CSD 300 Review
Apply Your Knowledge
Adolescents
Intervention
Anythang Goes
100
At what age do the following occur: joint reference, imitation, sound-meaning mapping, rapid induction?
6-12 months
100
True or false: an SLP working with a child with an intellectual disability should focus on semantics, especially figurative language, as well as turn taking and topic maintenance.
FALSE - turn taking and topic maintenance are "relative strengths" of individuals with ID
100
True or false: Although adolescents with SLI usually complete their assignments on time, they often demonstrate a negative attitude towards learning and express their ideas illogically.
FALSE
100
What is the difference between developmental and non-developmental intervention?
Developmental: take what the kid knows and build upon it, use developmental logic. Non-developmental: specific skills that are important to a caregiver or at a certain point in their life that they want the kid to learn right now.
100
True or false: a new language skill will generalize the best/fastest when it is taught in the context where the language skill is supposed to be used
TRUE
200
Name and briefly describe Piaget's 4 stages of development
Sensorimotor (0-2 years): egocentric, object permanence. Preoperational (2-7 years): egocentric, perceptions guide thought, one thing at a time, concrete. Concrete Operations (7-11/12 years): less egocentric, logical causality, coordination & classification, concrete operations. Formal Operations (11/12-14/15 years): not egocentric, hypothetical & thought, abstract.
200
A child is having trouble paying attention and listening to information and carrying out multistep directions. The child has poor listening skills and often needs extra time to process information. His academic performance is low and he is exhibiting behavior problems. What disorder would he most likely be diagnosed with?
central auditory processing disorder (CAPD)
200
What is the prevalence of SLI in adolescents?
~7% - SLI is not curable, and prevalence in K is ~7%
200
Give an example of a prompt a clinician would use in intervention to evoke communication
"what do you say when you leave a room?"
200
What are the characteristics of a "slow learner"?
low achievement, low IQ but NOT -2 SD or lower, not a discrepancy, language will not be up to age level
300
What are Halliday's early 7 communicative functions?
instrumental, regulatory, interactional, personal, heuristic, imaginative, informative
300
A child's standard score on the Structured Photographic Expressive Language Test is -1.5 below the mean. Which language impairment does this result indicate and why?
SLI because of the focus on syntax and morphology
300
Describe the literacy skills of an adolescent with SLI
poor reading (phonological decoding, comprehension), don't know how to approach text reading (ex. don't understand chapter titles, headings, margin notes, table of contents, index, glossary, can't use dictionary), low level writing skills (don't know how to use topic sentences, don't organize paragraphs or series of paragraphs)
300
What are the 4 largest groups of students with disabilities serviced by SLPs? Include if the SLP is a primary or related service
1. specific learning disabilities - related or sometimes primary service 2. speech/language impairments - primary service 3. intellectual disabilities - related service 4. emotional disturbance/behavioral disorder - might be related service if speech/language impairment is present
300
What are the 2 types of phonological processing disorders?
1. difficulty with pronunciation - speech sound disorder 2. poor processing of sounds (metalinguistic), leads to poor reading, spelling, word retrieval, and low non-word repetition
400
List Brown's 14 grammatical morphemes in order
1. present progressive -ing 2. plural -s 3. preposition "in" 4. preposition "on" 5. possessive 's 6. regular past tense -ed 7. irregular past tense 8. regular 3rd person singular -s 9. articles "a, the, an" 10. contractible copula "be" 11. contractible auxiliary 12. uncontractible copula "be" 13. uncontractible auxiliary 14. irregular 3rd person
400
A child has been diagnosed with a condition associated with language impairment. Her communication is often inappropriate for the social context and she has difficulties with code switching, discourse, and figurative/non-literal language but her language form is typically okay. What has she been diagnosed with? What common intervention approach for her disorder would best suit her language intervention needs and why?
diagnosed with social (pragmatic) communication disorder. intervention: developmental, individual-difference, relationship-based (aka "floortime"). fits her needs because it is based on social interaction principles and pays attention to the mode/form of communication.
400
According to Vicki's research, how do adolescents' and SLPs' opinions differ according to what is important for adolescent peer communication?
Adolescents believe empathy is most important, followed by discourse management, and figurative language is least important. SLPs believe discourse management is most important, followed by figurative language, and empathy is least important.
400
Give at least 2 examples of ways a clinician can create communicative opportunities and make the child want to communicate/talk
1. put enticing item in box 2. put physical stimulus in sight but out of reach 3. "forget" to give child necessary item or give them incorrect item 4. give them a small amount of drink/snack so they have to ask for more
400
What is the difference between a T-unit and a C-unit?
T-unit excludes any phrases that are used in response to questions during conversation, C-unit permits elliptical responses in sample (may or may not be included in analyses)
500
Briefly describe Brown's 5 stages
Stage 1 (~18 months): mostly single words, no grammatical morphemes except maybe towards end of stage 1 [about 24 months]. Stage 2 (~24 months): 2 to 3 word combos, early grammatical morphemes, basic word-order patterns, early use of basic kernel sentence, early merging of syntax, morphology and semantics. Stage 3 (~30 months): 3 words, 2 words with grammatical morphemes, different sentence types emerge. Stage 4 (~36 months) complex sentences, multiclausal, object complements, embedded wh- clauses. Stage 5 (~42 months): coordinated conjunctions for compound parts of speech or compound verbs
500
A child had a delayed 1st word, difficulty acquiring verb words, and was slower to use 2-word semantic relations. At 2 years of age his expressive lexicon was fewer than 50 words. He is now 4 years old and his language is lower than the 10th percentile rank. What would his morphology most likely be like?
issues with verb morphology (especially past tense), inconsistent use of morphological markers, shorter MLU
500
How would an SLP teach "meta-" strategies to an adolescent with SLI? Why would they use this approach?
use concrete operations to teach "meta-" strategies (hands-on concrete tasks, visual stimuli) because they probably have poor auditory memory and processing skills
500
Which type of assessment can help in deciding what to work on in intervention? Give an example of one method of this type of assessment
dynamic assessment. testing the limits, graduated prompting, test-teach-retest
500
Describe the process of a child learning to read
first: whole-word reading (sight words), associate with words in auditory/mental vocab [visual processing + language] then goes to phonological decoding (sounding out), associate with words in auditory/mental vocab and learn new words and store in mental vocab [phonological processing + language] finally abandon sounding and use sight reading except for new words (sound out, use context, dictionary), work on reading fluency and speed [language + literate skills]
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