Language Disorders Exam #3 Review

What are narratives?

What are narratives?

a self-initiated, self-controlled, decontextualized form of discourse

List 3 characteristics of a narrative.

Extended units of text, Events within a text are linked, Speaker maintains a social monologue, Are about agents (people, animals, characters engaged in events over time)

T/F Oral and written narratives should form a portion of any child's language assessment

true

How can you elicit an oral narrative from a child?

Read a book, have them retell the story; Personal factual narratives ("what did you do after school yesterday?")

In a narrative, what is an episode?

consists of an initiating event, an internal response, a plan, an attempt, a consequence and a reaction

List the seven elements of story grammar

Setting statements, Initiating events, Internal responses, Internal plans, Attempts that describe the overt actions of the characters to bring about some consequence (goal), Direct consequences that describe the characters' success or failure at attaining their goal, Reactions

What is cohesion?

the use of various linguistic means to link narrative utterances together into a unitary text

Provide an example of cohesion.

Reference: The boy was eating a cookie. He dropped it. (he refers to the boy)
Conjunction: However, Next, Then

T/F More mature narratives contain greater cohesion to aid the listener in interpretation.

true

Give an example of a setting in a narrative.

Castle, Walmart, etc.

What is the main purpose for language intervention?

to teach a generative repertoire of linguistic features that can be used to communicate in socially appropriate ways in various contexts; to stimulate overall language development

In the functional intervention model, The SLP becomes a ____________________ for the other language facilitators who interact more frequently with the child, training them to modify the context within which language can occur and to elicit and modify the child's language

consultant

Name 3 features of the traditional model of language therapy.

individual or small group setting using artificial solutions; isolated linguistic constructs with little attention to the interrelationship of linguistic skills; intervention stresses modeling, imitation, practice and drill; little attention to the use of language as a social tool during intervention sessions; little chance or opportunity to develop linguistic constructs not targeted for intervention; little opportunity to interact verbally with others during intervention (out of context, in little bits, not wholistic)

Name 3 features of the functional model of language therapy.

Small or large group setting within contextually appropriate setting; Relationship of aspects of communication stressed through spontaneous conversational paradigm; Conversation techniques stress message transmission and communication; The use of language to communicate is optimized during intervention sessions; Increased opportunity to develop a wide range of language structures and communication skills through spontaneous conversation and social interaction; Increased opportunity to develop communication skills by interacting with a wide variety of partners (in context, wholistic)

List 3 characteristics of a good language facilitator.

Attend to children, Accept their topics, Provide supportive feedback

T/F The language development of typical children can guide the selection of training targets for children with SLI

true

What does it mean to follow a child's lead? How does this facilitate language development?

It means choosing topics and games in therapy that the child likes and has knowledge about; this creates high interest and highly motivated conversational clients

T/F Language learning is passive.

false

Where should language intervention occur?

Natural context

Define script

an internalized set of expectations about routine or repeated events organized in a temporal-causal sequence (ex. "Hi, how are you? I'm good. What are you doing today?"; ordering at a restaurant)

Give an example of a script.

Making pudding

T/F Generalization takes place during the final days of therapy only.

false

What is the difference between content and context variables?

Content variables include the training targets and training items (what is USED in therapy); Context variables include the method of training, language facilitators, cues, contingencies, and location of training (HOW the child is learning the same content)

T/F When a particular syntactic form is being targeted, it is important to select content words already in the child's repertoire.

true

T/F Often a language feature fails to generalize because a child has not learned the conditions that govern its use.

true

Give an example of a child that uses the wrong language feature because they do not understand the conditions that govern its use.

Irregular vs. Regular Verbs: He go-ed vs. He went

How does contrastive practice facilitate new learning in a child with a language disorder?

By presenting contrasting situations and encouraging the child to practice, the SLP helps the child amass the data necessary to identify the critical elements of the rule

Where should language training take place?

Training should occur wherever the child is likely to use the newly trained language skill (natural environment for the skill)

T/F Sentences trained out of context are easy for a child to learn

false

Provide an example of cueing a child in a conversational manner to elicit the language desired

Child: "I goed to the store." SLP: "Oh, you went to the store?"

T/F A child makes a statement such as "I want that" and the therapist responds, "good talking." This is an example of the facilitator using both good semantic and pragmatic contingencies.

false

What is the nonlinguistic context?

what happens in the environment

Why is nonlinguistic context important?

offers a rich source for eliciting language

Give an example how you might elicit the intention of turn taking or requesting objects.

