Lit & Lang Exam 1 - Thao

Emotional Intelligence

Ability to recognize, understand, manage, and influence emotions in oneself and others

Client care

Communication

Better outcomes

Importance of EI in healthcare

Self - awareness

Self - regulation

Motivation

Empathy

Social skills

Components of EI

1. Building Rapport

2. Effective communication

3. Managing challenging behaviors

4. Collaboration & Teamwork

5. Self regulation & stress management

6. Enhancing therapeutic outcomes

Why is EI important for SLPs

Prefrontal cortex

The gray matter in the front part of the frontal lobe of the brain

(Function: executive function and impulse control)

• Self regulation (helps control emotional reactions)

• Social cognition (understanding social interactions and norms)

Role of Prefrontal cortex in EI

Amygdala

A pair of almond shaped structures in the brain’s temporal lobe that play a key role in emotional control and processing

(Function: emotional processing, emotional memory)

Emotional reactions (triggers emotional response)

Emotional learning (associates stimuli with emotional responses)

Role of Amygdala in EI

Hippocampus

Complex brain structure embedded deep into temporal lobe. Has a major role in learning and memory

(Function: memory formation and spatial navigation)

Contextualizing emotions (link emotions to context and memory)

Learning from experience (integrates past emotional experiences with current situation)

Hippocampus role in EI

Self-awareness

Recognizing our own emotions and their effects

Self regulation

Ability to manage your emotions, thoughts, and behaviors effectively in different situations

Intrinsic motivation

Motivation driven by internal rewards (personal growth, satisfaction)

Extrensic motivation

Motivation driven by external rewards (praise, salary)

Empathy

Ability to understand and share feelings of another

Social Skills

Managing relationship and communicating effectively

automatic

Learning to read IS NOT __________

50,000-100,000

5,000

Humans have used spoken language for ______-______ years but have only been reading for about ______ years

Reading

a multifaceted skill, gradually acquired over years of instruction and practice

Phonoglogical Awareness

Explicit awareness of the sound of a spoken word

Phonemic Awareness

The awareness of & ability to manipulate sounds (ability to focus on the separate, individual sounds in words, the phonemes)

A subcategory of phonological awareness

Phonics

Connecting letters (graphemes) with sounds (phonemes)

Phonological awareness provides the basis for this

a. Phonological route: sounding out regularly spelled words

b. Visual route: rote learning the visual image of irregular spelled words

Route theories

1. word reading and spelling

2. self teaching

3. word reading contributes to reading comp

PA contributes to

comprehension of written text

Ultimate goal of word reading

Powerful predictors of reading comprehension in 3&7th graders

Word fluency + Verbal reasoning ability = ?

Phonological knowledge + semantic, syntactic, and morphological knowledge

Interactive theory of connected text reading

it must be viewed w/in the context of a range of other linguistic variables

PA is critical to early reading and spelling acquisition; however,

Early childhood

Literacy skills begin to develop in ____________ before formal schooling and before learning to read

Children with…

SSD and SLI

Childhood apraxia

Receptive/expressive lang delay

deaf and hard of hearing

cog delays and down syndrome

Phonological awareness improved

Syllable awareness

Rhyme awareness

Phoneme awareness

More complex PA

Developmental progression in PA

planning and intervention framework

SLP’s expertise in spoken language development is necessary to direct the…

Syllable

Unit of pronunciation having one vowel sound, with or without surrounding consonants

Rhyme level

Ex. “Do ______ and ______ rhyme?”

Syllable level

Ex. How many syllables in ________?

Phoneme blending

Ex. What word is this?

Phoneme isolation level

Ex. “What’s the first sound in the word _______?”

Phoneme deletion level

Ex. Say _________, now say it again but don’t say / /.

Phoneme Manipulation/Substitution level

Ex. “Say ________, now change / / to / /”

Graphemes

letters or letter groups that represent phonemes

Wild: 4 letters/4 sounds

Things: 6 letters 4 sounds

Bridging to phonics - how many sounds? How many letters?

