TEST 1 SET

Imitation theory, nativist theory, interactionist theory

Imitation theory, nativist theory, interactionist theory

Language acquisition theories

Imitation theory

Language is learned through imitation and then positive reinforcement from parents and others

Nativist theory

We all have innate grammar, and we are born with the abilities that we need to begin speaking

Interactionist theory

Combination of imitation and nativist theory. Children have innate abilities, but they additionally learn through reception skills and interactions with others

Social Emotional Learning

Includes a childs ability to recognize their own and others emotions and to respond to facial expressions appropriately, contextualizes appropriate actions

Perspective taking

‘putting yourself in someone else’s shoes’, considering how others think and feel and might respond, differences in responses to different people

6-9 months

Joint attention and emotional sharing

12 months

First word

16 months

Overextension

18 months

Two word combinations

Preschool age

Decontextualized language

School age

Literacy, reading and writing abilities

Joint attention

Simultaneous sharing and includes emotional sharing, an infant being able to pay attention to the same things as an adult

Emotional Sharing

Ability of an infant to share the same emotions as others around them and react emotionally to others actions

Overextension

One word to cover many/all categories (example: calling an orange a ball)

Decontextualized language

Talking about non immediate events or objects, often talking about things in future or past tense

intentional, generalizable, intelligible*

First word requirements

DLD cause

Unknown

Percent of kindergartners with DLD

7%

What three things might DLD involve?

Content, form, use difficulties

Is DLD a primary or secondary disorder?

Primary disorder

DLD manifestations

Late talker, late morphemes, reliance on gestures, difficulty with understanding others, slow and effortful language production, agrammatisms, limited vocab

DLD social emotional manifestations

Withdrawn, less socializing, uneven conversation, emotional regulation skills

ASD cause

Not the mmr vaccine

ASD prevalence

1 in 59

ASD diagnostic criteria

social communication, restricted interests and repetitive behaviors

ASD social communication and interaction

Difficulty with pragmatics, hard time with relevance, turn taking, eye contact, social emotional learning

Repetitive behaviors and restricted interest

Routines, doing the same thing over and over, stimming, extreme focus on one topic, sensory sensitivities

Intellectual disability diagnostic criteria

Intellectual functioning, adaptive functioning

Intellectual functioning, adaptive functioning

Intellectual disability diagnostic criteria*

Intellectual functioning

Includes skills such as reasoning, planning, problem solving, abstract thinking, judgement

Adaptive functioning

Ability to easily map old skills onto new situations

Known causes of ID

Chromosomal disorders, toxicity, infection, trauma

Two types of stroke

Ischemic, hemorrhagic

Ischemic stroke

Artery blockage, blood cannot get to brain

Hemorrhagic stroke

Blood vessels bursts or ruptures which causes excess bleeding into brain

Two types of ischemic stroke

Thrombosis, embolism

Thrombosis

Build up of plaque in the artery

Embolism

A piece of plaque breaks off and then blocks thinner arteries

BE FAST

balance, eyes, face, arms, speech, time

Aphasia

Acquired LANGUAGE disorder as a result of injury to brain, usually from a traumatic brain injury or stroke

Types of aphasia

Fluent/nonfluent, comprehension, repetition, naming

Fluent aphasia

Long phrases, easily produced speech, logorrhea, paraphasia

Paraphasia

Word error, either substituting a word for another word or a something similar sounding

Logorrhea

Excessive talking

Wernicke’s Aphasia

Damage to temporal lobe. Fluent aphasia. Poor comprehension, poor repetition, good fluency, relatively spared naming

Nonfluent aphasia

Short phrases, agrammatisms, labored speech

Agrammatisms

Dropping prepositions/’filler’ words, focus on content words like verbs and nouns

Broca’s aphasia

Damage to frontal lobe, non-fluent aphasia. Relatively spared comprehension, poor repetition, poor naming, awareness of deficits.

Medical model of treatment

'Solving' problem, just looking at deficits and trying to fix them

Life participation approach

Helping a person fully participate in their life given their circumstances. Includes working on goals and what is most important to client and giving environmental supports.

