8/7/2019 Gary Adams Final Exam Notes

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Gary Adams Final Exam Notes

Language Disorder-ASHA(significant)impairment in comprehension and/or use of a spoken, written, and/or other

symbol system. May involve form, content, function. Processing and Production

-View Disorder-etiology, age, severity, systems, linguistic ability. -Lang Delay-skills acq in typical order, ability

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TPBA: developmental, holistic, and dynamic assessment. Flexibility in the structure allows content, participants, and

sequences of events to be changed, depending on individual needs. Allows practitioners and others to examine a childs

developmental skills, learning style, and interaction patterns. Child is observed for an hour to 1 hours during play

activities with a play facilitator.It is a natural functional approach to assessment and intervention. Parents are actively

involvedthroughout the process. Used to documentthat the child is not functioning at age level on needs intervention

to improve quality of performance, and can be used as the basis for IEP or IFSP or FSP development. However, it is NOT

intended to respond to all assessment requirements (standardized).

SLP works with classroom teacher to optimize environment: reduce the amount of material a student has to process

and to present in smaller units with extra time allowed for task completion." getting assignment information from theteacher ahead. Integrate classroom assignments into intervention goals.

CLD: Each dialect is adequate as a functional and effective variety of American English. communicative and social-

solidarity function. symbolic representation of the geographic, historical, social, and cultural background of its speakers.

Simultaneous Bilinguals refers to a child who has learned two languages before the age of 3 years.

Preschool Successive Bilinguals enter preschool at age 3-4 years speaking the home language.

These bilinguals go through a four step process in acquiring the second language. 1. Home language use with English

Speakers 2. Nonverbal stage of learning the Second Language (aka the Silent Period) In this stage the child typically

communicates but not with words. They realize their home language will not help them communicate so they will stop

talking and this may last up to 8 weeks or longer. 3. Formulaic Language The child now produces telegraphic and

formulaic speech. 4.Productive use of the second language

School-Age Successive Bilinguals enter school after the age of 5 years with no previous exposure to English.The type and

amount of exposure to English 2.Whom the child needs to communicate with 3.Their attitudes toward the new language

4.Their aptitude to learn a second language 5.Their motivation to learn the new language 6.Their caregivers attitude

toward maintaining the home language.

strategies for diagnosing language disorders in CLD()Use authentic assessment, evaluating performance in classroom

setting using portfolios of work completed, essays, stories and other materials. ()Take advantage of curriculum-based

assessment which determines the child's functioning and performance level in the class ()Use dynamic approach to

assessment, evaluating the students performance over time. ()Evaluate student's ability to learn language rather than

focusing only on identifying the students current level of functioning ()Evaluate communication holistically focusing on

functional aspects of language as the child uses it to communicate meaning and meet demands of various

communication situations ()Collect observational data in a variety of naturalistic contexts i.e. classroom, recess, lunch,

etc. ()Use questionnaires to obtain info from individuals who interact with the student.

Non-dialect specific aspects (universal) of speech and language production. AAE-speaking children acquire the samesemantic and pragmatic categories at the same stages of development and in the same sequence as SAE-speaking

children.

Four stages of development in metalinguistic abilitiesStage 1(ages 1 - 2 years) -Distinguishes print from nonprint/ -

knows how to interact with books (right side up; page turning from L to R) -Recognizes some printed symbols Stage 2

(ages 2 5 or 6 years) -determines word boundaries in spoken sentences -determines word boundaries in printed

sequences -engages in word substitution play -plays with sounds of language -begins to talk about talking -corrects own

speech/ language to help the listener understand the message (spontaneously or in response to listener request) -self

monitors own speech and makes changes to more closely approximate the adult model -believes that a word is an

integral part of the object to which it refers -able to separate words into syllables Stage 3 (6 10 years) -begins to take

perspective and use language forms to match -understands verbal humor involving ambiguity -able to resolve ambiguity

-able to understand that words can have 2 meanings, one literal and the other idiomatic (adj used to describepersonality characteristics hard vs sweet) -able to segment syllables into phonemes -Find it difficult to appreciate

forms other than idioms (metaphors) Stage 4 ( 10 + years) -able to extend language meaning into hypothetical realm

(understand figurative language such as metaphors , similes, analogies -able to manipulate various speech styles to fit a

variety of contexts/listeners

Metalinguistics refers to the ability to use language to communicate, talk about it, and to analyze it.

Metacognitionis the ability to monitor and understand one's own learning capabilities (strengths and needs) and to

analyze the demands of a learning task.

Literacy Case prevent, address reciprocal relationship of language modalities, skills, matthew effect, dialogic

reading(dialogue), extension activates carry over to recess. Collaborate with teacher to address phonological

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awareness and emergent literacy. Give parent research evidence. Screen for phonemic, phonological awareness, or

rhyming problems.

Primary Prevention - elimination & inhibition of onset; ex.good prenatal care

Secondary Prevention - early detection & treatment to eliminate complications

Preventive Intervention - treatment to circumvent symptoms stop them from getting worse

Tertiary Prevention - reduce disability by attempting to restore effective functioning applies to trauma-related patients(ex. TBI, drowning); prevent further loss

homework- integrate into life, not separate hw time, associate meaning with print signs etc, print orientation, phoneme

grapheme correspondence for frequent language

Reading Comprehension reading comprehension strategies. Key areas: metacognitive, semantic knowledge, word

meanings, use of context clues. Target: use Backward design. strategies, inference, story elements, vocab. Metalinguisti

awareness of purpose of reading. R2L. INTERVENTION LOG. Dismissal Criteria: Spontaneously employs strategies in the

classroom when reading grade level expository texts, demonstrating reading comp skills on grade level with a variety of

texts (narrative and expository texts) She must have a good command of language to understand what shes reading and

employ strategies to break down language when needed.

Backward design: start with the end in mind. Personal, social, academic, vocational OUTCOMES.Target language

underpinnings. Child need to interact, play, learn, think, work. Target core of the onion.

Recurring Language Issuetreated before for language based issues and as academic demands increase they may arise.

Make sure he doesnt drop out. Language underpinnings. Reassess, collaborate, look at content areas. Functional.

Realistic goals. Meta-Pragmatics (what youre doing and when youre doing it), strategies, community involvement, talk

about his future career.

AAC is an effective communication device. Not necessarily high tech picture board,

I do it, we do it, you do it

stages of therapy.

1. Establishment of a target- set goals

2. Target proficiency- must master goals

3. Generalization- to classroom, homes and other settings

4. Maintenance- maintain goals (typically 2-6 months depending)

To assess AAE and other CLD students: The Diagnostic Evaluation of Language Variation- Norm Referenced(DEVL-NR). Clinician does not need to be trained in native language.

STG: (who) will (do)(criteria)(presentations)(frequency)

The client will accurately produce the /r/ phoneme in final position 80% of 3 consecutive sessions.