Language Vocab Final

functional approach

-the goal is better communication that works in the child's natural communicative contexts

-communication-first approach

-contextually-appropriate setting

traditional approach

-conversations between children and their comm. partner are vehicles for change

-partner facilitates use of certain structures and provides evaluative feedback while maintaining conversational flow

-artificial situation

-imitation and drilling

Structured behavioral approach

-child can become passive learner as SLP manipulates stimuli to elicit responses and dispense reinforcement

-unidirectional procedure that is trainer oriented

Generalization (content and context)

-carryover to nontraining situations

-ongoing interactive process of clients and their new language feature

-context: "how"- child uses new feature in everyday communication

-content: the "what"- rule induced from examples and use

Holistic approach

-targets language within the overall communication process

-change in targets and methods of training

Bubba criterion

-using conversations to train for conversations- just makes sense!

Incidental teaching/ learning

ensures that children learn and have ample opportunity to use language within naturally occuring activities

Efficacy

effectiveness (in providing the best intervention)

bootstrapping

using one aspect of language to facilitate learning another (using semantic to aid syntactic etc.)

biological factors

- most likely for ID

-genetic and chromosomal, maternal infections, gestational disorders, complications from pregnancy and delivery, brain diseases

socio-environmental factors

deprivation, poor housing and diet, poor hygiene, lack of medical care

mediational strategies

a word or symbol aids in recall of another (ex. bacon and _____)

learning disability

heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or math

language disorder

impaired comprehension and/or use of spoken, written, and/or other symbol systems

dyslexia

difficulties in fluent and/ or accurate word recognition and in spelling

-most often associated w/ phonological awareness or sensitivity to and awareness of sound and syllable structure of words

alexithymia

A person's inability to, or difficulty in, describing or being aware of emotions or mood

IEP

Individualized Education Plan

IFSP

Individualized Family Service Plan

-addresses child and family needs that impact development

developmental profiling

Comparing a child's skills across and within different developmental domains to provide a clearer picture of the child's overall development and to identify the child's relative strengths and challenges

Evaluation re: EI

identify a child's level of developmental functioning in a comprehensive and nondiscriminatory way

-MUST happen before assessment

Assessment re: EI

- ongoing process of identifying a child's unique needs, the family's priorities, concerns, and resources

arena assessment

parents and professionals observing the entire evaluation and simultaneously assessing child

means of communication

intentional or unintentional behaviors performed by a child in the presence of a caregiver (physical, vocal, or both)

communication success

communicator's goal is attained

pre-symbolic behaviors

TD skills that a child learns in order to initiate conversation and attend with a partner (ex. joint attention, symbolic play, gestures, intentional communication, receptive language, etc.)

symbolic assessment

focusing on symbols and the ways that a child is using them to communicate

core vocabulary

words commonly used in a given situation (common verbs and greetings)

fringe vocabulary

words specific to individual or activity (SLP's name, song words for circle time, favorite treates)

normalist philosophy

-based on norm- given to a group of children to represent all children the test is designed for

-score is considered "typical"

-tests are usually standardized and normed

neutralist

-compares child's present performance to his/her past

-descriptive in nature

-aka criterion-referenced

criterion referenced

-describes specific levels of performance

-compares present to past performance

standardized

consistent or standard manner that test items are presented and child's responses consequated

reliability

- test results from one day are consistent w/ test results from another time (same or similar test)

-Test must include enough language to provide reliable sample of child's language skills

internal consistency

overall test results should be comparable to individual test item performance

test- retest reliability

Results are same/ similar from one test date to another

split- half reliability

Results are same/ similar from 1st ½ of test to second ½

interjudge reliability

2 judges score same test/ behavior and get similar results

validity

Test measures what it says it will assess

criterion validity

-How accurate is the measure to predict performance

-Often correlated w/ assumed valid measure

content validity

-Measure represents behavior being measured

-We need age- appropriate content for each age child

construct validity

-Test describes or measures trait

Compare results to an "assumed" valid measure

competence

a child's knowledge of language

-measureable only as test behavior/performance

bell-shaped curve

normal distribution

standard error of measurement

-info about the confidence of test scores

-tests are less than perfectly reliable... amount of error reflected in each score

SOUL

-silence, observation, understanding, and listening

-form of observation

Cloze

A task-type in which learners read a text with missing words and try to work out what the missing words are. The missing words are removed regularly from the text, e.g. every seventh word.

Dynamic assessment

adult mediated strategy that attempts to probe "teachability" of a behavior

CLD

-culturally and linguistically diverse

-link between experience and development

ELL

English Language Learner

-first language is not englush

Culture

-shared framework of meanings within a population shapes its way of life

-what one needs to know to be acceptable in a particular group

Sequential bilingual learner

-first language has reached a certain level of maturity before acquisition of second language begins

Simultaneous bilingual learner

learns both languages at once

Interference

-influence of one language on the learning of another

Acculturation

-the adoption of the behavior patterns of the surrounding culture

-differs with the age of the child and the extent of exposure to both cultures

Extrinsic bias

sociocultural values, attitude toward testing IN CHILD

Intrinsic bias

knowledge needed, normative sample WHEN GIVING TEST

Zone of proximal development

-the difference between a child's current performance on a task and the amount of guided assistance needed by the child to be successful

Mediated learning experience

-individualized approach to the response and strategies used by a child and explains importance of learning/ gives evaluative feedback

modeling

the process of observing and imitating a behavior

interactive modeling

aka focused stimulation?

focused stimulation

-facilitator gives multiple examples of training target without requiring child to imitate (self talk and parallel talk)

self-talk

Facilitator talk about what she/ he is doing

parallel talk

Facilitator talks about what child is doing

imitation

facilitator repeats child's utterance w/ emphasis on target

priming

-utterance of one person influences structure, vocab selection used by 2nd speaker

structural priming

-1st speaker produces pattern as influence for child's production

-Keeps same sentence structure

parallel sentence production

SLP provides a model of the type of utterance desired

-child is just expected to provide a SIMILAR response

mand model

1. child's attention with enticing materials

2.Child prompted to "tell me about this" or "tell me what you want."

3. No response- promp or model response

4. Praise child's appropriate response and gives child item requested

continuant

Fills role of conversational turn (head nod or uh-huh)

expansion

keeps child word order the same but uses more correct form (NO NEW INFO)

extension

reply to content of child's utterance that ADDS more info on topic

breakdowns

divides child's utterance into smaller units then combines them and expands original utterances

recast

maintains child's meaning, but modifying structure immediately following child's utterance

correction model/request

facilitator repeats the child's entire utterance, adding or correcting the target that was omitted or produced incorrectly

turnabouts

more conversational than "now you say it" after facilitator model

top-down teaching

helps a child repair conversational errors as they occur within context

-intervention placed in everyday routines

-provide just enough input to aid child's production

phonological awareness

ability to think about, reflect, and manipulate sound structures of ORAL language

orthographic awareness

metalinguistic though about this aspect of language

orthographic knowledge

ability to translate spoken language into written form based on spelling sequences of language (how letters represent sounds)

syntactic awareness

-ability to arrange words and morphemes to help reader or listener understand word meanings and larger concepts

semantic awareness

-understanding that words have meanings

morphological awareness

-recognizing that words can be divided into their component morphemes enabling listeners to identify families of words and meanings

phonics

print symbols or letters that represent sounds

mental grapheme representations

stored mental representations of specific written words or word parts