CLD CRAM

stark stage: 4-6mo

expansion of early vocalization: playing with sounds/rising and falling

Stark’s stage 3-8mo

control of articulation: marginal babbling (baaa/maaaa)

Stark’s stage 5-10mo

canonical syllables of early vocalization: reduplicated and variegated babbling (babababa/mamamama)

Stark’s stage 9 -18mo

advanced forms: jargon/complex syllables

what does child directed speech have effects on?

attention, and language perception and detection

what is joint attention linked to?

vocab, pragmatics, theory of mind, and social development

what do you facilitate joint attention in?

predictability, nurturing interaction, and consistent context

joint engagement

reading a book together

coordinated joint engagement

shift between person and context (look at book then baby then book)

social cognition

9mo: joint attention

9 - 12 mo: following attention/behavior

12 - 15mo: directing attention/behavior

what is decontextualized language?

language that is talking about something that’s not present (“what did you do today at school?” develop in pre k

shallow vs. deep phonemic awareness

shallow: rhyme, syllables, phrase onet

deep: phoneme blending, segmentation, counting, and manipulation

deictic terms

this/here or that/there

relational terms

kinship, interrogative, locational, temporal, opposites

Brown’s III development

31 mo

Brown’s IV development

35mo

Brown V development

41 mo

Post Brown V development

54 mo

what do three and four year olds still struggle with?

cluster reduction and weak syllable deletion

What do five year old still struggle with?

gliding and stopping

what does LMU measure?

syntactic complexity

What does TNW measure?

lexical productivity

what does NDW and type token ration measure?

lexical diversity

executive function

metacognition and behavioral regulation

planning, inhibition, working memory, and self-regulation

related to theory of mind and lang in early years

planning and inhibition in preschool years

can predict academic success and social/lang skills

sensorimotor stage

0 - 2 object permanence

preoperational stage

2 - 7 theory of mind (muffins/mean monkey) and egocentric speech

concrete operations

more conversation

formal operations

11+ abstract and logical thinking

T/F DLD occurs when there is language impairment but no biomedical condition

true

language disorder

language development is compromised in some way. All DLD are this but not all of these are DLD

what kind of issues would someone have if they struggled with form?

grammar issues. The hallmark of a DLD

what kind of issues would someone have if they were struggling with content?

vocab issues, older kids would struggle to know words everyone else does

what kind of issues would someone have if they were struggling with use?

conversation issues and abstract/figurative language.

DLD diagnostic issues: elligibility, subtypes, and diagnostic cut offs

E: considers language development to chronological age

S: lack of consistent subtypes

DC: mandated by schools even tho kids with DLD have uneven skills + deficits

appraisal

the broad term for investigating a client’s communication status

assessment

establishes a baseline of communication skills

comparison scores

T and Z scores and scaled scores

comparing to others

ordinal scores

percentile or equivalence

ranked in numerical order

2-4 months

sensorimotor play (primitive play)

6 - 10 months

relational non-functional play

relating objects but not in a social use

joint attention

10 - 12 months

functional conventional play

typical functional and conventional use of objects like stirring a bowl with a spoon

instrument - realistic object emerges ^^^

12 - 18 months

agent-self emerges

Scheme single emerges: child does one play act

18-24 months

passive-other agent emerges

child acts on inanimate object like putting a cup to a doll’s mouth

instrument substitute object emerges. Using another object as a placeholder.

scheme multiple emerges: 2 or more play acts

24 - 30 months

active other agent emerges

child adds animation to object like pretending the doll is holding a cup

instrument-imagining: child is engaging in imaginary play

questions for EBP

PICO

individualize to Particular paitent

choose Intervention that has good backing

ID Comparison treatment

specify measurable Outcome

primary prevention

stop disorder from happening like in eviornment or preggo

secondary prevention

eliminate or slow already disorder like with screenings or early intervention

tertiary prevention

reduce disability by restoring effective functioning like in therapy and compensatory strategies

continuum of naturalness

holding therapy in a way that makes it translatable every day situations