Language Disorders

Question 1

SLI

Answer 1

• imairment not secondary to other developmental disabilities
• No known etiology
• Sequence of language development is the same to typically developing kids
• Deficits usually in language and executive functioning

Question 2

2 explanations for children with SLI

Answer 2

1. SLI represents normal variation in linguistic skills and children with SLI are at the lower end of the continuum of language skills.
2. SLI is due to deficits in cognitive, auditory, perceptual, and intellectual functions that underlie language.

Question 3

CP

Answer 3

A group of symptoms associated with brain-injury in still-developing children.

Question 4

Subtypes of CP

Answer 4

ataxic CP
Athetoid CP
Spastic CP

Question 5

Which type of CP?

• disturbed balance, awkward gait, uncoordinated movements
• due to cerebellar damage

Answer 5

Ataxic CP

Question 6

Which type of CP?

-increased spasticity (increased tone, rigidity of muscles) as well as still, abrupt, jerky, slow movements
-Due to damage to motor cortex or direct motor pathway
Most common

Answer 6

Spastic CP

Question 7

Which type of CP?

• slow writhing involuntary movements
• Damage to indirect motor pathways, especially basal ganglia

Answer 7

Atheoid CP

Question 8

Hemiplegia

Answer 8

one side of body is paralyzed

Question 9

Paraplegia

Answer 9

only legs and lower trunk are paralyzed

Question 10

Monoplegia

Answer 10

only one limb is paralyzed

Question 11

Diplegia

Answer 11

2 legs or two arms are paralyzed

Question 12

Language problems related to physical and Social-environmental factors

Answer 12

Limited access to healthcare, low socioeconomic status and low educational levels of caretakers are associated with limited early language experience for children.

Factor most highly related to socioeconomic status is mothers educational level.

Question 13

What is commonly seen in children of neglect and abuse?

Answer 13

expressive language delays

Question 14

What is more critical to language development than ethnic background?

Answer 14

Socioeconomic status

Question 15

What factor is most highly related to socioeconomic status?

Answer 15

education level of mother

Question 16

Language assessment determines……

Answer 16

Existence of a clinically significant problem
Nature and extent of the problem
Course of action that must be taken to help

Question 17

What does a standardized assessment provide?

Answer 17

quantitative means of comparing child’s performance to the performance of large groups of children of a similar age

Question 18

Mlu

Answer 18

Number of utterances

Question 19

Token Type Ratios definition

Answer 19

Represents variety of different words used by a child

Question 20

TTR formula

Answer 20

Number of words in a sample

Question 21

Prelinguistic Behavioral Deficiencies in infants and toddlers

Answer 21

• Difficulty establishing eye contact, mutual gaze and joint reference
• Communication of needs through greater use of gestures and vocalizations other than words and phrases; frequency delays in onset of first word and onset of two word combos
• Reduced babbling, fewer consonants in babbling and less complex babbling.

Question 22

Late talkers

Answer 22

-significant expressive delay at 24-36 months of age

Question 23

What is the concern with late talkers who appear to catch up by age 4?

Answer 23

at modest risk for continuing difficulties.

Question 24

Assessment for infants and tollders must be ________ -centered.

Answer 24

family

Question 25

Areas of difficulty for Preschool and Elementary Age Children

Answer 25

1. comprehension 2. Slow or delayed language onset 3. expressive language 4. syntactic skills 5. pragmatic skill 6. grammatical morphemes

Question 26

Assessments for preschool age and elementary age children should focus on what areas?

