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Ch. 4 PRAXIS
| Question | Answer |
|---|---|
| Expansion vs. Extension/Expatiation | Expansion= made more grammatically correct Extension/expatiation= comments and ADDS new information |
| What is shaping? | complex responses are broken down into smaller parts and taught sequentially |
| What is manual guidance? | hand over hand/physical assistance to produce a response. |
| when are discrete trials good? | new skills. not good for generalization. |
| What is focused stimulation? | repetitive models of target to stimulate the child to use it. During play. Does not correct incorrect response, but instead models it the correct way. |
| What is milieu teaching? | **EFFECTIVE: in teaching a variety of lang skills. Teaches functional communication skills through use of typical everyday verbal interactions that arise naturally. Behavioral procedures in a natural setting. |
| What is incidental teaching? | Type of milieu teaching: adult waits for the child to initiate a verbal response. Pay full attention to stimulus, prompt elaboration of response, praise and hand child object. |
| What is mand-model? | Milieu teaching/incidental teaching-play setting:Use attractive stimulus materials, design natural interaction situation. Establish joint attention to object. Mand: tell me what you want/what this is. No imitation?-prompt tell me sentence. |
| What is time delay? | type of milieu teaching: wait for child to initiate a verbal response to stimuli. Without prompting wait 15s. Then prompt/model a response. Give object when child imitates requests or after 3 trials |
| What is joint book reading? | practices joint attention. promotes language and literacy skills, |
| Narrative skills? | description of events (episodes/stories) and experiences. cohesive, logical and sequenced. *use scripts, video modeling, peer models, routines, repetition. |
| What is parallel talk? | Talks about what the CHILD is doing |
| Recasting? | change child's productions into longer or more syntactically different forms-teach complex grammatical forms. ie: change to question form/ passive voice |
| Reauditorization? | Repeat what child says |
| What is self talk? | Describe own activity as she plays with the child. |
| What is whole language approach? | Teach written language like oral language |
| Iconic vs. non iconic | Iconic- button looks like picture it represents. Non-iconic: abstract arbitrary *must be specifically taught. |
| Transparent messages are? | understood with no additional cues |
| What is facilitated communication? | language tx for children with severe impairments: ASD or CP. use physical contact with child's hand to write/type ** NOT RECOMMENDED |
| What is SLI? | specific language impairment: not secondary to other developmental disability. no cause or associated condition. difficulties in all aspects of language, but developmentally normal otherwise. NOT: low IQ |
| Intellectual disabilities | DELAYED lang (follow same sequence, just slow). Low IQ. caused by genetic syndromes or environmentally induced genetic abnormalities. |
| Aspergers vs. ASD | ASD = low IQ, Asp: IQ >70: impaired social interactions, disturbed communication, patterns of behavior/interests. |
| TBI: characteristics | due to external physical force. Injury NOT due to congenital/neuro disease. |
| CP: characteristics | Cerebral palsy: immature nervous system resulting in muscular incoordination. NOT a disease, but a GROUP of symptoms associated with brain injury. common childhood disability |
| Cause of CP | NOT progressive: due to prenatal brain injury-maternal factors, perinatural- difficulty during birth process (long/early birth), postnatal= anoxia, accidents, infection |
| Types of CP (3) | 1. ataxia CP= disturbed balance, awkward gait, uncoordinated movement (cerebellar damage) 2. athetoid CP= slow, writhing, involuntary movement (indirect motor pathways/BG) 3. spastic CP= increased tone, rigidity, stiff, abrupt/jerky slow (motorcortex) |
| Language disorders due to physical and social-environmental factors such as: | poverty, neglect/abuse, alcohol/drug exposure. Low SES/ maternal education= limited educational opportunities |
| What is the leading cause of intellectual disabilities in the western world? | FAS= fetal alcohol syndrome: direct language problems and swallowing, cognitive, aditory, hearing etc. |
| What is FAE? | Fetal alcohol effects: signs linked to drinking during pregnancy, do not meet dx criteria for FAS. |
| How to calculate MLU | number of morphemes/ number of utterances |
| Calculate TTR: | Type token ratio: number of different words/total number of words in sample. Looks at VARIETY |
| What is counted as 2 morphemes? | -ed, -ing, -s (plural and 's possessive, third person singular: swims drinks. |
| What is the goal of PLS? | assess expressive and receptive for infants and children 6-11 |
| Rosetti infant toddler scale- | assess interaction and communication patterns in infants and toddlers |
| What do the Denver II, PLS-4, Bankson Language test, and Fluharty have in common? | Standardized screening measures. |
| What does the Denver II assess? | birth-6 years: motor, language, and social dev |
| Peabody picture vocab test assesses? | receptive knowledge of single words |
| TELD and TOLD assess? | syntax and semantics |
| Woodcock assesses? | oral and written language |
| CELF assesses | receptive and expressive syntax, morphology and semantics. |
| What is SCERTS approach to intervention? | target goals in social communication and emotional regulation by implementing transactional supports: visual, environmental and communication style. |
Created by:
mpaches