child 1 quiz 1

What percentage of a child's vocabulary is comprised of nouns through age two?

60%

Stage 1 of pronoun use

2-5 years, children rarely use pronouns to link utterances

Stage 2 of pronoun use

5-8 years, children refer to a main character in a story with a pronoun (ex. he and she), but do not refer to subordinate characters with pronouns

Stage 3 of pronoun use

8+ years, children use pronouns more liberally to refer to the full range of characters within a narrative context

why are pronouns are important/of interest to SLPs

they create cohesion in discourse-level language

At what age do children generally use regular, past-tense verbs (e.g., "I jumped" and "She walked")?

35-40 months

What is speech

- A means by which we deliver language

- Verbal means of communication

- Made up of phonemes

- Contains elements that can impact meaning (rate, rhythm, intonation, intensity)

What is language

A socially shared code or system for representing concepts through the use of symbols and the rules that govern how they are combined

Rule governed (arbitrary), evolving, and means nothing without others (deeply connected to culture)

What is communication

- Exchange of ideas, thoughts, feelings, desires, and/or information between two or more individuals

- Based on agreements between people

- Shaped by culture

- Context dependent

- Made of speech, language, or nonlinguistic information

Bloom and Lahey's model form

syntax, morphology, phonology

Bloom and Lahey's model content

semantics

Bloom and Lahey's model use

pragmatics

Expressive language

production, output

Receptive language

understanding, comprehension, input

Syntax

rules governing grammar, form, structure of a sentence

Morphology

internal organization of words, morphemes are the smallest unit of language holding meaning

Phonology

rules governing the structure, distribution, sequencing of phonemes

Semantics

rules governing word meaning, the content of words, word combinations

Pragmatics

the social use of language how we use language to achieve communication goals

Modalities of language

spoken, written, signed, AAC

Levels of language

sound, word, sentence, discourse

Dialect

mutually intelligible subcategories of a parent language with similar, but not identical, rules

Who speaks a dialect

everyone

Why is early language so important

it supports literacy acquisition

Medical model of disability

the problem is the disabled person:

ex.

- confined to a wheelchair

- can't walk

- is sick looking for a cure

Social model of disability

The problem is the disabling world:

ex.

- poor job prospects

- discrimination

- few ASL interpreters

What is a language disorder

A significant impairment in the "acquisition and use of language across modalities due to deficits in comprehension and/or production across any of the five language domains (ex. phonology, morphology, syntax, semantics, pragmatics)

core features of language disorders

- Impact on form and/or content and/or use

- Spoken and/or written and/or signed language

- Production and/or comprehension

Cause of DLD

no known cause

Cause of language disorders associated with/secondary to a recognized/diagnosed developmental condition

developmental conditions such as down syndrome

Five guiding principles of early intervention

Family centered, culturally and linguistically responsive, developmentally supportive, promote participation in the natural environment, comprehensive, coordinated, team-based, services are based on high quality evidence

Family centered principle of early intervention

responsive to each families circumstances, families collaborate with professionals, families are involved in intervention

Culturally and linguistically responsive principle of early intervention

assists families in engaging in services that support beliefs, customs, and rituals, provide supports in the language the family is most comfortable with, collaborating with interpreters as needed

developmentally supportive, promote participation in the natural environment principle of early intervention

address family routines, concerns, priorities, consider familiar routines, events, places

comprehensive, coordinated, team-based principle of early intervention

members of the IFSP coordinate approaches, communicate with each other, services compliment each other so as not to be duplicated

services are based on high quality evidence principle of early intervention

use of internal evidence (clinical data and observations) and external evidence (research), considers client perspective

what is prevention

doing something before a disability arises (ex. evidence-based classroom instruction, robust language input from birth)

what is screening

Determining who might be at risk

- Sensitivity: ability to correctly identify individuals who have the disease

- Specificity: ability to correctly identify individuals who don't have the disease

what is evaluation

standardized (ex. CELF-P), Non-Standardized (ex. LSA), dynamic (observe learning)

Goal of early intervention

to lessen the effects of disability or delay by addressing young children's needs across five developmental areas

What are the three purposes of language intervention

1. Skill development: change/eliminate the problem

2. Compensatory: teach strategies

3. Systemic: change the environment

Implicit learning

child-centered, more natural, facilitated play, daily activities

Explicit learning

clinician-directed, less natural, drill

Contexts for intervention

consultant, language-based classroom, collaborative, telepractice

Consultant context

reliance on another professional to provide intervention, SLP is not the agent

Language-based classroom context

in preschool, SLPs ensure maximum opportunities for language development and intervention, continuing throughout the day

Collaborative context

between consultant and language-based classroom intensity, SLP works with students with difficulties in regular education classroom (push-in not push-out)

Telepractice context

remote delivery

what does PICO stand for

P: patient or problem

I: intervention being considered

C: comparison treatment (prevailing approach, no treatment, other option)

O: Desired outcome

what is the purpose of PICO

to frame a clinical question