CDIS 6610 midterm (pediatric language disorders)

phonology preschool-age skills include

metalinguistic skills, using words with fricatives and blending syllables

phonology precursor skills (infancy) include

vocalizing and babbling

semantics preschool-age skills include

fast + extended mapping and using about 100 new words per month

semantics precursor skills (infancy) include

points to named objects and using gestures to request or comment

morphology preschool-age skills

tense marking accuracy increases and using auxiliaries and copula

Morphology precursor skills (infancy)

listens for parts of speech to recognize proper nouns

Syntax preschool-age skills

uses correct word order, even to ask questions or embedded clauses

syntax precursor skills (infancy)

listens to word order to recognize agents, actions, and objects. Also takes statistics on syllable order

canonical babbling

sequencing CV syllables

reduplicated babbling

identical CV syllables (mamama)

variegated babbling

varying CV syllables (mabigu)

statistical learning

babies track how often multisyllabic words occur in an artificial language

phonemic discrimination

babies take statistics to hone phoneme categories

example of transitional probabilities

in the phrase pretty baby pre-tty is higher probability than tty-ba

proto-imperative

request an action by gesturing

proto-declarative

commenting on something by gesturing

proto-interogative

request for information

when do kids start open hand pointing

11 months

non-conventional gestures

reaching, handing objects to show

conventional gestures

waving, thumbs up, nodding

proto-conversation

turn taking

5 criteria for intentional communication

eye contact, ritualized gestures, ritualized vocalizations, pause for response, persistence and modification

fast mapping

child's ability to know the meaning of a word after only one exposure

when does fast mapping emerge

13-16 months

extended mapping

childs ability to modify word meaning with additional experiences

example of agent + action

mommy play

example of action + object

drive car

example of agent + object

mommy sock

example of action + location

go park

example of entity + location

cup table

example of posessor + posession

my teddy

example of entity + attribute

box shiny

example of demonstrative + entity

that money

when are morphemes developed

24 months - all at the same time

copula, 3s, -ed, auxiliary d, auxiliary BE

important negative considerations about MLU

dependent on sample length and DOES NOT tell you anything about the speech that was produced

Hallmark for diagnosing DLD

if they are using grammatical morphemes

formula for MLU

total number of morphemes divided by the total number of utterances

For first-order theory of mind task at age 2:6 what percent of children get it correct

20%

For first-order theory of mind task at age 3:6 what percent of children get it correct

50%

How many months old do children understand that another person has a different preference

Hint: goldfish and broccoli experiment

18 months

Theory of mind development: infancy

sharing eye gaze, facial expressions, gesures

theory of mind development: 8-12 months

using anothers emotions for information

theory of mind development: 18 months

symbolic

theory of mind development: 2-3 years

telling short narratives with mental state verbs (think, know, believe)

theory of mind development: 4 years

1st order TOM

Theory of mind development: 6 years

2nd order TOM (predicting what one person thinks another person thinks)

Theory of mind development: 7+ years

3rd order TOM (knowing that one person is aware that the other person has a false belief)

phonology

rules of speech sounds in a language

semantics

meaning of words and vocab

morphhology

composition of words rules for affixes

syntax

word order and sentence structure

pragmatics

use of language in conversation, social appropriateness

3 aspects of milieu communication teaching (MCT)

prelinguistic (PMT), milieu teaching (MT), responsivity education (RE)

different between EMT and PMT

PMT is for children barely using words and minimal intentional communication

EMT is for children using words and frequently using intentional communication

4 aspects of eligibility for PMT

seeking out eye contact, consistent gestures and vocalizations, pausing for a response from an adult, persisting attempts to communicate

Intermediate goal should be targeted first when using PMT for a child who does not use vocalizations or gestures to communicate?

