Exam 1 Study Guide

pdf

School

Utah State University *

*We aren’t endorsed by this school

Course

4450

Subject

Linguistics

Date

Oct 30, 2023

Type

pdf

Pages

Uploaded by crguajardo13

Exam 1 Study Guide: Modules 1-5 Module 1: Intro, Language and Human Communication, Normal Language Dev: A Review ● Morphological Development (page 48) ○ At the preschool and early school years there is an increased use of Brown’s Morphemes ■ The sequence in which children acquire 14 selected grammatical morphemes and indicates the corresponding stages determined by MLU at which the morphemes are acquired. ■ As a child’s MLU (mean length of utterance) increases, the complexity of children’s utterances generally increases. ○ Vocabulary Development (page 46 Semantics - expressive vocabulary)? ■ Children comprehend first words around 8/9 months. ■ At about 13 months of age, children comprehend about 50 words. ■ By 6 years, comprehension vocabulary is between 20,000 and 24,000 ■ The size of a child’s vocabulary depends on the experiences and the words to which the child is exposed. ■ Patterns to what words children acquire and the sequence in which they add words to their lexicons include: ● Overextension (ex. All four-legged animals being dogs) and under-extension (ex. Bottle is only baby’s bottle) ● Acquiring the words that occur in environment more often ● Fast mapping: a listener rapidly constructs a representation for an unfamiliar word on the basis of a single exposure to it. ● Extended mapping: as the child continues hearing that word in their environment, refinements to the meaning need to be made.

● Nonverbal language development (page 6) ○ Non-linguistics = Nonverbal Communication ■ Proxemics: the ways that use of space and physical distance between speakers communicate ■ Kinesics (body language): the way in which body movements are used for communication such as gestures to point to objects are head shakes to signal “no” ○ Hall emphasized the ideas that we engage in nonverbal communication sometimes to: ■ Emphasize concurrent oral messages ■ Contradict simultaneous oral messages ■ Substitute for oral messages ○ Some suggest that nonverbal communication carries more than half of the social meaning in interpersonal communication situations ● Components of speech development ○ Components (aka elements, parameters, or aspects) are used to break language into parts in order to discuss and describe it. ○ 5 basic components of language: ■ Phonology ■ Semantics ■ Syntax ■ Morphology ■ Pragmatics ○ Although we can discuss each of these components separately, they are all interrelated in language functioning. ● Differences between syntax, semantics, phonology, pragmatics, morphology ○ Syntax: Sets of rules that govern how words are to be sequenced in utterances and how the words are related. ○ Semantics: Vocabulary of a language (meaning) ■ Referential/denotative meanings ■ Emotional/connotative associated meanings ■ Words can be categorized and recategorized through the process of abstraction ○ Phonology: Using a specific set of speech sounds in a particular sequence within a language ○ Pragmatics: Helps us achieve communicative or social functions ■ Discourse, narratives, expository discourse, cohesion, theory of mind, narrative skills

○ Morphology: The rules for deriving various word forms and the rules for using grammatical markers or inflections ■ Includes: plurals, verb tenses, adverbs, and superlatives ■ Two classes: roots and affixes ● Roots: words that cannot be divided by smaller units ● Affixes: morphemes attached to roots to alter meaning (inflections) ● General development of speech/language ○ Prelinguistic Period (Birth-12 months) ■ Stage 1 (0-2 months): Reflexive Vocalizations ■ Stage 2 (2-4 months): Cooing and Laughter ■ Stage 3 (4-6 months): Vocal Play (marginal babbling, raspberries) ■ Stage 4 (6 months +): Canonical Babbling (reduplicated, non-redup) ■ Stage 5 (10 months +): Jargon Stage ○ First Word Period (around 12 months) ■ Around first birthday but needs to be used consistently in specific context and have a recognizable phonetic form. ■ 3 categories of single words ● Substantive: name objects ● Relational: describe relationships or characteristics among objects ● Social: such ad hi and bye ■ Children use language for various functions at this age ○ Period of Two-Word Utterances (starting around 18 months) ■ Minimum prerequisite of at least 50 words ■ Uses reflections of semantic relations when using two-word utterances ○ Preschool and early school years: (3 years +) ■ Speech becomes intelligible even to unfamiliar listeners ■ Vocabulary size explodes ■ Learn to combine more utterances into sentences (complex/compound) ■ Acquisition of negatives (placing no with words/sentence or using can’t, don’t, won’t, etc) and questions (yes/no or “wh”) ■ By 7-8, fairly master English phonemes and produce them correctly ■ Use language as a function and learn Turn Taking, Topic Maintenance, and Revisions ● Types of babbling ○ Marginal babbling ■ Consonant and consonant-like sounds combine with vowels to create approximated syllables ■ Around 4-6 mo along with blowing raspberries

