Language Disabilities Exam #2
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Created by:
shannonelyse on February 28, 2011
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Chapters 4-7
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116 terms
Terms | Definitions |
|---|---|
 Limited English Proficiency (LEP) | individuals who are proficient in their native language but not in English; assessment and intervention should be conducted in the native language...it's the law |
| culture | shared framework of meanings within which a population shapes its way of life; each culture has a unique outlook; shaped by history, societal roles, religion, rules for interaction, family, education, etc. |
| cultural sensitivity | requires recognition of one's own culture and examination of cultural notions held as "truths"; |
| sequential bilingual learners | the first language reaches a certain level of maturity before acquisition of the second language begins |
| simultaneous bilingual learners | both languages are learned at the same time |
| zone of proximal development (ZPD) | difference between a child's current performance on a task and the amount of guided assistance needed by the child to be successful; dynamic assessment is based on this |
| authentic assessment | assessment based on realistic demands of the child's communication context, such as the classroom |
| free conversation sampling | sample in which the child is allowed to talk freely about whatever they wish |
| representativeness | can be addressed by ensuring spontaneity and by collecting samples under a variety of conditions |
| contrived situations | do not elicit spontaneous everyday speech; example: "Tell me about this picture" or "Explain the rules of Monopoly" |
| structure | the amount of adult manipulating of materials and evoking of particular utterances |
| predictability | the familiarity of the overall task and materials |
| scripts | linguistic and nonlinguistic patterns that accompany routines, such as "How are you? --- Fine, thanks. How are you?" |
| routines | provide mutually understood and conventionalized interactions; partner provides order for the child, who, in turn, depends on the partner's cuing |
| authenticity | comes from using real communication contests in which the participants convey real information |
| illocutionary function | the intentions of each utterance |
| responsive function | answering a question or following a request for action |
| answering/responding function | the SLP asks the child a variety of questions while engaged in play and notes the type of question and the expected response; Example: "Who is that?" |
| calling/greeting function | the SLP leaves and reenters the situation, calls on the telephone, etc. to elicit greetings |
| expressing feelings function | the SLP models feeling-type responses throughout the play interaction; toys are described as having certain feelings and the child is asked to help; Example: "Oh, Big Bird is sad. Can you talk to him and make him feel better?" |
| hypothesizing function | the SLP poses a physical problem for the child and the child proposes a solution to the problem; Example: "How can we get the bird out of the cage?" |
| making choices function | the SLP presents the child with alternatives such as "Would you rather have juice or water?" |
| predicting function | In sequential activities or book reading, an SLP can ponder, "I wonder what will happen next." |
| protesting function | the SLP can put away toys or snacks before the child is finished; when the child requests an item the SLP can hand him something other than what was requested. |
| reasoning function | the SLP attempts to solve a problem, such as "I wonder what we did wrong?" |
| reporting function | includes declaring/citing, detailing, and naming/labeling; all are spontaneous and can be modeled by the clinician, but not cued |
| replying function | the SLP should note occasions when a child responds to the content of what he or she has said without being required to do so; this behavior is one of the mainstays of conversation as each speaker builds on the comment of the previous speaker |
| repeating function | the SLP should note the amount of repetition of self and of the partner; can take the form of empty comments in a conversation in which the child adds no new information |
| declaring/citing | while engaged in an activity, a child spontaneously comments on the present action; Example "car goes up the ramp" |
| detailing | spontaneous response from the child that describes an object; Example: "I'll take the little truck" |
| naming/labeling | child spontaneously names an object; Example: "Look. A balloon." |
| requesting assistance function | the SLP presents interesting toys in a way that requires adult help to open or use; can be modeled, but should be spontaneous on the child's part |
| requesting clarification function | can be elicited when the SLP mumbles or makes an inaccurate statement |
| requesting information function | the SLP puts unknown objects in front of the child and asks her to label them. If the child labels incorrectly, the SLP says "No. How can you ask what it's called?" |