Practice:

• Wild

• Things

6-7

3 ways:

• Direct teaching

• Clues embedded w/in context

• Use of morphological knowledge

Written language emerges as a powerful language influence at around age _____. There will be 3 ways they will acquire those less common words

Linguistic/cognitive

Building vocabulary is a complex process with implications that are far reaching in _____/_______ organization and development

Co-ordination

Words in the same category

Collations

Words likely found together

Super-ordinations

Words with hierarchal relationships

Synonymy

Words with similar meaning

Vocabulary breadth

Number of words a person knows

Vocabulary depth

Encompasses the degree of various kinds of word knowledge

The syntagmatic paradigmatic shift

Change we see in the child’s processing and organization of words

Spatial Terms

above, below, around, beside, right, left

Temporal terms

after, before, while, as

Connective terms

if, although, unless, until

Type Token Ratio (TTR)

Measure of semantics diversity

ratio of number of different words to the total number of words in a sample

Number of Different Words (NDW)

Language sample of fixed length - good measure of semantic diversity - strongly correlated with age

Total number of Words (TNW)

General measure of verbal output

Significantly increases with age

Metacognitive: remember, doubt, infer, hypothesize, conclude, assume

Metalinguistic: assert, concede, imply, predict, interpret, confirm

Metacognitive vs. Metalinguistic verbs

Homonym

Words with same sounds different meanings

Quality Vocabulary Instruction

relate new vocab to prior knowledge - “Integration Principle”

Support children’s elaborated word knowledge

Instruction: likely to fit curricular guides closely

Intervention: may need to target other terms interfering w child’s success

Instruction vs. Intervention

Morphemes

smallest unit of meaning (bound or free)

Base words

Exist on their own as a recognizable word in the English language

Derivational

Type of morpheme that often creates new words

Inflectional

Type of morpheme that creates a change in the function of the word and must be a suffix

Morphological Awareness

The conscious awareness of the morphemic structure of words and their ability to reflect on and manipulate that structure

demonstrated to improve spelling, vocab, and reading comp

Word tiers

1. represent basic everyday, familiar words

2. more sophisticated but high utility for literate lang

3. includes rare words and words that apply to specific domains

way to look at vocab which will help you prioritize words to be taught

expository; narrative

Text structure formulated around information (____________) rather than personal experience or fictional stories (____________)

1. exam of dev history

2. norm-referenced lang testing

3. oral and written lang samples

Assess and decision making for children with LD, LLD, and SLD

Dynamic assessment

method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential

Adverbial clauses

joined to a main clause, usually with a conjunction such as although, while, where as, because, if, unless, etc.

Objective complement clause

Object of the main verb is a clause (rather than a noun)

Relative clause

Give extra information about the nouns in the main clause (always follow the noun)

Metalinguistic instruction

explicit knowledge about why, when, and how to use complex sentence forms - a bridge to better performance

• sentence identification

• sentence deconstruction

• sentence combining

• sentence generation

• scaffolding

Priming activities

Sentence identification

shown complex sentence - asked to highlight the subordinate clause

Sentence deconstruction

students graphically indicate the main clause and subordinate clause

Sentence combining

students are asked to combine two clauses into one complex sentence

Sentence generation

providing a brief, 2 or 3 sentence story and main clause followed by a blank

Social (pragmatic) communication disorder - interactional problems

SCD

DSM-5

catalogue of disorders that provides a scholarly basis on which trained health professionals may make a diagnosis

Social communication

4 areas

1. social interaction

2. pragmatics

3. social cognition

4. language processing

the ability to use language in interpersonally appropriate ways to influence people and interpret events

Pragmatics

study of the use of linguistic signs, words, and sentences, in actual situations

Social cognition

To consider others’ perspectives and draw inferences

Affective theory of mind

ability to understand other people’s emotions as well as one’s own emotions

Emotional regulation

how well children are able to gear themselves up as well as calm themselves down in interactions and activities

1. the planning phase

2. the doing phase

3. the review phase

Structure of intervention (social comm)