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

○ Canonical babbling ■ Reduplicated (about 6 months) ● Repetitive string of consonant-vowel productions (ex. mamama) ● Consonant sound remains constant ● May exhibit slight vowel changes ■ Non-reduplicated (variegated) (about 12-23 months) ● Repetitive string of consonant-vowel productions (ex. mababena) ● Both consonant and vowel may change Module 2: Evidence-Based Practice, Written Documentation, Professional Writing ● How do you make evidence-based practice decisions? ○ Evidence-Based Practice (EBP) is using clinical expertise, best available evidence, and client/family input to make clinical decisions. ○ The EBP Process: ■ Ask an answerable clinical question using PICO ● Population (look at the population of others with the same problem) ● Intervention (Decide what kind of intervention to use) ● Comparison (compare your intervention to other clinical evidence) ● Outcome (Evaluate your outcome and may want to compare to other outcomes) ■ Search for best available evidence ■ Critically evaluate the evidence ■ Make clinical decisions using client/family input ■ Implement course of action ■ Document the outcome ● Levels of evidence ○ I - Well designed meta analysis of more than one randomized controlled trial (RCT) ○ II - Well designed controlled study without randomization (quasi-experimental) ○ III - Well designed non experimental study (correlational and case studies) ○ IV - Expert committee reports, consensus statements, clinical experience or respected authorities ● What is a PICO question and why would we use it? ○ Specific clinical questions can be stated in a PICO format that is useful for formulating a question about a clinical case. ■ Patient and the problem they’re experiencing

■ Intervention that you are seeking to find evidence about ■ Comparison treatment ■ Outcome (assessed with a standardized measure of performance) ● What is an IEP and who is an IEP designed for? ○ IEP = Individual Educational Programs ○ Required for each child ages 3-21 ○ A management plan linking the needs of the child, their individual services, and the educational outcomes ○ It is a contract between the school and the family and it can be changed at any time ○ Many legal requirements ○ Contents: ■ Identifying info ■ Present level of performance ■ How disability affects educational performance ■ Objects (benchmarks) ■ Special ed services required ■ Rationale for special ed services ■ All professionals providing services ■ Must have signatures of all individuals attending IEP meeting ● Professional report writing – components. ○ Although content is important, written documentation also needs: ■ To be written in complete sentences ■ Usually written in past tense ■ Use logical sequences and avoid ambiguous statements ■ Avoid judgments without any data to support it ■ Define any jargon ■ Proofread! ○ Types of documentation: ■ Diagnostic Reports: Include identifying info, statement of prob, case hx, assessment info, prognosis, summary of prob, clinical conclusions/recommendations – therapy needed ■ Treatment plans: Need to include prognosis, long/short term goals, statement regarding type of tx, freq of tx, and duration of tx ■ Lesson Plans: Session-by-session plans including daily goals/activities ■ Progress Reports ● Daily (SOAP – Subjective, Objective, Assessment, Plan)

● Periodic (per term, describes period covered and # of sessions attended by client) ■ Discharge Summaries: Reasons for dismissal (reaching goals, failure to attend sessions, plateau in skills ■ IEP’s and IFSP’s ● What is an IFSP and how does it differ from an IEP? ○ IFSP = Individual Family Service Plans ○ Covers children ages birth-2 years ○ Multidisciplinary team and parents (emphasizing family involvement) ○ Services in natural environment ○ Could involve other public agencies and a case manager oversees all services ○ Review every 6 months ● What is a prognosis? ○ Justification for how well you think the child will perform in therapy. ○ Could be excellent, good, fair, guarded, poor. Module 3: Speech Sound Disorders: Assessment ● Articulation vs. Phonological Disorder – what are the differences? ○ Articulation Disorder: ■ Focuses on errors with the production of individual speech sounds ■ Typically affects older children ■ Not neurophysical, faulty learning ■ E.g. distortions and substitutions ○ Phonological Disorder: ■ Misarticulators are understood in terms of patterns, rule-based errors ■ Affects intelligibility ■ Affects whole classes of phonemes ■ Typically affects younger children ■ Additional problems ● Language disorders ● Poor reading and spelling ■ E.g. fronting/stopping, final constant deletion affecting more than one sound Module 4: Speech Sound Disorders: Intervention ● Traditional Articulation Approach ○ Principles:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