| requesting objects function | the SLP puts enticing objects or edibles just out of the child's reach |
| requesting permission function | the SLP has a box with an object in it and peeks into the box to tell the object that it can come out and play if someone wants to play with it |
| internal organization of discourse | recognizable pattern of a conversation |
| social organization of discourse | can be assessed within familiar activities that provide a scaffolding or structure for dialogue |
| static tasks | describe relationships between objects in the context and might include directing others to perform a task or describing entities by location, size, shape, or color |
| dynamic tasks | describe changes over time, as in narration |
| abstract tasks | opinion-expressing tasks, such as stating or justifying a position |
| systematic analysis of language transcripts (SALT) | a computerized analysis system that requires a consistent transcription format |
| traditional analysis | focused exclusively on the utterance of sentence as the unit of analysis; but by analyzing only at utterance level, many of the child's language skills may be missed |
| stylistic variation | the style of talking, which varies for each situation |
| register | how the child moves from one conversational style to another |
| style switching | move from one style or register to another |
| interlanguage | in children with LEP, a combination of L1 and L2 rules, which creates a sort of "hybrid" of the two |
| code switching | shifting from one language to another within and/or across different utterances |
| referential communication | the ability of a speaker to select and verbally identify the attributes of an entity in such a way that the listener can identify the entity accurately |
| directions, explanations, descriptions | 3 aspects of referential communication |
| presupposition | a speaker's assumptions about the context and about the listener's knowledge that modify the manner and content of the speaker's utterances |
| non-informative language | can take several forms; includes empty phrases, repeated words or phrases, personal value judgments about the stimulus ("That's pretty dumb") |
| deictic terms | linguistic elements that must be interpreted from the perspective of the speaker in order to be understood as the speaker intended |
| speaker principle | the referential point shifts as speakers change |
| distance principle | referents are coded by their distance from the speaker |
| definite reference | specific referents that are marked by the definite article 'the' |
| indefinite reference | nonspecific referents that are marked by the indefinite articles 'a/an' |
| conversational cohesion | how language comes together |
| conjoining | the connection of phrases, clauses, and sentences through the use of such conjunctions as and, because, and if |
| reference | linguistic device used continuously in conversation to keep information flowing and to designate new and old information |
| initial mention | establishes reference clearly, usually at the end of the sentence |
| following mention | establishes reference clearly at the beginning of the sentence, usually a pronoun |
| ellipsis | process in which redundant information is omitted |
| conjunctions | words used to connect thoughts, such as and, then, so, and therefore |
| contrastive stress | can be used to negate or correct the message of a conversational partner |
| communication event | an entire conversation (which includes more than one topic) or portion of it that includes one topic |
| social speech | speech addresses explicitly to and adapted for a listener; characterized by explicitness and clarity, repairs of breakdowns, and an obligation for a listener to respond |
| nonsocial speech | speech not addressed explicitly to a listener, and the listener has no obligation to respond; usually for the speaker's own enjoyment and often consists of asocial monologues |
| topic initiation | negotiation process that begins with one partner introducing a topic; the other partner agrees to adopt that topic by commenting on it, disagrees by changing the topic, or ends the conversation |
| contingency | responses relatedness to the preceding utterance |
| maintenance devices | words that maintain the conversation and keep it going |
| continuants | devices that maintain the conversation but add little, if any, new information; Examples: uh-huh, yeah, okay |
| semantically contingent utterance | relates to or reflects the meaning of the prior utterance |
| contingent utterance | maintains the topic of the previous utterance and adds to it in some way |
| noncontingent remark | a remark that does not maintain the topic of the previous utterance |
| adjacent utterances | utterances spoken as sequential behaviors by the same speaker |
| nonadjacent utterances | an utterance or turn of one partner followed by an utterance or turn of the other |
| topic maintenance | analyzed in all turns after topic initiation; each turn analyzed on the basis of the continuous discontinuous nature of the turn and its informativeness |
