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PEDs flashcards
| Question | Answer |
|---|---|
| What are the benefits of standardized tests? | They help determine deficits and eligibility for services.They provide objective scores that can be compared to other children of the same age. |
| When is a bilingual child generally considered to have a language disorder? | When difficulties occur in both L1 and L2. |
| Milieu teaching | A hybrid approach that uses the environment, modeling, and prompting to encourage communication. To make therapy more natural and embedded in the child's environment. |
| What does IFSP stand for? | Individualized Family Service Plan. Families and children birth–3 in early intervention. Outlines the services the family and child will receive. |
| Scaled score | Reporting individual subtest scores. Average: 10. Typical range: 8–12. |
| Standard score | Used for comparing a child's performance to a normative group. Tells you whether a performance is average, above average, or below average compared to the norm group. Average: 100. |
| What is ±1 SD for standard scores? | 85–115. |
| What is ±2 SDs for standard scores? | 70–130. |
| What percentage falls within ±1 SD? | About 68%. |
| What percentage falls within ±2 SDs? | About 98%. |
| Raw score | The actual number of correct responses. DO NOT report because it lacks context. |
| What is an age equivalent? | The age level associated with a child's performance. Less useful because they are not normed for determining whether a disorder exists. |
| Percentile rank | The percentage of people the child scored higher than. E.g., What does the 90th percentile mean? The child scored higher than 90% of the norm group; What does the 10th percentile mean? The child scored higher than 10% of the norm group. |
| What is the progression for increasing communication? | Gaze → Gestures → Vocalizations → Words. |
| When can grammar typically be targeted? | When MLU is about 3.0. |
| Prelinguistic stage | Intentional communication before spoken words. |
| What counts as 1 morpheme? | Diminutives, reduplications, proper nouns, and single words. |
| What are language disorders? | Any condition resulting in difficulty communicating. |
| What is Developmental Language Disorder? | A language impairment present since birth without a known biological or medical cause. |
| What do informal assessments include | Observation, elicitation, notes, and parent/teacher interviews. |
| What does elicitation mean? | Trying to get the child to produce specific language forms. |
| When are informal assessments used? | When children may not be formally testable and to gather functional information. |
| What happens if a standardized test is modified? | It is no longer standardized. The changes made must be documented. The scores cannot be reported as standardized. |
| What is the least natural approach? | Drill with an unrelated reinforcer. |
| Semantics | Meaning of words and concepts; name vocabulary, spatial concepts, adjectives |
| Syntax | Sentence structure and word order; understanding and using sentences correctly |
| Morphology | Smallest units of meaning in words; grammatical markers |
| Morpho-syntax | Increase MLU and using grammatical markers appropriately |
| Phonology | Speech sounds and the rules for how sounds are organized and produced |
| Pragmatics | Social communication; turn-taking and communicative intents such as requesting, naming, protesting, greeting, and commenting |
| How do the 5 domains of language relate to receptive and expressive language? | The five domains of language can involve both receptive and expressive skills, which are often interconnected. The specific receptive and expressive skills addressed depend on the treatment goals and the language domain being targeted. |
| What is an SLPs primary role in Early Intervention (EI)? | Support feeding, swallowing, communication, and developmental milestones while working closely with families and caregivers. SLPs consider the child’s environment because early development builds the foundation for future communication and development. |
| When does intentionality start and why is it important? | 8–9 months: Infants begin using gestures and sounds purposefully to communicate, such as requesting, greeting, or protesting. This is important because it marks the beginning of intentional communication. |
| Describe a toddler’s language development- what is happening from ages 1 – 3? | First words emerge around 12 months; vocabulary grows rapidly. By age 2, children typically have 50–100 words and begin using 2 word phrases. By age 3, building vocabulary and starting to make short, simple sentences. |
| Describe a preschooler’s language development; What is happening after the age of 3? | 3–5 years: Continue building vocabulary and also grammar skills- should speak in full sentences by the age of 5 |