■ Usually treat one or a few sounds at a time ■ Follow steps ■ Progressively train sounds: isolation to conversation ○ Steps: ■ Discrimination Training/ Sensory Perceptual Training/ Ear Training ● Listen and discriminate between error and correct production. ○ Phase 1: Identification ○ Phase 2: Isolation ○ Phase 3: Stimulation (auditory bombardment) ○ Phase 4: Discrimination (error detection/correction) ● Clinician - Client or Client - Client ■ Stimulability/ Sound Establishment (Elicitation) ● Teach the correct placement and production. Sometimes the hardest part of therapy. ● Approaches: ○ Auditory Stimulation/ Imitation ○ Use of context ○ Moto-Kinesthetic ○ Sound Approximation (shaping) ■ Sound Stabilization ● Expanding the productions in which it occurs ● Linguistic Levels: isolation, syllables, words, phrases, sentences, conversation ■ Generalization/ Transfer and Carryover ● Generate more natural practice situations to make production more natural and automatic. ■ Maintenance ● Progressive check-up of client to see that productions remain correct (1, 3, or 6 months) ● Minimal Pairs – What are they? Why would we use them? ○ Contrasts the child’s error with the target sound in order to confront the child with the homonymy that exists in his or her error production. ○ Used largely with phonological processes to eliminate error patterns such as fronting, stopping, gliding, cluster reduction, and final consonant deletion. ○ It is used to distinguish the meaning of two similar-sounding words ○ E.g. write and white ● Multiple Oppositions – What is it? When is it used? Why would we use it?

○ Phonologically based therapy approach that targets multiple sound errors at one time using phoneme word pairs that are maximally contrasted. ○ Appropriate option for children who have several sound errors as well as atypical or idiosyncratic errors. ○ It simultaneously directs the intervention of multiple target phonemes ● Be familiar with a few of the therapy approaches that you might use with a child that has an articulation/phonological impairment and be able to justify the approach you might select for a child. (Articulation Treatment Reading) ○ Traditional Approach ○ Cycles Approach ○ Phonological Contrast Approach ■ Minimal Pairs Approach ■ Maximal Oppositions Intervention Approach ■ Multiple Oppositions Intervention Approach ● Know how to write long-term and short-term goals for a child with an articulation/phonological disorder.

Module 5: Multicultural Considerations, Alternative and Integrated Assessment, Differential Diagnosis ● What is dynamic assessment and why is it useful? ○ Assessment to understand how the child would perform on treatment tasks ○ Brief periods of intervention are provided to see if the child can improve on certain tasks ○ Used to differentiate between cultural or dialectal language differences and language disorders ○ Helps to assess modifiability of child's language differences ○ Treatment plans can be based off of dynamic assessments results ○ How to teach/stimulate the selected skills? ■ Graduated Prompting: Predetermined hierarchy of prompts designed to facilitate the child’s responses during the assessment. ■ Testing the Limits or Task Variability ■ Test-Teach-Retest ○ Supportive cues for a child with SLI: ■ General Statement (least supportive) ■ Questions designed to elicit a specific response ■ Sentence completion tasks ■ Indirect models ■ Direct models (most supportive) ○ Testing the Limits or Task Variability: ■ Clinician modifies traditional test procedures by providing elaborated feedback to the child on his or her performance on test items. ■ Studies show a reduction in test anxiety and that it may be more effective in estimating cognitive and academic ability of children from diverse ethnic groups. ○ Test-Teach-Retest: ■ Administer a pretest to identify deficient skills ■ Provide an intervention designed to modify the client’s level of functioning in a given skill ■ Administer a posttest to assess the modifiability of the client’s skill level as a function of intervention ○ Advantages: ■ Assists the clinician in assessing the child’s learning process and to determine type and intensity of treatment ■ Indicates the child’s modifiability and ability to carryover new learning ■ May not see as many children due to modifiability.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

