Pediatric Speech Disorders ALL FLASHCARDS

Fast Mapping

The quick process by which children hear and understand words without formal teaching.

Slow Mapping

The process of expanding and fine-tuning word meanings through experiences in multiple contexts.

Expansions

Providing a more syntactically correct model of a child's utterance.

Extensions

Providing a syntactically correct model that adds new semantic information.

Joint Attention

When the caregiver and child focus on the same object or event simultaneously.

Joint Reference

When the caregiver and child have a shared understanding of something.

Imitation

The process where infants replicate bodily movements and facial gestures as part of language development.

Vocables

Unique sound patterns used by children, which are consistent and refer to specific things or situations.

Vegetative Sounds

Early reflexive sounds produced by infants, such as cries, burps, and sneezes.

Cooing

Production of vowel-like sounds by infants, starting around the second month of life.

Jargon Babbling

Babbling that includes intonation contours, occurring between 7-8 months.

Transitional Babbling

Vocalizations that consist of single-syllable productions bridging cooing and true babbling.

Variegated Babbling

Babbling that involves producing successive syllables that differ from each other.

Overextension

When a child uses a word to represent a broader category than its intended meaning.

Underextension

When a child uses a word in a narrower context than its actual meaning.

Shared Book Reading

A focused language experience for children that exposes them to story structure and vocabulary.

Infant-Directed Singing

Singing directed towards infants that promotes sleep and stimulates positive emotions.

MLU (Mean Length of Utterance)

Calculates the average number of morphemes a child produces in a language sample.

Type Token Ratio (TTR)

Measures word diversity in a language sample by dividing the number of different words by the total number of words.

Language Development 0-6 Months

Includes vegetative sounds, cooing, laughing, gradual head control, rolling over, short attention span

Language Development 6-12 Months

Features transitional babbling, true babbling, beginning to understand some words, sitting up independently, pulling up, joint attention

Development 12-18 Months

Involves first words, vocabulary consists mainly of nouns, over/underextensions, walking independently, pretend play

Language Development 18-24 Months

Rapid vocabulary expansion (50 words at 18 mo), two-word combinations, and understanding basic concepts, running, jumping, using utensils, pointing, complex play

Purpose of a Language Sample

To document a child's language abilities and track progress over time.

Factors Influencing Language Development

Include social class, education, and access to resources.

Parent-Infant Communication

Quality and quantity of interactions that play a crucial role in language development.

Community Resources for Development

Library, meals on wheels

Early Intervention Programs

first steps, head start

Literacy Programs

Community-based programs promoting early literacy skills, like story times.

MLU Calculation

morphemes / utterances

TTR Calculation

different words / total words x 100

expressive language

The use of words, sentences, and gestures to convey thoughts and ideas.

receptive language

The ability to understand and process spoken or written language, including words, sentences, and gestures.

speech

The neuromuscular coordination that results in specific sound patterns and sequences.

language

A system of communication using symbols, sounds, or gestures to convey meaning.

What are the 5 domains of language?

Phonology, morphology, syntax, semantics, and pragmatics.

Phonology

The study of the sound systems of languages, including the rules for their combination and pronunciation.

Morphology

The study of the structure and formation of words, including the analysis of morphemes, which are the smallest units of meaning.

syntax

The set of rules, principles, and processes that govern the structure of sentences in a language, including word order and sentence formation.

semantics

The branch of linguistics that deals with meaning in language, including the interpretation of words, phrases, and sentences.

pragmatics

The study of how context influences the interpretation of meaning in communication, including speaker intention and the social aspects of language use.

language disorder

A condition that affects an individual's ability to understand or use language effectively, which can impact communication, reading, writing, and social interactions.

language difference

Variations in language use among different cultural or social groups that do not indicate a disorder. It reflects the diversity of language and communication styles.

Language Delay, Late Talker, or Late Language Emergence

terms used when a young child (2-3 years) exhibits a developmental lag in language.

Nature

The innate ability a child has to learn language.

Nurture

Language is learned from the environment

Perlocutionary Stage (Birth - 8 months)

Caregivers assign intentions to infants’ cries, smiles, vocalizations, and gestures. Infants begin with reflexive sounds, then begin cooing and eventually babbling.

