Child Lang Disorders

Generally speaking, most monolingual toddlers have approximately 50 words in their vocabulary.  If a toddler hears both Spanish and English in equal amounts, how many Spanish words would you expect that toddler to have at 18 months? 

fewer than 50

Generally speaking, most monolingual toddlers have approximately 50 words in their vocabulary.  If a toddler hears both Spanish and English in equal amounts, how many total words (English and Spanish) would you expect that toddler to have at 18 months? 

approximately 50

Generally speaking, most monolingual toddlers have approximately 50 words in their vocabulary.  If a toddler hears both Spanish and English in equal amounts, how many English words would you expect that toddler to have at 18 months? 

fewer than 50

According to Hoff & Core, measuring total vocabulary includes

Adding up all the words a child has in both languages

A 4 year old child has heard both Arabic and English the majority of his life, in relatively equal amounts. He has received robust, quality input in both languages. We can expect that his MLU in Arabic will be: 

Relatively close to the typical MLU of a monolingual English speaker

Not understanding typical development of a dual-language learner could lead to:

Both under and over diagnosis

TRUE OR FALSE

A Spanish-English speaking toddler says: "gato run!" 

Gato is Spanish for "cat"

This doesn't count as a two-word phrase because the child used one word in Spanish and one in English. 

false

Zara reaches toward a cookie and says "kee." Her mom gives her the cookie.

word approximation

Zara points at a cookie and says "ooooh" and her mom says "that's a cookie!'

vocalization

Zara gives the dog his food. Then, trying to say that the food belongs to the dog, she says: "dog food." Which type of two-word phrase could this be? 

possessor-possession

Zara is holding onto her book. Her mom tries to take it. Zara says: "Zara book!" Which type of two word phrase could this be? 

possessor-possession

As discussed in class, what is one of the advantages of using the SUGAR language sample analysis protocol for preschoolers as compared to other forms of LSA? 

it is free

The "converging evidence" framework described in class includes:

Parent/teacher rating scales, standardized assessment, connected speech samples and observation of learning potential. The idea behind this approach is that gathering information from each of these categories strengthens our clinical decisions. 

Number of different words (NDW) is most helpful in telling us about which component of a child's language system? 

sematics

Mean Length of Utterance (MLUsugar) is most helpful in telling us about which component of a child's language systems? 

morphosyntax

Which part of the language sample analysis process involves writing down what the child says?

transcribing

What are the advantages of the SALT software program?

It contains a wide range of analyses

It has data from language samples of both monolingual and bilingual English & Spanish speakers

Which is a measure of clausal density/sentence complexity?

Subordination index

A measure of semantics that measures lexical diversity is: 

number of different words

Which is a "macro" level language analysis?

Narrative Analysis/Story Grammar

Conversational Discourse Analysis/Pragmatics

What is the purpose of a basal on a standardized test?

We can assume that all items below it would be accurate

What is the purpose of a ceiling on a standardized test? 

We can assume that all items above it would be inaccurate

Test instrument in which the individual’s performance is compared with a prespecified standard or skill is a:

criterion-reference test

Test instrument in which the individual’s performance is compared to his/her peers who have taken the same test in the same way

norm-referenced test

What is an advantage of a norm-referenced test? 

it has a clear protocol

You give the PPVT and Josh scores a 89 and then Ms. Collins gives the test and Josh scores a 56. You review the procedures and you BOTH followed the rules perfectly. This could indicate a problem with the ___________ of the PPVT. 

reliability

How to find average range

mean - SD, mean + SD

A SLP places a ball out of reach. The child sees the ball. The child says "ball!" to request it. 

This is an example of: 

nonlinguistic stimuli

A SLP places a ball out of reach. The child sees the ball. The SLP says "What do you want?" The child says "ball!" to request it. 

This is an example of:

both linguistic and nonlinguistic stimuli

The activity is chosen by the clinician and not interesting to the child

activity context

The person interacting with the client is his mom

social context

The location for the session is at home

physical context

What is it called when a SLP does something to get a linguistic behavior to occur? 

elicit

Young children do well with ________ as nonlinguistic stimuli, as compared to pictures.

objects

A child says: "My dad home." The adult says: "IS your dad home? He is home"

recast

A child is excited to see him mom arrive home he waves to her. His dad says: "Your mom is home! You're waving to her! Hi mom!"

parallel talk

A child says: "Mom home!" The adult says: "Mom is home!"

expansion

A child says: "Dad home!" the adult says "He was working. And he drove her car home."

extension

A dad is making dinner while his toddler is in the kitchen. The dad says: "I'm making dinner. I turned the stove on. Now I'm stirring the soup."

self talk

What is it called when an adult surrounds a child with examples of the language they hope the child will learn but does not require the child to imitate the model? 

indirect model

Self talk

Adult describes what they are thinking, feeling, or seeing

Parallel talk

Adult describes what the child is thinking, feeling, or seeing

Expansions

Listen to what child says, keep child’s word order, add missing syntax/grammar elements

Child: “Truck drive”

Adult: “The truck is driving!”

Extensions

Listen to what the child says, add new semantic information (new vocab, new concepts)

Child: “Truck drive”

Adult: “It’s going so fast! Maybe it’s racing”

Recasts

Adult changes the child’s utterance from a statement to a question

Child: Dog barking

Adult: Is the dog barking? The dog IS barking. He is barking so loud.

Build up & Break downs

say an entire sentence, break it down into short phrases, say entire sentence again

Child: coat

Adult (build up): You’re putting on your coat. (break down) You’re coat, Putting it on. Putting your coat on. (build up) You’re putting on your coat.

The SLP and the child are playing with cars.  They are driving the cars around and crashing them into blocks.

As the child drives the car around, the SLP describes what is happening: "You are driving both cars! The cars are going really fast." 

Then child crashes both his cars and says: "Car crash" and the SLP says, "Did the cars crash? The cars did crash! The cars knocked the blocks over." 

The SLP brings out more cars and holds them in her hands. She waits. 

The child notices that she is holding more cars and says: "More car"

The SLP says: "You want more cars? OK. Say: More cars!"

The child says: "More cars"

The SLP says: "Sure, you can have more cars! Here are two more cars. Look at those cars driving fast." 

Enhanced Milieu Teaching

The SLP and the child are playing with cars.  They are driving the cars around and crashing them into blocks.

As the child drives the car around, the SLP describes what is happening: "You are driving both cars! The cars are going really fast." She gets out more cars and gives them to the child, saying: "Here are more cars. Two more cars. Three more cars. Four more cars! Look at all those cars."

Focused Language Stimulation

The SLP and the child are playing with cars.  They are driving the cars around and crashing them into blocks.

The child crashes both his cars and says: "Car crash" and the SLP says, "Did the cars crash? The cars did crash! The cars knocked the blocks over." 

The child then holds up two cars and says: "Two red car." 

The SLP says: "Do you have two red cars? I really like your two red cars. I have blue cars!"

Conversational Recast Therapy

Developmental Language Disorder refers to children who…

have language difficulties, whose language difficulties interfere with everyday life, whose language difficulties may impact their life across a number of areas

Children with DLD are very likely to struggle with…

morphosyntax

Evidence supports the use of _______ with toddlers who are language delayed. 

Focused language stimulation

Conversational recast therapy is most appropriate for children at the __ word phrase. 

2+

Research demonstrates that as many as ___ recasts per minute may be needed for conversational recast therapy to be effective. 

2