Provide only one highly desirable outfit in the dress-up corner of the class; Provide only enough art supplies for half of the children and request that children share equipment

Give an example how you might elicit the intention of following directions and directing others

Bake while following a written or pictured recipe, Plant seeds in cups, Have a child explain how to do something known by only that child, Have the child be the teacher

Give an example of how you might elicit the intention of requesting information.

Give only partial directions for completing a task, Put objects that the child needs for a task in an unusual location, Introduce visually interesting items but do not name them or explain their function to the children

Explain how language can be elicited through sabotage.

Sabotage of activities or routines involves taking actions or introducing elements that will not permit the activity to continue or to be completed (ex. toys without batteries, coats turned inside out, a container they can't open)

What is modeling?

a procedure in which an SLP produces a rule-governed utterance at appropriate junctures in conversation or activities but initially does not ask the child to imitate (the SLP does something correctly that she wants the client to imitate, repeatedly, until they imitate naturally)

What is focused stimulation?

SLP produces a high density of the targets in meaningful contexts without requiring the child to respond

What is self-talk?

SLP talks about what he/she is doing

What is parallel talk?

SLP talks about what the child is doing

What is priming?

occurs when the utterance of one person influences the structure, vocabulary selection or sounds used by a second speaker.

Give an example of priming

What is he baking? He is baking a pie.

What are the 4 steps in the mand-model technique?

An adult first attracts a child's attention by providing a variety of attractive materials. Joint attention is established; After the child expressed interest, the adult (de)mands, "Tell me about this" or "Tell me what you want" requesting a behavior trained previously; Prompts a response or provides a model to be imitated; Adult praises the child for an appropriate response and gives the child the desired item

What is expansion?

a more mature, correct version of the child's utterance that maintains the child's word order

What is extension?

Reply to the content of the child's utterance that provides additional information on the topic (ex. "He build." "He's building. He's building a tower.")

What is a break up / build up?

Consist of dividing the child's utterance into shorter units and then combining them and expanding on the child's original utterance

Child: I builded a big tower with blocks. SLP: I builded a big tower with blocks? The facilitator repeats the entire utterance with rising intonation. What are we asking the child to do following this response?

Child must locate the error or omission and correct it themselves

Child: I builded a big tower with blocks. SLP: is it builded or built? What are we asking the child to do following this response?

Determine which word is correct within context (choice making)

At least a portion of each treatment session should involve use in a ____________________________ context

conversational

What are the steps for a child to enter into a conversation with a peer?

Walk over to your friend, Watch your friend, Get a toy like the one your friend is using, Do the same thing as your friend

What is presupposition?

assumption of what someone already knows

What is one phrase you can use to maintain topic?

Tell me more

T/F Turn taking is appropriate if it does not interrupt others.

true

Children with LI often seem unaware of the distinction between understanding and failure to understand and rarely act when they do not. Why is the critical that an SLP(or school teacher) understand this?

The SLP/teacher needs to make up the gap for the child (ask them questions about what they were just told, have them repeat back to you what you said, have them teach a classmate)

T/F Training fictional narratives results in increased functional communication.

false

Name 3 criteria that should be used for book selection?

Familiar event scripts, Pictures that support the episodes, Clearly sequenced episodes, Appropriate length and language level

Define meaning.

Meaning is the relationship of a sign or word to the underlying concept

T/F World knowledge or what the child knows about his world is very important for vocabulary growth.

true

How is world knowledge and vocabulary growth impacted by socioeconomic status?

A child in a low socioeconomic status will have less experiences and communication opportunities to build a world knowledge and expansive vocabulary.

How do morphological approaches strengthen understanding of word formation?

You understand each part of a word and what each piece means alone (ex. pre means before + heat means to make hot or warm = pre heat means to make warm before)

Describe the four different methods of vocabulary teaching

Engaging in interactive book reading, Direct vocabulary instruction, Teaching word-learning strategies for using morphological knowledge, Fostering word consciousness through "playing with language" (visual diagrams, word play, etc.)

Explain a "spidergram." How is it used?

The center is "president" and then all of what is related to the president branches off of it in a spider-like picture

List the 9 most common prepositions

With, to on, at, by, for, from, in, of