Final (Combined sets) - 352

What skills do we look for to remediate?

Ones that can easily be generalized

Trainer-centered

A remediation philosophy; Abilities + situational constraints of SLP

2 of 3 ways to determine if child needs services

1. Profiling (what client knows)

2. Monitoring progress

Child may be ready for treatment if…

There’s a ready to change performance

Ready to change performance

Attitude + willingness to take more important role as child gets older

Teacher’s role in sys. approach to eval. treatment outcomes

Follow-up in classroom

Most common goal attack strategy

Vertical goal attack strategy

Struct treatment paradigm

Stimulus → response → CONSEQUENCE

Reinforcement

Designed to increase frq of response; Pos. + neg.

Punishment

Designed to decrease frq of response

Experiential lg. techniques

1. Imitations

2. Expansion

3. Expatiation

4. Modeling

5. Scaffolding

Expatiation

Provide expansion + new content

Ask q’s going from…

Most diff (open ended) to least diff to elicit target response

Assertiveness

Responsiveness scheme; Pragmatic view where child is described as:

1. Active conversationalist

2. Passive conversationalist

3. Verbal noncomm.

4. Inactive comm.

Passive conversationalist

(-) Assertiveness, (+) Responsiveness

Stimulus generalization

Use of trained responses in new settings w new materials + new people

Etiological

Categorical approach to lg disorders

Etiological focuses on…

Classification of lg disorders by causes or etiologies

Descriptive-developmental approach

• Describes rather than classifies child lg disorders + compares w TDC

• Assumes child w lg disorder needs to learn same skills as TDC

Descriptive-developmental approach: Classification sys.

1. Bloom + Lahey

2. Ling. Parameters

3. Specific Lg. Impairment (SLI)

Bloom + Lahey’s problems with form means…

Problems w morphology, syntax, + phono.

Ling. Parameters

Most common in schools; Further describe receptive vs expressive

SLI

Newer term; Belief that syntax/morphology delay negatively affects semantics + pragmatics

• Confusion about characteristics

• Prevails in 7% of pop

Guidelines for considering lg disorders

1. Impaired components of lg

2. Impaired modalities

3. Impaired processes

Impaired lg. components

• Form

• Content

• Use/syntax

• Morphology

• Phono

• Semantics

• Pragmatics

Impaired modalities

• Aud./visual input

• Verbal

• Gestural

• Written output

Impaired processes

• Sentence processing

• Abstracting info for storage from memory

• Info retrieval from memory

Conductive HL

Interference in transmission of sound from external aud. canal to inner ear; Never exceeds 60dB; Treatable; Cause by otitis media, earwax

Sensorineural HL

Damage to cochlear hair cells/aud. nerve; Caused by ear development, injury/infection, environment, aging

Moderately severe HL

56-70 dB

Age of onset for HL + Lg. develop.

The later, the better

The avg. reading level of hearing impaired 20yrs is…

3rd grade

The avg. IQ of individuals with an intellectual disability is…

Generally 70 or lower

Prevalence of intellectual disabilities

1-3% of pop.

Moderate degree of developmental delay

36-51 IQ

Population of moderate degree of developmental delay

6% of pop.; Capable of self-help, work in sheltered environment, + live in community residence

Orientation/attention-sustaining abilities overtime are…

As good or better than TDC

Transfer

Ability to apply previously learned material to solving similar situations; May need to be taught

What lg./comm. skill is especially evident in children with Down syndrome?

Lg. delay

ASD incidence

1 in 31-45 births; 4x more common in boys

Theories of ASD causation

1. Psychological-psychoanalytic approach

2. Linked variables (hereditary, genetic, medical)

Psychological-psychoanalytic approach

Inability to form affective contact w people based on coldness of parents (no supporting data + considered barbaric)

Hereditary in ASD

Linked variable of ASD; Suggests it runs in families

Genetic in ASD

Linked variable of ASD; No specific gene found yet

Medical problems in ASD

Linked variable of ASD; Suggests some medical conditions have higher ASD incidence (Fragile X, Congenital Rubella syndrome)

ASD physical behavioral characteristics

• Gaze Aversion

• Temper tantrums

• Hypo vs. hypersensitivity to environment

Gaze aversion

Resisted attempts of child with ASD to look at another

Temper tantrums

Child with ASD may be self-abusive, aggressive, triggered by environmental changes; Hard to calm

Hypo vs. hypersensitivity to environment

Child with ASD may have inconsistent response to stimuli

ASD verbal behavioral characteristics

• Mutism/non-verbal

• Echolalia

Mutism/non-verbal

Total silence + production of meaningless sounds; 33% remain mute/unlikely to speak unless begin speaking by age 5 or 8

Echolalia in ASD

Meaningless repetition of someone else’s words

ASD lg. components behavioral characteristics

• Social cognition

• Mind + meta abilities theory

• Pragmatics

• Phonology

• Written lg.

Social cog. in ASD

Children with ASD have good motor skills, rote memory, concrete visual-spatial relations discrimination

Theory of mind + meta abilities

TDC learn that other children’s actions relate to what they think, not actual conditions; Learn to take other’s view

Pragmatics in ASD

Largest lg. deficit area, independent of severity of ASD

Phonology in ASD

Develops in normal sequence + often better than other components; Least difficulty compared to other lg. areas

Written lg. in ASD

Hyperlexia - highly developed word-recognition skills w little/no comprehension

Metalinguistics

Ability to focus on lg. as object of thought

Awareness of rhyme

Awareness of same-sounding words; Very beginning of phono. awareness; Sensitivity begins as early as 2yrs

Awareness of syll.

Occurs at 4-5yrs

Awareness of words

Occurs at 2-5yrs

Awareness of phonemes (6-10yrs)

AKA phonemic awareness: Ability to identify phonemes as units comprising syll. + words; Overlaps w child’s ability to learn to read

Phonemic synthesis (6-7yrs)

Ability to take heard sounds + make larger unit

• ex. Child hears /p/ /a/ /n/ /d/ and says “Pond”

Phonemic analysis/segmentation develops…

More gradually than synthesis; Can take up to 10yrs

Phonics

• Knowledge of letter names

• Phono. Recoding

Phonological recoding

Recog. of systematic correspondence btwn letters + phonemes

Children who exhibit phono. + lg impairments are…

At greatest risk for reading problems

SLP/ASHA roles

Includes:

1. Prevention

2. Identification

3. Assessment

4. Intervention