COMD 5200 - Chapter 7 - part 2a
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116 terms
Terms | Definitions |
|---|---|
 What clinician need to be careful about in regards to the assessment of emerging language? | relying on the parental assessment of a child's comprehension. |
| Researchers have found that receptive language skills are quite limited at what age level? | 12 months |
| Children appear to understand more words by using what? | comprehension strategies |
| Comprehension strategies change with what? | development |
| How do comprehension strategies help children learn? | by allowing them to participate successfully in interactions with others and get feedback |
| What is an example of a comprehension strategy? | parent gestures to the garbage can and says to throw away the Kleenex. Because the parent is looking at the garbage so child can rely on parent's point and gaze and fact that he's holding dirty kleenex |
| What does a child rely a lot of on in comprehension strategies? | non-linguistic behaviors, you can't tell if he has comprehended the words or not because of non linguistic behaviors present |
| What is the comprehension ability of a 8-12 month old? | Understand a few single words in routine context |
| What is the comprehension strategy of a 8-12 month old? | 1. Look at same objects as mother 2. Act on objects noticed 3. Imitate ongoing action |
| What is the comprehension ability of a 12-18 month old? | Understands single words outside of routine, but still requires some contextual support |
| What is the comprehension strategy of the 12-18 month old? | 1. Attend to object mentioned 2. Give evidence of notice 3. Do what you usually do |
| What is the comprehension ability of the 18-24 month old? | Understands words for absent objects, some 2-terms combinations |
| What is the comprehension ability of the 24-36 month old? | Comprehends 3 term sentences, but context or past experience determines meaning; little understanding of word order |
| What is the comprehension strategy of the 24-36 month old? | 1. Probable location, probable event 2. Supply missing information |
| What is the comprehension strategy of the 18-24 month old? | 1. Locate objects mentioned, give evidence of notice 2. Put objects in containers, on surfaces 3. Act on objects in the way mentioned (child as agent) |
| Who is it important to assess language skills for? | children who are at risk for language delays |
| What are there not a lot of in the way of tests? | receptive tests for children at 8-36 months |
| What do most language tests assess for children children who are 8-36 months? | single words |
| What are some examples of receptive language tests for students who are 8-36 months? | Peabody-Picture Vocabulary Test; Receptive One Word Picture Vocabulary Test |
| What is an example of receptive language assessment in 'single words' on the Peabody-Picture Vocab. Test? | the examiner shows a page of 4 picture and says "point to cup". The child points to the cup |
| Parents are not as reliable on comprehension checklists as they are on what? | expressive vocabulary checklists - more reliable with what the child uses expressively than they are with what their child understands |
| Measuring comprehension can often be best assessed by what? | observation |
| Comprehension is very _________ dependent in young children. | context |
| The ability to manipulate context, which is not allowed in __________ _______ is an important aspect of assessment. | standardized assessment |
| What does it mean that the vocabularies of children may be idiosyncratic? | specialized to words familiar to them and their family |
| What is the vocabulary centered on for the 8-12 month old child? | Routine games without gestural cues |
| What is the vocabulary centered on for the 12-18 month old child? | Single words |
| What is the vocabulary centered on for the 18-24 month old child? | 2-term instructions |
| What is the vocabulary centered on for the 24-36 month old child? | 3-term instructions |
| When assessing receptive language in child, we need to ask if there are any ______ understood without support of _________ at the ______ level? | nouns; nonlinguistic cues; 12-18 month |
| When assessing receptive language in the child, we need to ask if there are ______ instructions understood at the _____ month level? | 2 word (verb + noun); 18-24 month |
| What is an example of a word understood without the support of a non-linguistic cue? | Place the objects in front of the child and say "give me the ball" |
| How do we test 2 word (verb + noun) comprehension? | Present unexpected combinations (kiss the apple...) |
| If a child can't do unexpected combinations for testing what should you do? | test expected combination to see if they are operating at the "do what you usually do" level |
| When assessing receptive language in the child, we need to ask if there are _________utterances understood at the ______ year level? | Agent + Action + Object; 2-3 year level |
| Typical children at 2-3 year level are able to process _______ instructions, but they rely on a _______ _______ strategy for deciding which noun represents agent or object of action. | agent-action-object; probable event |
| What do we need to do in sentences when assessing Agent+Action+Object utterances? | Present probable sentences first: "The mommy feeds the baby". They are less likely to interpret sentence correctly: "The baby feeds the mommy." |
| What do we need to do in scenarios when assessing Agent+Action+Object utterances? | Present using the same items that we used in earlier phrases so that it is familiar vocabulary to the child. Kids at this age have larger vocabularies |
| What is the "Child as Agent" strategy? | child performs the action themselves; instead of using the correct agent - they would belong to the previous level |
| There is no ________ for passing a level. | rule |