| continuous turn | response that continues the conversation, such as responses to questions or requests, acknowledgments, appropriate emotional responses, and request for repair |
| discontinuous turn | response that are not linked to the current topic |
| full conversational turn | includes an acknowledgment of the preceding utterance, a contribution by the present speaker, and an indication that the turn is to be shifted |
| conversational termination | occurs when no new information is added to the conversation and the topic is not changed |
| conversational breakdown | confusion within the conversation that needs repair in order for communication to continue |
| conversational repair | provides valuable information about communication breakdowns; may be spontaneous or in response to a request for repair |
| consistent maternal responsiveness | teaches children that their responses and behavior have a predictable effect |
| mazes | language segments that disrupt, confuse, and slow movement of the conversation; can include silent pauses, fillers, repetitions, and revisions |
| perseverative patterns of communicating | these behaviors can skew the data or allow only one type of intention; Example: parent constantly quizzing the child to name pictures in a book |
| type-token ratio (TTR) | the ratio of the number of different words to the total number of words |
| slang | casual manner of spontaneous conversation among peers that is important for adolescents; when used appropriately, it establishes a group identity by separating adolescents from children and adults |
| literate vocabulary | consists of words primarily used in common academic contexts; this is needed to achieve academic success |
| word relationships | each word in a language is related to other words through word associations, synonyms, antonyms, and homonyms; these associations reflect the child's underlying cognitive organization |
| prepositions | small, frequently used words that may be misunderstood by children with LI and LEP; used to mark location, time, or manner |
| passives | Example: The cat is chased by the dog; children with LI exhibit difficulty with these sentences and may interpret them in a reverse manner |
| figurative language | metaphors, similes, idioms, proverbs, jokes, and puns |
| word finding difficulties | impaired ability to generate a specific word that is evoked by a situation, stimulus, sentence context, or conversation |
| blocked words | words the child is unable to retrieve |
| intrinsic variables | variables related to the word; include the frequency of occurrence of the world, familiarity with the word, age of acquisition, category, and degree of abstractness |
| extrinsic variables | variables related to the context; include syntactic requirements, type of stimulus and manner of presentation, priming, and use of categories |
| Mean Length of Utterance (MLU) | average length in morphemes of a speaker's utterances |
| Mean Syntactic Length (MSL) | mean length in words of all utterances of two words or more that have some internal grammar; eliminates all one word answers and correlates more strongly with age than MLU does |
| T-units (minimal terminal units) | consists of one main clause plus any attached or embedded subordinate clause or non-clausal structure; shifts the unit of measure from the utterance to the sentence in its shortest allowable form |
| C-units | similar to T-units but also include incomplete sentences in answer to questions |
| percentage correct value | determined by dividing the number of correct appearances by the total number of obligatory contexts |
| Inflectional suffixes | suffixes such as plural -s and past-tense -ed |
| derivational suffixes | suffixes that are used to change word classes, as I adding -er to a verb such as teach to create the noun teacher |
| intransitive | verb relationship in which the verb cannot take an object, as in she walks |
| transitive | verb relationship in which the verb can take an object, as in to her |
| equative | verb relationship in which consists of the copula (to be) plus a complement of a noun, adjective, or adverb, as in they are students, they are young, or they are late |
| tense markers | used to describe the temporal relationships between events; Example: walking to indicate an activity that is ongoing |
| modal auxiliary verbs | used to express the speaker' attitude; Examples: can, could, will, should, and must |
| declaratives | statements, such as "He likes ice cream." |
| imperatives | commands, such as "Eat your dinner"; the subject, you, is understood |
| interrogatives | three types of questions, including yes/no, wh-, and tag |
| tag questions | statements with question tags attached, such as "She's lovely, isn't she?" |
| phrase | group of related words that does not contain a subject and a verb |
| computer-assisted language analysis (CLA) | computer program that provides the SLP with a quick, efficient, standard analysis routine |
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