Right Hemisphere Disorder

Difficulties with right hemisphere. Can include anosognosia, left neglect, social communication problems, higher order functioning

Anosognosia

Lack of awareness of deficits

Egocentric neglect

Allocentric neglect

Left neglect

Difficulty with left side of body. In regards to vision, difficulty seeing left side of visual field

RHD Social Communication Problems

Inappropriate language, difficulty staying on topic, difficulty understanding others emotions, aprosodia

Aprosodia

Lack of prosody, monotone speech

Traumatic Brain Injury

Damage to the brain caused by an external force. Common causes include falls, motor vehicle accidents, sports, or abuse.

Closed TBI

Damage does not penetrate skull or meninges, brain is ‘jostled’ around.

Open TBI

Meninges and skull are penetrated

Polytrauma

Mixture of closed and open TBI where blunt force jostles the brain and it is penetrated. Common in military or from shrapnel.

mTBI symptoms

dizziness, blurred vision, vomiting, confusion, ringing in ears, slurred speech, nausea, headaches

Dementia

Progressive disease where cognitive abilities start detoriorating due to CNS dysfunction. Is progressive and has a slow onset.

Dementia diagnostic criteria*

Memory impairment, cognitive functioning impairment, perceptual deficits

Memory impairment, cognitive functioning impairment, perceptual deficits

Dementia diagnostic criteria*

Phonological speech sound disorder

Perceptual target deficit. Unable to properly differentiate between phonemes. Consists of rule based consistent errors. More involved treatment.

Articulation speech sound disorder

Speech output error. Unable to place articulators correctly for sound- it is usually less involved treatment. Able to hear differences between phonemes.

Early 8

m, b, y, w, n, d, p, h

Middle 8

t, ng, k, g, f, v, ch, dg

Late 8

sh, s, z, th, th, r, l, zh

2 years old intelligibility

50%

3 years old intelligibility

75%

4 years old intelligibility

100%

Speech sound disorder treatment approaches

Developmental, complexity, cycles, metaphon

Developmental, complexity, cycles, metaphon

Speech sound disorder treatment approaches

Developmental speech sound disorder treatment

Treating sound errors in order of how sounds are naturally developed, earlier sounds first.

Complexity approach

Focuses on treating harder sounds first, the easier ones will follow.

Cycles approach

Cycling through phonemes, specifically phoneme pairs- staying on one phoneme set for a set amount of time before you move on, regardless of mastery

Metaphon approach

Phonological disorder treatment. Treating how phonemes work in order to raise awareness of their production. Example, voiced vs voiceless phonemes.

Phoneme classification

Manner, place, voice

Manner phoneme classification

How sound is produced (ie, plosive vs fricative)

Place phoneme classification

Where articulator is placed

Voice phoneme classification

Whether the phoneme is voiced or not (ie, v vs t)

Motor speech disorder

Difficulty with the planning, coordination, and/or execution of movements required for speech production

Apraxia

Motor schema error. Brain is unable to properly make the plan for how speech should be produced.

Apraxia characteristics*

slow rate, distorted sounds, impaired prosody

Three types of apraxia

Childhood apraxia of speech, acquired apraxia of speech, primary progressive apraxia

Dysarthria

Correct representation and motor schema, execution error. Often muscle weakness.

Dysarthria includes deficits in

Muscle tone, muscle strength, range, steadiness, speed, coordination

Assessment steps

Screening, standardized test, questionnaire, observational methods

Two type of treatment approaches*

Life participation model, medical model

Life participation model

Focus on adding supports into environment and working towards clients goals

Medical model

'Solving' problem, just looking at deficits and trying to fix them

Preventative treatment

Trying to stop disorders from ensuing from education- example, teaching about importance of helmets, or causes of intellectual disorders

Remedial treatment

Recovering lost or absent functions

Compensation treatment

Adding things to accommodate problems and working around them

Communication relies on

Cooperation, shared conventions, shared understandings and knowledge, social rules

Grice’s maxims

Quantity, quality, relevance, manner

Quantity (Grice’s maxim)

Too much or not enough info