| When testing receptive language, if the child performs correctly on a majority of items on one level then what happens? | credit for that level of comprehension can be given. |
| When testing receptive language if the child is not getting the majority of items for age group correct, what haves | move the previous level |
| Those children who succeed at the 24-36 month level in the non standardized comprehension assessment can be what? | can be tested using formal measure such as the PBT or the Test for Auditory Comprehension of Language (TACL) or the Receptive One Word Picture Vocabulary Test |
| An analysis of comprehension skills can contribute to what? | the decision as to whether to initiate intervention or whether to continue to monitor development. |
| Children who have poor comprehension but use appropriate strategies tend to have what? | a better outlook for acquiring receptive language skills. |
| The use of comprehension strategies by late-talkers is similar to what? | that of younger typical children. |
| Late talkers typically go on to show what? | more or less normal oral language development. |
| Good comprehension = | better prognosis |
| After assessment, If comprehension is on par with the communicative intention level, what can be determined? | the non-speaking child has an isolated language production deficit - more of an expressive language deficit |
| If comprehension skills lag behind the communicative intention level, what can be determined? | a more pervasive language disorder is present. |
| For children with little or no speech who also have few receptive skills, it's important to do? | build a strong receptive language component into the intervention plan. |
| What do we need to focus on in an intervention plan for children who have a pervasive language disorder? | on language stimulation, verbal script activities, and child-centered approaches such as indirect language stimulation techniques. |
| What do children with pervasive language disorders need? | lots of practice seeing how language maps on to objects and events. |
| What should be added to programs for children with pervasive language disorders in order to assist with comprehension? | Facilitative play in modeling of play behaviors as well as simple descriptive language |
| What is the strategy attending to probable location and probable event. | you put an item where it usually goes. For instance, you would usually put a used napkin in the garbage. do what you usually have done, you put shoes under the bed. |
| What is it helpful to know in regards to slow speech development? | if it is related to motor speech deficits the child may have |
| Childhood apraxia of speech (CAS) should not be diagnosed if the toddler is not doing what? | producing enough speech to assess - wait until the child begins talking. |
| What is Childhood apraxia of speech? | a speech motor disorder described as difficulty in programming speech language movement. However, there is no muscle weakness or paralysis. |
| What is difficult with children who have Childhood Apraxia of speech? | to understand what they're saying, and their errors tend to be inconsistent. One time, they say 'I Keem' for ice cream. Next time, they say 'I seem' for ice cream. They may say 'Ai' for ice cream. |
| What is inconsistent in Childhood Apraxia of Speech? | sound patterns, which comes with the difficulty of programming speech patterns. |
| What happens with vowels with children who have childhood apraxia of speech? | there are errors |
| Toddlers who do not talk simply do not produce enough what? | speech to judge whether they have symptoms of CAS. |
| You should not diagnose Childhood Apraxia of Speech until what age? | 3 or 4 |
| If the child is suspected of having Childhood Apraxia of Speech what should the clinician do? | provide focused speech-language intervention and monitor speech progress. |
| What are the assessments that we can do for toddlers? | Feeding assessment Vocal development assessment |
| If feeding and babbling history appear normal, what can the SLP conclude? | neuromotor issues are probably not primary cause of delayed speech. |
| If feeding and babbling skills appear problematic, what can the SLP conclude and do? | motor involvement may be implicated. Do more thorough speech- motor assessment when child is ready. In the meantime, provide speech-language treatment. |
| What are 2 ways to collect a free speech sample? | Audio record a sample in the home; Parent Diary |
| How do you audio record a sample in the home? | Send tape recorder and digital recorder home w/ family; turn it on when child produces a lot of sounds - maybe in movement activities - feeding, play time, bath time, dressing, swinging. |
| What are the advantages of a Audio record sample? | allows us to hear the child's vocalization in natural settings, paints a more valid picture of productive skills. |
| What are the disadvantages of a Audio Record sample? | There may be too much background noise. Parents might forget to make the tape and/or return it. |
| What goes into making a Parent Diary of the child's speech? | Record everything child produces during 10-15 intervals for 1 week. Parent records meaning & how it sounds. Parents note if vocalization was imitation, said to a particular person, and what was done when he said it. |
| What are the advantages of making a Parent Diary? | can be very helpful in determining the words, sounds, and communicative skills the child is showing |
| What are disadvantages of making a Parent Diary? | requires a fairly dedicated parent to keep an accurate record. |
| The development of consonants is closely related to what? | the development of words & language outcomes in late talkers. |
| What are the Predictors of Long-term Speech Delays in Late Talkers? | Limited Phonetic Inventory, Simple Syllable Structures, More sound errors, Greater inconsistency in substitution errors, Atypical errors, Slow rate of resolution |