Answer 26

``` Syntactic Morphological Semantic Pragmatics Comprehension ```

Question 27

treatment focus should be on _____________ and _____________,

Answer 27

academic | social language

Question 28

Specific Treatment Techniques: - Supported by evidence - Example: Instruction, modeling prompting, shaping, manual guidance, fading, immediate response contingent feedback a. Expansion b. Basic Behavioral Techniques c. Discrete Trial Procedure d. Extension

Answer 28

b. Basic Behavioral Techniques

Question 29

Specific Treatment Techniques: - Useful when skills have to be shaped or established - Not efficient for generalization - Example: Stimulus, question, model, reinforcement, feedback, records response, waits a few seconds before initiating next trial. a. Expansion b. Basic Behavioral Techniques c. Discrete Trial Procedure d. Extensio

Answer 29

c.Discrete Trial Procedure

Question 30

Specific Treatment Techniques: Clinician expands telegraphic or incomplete utterance into more grammatically complete utterance. Example: Child says “doggy bark” Clinician says” yes, the doggy is barking” a. Expansion b. Basic Behavioral Techniques c. Discrete Trial Procedure d. Extensio

Answer 30

a. Expansion

Question 31

Specific Treatment Techniques: -Clinician comments on child’s utterances and adds new and relevant information. -Example: Child says “Play ball” Clinician says “ Yes, you are playing with a big, red, plastic ball that bounses" a. Expansion b. Basic Behavioral Techniques c. Discrete Trial Procedure d. Extensio

Answer 31

d. extension

Question 32

Specific Treatment Techniques: -Clinician repeatedly models a target structure to stimulate the child to use it, done during play and generally one target is focused on at a time. -Example: Target: -s Clinician says :There are two balls. The boys are playing.” a. Joint Book Reading b. Joint Routines or interactions c. Focused Stimulation d. Narrative Skills training

Answer 32

c. Focused Stimulation

Question 33

Specific Treatment Techniques: - Routinized, repetitive activities used to stimulate language - Example: peek-a-boo a. Joint Book Reading b. Joint Routines or interactions c. Focused Stimulation d. Narrative Skills training

Answer 33

b. Joint Routines or interactions

Question 34

Specific Treatment Techniques: -Stimulates language through use of systematic storybook reading. Joint or dialogic book allows for repetitive use and practice of the same concepts and phrases. a. Joint Book Reading b. Joint Routines or interactions c. Focused Stimulation d. Narrative Skills training

Answer 34

a. Joint Book Reading

Question 35

Specific Treatment Techniques: Script therapy a. Joint Book Reading b. Joint Routines or interactions c. Focused Stimulation d. Narrative Skills training

Answer 35

d. Narrative Skills training

Question 36

Specific Treatment Techniques: Teaching story book elements Example:Settings, Initiating events, Internal response, Theme, Goals of characters, Attempts, Direct consequences, conclusion a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 36

a. Story Grammar

Question 37

Specific Treatment Techniques: Recasting limited productions into longer or syntactically different forms to teach grammatical form. a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 37

f. Rescasting

Question 38

Specific Treatment Techniques: Clinician plays with child and describes and comments upon what the child is doing and the objects the child is interested in. a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 38

c. Parallel Talk

Question 39

Specific Treatment Techniques: Clinician describes his or her own activity as she plays with child a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 39

b. Self-Talk

Question 40

Specific Treatment Techniques: - Educating families about importance of a literacy rich home environment. - Focusing on literacy skills with children: Rhyming, syllable awareness, Phoneme isolations, Sound blending a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 40

e. Teaching Literacy Skills

Question 41

Specific Treatment Techniques: Address working memory, attention and processing speed through targeted tasks designed to address these areas. a. Story Grammar b. Self-Talk c. Parallel Talk d. Targeting executive Function/cognitive Processing e. Teaching Literacy Skills f. Rescasting

Answer 41

d. Targeting executive Function/cognitive Processing

Question 42

Specific Treatment Techniques: A group of evidence based techniques that teach functional communication through typical, everyday verbal interactions utilizing behavioral techniques in naturalistic settings.

Answer 42

milieu teaching

Question 43

Types of Milieu teaching

Answer 43

- incidental - mand model - time delay

Question 44

Milieu teaching techniques: variation of incidental teaching through the use of typical adult-child interactions in play oriented setting. a. Mand-model b. Time delay c. incendetal teaching

Answer 44

a. Mand-model

Question 45

Milieu teaching techniques: adult waits for child to initial response, pays attention, prompts elaboration and praises and rewards child. a. Mand-model b. Time delay c. incendetal teaching

Answer 45

c. incendetal teaching

Question 46

Milieu teaching techniques: clinician waits for child to initial response and they are separated by a predetermined waiting period. a. Mand-model b. Time delay c. incendetal teaching

Answer 46

b. Time delay