| What are the stages of play development? | Manipulatives/Exploration, Nesting/stacking, Functional use of objects, Sequencing actions with objects, or 2 objects with similar actions, Pretend |
| Standardized assessment | A test that is administered and scored in a consistent, standardized way and compares an individual’s performance to a normative group of people of the same or similar age. |
| Criterion-referenced assessment | A test that measures an individual’s performance against specific criteria, skills, or learning objectives rather than comparing them to other test-takers. |
| Maximal Assistance | Choral speaking and direct imitation. Both provide the most direct support because the client does not need to independently generate the response. |
| Moderate Assistance | Delayed imitation and reminder of the target. The client must rely more on their own memory and skills to produce the response. |
| Minimal Assistance | “Fix it” reminder → SLP only indicates that an error occurred without providing the correct response. The client must recognize and correct the error independently. |
| What are the 4 ways to increase engagement with prelinguistic children (TIPS)? | T – Turn-taking; I – Imitate what infant does; P – Point things (joint attention); S – Set stage (prepare anticipatory set); These skills are very important because they are useful to determine if an infant is ready to interact. |
| Give 4 examples of communicative intents | Requesting, protesting, greeting, commenting |
| How do you know if gestures are intentional? | The child uses a gesture with the purpose of communicating a message. Look for eye contact, directing attention, or combining a gesture with a sound/vocalization. |
| What are semantic relations? How are they useful when working with toddlers in the emerging language stage? | Semantic relations describe how words are combined to express relationships between people, objects, actions, and concepts. They help SLPs understand how a toddler is using words together and identify what language skills to target next. |
| SOAP | Subjective: Client’s mood, behavior, participation, and session overview. No measurable data; Objective: Measurable data, including trials, accuracy, percentages, prompts, and assistance; Assessment: Interpretation of data; Plan: What will be addressed |
| What specific kinds of information can you get from a language sample? How would you analyze each language domain? | Vocabulary (Type-Token Ratio); Semantic relationships; Morpho-syntax: Brown’s Stage/missing/present morphemes; Pragmatics: CI, turn-taking, answering questions, topic maintenance; Phonology: Processes/speech sound errors and age-appropriateness |
| Zone of Proximal Development | The range of skills a child is ready to learn with support. Guides clinicians in choosing appropriate, achievable goals that promote growth. |
| Hierarchy of naturalness | Least natural – Drill with unrelated reinforcer, drill with related reinforcer, storybook reading, activity using targets, milieu teaching, follow the child’s lead, self-talk/parallel talk – Most natural. |
| Tips for successful intervention | model appropriately, frame questions carefully, model simple/correct sentences, provide repetition, allow processing time. |
| Hierarchy of visual cues | Model → gesture/point → visual cue → independent |
| Up the ante | Gaze → gestures → vocalizations → words |
| Semantic relations | 2 word combinations → agent+object (daddy go), action+object (kick ball), recurrence (more milk), disappearance (all gone cookie). |
| Language facilitation | modeling, expanding, and recasting. |
| Language elicitation | violating expectations, withholding, and waiting. |
| Explicit instruction | directly teach the specific skills being targeted (semantics, syntax, grammar) |
| Conditions associated with language disorders | Down syndrome, Fragile X, Fetal Alcohol Syndrome, abuse/neglect, selective mutism. |
| Sequential bilingualism | some behaviors can be normal during bilingual development including silent period, code-switching, and loss of L1 |
| Evidence-based practices examples | video modeling, social stories, power cards, peer modeling |
| What are examples of manipulative/exploratory play? | Rattles, shaking, banging, and mouthing |
| What is nesting/stacking play? | Nesting or stacking objects |
| What is functional use of objects, and when does it develop? | Using objects appropriately; starts with fleeting use, then becomes more functional around age 1, when single words begin |
| What is sequencing actions with objects, and what does it align with? | Performing actions in sequence with objects or using 2 objects with similar actions; aligns with starting 2-word phrases |
| What is pretend play? | Substituting objects, pretending objects are not there, and progressing to play schemes and scripts |
Created by:
brimariie