CMSD 4170 Exam 1

Communicative competence definition

The knowledge/implicit awareness that

speakers of a language have and use to communicate effectively...entails more than speaking grammatically correct; it is the speaker's skilled navigation of both linguistic and pragmatic elements of language

Communicative competence allows....

A speaker to fine-tune language across different contexts

and with different speakers to communicate most effectively

Communicative performance definition

A speaker's actual speech behavior- may be associated with

performance errors.

Note: speakers can demonstrate communicative competence even when they make performance errors

Linguistic aspects of communicative competence relate to...

The nature and structure of language

Linguistic aspects of communicative competence include...

Phonological Competence

Grammatical Competence

Lexical Competence

Discourse Competence

Phonological competence

The ability to recognize and produce the distinctive, meaningful sounds of a language (phonemes)

Grammatical competence

The ability to recognize and effectively produce the syntactic and morphological structures of a language.

(For example, by around 2 years , children have an understanding of the word order that is acceptable and can thus understand the difference between "Jim is hitting Bob" and "Bob is hitting Jim.")

Lexical competence

The ability to recognize and produce the conventional words

that the speakers of a language use

Discourse competence

The ability to relay information to others fluently and coherently. The speech event, rather than individual words or sounds, is the unit of analysis for discourse competence

Pragmatic aspects of communicative competence include...

Functional Competence

Sociolinguistic Competence

Interactional Competence

Cultural Competence

Pragmatic aspects of communicative competence relate to...

To the social contexts in which we use language. People with pragmatic competence take their conversational partner's attitudes, values, and beliefs into account when communicating, as well as the context in which they use language. They recognize that they can use language for a variety of purposes.

Functional competence

The ability to communicate in a language for a variety of purposes

Sociolinguistic competence and speech register

The ability to interpret the social meaning that language conveys and to choose language that is socially appropriate for communicative situations

Speech register: the variety of speech appropriate to a particular speech situation. The ability to switch

among registers is called code switching

Interactional competence

The ability to understand and apply implicit rules for interaction in various communication situations. (Such as initiating and managing conversations appropriately, adhering to accepted standards for body language, eye contact, and physical proximity)

Cultural competence

The ability to function effectively in cultural contexts, both by interpreting behavior correctly and behaving in a way considered appropriate by members of that culture. Encompasses a wide variety of cultural understandings of the attitudes, values, and beliefs of a culture's people

Joint attention

The simultaneous engagement of two or more individuals in mental focus on a single external object or event

Example: a mother shaking a rattle in front of her

infant to get him to look at it

Rituals of Infancy

Infants' lives center around routines of feeding, bathing, dressing, and sleeping, providing a sense of predictability and

early opportunities for language learning

By hearing words and phrases over and over, they become attuned to pauses, helping them segment phrases, clauses, and eventually words from the speech stream

Caregiver responsiveness

Refers to caregivers' attention and sensitivity to infants'

vocalizations and communicative attempts

Waiting And Listening

Parents wait expectantly for initiations, use a slow pace to allow for initiations, and listen to allow the child to complete messages

Following The Child's Lead

When a child initiates either verbally or nonverbally, parents follow the child's lead by responding verbally to the initiation, using animation, and avoiding vague acknowledgment

Joining In And Playing

Parents build on their child's focus of interest and play

without dominating

Being Face-To-Face

Parents adjust their physical level by sitting on the floor,

leaning forward to facilitate face-to-face interaction, and bending toward the child when above the child's level

Emergence of intentionality

Between 7 and 12 months, infants begin to communicate their intentions more clearly than before. Prior to this, we consider children to be preintentional

Emergence of Intentionality (stages)

Pre-intentional communication

Pre-symbolic intentional communication

Symbolic intentional communication

Pre-intentional communication

Actions are treated as communication without the child purposely using the action to communicate

Pre-symbolic intentional communication

Purposeful communication without the use of language, including eye contact, gestures, vocalizations ("prelinguistic")

Symbolic intentional communication

Purposeful communication with the use of language, including words while still using pre-symbolic forms. For each word they learn, infants create an entry in their lexicon (mental dictionary)

The first word (average and age range)

On average, infants utter their first true word at 12 months (ranges from 10-14 months)

Researchers consider a vocalization a true word if it meets

3 important criteria:

Clear intention

Recognizable pronunciation/approximation

Consistent use and appropriate generalization

Clear intention

When a baby says "doggie" while petting a dog, the baby undoubtedly has a clear intention/purpose of referring to the pet. If, however, a parent tells his or her child to "say doggie" and the baby does, the utterance is an imitation