Establish routines to serve as the context for communication

what age should children use directed looking for attention in an object

8-10 months

what age should children use social referencing

8-10 months

what age should children be using proto-declaritive pointing

8-10 months

what age should children be sharing focus on an object with a parent (triadic joint attention)

8-10 months

what age should children be responding to mommy, daddy, own name, and social words (peekaboo)

8-10 months

what age should children be responding correctly to points from others (they should be looking at it)

10-12 months

what age should children be conversational babbling and jargon with syllables varying in intonation and stress

10-12 months

what age should children be responding to over 50 words

10-12 months

what age should children be consistently using objects in routines

10-12 months

what age should children be waving and open-hand pointing

10-12 months

what age should childrens variegated babbles outnumber reduplicated babbles

12-14 months

what age should children begin transition to real words

12-14 months

what age should children be using 5-10 words

12-14 months

what age should children be clapping and blow kisses through imitation

12-14 months

what age should children be using around 20 words

14-16 months

what age should children begin using an adults word order

14-16 months

what age should children be able to wait to touch a toy until after social referencing with parent

14-16 months

what age should children be using index pointing and nodding head

14-16 months

PMT age details chronological and developmental

chrono: 12-54 months developmental: 9-16 months

transactional model of social communication

social and communicative skills are developed during interactions with adults and interactions are reciprocal

linguistic mapping definition

naming the object a child vocalized in the direction of

5 goals of PMT

establish routine, increase vocalizations, increase eye contact, increase gestures, combines these together

3 procedures of PMT

prompts, models, natural consequences

2 principles of intervention in PMT

arrange the environment and follow childs attentional lead

describe the establish routine hierarchy of PMT

imitate childs motor acts

imitates childs vocalizations

cause a break in the routine

do something interesting to gain the childs attention

encourage turn taking

describe the increase of vocalizations in PMT hierarchy

linguistic mapping and recasting childrens vocalizations

model extra sounds and shapes OUTSIDE the childs repertoire

model sounds WITHIN the childs repertoire

imitate the childs vocalizations with different sounds the child knows

imitate the childs vocalizations exactly

describe the increasing frequency of eye gaze in PMT

create a routine which has a child make eye contact

prompt for eye contact by saying "look"

move the object to your face

move your face in the line of the childs sight

give the object or action a label

describe the increase of gestures in PMT

arrange the environment so the object is out of reach to allow the child to gesture to the object

look confused and act like you do not know what the child wants

require the child to be specific

tell the child what gesture you want

model the gesture

label the object

describe the combining of all PMT techniques

prompt generally

get eye contact

model a gesture

recast

provide a natural consequence

reasons you arrange an environment in PMT

naturally supports the childs need to communicate

make the child need your help

able to use sabotage

way to follow the childs attentional lead

young children focus longer on objects they chose

parallel play!

allow long silences

respond; dont lead

3 types of PMT prompts

time delay, linguistic, non-linguistic

3 types of PMT models

vocal, gestural, motor

3 parts of the theoretical foundation of EMT

behaviorism, developmental theory, social interactionist

EMT strategies definition and example

implemented by SLP, parent, or classroom teacher

include: expanding words into phrases, selecting interesting toys, keeping desired materials out of reach

Goals of EMT and example

what is achieved with strategies, what changes in the child

having a larger vocab and using more complex language

6 EMT components

environmental arrangement, responsiveness, target-level language, expansions, time delay, milieu teaching prompts

3 strategies of environmental arrangement

selecting, arranging, managing materials

ways to be responsive in EMT

reward communication in the child

comment on what your child is focused on

ways to use target-level language in EMT

teaching a parent how to respond to their child

responses should be slightly above the childs ability (ie. child says car, parent says red car)

Which behaviors are examples of a child's intentional communication? Select all that apply.

1. Examining a toy while playing alone

2. Signing "again" while looking at a parent

3. Handing an object to a parent and vocalizing

4. Smiling at a toy lighting up without looking away from it

2 and 3

Infants use statistical _____ to segment single words from a stream of speech by tracking the ____ probabilities between syllables.

learning

transitional

Which maternal utterance is telegraphic?

1. Give me the spoon.

2. Where's the spoon?

3. Here is your spoon.

4. Where spoon?

4

TRUE OR FALSE:

Ritualized gestures are an example of intentional communication.

true