Vocab for Language Disorders Final - Part 1: Ch 1-4

Functional Approach

Using context to target something.

Based around conversation.

Improvement measured by successful communication

Pragmatics is overall organizing aspect of language

Traditional Approach

Pulling something out of context and working on it. Begins with specfic langauge features and builds to conversation. Stress on modeling, imitating, and drilling.

Structured Behavioral Approach

SLP is highly directive (manipulating stimuli to elicit response) and approach is trainer-oriented so child is now a passive learner. Lacks generalization.

Generalization

Applying learned material to new contexts.

Increases with the similarity of learning situation to transfer situation. SLP must arrange variables to enhance the chance of this occuring.

Generalization - content

The what of training.

Training targets and items

Client understands language rule from examples and actual use, allowing them to generalize with content not trained on.

Generalization - context

The how of training.

Client uses new feature within everyday communication because training environment was similar to natural environment.

Holistic approach

Scope of intervention must be more than training words and structures.

Clients learn strategies for comprehending language directed at them and to generate novel utterances in conversation

Bubba (Yiddish for grandmother) Criterion

using conversations to train for conversations

Language should be seen as a ________ not a product

process

Incidental teaching/learning

Goal of this approach is to ensure that children learn and have ample opportunity to use language within naturally occurring activities

Efficacy

do what is effective for interventon by using evidence-based practice (EBP)

Bootstrapping

using one aspect of language to facilitate learning another

Biological Factors

Possible causal factor

genetic, neurological, or physical conditions that affect the development of an individual; chromosomal, genes, maternal, perinatal / postnatal

Strong correlation for LD

Socio-environmental factors

Possible causal factor

aspects of the perceived / physical environment that promote or discourage engagement in a behavior; deprivation, poor housing and diet, poor hygiene, lack of medical care, mother interaction

Mediational strategies (cognitive organization to store and retrieve)

When a word or symbol forms a link between two entities (example - category name like bacon and _______)

LD children do not rely on these strategies or use them effectively

Learning disability/language disorder

Heterogenous group of disorders (diverse) by significant

difficulty in the acquisition and use of listening, speaking, reading, writing, reasoning, and mathematics.

Normal IQ

Language often like that of younger children

People with LDs falls into six categories (Motor Attention Perception Symbol Memory Emotion)

Dyslexia

Difficulties with fluent and / or accurate word recognition

Effects spelling, phonological, sound, and syllable awareness and sensitivity

3 Types of Dyslexia

Language (most common), Speech Motor, and Visuospatial

Alexithymia

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

Exhibited by some maltreated children (outburts of anger or behavior problems)

IEP

individualized education plan

Written statement for each child with a disability, must include:

statement of child's present levels of functional performance

measurable annual goals

IFSP

Individualized Family Service Plan (based on IEP for school-age child)

Addresses both child and family needs that impact child's development

Should include the child and family's current status, recommended services / expected outcomes, projection of the duration of service

EI

Early intervention; approach for children ages 0-3 who have or are at risk for developmental disability. Provides instruction and prevention.

Developmental profiling *

B/c they're so young, compare child's skills across different developmental domains to provide clearer picture of child's overall development and ID child's strengths and challenges.

Evaluation re: EI *

must be conducted to determine a child's eligibility for services

Formal and standardized

Assessment re: EI *

Ongoing process of indentifying child's unique needs; families concerns and resources; nature / extent of EI services needed

Less formal and multiple tools used

Arena assessment

family members and early childhood specialists collaborate in the assessment process

Means of communication

behaviors performed by child infront of caregiver - physical (gestures, eye contact), vocalizations (soft sounds, screaming) or both

Communication success

occurs when a communicator's goal is attained

Pre-symbolic behaviors

Used to describe typical developing skills prior to symbolic communication (early receptive language skills, gesture use, joint attention, vocalizations)

Symbolic Assessment

how child uses symbols / speech to communicate to a partner - intention (phonotactic abilities, imitation of words, expressive vocab, multiword combos, word combo patterns, pragmatic fucntions / intentions)

Core vocab (remember when selecting vocab)

words commonly used in a given situation like common verbs and greetings

Fringe vocab (remember when selecting vocab)

words specific to an individual or activity like SLP's name or favorite treats

Normalist philosophy (assessment)

method of assessment based on a norm / average performance level / should represent all children the test is for / standardized score that society considers "typically functioning"

Neutralist (criterion-referenced)

method of assessment based on comparing child's present performance to their past performance

Descriptive in nature

Standardized

Consistent / standard manner in which terms are presented

How tests are given

Most standardized tests are normed

Reliability

Repeatability of measurement. Test results from one day are consistent with test results from a different time. Test must include enough language to provide reliable sample of chld's lang. skills

Internal consistency (measure of reliability)

Overall test results should be comparable to individual test item performance.

If high internal consistency,

children who score well overall shoud have same performance on individual items

Test-retest reliability

Measure of reliability

Test results are similar from one test date to another

Split-half reliability

A measure of reliability in which a test is split into two parts and scores from both halves are compared / similar

Interjudge reliability

Two judges score same test and get similar results

Validity

Test effectively measures what it says it will assess

Criterion validity

How accurate is the measure to predict performance (often correlated with other measures assumed to be valid)

Content validity

test measures the behavior that is of interest - item relevance (example: age-approriate content for age of child)

Construct validity

degree to which a test describes / measures trait (determind by comparing with other valid measure)

Competence

child's knowledge of language

measured as test behavior / performance

Poor performance may = underlying decifit

Bell-shaped curve **

Graphical representation of normal distribution.

Standard error of measure

SEm

Gives information about the confidence of test scores

Larger SEm = less confidence in test results. This is the mount of error reflected in each score.

SOUL

Observation of child strategy: Silence, Observation, Understanding, Listening

Cloze

Expressive test format for morphology. Sentence completion - give the root word and require child to respond with root + suffix (teach and teacher)

Dynamic Assessment

Focus on child's ability to learn (future learning) rather than level of past learning. Attempt to probe teachability of child.