Language Disorders III Final Exam

Expressive vocabulary in the developing language stage is greater than ___ words

50

During the developing language stage, kids start to put ___ words together, or combine ___ to ___ morphemes

• put 2 words together

• combine 2-5 morphemes

Kids in the developing language stage are between Browns stages ___ and ___

Brown stages II and V

For a typically developing child in their developing language stage, their chronological age is between ___

2-5 years old

• toddler and preschool

What are some important factors to consider in a family-centered assessment?

• address the family concerns and include the parent’s perspective

• be sure not to alienate parents

• recognize that families may be upset with their child’s diagnosis

• cultural sensitivity

Name 2 language screening options for kids in the developing language stage

• PLS-5

• FLUHARTY-2

Name some semantic tests for kids in the developing language stage (single-word vocab tests & concept understanding tests)

• Single-word vocab:

  • PPVT-5

  • EVT-3

  • ROWPVT-4

  • EOWPVT-4

• Concept understanding:

  • Boehm-3

  • BBCS-4R

  • WABC

During informal assessment of vocabulary for a child in the developing language stage, what are some categories you should consider assessing?

• concepts needed for academic and social success

• WH-questions

• Concepts: time, size, quantity, position, etc.

The 5 domains assessed in EI are

• cognitive

• physical: gross and fine motor

• communication: expressive and receptive

• social/emotional

• adaptive

Does a child have to be between 2 and 5 years old to be a part of the developing language stage?

Nope! a child that is older has a language delay still they can be part of the developing language stage

What are the five domains of language?

• semantics - vocab

• syntax - sentence structure

• morphology - grammar endings

• phonology - speech sounds

• pragmatics - social communication

Name some pros and cons for standardized informal assessments

Pros:

• provides objective score

• used for eligibility

• tells you what to probe more

Cons:

• doesn’t provide baseline data

• doesn’t help you form tx plan

• won’t tell you about naturalistic language skills

Name some pros and cons for Criterion referenced informal assessments

Pros:

• may be more natural

• useful for intervention planning and goal writing

• lets you evaluate pragmatics

Cons:

• won’t give objective score or help with eligibility decisions

• concerns about subjectivity of evaluation

Name a few sources of information that may be used for a child in the developing language stage

• checklists

• standardized assessments

• parent report measures

• interviewing

• observation

These sources help learn what the child can do in multiple settings, a child may not perform well on a standardized assessment because it is decontextualized and unfamiliar, using observations allows the clinician to elicit skills the parent may not report

Why are pragmatic skills best observed in natural contexts?

• the child may be able to do a skill in one setting but not in another. if you use standardized tests you will not learn that - Ex: taking turns at home doesn’t transfer to at school with peers

• some skills can not be elicited artificially during a standardized assessment

• assessing pragmatics in a natural context can help determine what setting might be best to use for teaching new skills

What assessment allows you to credit the child for skills the parent reports on, in addition to observed skills?

DAYC-2

Name 2 common early childhood assessments

• PLS-5

• CELF-P3

What are the 5 domains used in CA Early Start (EI Eligibility)?

• cognitive

• physical: gross and/or fine motor

• communication: expressive and/or receptive

• social/emotional

• adaptive

What are multiple domains considered in EI eligibility?

• prevents over or under qualifying

• child may need support in one domain or several, but without evaluating multiple domains you wouldn’t know that

What is the difference between expressive and receptive vocabulary?

expressive - being able to use the word correctly, based on its meaning

receptive - being able to understand the word

Do receptive and expressive vocabulary typically developing at different rates? Is yes, how so?

receptive vocab is typically larger than expressive vocab

• child can typically point to the picture you name before they could label it themselves

Name some common intervention strategies used in the developing language stage

• communication temptations

• pausing/wait time

• conversational recasts

• indirect language stimulation: child-led

• drill play vs child centered intervention

Why are syntax and morphology often assessed separately for receptive vs expressive ability?

Children can sometimes understand sentence types they can’t use, or use sentence types they can not understand

Give an example of syntax structure that children in the developing language stage can sometimes use but not understand

Agent-action-object sentences

• boy kicks ball

When is phonology targeted in the developing language stage?

in cases when intelligibility is severely deceased

Why is language sampling helpful for kids in the developing language stage?

• you can assess both comprehension and production

• naturalistic context

• can look for obligatory contexts for grammatical morphemes and see if they are used or omitted

Name common pragmatic skills in the developing language stage

• turn taking

• joint attention

• initiating conversations & new conversation topics

• conversational repair

• topic maintenance

• register variation

Why should pragmatic intervention be embedded across activities?

• targeting pragmatic skills directly is unnatural

• you want the child to be able to use pragmatic skills across setting/various activities, not during only one activity type

Describe family-centered practice. Why is it considered best practice for young children?

• best practice for young children

• encourages families to be as involved as possible

• caregivers are around the child the most and already have a trusted trusted relationship with the child resulting in them being good teachers

What are some barriers to family-centered practices?

