Language Vocab Final

Functional Approach

Conversation between children and their communication partners becomes the vehicle for change

Traditional approach

The SLP’s responses are based on the correctness of production and might include good, good talking, repeat it again three times, listen to me again, etc.

Structured Behavioral Approach

The child can become a passive learner as the SLP manipulates stimuli in order to elicit responses and dispense reinforcement

Generalization

Is a major part of intervention

Content generalization

Occurs when the child with LI induces a language rule from examples and from actual use

Context generalization

Occurs when the client uses the new feature, such as the use of auxiliary verbs in question, within everyday communication, such as in the classroom, at home, or in play

Holistic Approach

Clients learn strategies for comprehending language directed at them and for generating novel utterances within several conversational contexts

Bubba criterion

Use conversations to train for conversations. Training in the use of context makes sense

Incidental teaching/learning

This approach attempts to ensure that children learn and have ample opportunity to use language within naturally occurring activities. Generalization increases with the similarity of the learning situation to the transfer situation

Efficacy

The ability to produce a desired or intended result

Bootstrapping

The use of one aspect of language to facilitate learning semantic knowledge to aid syntactic learning

Biological Factors

These include genetic and chromosomal causes, maternal infections, toxins, and chemical agents, nutritional and metabolic causes, gestational disorders, complication from pregnancy and delivery.

Socio-environmental factors

Deprivation, poor housing and diet, poor hygiene, and lack of medical care can affect the development of the child adversely, although the exact effect of each is unknown and varies with each child

Mediational strategies

A word or symbol, such as a category name, forms a link between two entities

Learning disability/language disorders

A general term that refers to a heterogenous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

Dyslexia

It is a specific learning disability characterized by difficulties in fluent and/or accurate word recognition and in spelling most often associated with phonological awareness or sensitivity to and awareness of the sound and syllable structure of words

Alexithymia

Difficulty in the identification, regulation, and understanding of feelings in others and, in extreme cases, in themselves

IEP

Individualized Education Plan

IFSP

Individualized Family Service Plan

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: El

Must be conducted to determine a child’s eligibility for services

Assessment re: EI

The ongoing process of identifying a child’s unique needs

Arena assessment

A common sample of the child’s behavior is collected and recorded as all observe the process

Means of communication

Communication forms are intentional or unintentional behaviors performed by a child in the presence of a caregiver

Communication success

Occurs when a communicator’s goal is attained

Presymbolic behaviors

A TD child learns to initiate communication for variety of purpose and to attend jointly with a partner

Symbolic assessment

Includes: phonotactic abilities, ability to imitate words, expressive vocabulary, multi word combinations, word combination patterns, and pragmatic function or intentions

Core vocabulary

Words commonly used in a given situation, such as common verbs and greetings

Fringe vocabulary

Words specific to an individual or activity

Normalist Philosophy

Based on a norm, or average performance level - usually a score - that society considers typical functioning

Neutralist/Criterion referenced

Compares a child’s present performance to their past performance and/or is descriptive in manner

Standardized

There is a consistent or standard manner in which test items are to be presented, and child's response is consequent

Reliability

The accuracy or precision with which a sample of language taken at one time represents performance of either a different but similar sample or the same sample at a different time

Internal consistency

The degree of relationship among items and the overall test

Internal consistency

The degree of relationship among items and the overall test

Test-retest reliability

The same test is administered with a time interval between each administration

Split-half reliability

Two test scores are compared and the consistency of scores are measured

Interjudge reliability

The probability of two judges scoring the same behavior in the same manner

Validity

The effectiveness of a test in representing, describing, or predicting an attribute of interest to the tester

Criterion validity

The effectiveness or accuracy with which a measure predicts performance

Content Validity

The faithfulness with which the sample or measure represents some attribute or behavior

Construct validity

The extent to which a measure describes or measure some trait or construct

Competence

A child’s knowledge of language

Bell-shaped curve

Normal distribution curve

Standard error of measure

Indicates how different the population mean is likely to be from a sample mean

SOUL

Silence, observation, understanding, listening

Cloze

Sentence completion and sentence imitation

Dynamic assessment

test-teach-retest

CLD

Culturally linguistically diverse

ELL

English language learner

Culture

A shared framework of meanings within which a population shapes its way of life

Sequential bilingual learner

Learn L1 first then L2

Simultaneous bilingual learner

Learn L1 and L2 at the same time

Interference

The influence of one language on the learning of another

Acculturation

Assimilation to a different culture typically the dominant one

Intrinsic bias

Such as knowledge needed and normative samples, are part of the test

Extrinsic bias

Such as sociocultural values and attitudes toward testing, reside in the child

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

An individualized approach to the response and strategies used by a child and includes explaining the importance of the learning and giving evaluative feedback

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

Interactive modeling

Considers the child to be an active learner who abstracts the rules used in forming utterances and associates these utterances with events and stimuli in the environment

Focused stimulation

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

Self-talk

An SLP talks about what they are doing

Parallel Talk

Discussion centers on the child’s actions

Priming

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

Structural priming

Occurs when a sentence produces by one speaker influences the structure of the sentences of a second speaker

Parallel Sentence production

In which the SLP provides a model of the type of utterance desired. The child is not expected to imitate the model but to provide a similar type of sentence

Mand Model

The procedure follows a routine that is established prior to beginning any activity. The routine serves as a chain in which one stimulus cues the next. Typically is used for teaching new language features.

Continuant

A signal that a message has been received and acknowledged

Imitation

The facilitator repeats a child’s utterance in whole or in part but makes no evaluative remarks

Expansion

A more mature, or more correct, version of the child’s utterance that maintains the child’s word order

Extension

A reply to the content of the child’s utterance that provides additional information about the topic

Breakdowns and buildups

Consists of dividing the child’s utterances into shorter units and then combining them and expanding on the child’s original utterance. The purpose is to help the child understand intrasentential relationships

Recast

Maintains the child’s meaning or the relations while modifying the structure, and they immediately follow the child’s utterance

Correction model

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

Correction request

Childs is requested to repeat the facilitators model

Turnabouts

The facilitator acknowledges the child’s utterance or comments and asks for more

Top down teaching

An SLP helps a child repair conversational errors as they occur within context

Phonological awareness

The ability to think about, reflect on, and manipulate the sound structure of a language

Orthographic awareness

The ability to translate spoken language into its written form based on the allowable spelling sequences of language

Orthographic knowledge

The information stored in our memory that tells us how to represent spoken language in a written form

Syntactic awareness

The ability to arrange words and morphemes in patterns that help a reader or listener to understand novel word meaning and larger concepts not encountered before

Semantic awareness

The understanding that words have meanings

Morphological awareness

The recognition that words can be divided into their component morphemes enabling listeners to identify families of words and their shared meanings

Phonics

Involved print symbols or letters that represent the sounds of oral language

Mental graphemic representations

Refers to the stored mental representations of a specific written words or word parts