks to the store •Past tense: He walked to the store

o Continuum of naturalness (explicit vs. implicit teaching, imitation prompts)

•Continuum of Naturalness •Older kids use hybrid or non natural forms •Drill (imitation prompts; Ellis Weismer & Murray-Branch, 1989) •Explicit teaching •Implicit teaching (conversational recasts; Camarata & Nelson, 1992) •Combination of explicit and implicit teaching (Finestack & Fey, 2009; Bangert et al., 2019 - ASD) •Initial modeling •Structured drills or prompted imitations •Naturalistic/embedded learning

Dose form (consistency vs. variability, input grammaticality)

•Dose form - therapy activity/task •Input variability •Word learning (Aguillar et al., 2017) •Grammar - variability sets (Plante et al., 2014; telehealth - Arnold et al., 2022) •Input Informativeness Approach (Hadley et al., 2011) •Increase obligatory morpheme models (Brendin-Oja & Fey, 2013) •Toy talk •Telegraphic vs. Simple but grammatical (Kamhi, 2014) •Simple and grammatically correct is better. •Brendin-Oja & Fey (2013) •Comprehension •Production

o Dosage and dose frequency (including distributed vs. massed learning)

•Dose frequency - number of sessions with a set dosage (per day, per week) •Distributed vs. Massed •Verb learning (Riches et al., 2005) •Other word learning (Haebig et al., 2019) •Grammar learning (Smith-Lock et al., 2013) •Goal attack: horizontal, vertical, cyclical •Massed = taught through many days

Define what auditory processing difficulties are and know at least one way to address them.

•Efficiency and effectiveness that the central nervous system can process auditory information Hearing aids will not help, you need to address environmental things and strengthening language

· Be able to describe the sentence combining clinical technique.

•Improves ability to use complex grammar •Shows how words can be put into varying pattern •Appropriate for school-age to college students •Improves writing skills

SLI/DLD and language content

•Late onset of early productive vocabulary •May have restricted, concrete knowledge of words (Sheng & McGregor, 2010) •Overuse of certain verbs (do, get, put) during preschool period (GAP verbs; Rice & Bode, 1993) •Require additional word exposure for word learning (Gray, 2004)

Be able to describe at least two theories that attempt to explain language impairments in children with SLI/DLD

•Neurological (asymmetries, MRI & brain hypoactivation) •Neuroprofile that is immature. Less activation in the brainwithlanguage. Multiple genes associated •Genetic factors • Tends to run in family •Variant in the candidate gene KIAA0319 on chromosome 6

Accurately describe clinical features of children with SLI/DLD. SLI: significant language learning abilities

•No evidence of impairment of •Nonverbal cognition (85 or higher) normal range •Social - emotional development (not on autism spectrum) •Hearing (normal hearing) •Neurological or oral structure or oral motor abnormalities •Typically not diagnosed until around 4 years of age •Kids with SLI or DID do not have any other disorders (autism, down syndrome, hearing loss etc)

associated problems with SLI/DLD

•Phonological awareness related to reading skills •Problems with detecting, segmenting, and blending sounds in words •Many children with SLI have problems learning to read (Adlof, 2020; Catts, 1991) •Problems with nonword repetition (Dollaghan & Campbell, 1998) •Repetition of nonsense words

SLI/DLD and phonology

•Problems with phonology interact with other aspects of language •Phonological complexity influences early productive vocabulary •Difficult to produce grammatical morphemes omitted more often

Define the SPIKES strategies that should be used when sharing information from the assessment with parents.

•S - setting •P - perception •I - invitation •K - knowledge •E - empathy •S - strategy and summary

SLI/DLD and language use

•Use language for same purposes as typical children •Less initiation, more replies •Communication problems may have big impact on social skills •Makes you not want to talk with others, so you don't get as much exposure to social interactions