Illocutionary Stage (9-12 months)

Infants begin to initiate intentionally through cry differentiation, smiles, and gestures. They begin using jargon in this stage.

Locutionary Stage (12+ months)

First words are used to express intention.

Norm-Referenced Assessments

Compares a client’s abilities to those of same-aged peers. E.G. IQ tests, CELF-5

Criterion-Referenced Assessment

Compared a client’s performance to a pre-specified standard or specific skill. E.G. This quiz or language sample.

Dynamic Assessment

Evaluates a child’s ability to learn through a test-teach-retest method.

Pros and Cons of Norm-Referenced Exams

Pros: Efficient, clear, compute standard scores

Cons: Snapshot of ability, unfamiliar environment, over-identifies children from minority cultures, few items to asses each language target

Pros and Cons of Criterion-Referenced Assessment

Pros: Helps identify targets for intervention, simple scoring using raw scores, can be more natural

Cons: Snapshot of ability, unclear assessment protocol

Pros and cons of dynamic assessment

Pros: great tool with minority students, gives the child a chance to learn new skills and show their ability to retain new knowledge

Cons: No clear protocol, does not compute standardized scores

Static Assessment

Provides a snapshot of an individual’s performance at one moment in time. This encompasses both norm-referenced and criterion-referenced assessments.

Validity

The degree to which a test procedure accurately measures what it is designed to measure

Construct validity

The underlying theory on which an assessment instrument is based

Content validity

The degree to which results on one test align with those of another test measuring the same construct

Criterion-related validity

The degree to which results on one test align with those of another test measuring the same construct.

Predictive validity

How well a test score will predict a student’s performance on a future criterion-referenced task

Reliability

The degree to which a test is free from errors of measurement across forms, raters, and time

Interrater reliability

When given the same test by different assessors, results are similar.

Test-retest reliability

When a test is given to the same individual on several occasions, the results are similar.

Importance of Validity and Reliability

They ensure that the test is accurately and consistently measuring what it is supposed to measure

The steps of an assessment

1) may need to screen beforehand to determine need

2) Case history

3) Screen other areas

4) Language Evaluation/Assessment

5)Score

6) Give results

Basal

The “Starting point.” A predetermined number of answers a tester must answer correctly before a test can move forward. All testing items below it are seen as “mastered”.

Ceiling

The “end point.” After a predetermined number of errors, the test ends. All items following it are considered “unknown.”

Raw scores

The number of items that are completed correctly on an assessment

Standard scores

Transformed raw scores measured in standard deviation units

Percentile rank

The percentage of scores in its frequency distribution that are equal to or lower than it

Language sample

A criterion-referenced task that evaluates an individual’s spontaneous or self-generated language in natural contexts. Typically used along with norm-referenced tests.

Length of Language Sample

10-15 minutes

Utterance goal in language sample

50-100

Process of Language Samples

Uses joint attention during natural child-led play to get and understanding for the child’s current language abilities.

Clinician’s role in language samples

Responds to the child’s speech with semantically related information in the same length as the child’s utterances, while keeping questions to a minimum.

3 rules of giving a language sample

1) Keep questions to a minimum

2) Keep joint attention

3) Use a similar MLU as the child

DSA (Dore’s Speech Acts)

Codes children’s utterances into categories based on communication intentions; tests use (pragmatics).

Noun

A word that represents a person, place, thing, or idea. Function as subjects or objects in a sentence.

Pronouns

Words that replace nouns in a sentence, used to avoid repetition and simplify sentences.

Verbs

Words that express actions, states, or occurrences, serving as the main part of the predicate in a sentence.

Adjectives

Words that describe or modify nouns, providing more information about their qualities or characteristics.

adverbs

Words that modify verbs, adjectives, or other adverbs, indicating manner, degree, frequency, or time.

prepositions

Words that show the relationship between a noun (or pronoun) and other words in a sentence, often indicating direction, location, or time. (Can a mouse go there?)

Language

A complex system of symbols used for thought and expression

Communication

Includes both symbolic and nonsymbolic information

Language Disorder

Impaired understanding and/or use of spoken, written, or other symbol systems.

Receptive language

Ability to understand and process language

Expressive Language

Ability to express meaning with language

Standard deviation

Spread of scores around the mean