Lang disorders final vocab

Functional approach

-targets language used as a vehicle for communication

-focus on overall communication of the child with language impairment and those who communicate with the child

-individual, small group, whole class

-actual communication setting

-premised on real conversation and use

-give more control to the client

traditional approach

-SLP’s responses based on the corrections of productions

-can predict accurately the response of child

-individual or small group

-clinical setting

-isolated language targets

-begin with small units of language and build up to conversation

structured behavioral approach

-child is more passive learner

-SLP manipulates stimuli in order to elicit responses and dispense reinforcement

-SLP’s overall style is highly directive

Generalization - including content and context

Holistic approach

bubba criterion

incidental teaching/learning

A naturalistic strategy giving children chance to learn and use language within unstructured activities.

Efficacy

LI biological factors

LI socio-environmental factors

Mediational strategies

learning disability/language disorder

A heterogenous group of developmental and acquired disorders characterized by deficits in comprehension and production of speaking, reading, writing, form, content, and function of language

dyslexia

a reading disorder with difficulty in word recognition and reading comprehension two years below the expected level but not due to any known emotional, environmental, intellectual, perceptual, or obvious neurological problem.

alexithymia

IEP

Individualized education program

-specializes instruction, services, and accommodations for public school children

IFSP

individualized family service plan

-intervention plan that addresses child and family needs that impact the child’s development

developmental profiling

evaluation for early intervention

Identifying a child’s level of developmental functioning in a manner that is comprehensive, nondiscriminatory, and conducted by qualified personnel

assessment for early intervention

ongoing process of identifying a child's unique needs, the family's priorities, concerns, and resources; and the nature and extent of the services needed

arena assessment

means of communication

communication success

pre-symbolic behaviors

core vocabulary

Fringe vocabulary

Normalist philosophy

neutralist

criterion-referenced

standardized

Test in which items are presented, cued, and scored in a consistent manner

reliability

repeatability of a measure, based on accuracy and precision

internal consistency

Degree of relationship among items and overall test

test-retest reliability

split-half reliability

Inter-judge reliability

The probability of two judges scoring a child’s performance on a test in the same manner

validity

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

criterion validity

effectiveness or accuracy with which a measure predicts success

Content validity

Faithfulness with which= a sample or measure represents some attribute or behavior

construct validity

Extent to which a measure describes or measures some trait or construct

competence

Bell-shaped curve

Symmetrical graph of distribution where most values cluster

standard error of measure

because tests are less than perfectly reliable, a certain amount of error is reflected in each score

cloze

dynamic assessment

assessment tasks suggested for children with limited English proficiency that emphasize ability to communicate and learn language through narration, conversation, and teach-test

CLD

Culturally and Linguistically Diverse

ELL

English language learners

culture

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

sequential bilingual learner

-second language learning is more difficult than first language learning

-L1 has reached a certain level of maturity before acquisition of L2

simultaneous bilingual learner

learn languages at the same time

interference

The influence of one language on the learning of another

acculturation

The cultural modification of an individual or people by adapting to or borrowing traits from another culture

intrinsic bias

Knowledge needed and normative assessment are part of the test

Extrinsic bias

Sociocultural values and attitudes toward testing

Zone of proximal development

The difference between child’s performance and the amount of support needed to be successful

mediated learning experience

the focus on not just what the child learns, but HOW the child learns

Modeling

Interactive modeling

focused stimulation

Self-talk

narrating what you do, as the adult. “Let’s set the table, put the fork with the spoon. Of her need a cup.”

Parallel talk

talking about what the child is doing, you’re like their commentator, “oh you put the fork next to the plate”

imitation

procedure in which the child repeats the language behavior of a facilitator

Priming

When the utterance of one person influences the structure, vocab selection, or sounds used by a second speaker

structural priming

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

Parallel sentence production

A form of priming where an SLP provides a model of an utterance where a child is expected to provide a similar type of sentence

mand model

continuant

expansion

extension

breakdowns

breakups

Recast

correction model

correction request

turnabouts

top-down teaching

Phonological awareness

orthographic awareness

orthographic knoewledge

syntactic awareness

morphological awareness

phonics

mental grapheme representations

Bootstrapping

SOUL