Recognizable pronunciation/approximation

Word should be a close approximation of the adult form and others should be able to recognize the word

Consistent use and appropriate generalization

A true word is one that a child uses consistently and in contexts beyond the original context

Toddlerhood achievements in form

Begin a rudimentary use of syntax, or language form, and begin to inflect words with grammatical morphemes

Begin to move from single-word to multiword utterances

between the ages of 18 and 24 months

Systematic increase in MLU

Mean length of utterance (MLU)

Refers to the average length of children's sentence units or utterances

MLU = total number of morphemes/total number of utterances

Toddlerhood achievements in content

Vocabulary spurt

Overextension

Underextension

Vocabulary spurt

A drastic increase in the rate of vocabulary acquisition during which children learn an average of 7 to 9 new words per

day.

Overextension

The use of words in a wider set of contexts than adults would

consider appropriate

Underextension

Applying newly learned words to specific objects or actions rather than to a category of objects or actions

Toddlerhood achievements in use examples:

Use requests to satisfy needs (instrumental; "Can I play with that next?")

Use directives to control behaviors of others (regulatory; "Stop pushing me!")

Tell information about themselves/share feelings (personal interactional; "This is my favorite song"),

Request information/ask questions to learn (heuristic; "Where did this come from?")

Tell stories to pretend (imaginative; "I know how to fly airplanes because I'm a pilot")

Give information to communicate with others (informative; "I'm three").

Preschool achievements in form

During the preschool years, children refine their syntax and morphology with noteworthy advances in use of grammatical and derivational morphology.

Derivational morphology

The addition of prefixes and suffixes that carry meaning, thus changing a word's meaning/sometimes its part of speech

Preschool achievements in content

Fast mapping

Decontextualized Language Skills

Fast mapping

The initial exposure to a word accompanied by the rapid acquisition of a general sense of its meaning

Decontextualized Language Skills

Appropriate and necessary for discussing events and concepts beyond the here and now

Preschool achievements in use

Additional functions

Conversational skill

Narratives

Additional functions

Preschoolers begin to use language for an even greater variety of discourse functions, including interpretive, logical participatory, and organizing functions

Conversational skill

Preschool-age children quickly become adept at turn taking and maintaining a conversation for two or more turns- still have some difficulties understanding when communication breakdowns occur and giving listeners the appropriate amount of information

Narratives

Decontextualized monologues- rather than describing the here and now, they often focus on people not immediately present or events removed from the current context (can be personal or fictional)

Preschool achievements in emergent literacy (broadly)

Oral Language

Phonological Awareness

Print Awareness

Alphabet Knowledge

Oral Language

Children's receptive and expressive language abilities, including phonological competence, grammatical competence, lexical competence, and discourse competence

Phonological Awareness

Describes the young child's understanding/sensitivity to the sound units of language (aka the series of larger/smaller units that make up speech (phonemes, syllables, words))

Print Awareness

Describes the young child's understanding of the form and

functions of written language... arises from (1) print interest, (2) print functions, (3) print conventions, (4) print forms, and (5) print part-to-whole relationships

Alphabet Knowledge

Children's knowledge of the letters of the alphabet

School-Age Accomplishments

Functional Flexibility

Chall's Stages of Reading and Writing

Literate Language

Functional flexibility

Refers to the ability to use language for a variety of communicative purposes or functions

Functional flexibiity examples

Explain, describe, instruct, hypothesize, make an assumption in order to test the logical or empirical consequences of a statement, analyze, compare, deduce, test, and investigate the logic of a statement

Chall's Stages of Reading and Writing

Stage 1: initial reading/decoding stage (5-7 years old)

Stage 2: confirmation, fluency, and ungluing from print (7-8 years old)

Stage 3: reading to learn the new, children can read on a general adult level (9-14 years old)

Stage 4: multiple viewpoints— learn to handle increasingly difficult concepts/the texts that describe them (14 and 18 years old)

Stage 5: construction and reconstruction, readers read selectively to suit their purposes (18 years onward)

Literate Language

Refers to language that is highly decontextualized, requires the child to use language without the aid of context cues to support meaning

Assessment

The systematic process of gathering information about an individual's background, history, skills, knowledge, perceptions, and feelings, often a multidisciplinary process

Purposes and Processes of Assessment

To identify skills that a person has/doesn't have in a particular area of communication.

- Processes: indicate presence of disorder

To guide the design of intervention for enhancing a person's skills in a particular area of communication.