• cultural differences

• families who have other caregiving responsibilities

• multiple kids causing the caregiver to be divided

• parents of medically complex kids may be more concerned with child’s health than their lang development

• translators may not be able to translate to the exact dialect of the family

• difficult family dynamics

• families level of health education

• parent mental health

Describe a coaching approach to EI

• non-hierarchical

• collaborative approach between provider & caregiver, working to increase caregiver’s confidence

Describe the consulting model in EI

• hierarchical

• expert gathers information, IDs the problem, gives recommendations about how to “fix” the problem

Describe the key features of parent coaching

• you are the expert in the child lang development

• the parent is the expert on their child

• the parent is the child’s first and most important teacher

• should be collaborative & non-hierarchical

Dyadic model of intervention

• provider interacts with the child

• caregiver is observing

• the primary interaction here is between the provider (SLP) and the child

Triadic model

• provider is coaching and doing joint planning with the parent

• caregiver is doing the intervention, and provider will model and explain strategies to try

• primary interaction is between caregiver and child

What is bagless therapy?

• not bringing materials into the home when doing EI

• using what is in the home

• naturalistic

• flexible & adaptable

• supports increased generalization

What is Vygotsky’s theory?

Learning and cognition is tied to language

What should play & thinking intervention include?

incorporating activities that encourage

• structured play

• problem solving

• exploring new ideas

What is the “simple view of reading”

D x C= R

• decoding x language comprehension = reading

What is reading comprehension based on?

• being able to decode - word recognition

• listening comprehension

What are some indicators of literacy success at school?

• phonological awareness

• oral language

• understanding of print

• ability to write name before kinder

• knowledge of the alphabet

• rapid naming

What is the most effective intervention for literacy?

• focusing on oral language in preschool and Kinder

• teaching:

  • phonemic awareness

  • sound relationships between letters

  • vocabulary

  • language comprehension

  • invented spelling

SLP’s are becoming more expected to address literacy in preschool programs

True

what are communication temptations? What are they used for?

• tempting the child to communicate by altering the environment

• used for encouraging communication and increasing communication attempts

Informed SLP: What are some methods you can use to avoid pathologizing shyness?

• use multiple assessment measures

• include parent input and tasks that include pointing and looking

• give adequate time for the child to warm up to you before starting the test

• note that the child’s scores may be lower due to shyness in their report

What is a drill based approach? What is it used for?

• lots of repetition of the target within play activities

• used for:

  • teaching new skills

  • many opportunities to practice

  • carryover of the target in a natural way

Informed SLP: What are some general principles pf EI therapy/things to focus on in therapy?

• support attuned, safe relationships between child and caregivers

• serve and return/responsive and engaging interactions

• repetition and diversity of word exposure, multimodal word input

• model language in multiple contexts (during routines, play, and reading)

Informed SLP: a study from Choi et al. found that the parents use of what type of gesture with their 12 month olds was predictive of vocab skills at 36 months?

• declarative gestures - these are used to gain joint attention

• knowing this, we can suggest that parents model and use declarative gestures like pointing a lot

Informed SLP: New research into cochlear implantation in infants suggests that as long as a child receives their first implant before age ___, the timing of the second implantation does/doesn’t impact language outcomes

• before age 3

• does not impact language outcomes

Informed SLP: What are some strategies that we should use to protect child emotional & mental health during play?

• encouragement

• try to reflect their emotions rather than name them “you seem happy” rather than “youre so happy”

• avoid directing play, instead talk about what they’re naturally doing

• recast and expand rather than directly imitating what they’re saying

Informed SLP: Words that have ___ sensory features (like apple) are typically acquired earlier than words with ___ sensory features (like shy). What are the implications of their for vocabulary building?

• more

• less

  • try to incorporate as many senses as possible into vocab learning

Informed SLP: when teaching new words to kids with or without DLD, you may want to use an ___ gesture to help them learn!

Iconic gesture

• shows the shape or manner of a noun

• Ex: using fingers to make horns for the word deer

• Ex: lip-toeing motion with your finger against your mouth to show “creep”

Informed SLP: What are key features of a print-focused read-aoud when trying to support preschool literacy?

• print out letters

• pointing out common words

• having kids look for letters/words

Why might you use pausing/wait time?

to give the child opportunities to practice their skills and think about what they are saying

What are conversational recasts and when could you use them?

• using the child’s utterance and recasting it with proper syntactic form

• use during chld-centered approaches in play

What is indirect language stimulation and when would you use it?

• modeling language to the child with no pressure to respond

• use for children who need more exposure to language, can use in naturalistic contexts

What are some clinician-direted approaches?

elicited imitation and drill play

Drill play vs chil-centered intervention

• drill play: structured, clinician-led, lots of repetition of the target

• child-centered: clinician provides opportunities for the child to comprehend and produce the targets in naturalistic activities

Describe some general principles for selecting vocabulary targets for kids in the developing language stage

• provide frequent exposures to new words - repetition

• use varied experiences to support generalization

• control syntactic complexity

• consult with parents and teachers so all are supporting language

  • Expanding Expression Tool (EET) is good for this

Describe strengths and weaknesses of clinician-directed therapy

• strengths: teach new skills, sessions are planned ahead of time, you have control over how sessions go, can give many opportunities to practice a skill

• weakness: limited opportunities for generalization, unnatural, child is responder, but some kids don’t respond well

Describe strengths and weaknesses of child-centered therapy

• strengths: focuses on social-emotional well-being, increased social interactions, natural language development, reduced stress, encourages creativity & exploration

• weaknesses: has limited structure, time commitment for SLP, discrete trial data tracking is difficult

What are some strengths and weaknesses of a child-centered approach?

• strengths: focus on social-emotional well-being, natural language development, reduced stress

• weakness: doesn’t work for every child, time commitment, taking data is more difficult

What are some signs of expressive vocabulary delay?