■ Use standardized tests in a flexible manner. ○ Disadvantages: ■ Variability within the approach creates reliability issues. ■ Extraordinary time due to assessment that requires treatment, which may not be authorized. However, RTI is starting to become more commonplace in the schools. ■ Difficult to interpret standardized test results. ■ Children may be denied needed services. Need form more research in this area ● What are some differences between authentic assessment, portfolio assessment, criterion-referenced assessment, child-specific assessment, processing dependent measures and dynamic assessment? ○ Authentic Assessment: ■ When students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands…the contexts of the assessment are real-life settings in and out of the classroom without contrived and standardized conditions. ● Rely most on speech samples that are taken in environments familiar to them. ● Minimal Competency Core - The least amount of linguistic skill or knowledge that a typical speaker would display for a given age and content, basically it’s a checklist of things to look for in a language sample (morphology, syntax, semantics, superordinate, pragmatics, phonology) ● Contrastive Analysis - Goal is to separate dialectical speech and language differences from clinically significant speech and language errors. ■ PROS: ● Valid diagnosis, fewer false positives ● Samples collected in natural context ● Used for children of different cultural backgrounds ■ CONS: ● Takes a lot of time ● Results could be more subjective ● May not meet the requirements of the workplace ○ Portfolio Assessment: ■ Based on the “whole child”

■ Systematic, purposeful, and meaningful collection of students’ work in one or more subject areas ■ Requires a multidisciplinary team ■ PROS: ● Allows for documentation of improvement of skills ● Facilitation of interdisciplinary collaboration ● Assessing child’s production of target in various contexts ● Assistance in developing treatment goals and strategies ■ CONS: ● Time consuming ● Lack of quantitative info ● Hard to manage and coordinate contents of portfolios ● Limited storage facilities ○ Criterion-Referenced Assessment: ■ Uses existing non-standardized assessment tools and interpret data in terms of whether the measure skills meet certain mastery criterion. May also use standardized items with caution. ■ PROS: ● Behaviors assessed are samples more adequately ● Results are unique to the child and will lead directly to treatment planning ● More reliable and valid data than standardized tests ■ CONS: ● Does not compare child’s performance with norm sample ● Does not allow for diagnosis of disorder ● More time consuming due to material prep ○ Child-Specific Assessment: ■ Developed for a given client. ■ Takes into consideration what should be assessed and how. ■ Uses 15-20 exemplars ■ Similar PROS and CONS as listed in Criterion-Referenced Assessment ○ Processing Dependent Measures: ■ Identifying valid measures that are not affected by the subjects' prior knowledge ■ This may include tasks such as memory, competing stimuli tasks, figure- ground, competing words, and perceptual tasks ■ PROS: ● Method of screening for a language disorder not culturally/linguistically biased

● Quick and easy ● Validly help distinguish minority children ■ CONS: ● Measures used may not directly reflect language skills ● Hard to develop treatment plan ○ Dynamic Assessment: ■ *see above for more information* ● What is differential diagnosis? ○ The process of differentiating between two or more conditions that share similar signs or symptoms ○ Merely every communicative disorder needs to be diagnosed differentially to rule out other related disorders ■ CAS, ASD, ADHD, CAPD, Stuttering, Cluttering, Cleft Palate, Learning Disabilities, SLI, PLI, etc. ○ Inappropriate diagnostic practices and procedures have contributed to misclassification of individuals and questionable incidence rate of learning disabilities. ○ Necessary to distinguish between and among other disorders, syndromes, and factors that can interfere with the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities ● How can standardized assessments be improved when testing children from different cultural backgrounds? ○ Translation ○ Standardizing existing test on minorities ○ Use tests that include minorities in standardization sample ○ Developing local norms ○ Remove difficult/biased stimulus items ○ Parallel forms ○ Changing the scoring to allow for dialectical variations ○ Using alternative assessment Chronological Age o You need to have the test date on top and the birth date on the bottom. Dates are written out like 2011 01 22 (year, month, day). Borrow 30 days and 12 months. Also, don't include the days in your submitted answer.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version