| What is a description of Phonological Characteristic: Limited Phonetic Inventory? | Delayed phoneme acquisition. At 30-35 mo, late talkers only have 6-9 different consonants |
| What is a description of Phonological Characteristic: Simple syllable structures? | Fewer syllables with more than 1 consonant or cons. cluster |
| What is a description of Phonological Characteristic: More sound errors? | Percent consonants correct < 0.45 |
| What is a description of Phonological Characteristic: Greater inconsistency in substitution errors? | Individual phonemes are produced in a variety of ways |
| What is a description of Phonological Characteristic: Atypical errors? | Unusual substitutions (d/h); vowel errors |
| What is a description of Phonological Characteristic: Slow rate resolution? | Little change over the 24-36 mo period |
| Typically, children with small expressive vocabularies also show what? | small phonetic inventories of consonants & restricted number of syllable shapes in meaningful speech & nonverbal vocalizations. Exception-children w/ autism disorders. |
| What is the 1st main use of a consonant inventory? | helpful as an aid in selecting words to be used in first lexicon to be taught. |
| What is the 2nd main use of a consonant inventory? | useful as an index of severity of phonological delay: |
| Children are more likely to add words to their vocabulary if what? | the words contain consonants already in their phonetic repertoire. |
| A consonant inventory is NOT to be used for what? | identifying which sounds to teach. |
| Toddlers before the age of 3 have little what? | little phonological awareness, they don't have the ability to learn sounds in isolation yet. |
| What is the average # of consonants that a 18-24 month knows? | 14 different consonants in 10 minutes |
| What is the average # of consonants that a 24-36 month old knows? | 18 different consonants in 10 minutes |
| What would a toddler with a small vocabulary produce typically? | 6 different consonants @ 18-24 mos.; 10 different consonants @ 24-36 mos. |
| What does a Phonetic Inventory chart separate and what are you supposed to do in assessment? | the initial, medial, and final position of vocalizations. Just make little tally marks with regards to specific consonants that child produced in each position. |
| What does Syllable Structure Level Measure examine? | both intelligible words and vocalizations. |
| What is the Syllable Structure Level measure derived from? | rating 20 to 50 vocalizations on canonical (syllable) structure. |
| How many rating levels are there in the Syllable Structure Level Measure? | 3 |
| What is Level 1 of the Syllable Structure Level Measurement made up of? | composed of a voiced vowel (a) voiced syllabic consonant (ll), or CV syllable in which the consonant is a glottal stop or glide. (Ha, Wi) |
| What is Level 2 of the Syllable Structure Level Measurement made up of? | composed of a VC (up) or CVC with single consonant type -same at the beginning and end (pop), or CV that doesn't fit the criteria for Level 1. |
| Voicing differences in CVC productions are considered what? | Level 2 vocalization if the child produces a cognate. For example, the vocalization "dat " is a level 2 because 'D' and ' T' are cognates - only difference is voice feature. |
| What is Level 3 of the Syllable Structure Level Measurement made up of? | Is composed of two or more different consonant types, disregarding voicing differences - there must be a difference in addition to voicing. (Duckie, Bunny, Pat) |
| How do you compute the Syllable structure measurement? | by figuring the average of all the levels assigned |
| What is the average SSL at 24 months? | 2.2 (some at 2, some at 3) |
| What is the SSL for At-risk toddlers? | 1.7 (some at 1, some at 2) |
| What is a very important milestone for 2 year old? | ability to include more than one consonant in a vocalization; late talkers have difficulty doing this. |
| What do fewer than 25% occurrences of level 3 structures indicate? | deficit in syllable structures. |
| If a child shows a deficit in syllable structure what should the SLP try to do? | elicit more advanced productions - first by imitative babbling and later on in conventional words. |
| What are the most common level 3 syllable types produced by normally speaking toddlers? | Consonant1-Vowel-Consonant2 (pat); Consonant1-Vowel-Consonant2-Vowel (C) (baki, pati). |
| How can CVC and CVCV productions be elicited? | in back and forth babbling games. First the clinician simply imitates, then expands the child's vocalization to include more advanced syllable forms. |
| The goal in babbling games is NOT to elicit particular sounds but... | to encourage production of two different sounds within an utterance. |
| Taking a Consonant Inventory or computing the Syllable Structure Level are both examples of what? | Independent analyses |
| What are Independent analyses? | they look only at the child's productions themselves, not in relation to adult targets. |
| Independent analyses are sufficient to what? | evaluate phonological skills for a child between 24 and 36 months of age. |
| Why are independent analyses sufficient to evaluate phonological skills? | because goal is to increase variety of vocal productions & expand vocabularies. We're not trying to correct child's sound productions compared to adult's. |
| What are Relational analyses? | compare what the child produces with an adult form and identify whether it is right or wrong. |
| Relational analyses are not appropriate for what? | the toddler stage |
| Why are relational analyses are not appropriate for the toddler stage? | because research indicates that many errors produced by the toddler spontaneously improve on their own between the ages of two and three. |
| Relational analyses are evaluations such as what? | Goldman Fristoe Test of Articulation , Assessment of Phonological Processes or Khan-Lewis Phonological Assessment. |
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