ASD
What are the two salient characteristics of ASD?
1. Challenges with social communication
2. Restricted or repetitive behaviors or interests
Older definitions of ID focused only on IQ scores; now, we use both IQ scores and level of ________ ________ to decide diagnosis.
adaptive behavior
What is a complex sentence?
Two verb relations joined together to code a relationship (can use 2 or 3 constituents)
Provide an example of a complex sentence coding the category state.
I want to go play with my friend who's outside.
What is ellipsis?
Words are left out of a sentence or phrase structure because they are redundant and/or wouldn't be pragmatically correct if left in the phrase/sentence. Can be endophoric or exophoric.
I.e. "Is he going with us? He said so." "This is my car. Where is his?"
What are the three levels of ASD? (Hint: How much support does each level require?)
Level 1: Requires support
Level 2: Requires substantial support
Level 3: Requires very substantial support
T/F: Children with ID tend to use consistent articulation errors.
False! They tend to use inconsistent articulation errors.
T/F: Complex sentences are always joined by a connective.
False! They often are, but don't have to be.
Provide an example of a complex sentence coding the category notice.
I see a penguin waddling on the ice.
Early narrative skills predict:
Reading comprehension success!
I LOVE YOU MORE THAN THE PHANTOM LOVES CHRISTINE (BUT IN A SIGNIFICANTLY LESS PROBLEMATIC AND CREEPY WAY)
FREE POINTS
For children with ID, __________ typically develops more easily than syntax.
vocabulary
Name the three ways in which clauses can be joined.
conjunction, complementation, relativization
Provide an example of a complex sentence coding the category epistemic.
I think I went to the park and ate a cookie yesterday.
According to Lahey, the four levels of rising complexity for narratives are:
additive, then temporal, then causal, then causal with multiple episodes
Name two tactics that can be used when assessing communicative skills with children with ASD.
1. See how the child responds to written language.
2. Play close attention to pragmatic skills
3. Use a tool such a CCC-2 (Children's Communication Checklist) to capture different aspects of a child's pragmatic dimension
T/F: While MLUs are reached at later ages for children with ID, grammatical morphemes are learned in the same order.
True! There are also fewer complex sentences, fewer elaborations and fewer relative clauses.
Name the 9 categories coded with complex sentences.
State, additive, temporal, notice, causal, epistemic, specification, communication, adversative
Provide an example of a complex sentence coding the category adversative.
He likes cats, but I only like dogs.
What is an embedded causal chain?
The first event/episode brings about the second; they are causally related, not two separate chains (i.e. a character goes on a journey somewhere, and along the way something happens before the character reaches the end)
What is DIR?
DIR (Developmental, Individual difference, Relationship). Also known as floor time: It is a developmental, naturalistic approach. Child’s affect and engagement are stressed
Name three tasks that children with an intellectual disability might find challenging.
- Directing attention to relevant aspects
- Discrimination tasks
- Organization
- Recall
- Generalization
- Use of strategies
Give one example each of conjunction, complementation, and relativization in a sentence!
Conjunction: I went out and bought some new clothes. ("and")
Complementation: Mom says that we have to go home. ("that")
Relativization: This is the dog who always cuddles with me. ("who") (This one is really just used for specification!)
Provide an example of a complex sentence coding the category specification.
This is the place where they serve dolewhip!
What are the terms exophoric and endophoric with reference to language/narration?
exophoric: Referring to something in the nonlinguistic context (i.e. pointing to a book and saying "here it is"; "it" is the book)
endophoric: Referring to something in the linguistic context (i.e. "We found a lost dog; the leg was broke" - not having to specify whose leg it is)