- Processes: design goals and targets

To monitor a person's communicative growth and performance over time.

- Processes: determine if outcomes have been reached and further processes.

To qualify a person for special services

- Processes: to meet eligibility criteria

Screening

Test or task to conduct a check of performance to determine the need for full evaluation

(First step in determining scope and sequence of assessment)

Referral

Professional help is formally requested

(First step in determining scope and sequence of assessment)

Scope and Sequence of Assessment

1. Screening and referral

2. Designing and administering the assessment protocol

3. Interpreting assessment findings

4. Developing an intervention plan

5. Monitoring progress and outcomes

Designing and administering assessment protocol

Chart review

Interview

Systematic observation: possible observation in a natural interaction

Questionnaire/survey

Formal Test: norm reference, criterion-referenced

Instrumentation: testing relying on technological instruments, like measuring vocal quality

Norm-referenced tests

All norm referenced must be standardized but not all standardized are norm-referenced.

Standardization: test is given in exactly the same

uniform and scripted manner to everyone who takes it.

Normative Sample: a group of individuals who were given the test to identify standards of performance at specific age level

Standard Scores: the index that identifies how a person's test performance com-pares with that of his or her normative peers

Diagnostic Accuracy

Criterion-referenced tests

Achievement of performance in a particular area

Dynamic assessment

Analyzes how much and what types of support or assistance are needed to bring an individual's communicative performance to a higher level

Zone of proximal development (Vygotsky): what can be done with assistance

Interpreting assessment findings

Differential diagnosis: the process of systematically differentiating a disorder from other possible alternatives to arrive at the most accurate diagnosis

Determine the severity of the disorder (very mild, mild, moderate, severe, very severe)

Characterizing the client's prognosis (improving, plateau, declining)

Components of an intervention plan

1. Identify treatment goals

2. Describe the possible length and frequency of treatment

3. Describe treatment contexts and activities

Monitoring Progress and Outcomes

Purposes and importance:

1. Monitor a client's progress during treatment

2. Modify the treatment plan as progress is made

3. Determine when a client should be discharged from treatment.

Ongoing process that monitors progress and outcomes

What is intervention?

Refers to the implementation of a plan of action to improve one or more aspects of an individual's communicative abilities

3 qualities of intervention:

Effectiveness, efficiency, feasibility

Prevention (purpose of intervention)

To stop progression of or start of something (Example: wearing ear protection at a concert)

Remediation (purpose of intervention)

Delivered to people who show clear signs of having a disorder

Compensatory (purpose of intervention)

Clinical interventions that help a person cope with a disorder whose symptoms are not likely to dissipate (Example: using supports like a to-do list or visual aids)

SMART method for goals

Setting; specific, measurable, attainable, realistic, and timely goals

Goal components:

Behavior, condition, criterion

Pull out/direct service (intervention model)

A therapist provides intervention to an individual or small group, the most common types of service delivery and used in almost all clinical settings

Co-teaching/parallel instruction (intervention model)

Two or more therapists work together to provide intervention to an individual/group

Intervention consultation (intervention model)

Therapist provides guidance to other professionals or family members concerning assessment data/intervention approaches but does not work directly with the individual

Behaviorist approaches

Based on classical learning theory; reinforced

Terminal behaviors: Task analysis, shaping, operant conditioning,

Clinicians are responsible for: Identifying observable and measurable goals, specifying level of mastery at each goal, controlling sessions, collection of data

+/- Reinforcement, +/- punishment

Linguistic-cognitive approaches

Based on theories of developmental psychology and cognitive science (Chomsky and Piaget)

Emphasizes the role of the learner.

Parameters: goals of communication acquisition, helping individual lean the rules that underlie communication, learner is engaged fully in intervention process

Social-interactionist approaches

Based on theories of developmental psychology that emphasize importance of social interactions (Vygotsky influence)

Terms: Social plane, psychological plane, Zone of proximal development, scaffolding

Family-centered intervention

Built upon concept of family systems theory.

Treatment goals emphasize an individual's participation within and access to family activities.

Incorporation of family members perspectives regarding viable treatment; coaching

Evidence-based practice

1. Client perspectives

2. Clinical expertise

3. Evidence (external and internal)

PICO questions

P: Population/people/patient/profile

I: Intervention/instruction: what was done to improve some type of skill?

C: Comparison: What was it compared to?

O: Outcome: What outcome are we looking at?

Example: Does constraint-induced language therapy improve grammatical production in patients with aphasia?