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IntroCommTest2
| Question | Answer |
|---|---|
| Define genetics | the study of heredity and how traits are passed on through generations |
| Genetics is the study of _____ and how ____ are passed on through generations | heredity; traits |
| What are our bodies made up of? | trillions of cells |
| Each cell has a ____ | nucleus |
| which part of the cell contains genetic material? | the nucleus |
| What does the nucleus of the cell contain? | genetic material |
| What is the genetic code like? | an instrument manual that tells our body how to develop and function |
| explain how the nucleus of the cell is the control center | it houses our DNA |
| What factors does genetics study? | DNA, genes, chromosomes |
| What does DNA contain? | 23 sets of chromosomes (1 set from each parent) |
| What are considered letters that carry genetic information | the 23 sets of chromosomes |
| What is a biological unit of inheritance | denes |
| where are genes located | on a chromosome |
| genes are considered _____ and DNA is compared to ______ | sentences; letters |
| genes are a biological unit of _____ | inheritance |
| where are chromosomes located? | in the nuclues of the cell |
| functions in the transmission of genetic information | chromosomes |
| chromosomes are compared to ______ | chapters |
| chemical letters that instruct our bodies | DNA |
| the DNA letters include: | A, C, T, G |
| each chromosome contains many _____, or sentences | genes |
| what do genes tell the cells | how to perform a different function |
| give an example of what a gene may tell the cells | make protein |
| _____ perform the functions of the body | proteins |
| give an example of how proteins perform the functions of the body | to carry oxygen in the blood, or protect the lungs from pollutants |
| Proteins also form _____, such as ___ or muscle | structures, collegen |
| another term for changed | mutated |
| what happens to a gene when it is mutated | the structure and/or function of the gene and its protein can be disrupted of altered |
| What is like adding extra words to a sentance or erasing parts of words so that the sentence no longer makes sense | when genes are changed |
| We have a total of ___chromosomes (___ pairs) | 46; 23 |
| we can line the chromosomes up in a ________ picture | karyotype |
| different _______ (chapters) contain different ______(sentences) | chromosomes; genes |
| what do different chromosomes comtain | different genes |
| Each _____ directs a different function(s) in the body, or help produce a different structure | gene |
| what does each gene direct | a different function in the body |
| what does each gene help produce | a different structure |
| 2 things a gene can do | 1-direct a different function(s) or 2-help produce a different structure |
| what can looking at chromosomes tell us | changes in a single gene on a chromosome, changes in the total # of chromosomes, changes in the structure of chromosomes |
| how can we tell changes in a single gene, in the total #, and structure of a chromosome | by looking at the chromosomes |
| the ______ is considered a bookshelf | nuclues |
| why is the nucleus considered a bookshelf | because it contains the genetic instruction book |
| _____ is the genetic material | DNA |
| ____ are sentences, made with the letters of ____, that build the chapters in the book | genes, DNA |
| what makes up the DNA | genes |
| explain how the cell could form a story when relating genes, DNA, and chromosomes | the chromosomes are the chapters which are made of the sentences of genes which are broken down into the letters of DNA |
| what are compared to the chapters in the book | chromosomes |
| how are traits determined | by the interplay of a variety of genes |
| ____ are determined by the interplay of a variety of genes | traits |
| what are 2 types of genes involed in the growth and development of an embryo | structural and regulatory |
| how are structural and regulatory genes involved with an embryo | in the growth and development |
| structural genes directly affect the _____ and ___ of specific body parts | growth and development |
| kinds of tissue or metabolic functions are _____ _____ | structural genes |
| give an example of structural genes | bones in the hand or eye color |
| what do regulatory genes do | they supervise the expression of genes and influence how other genes are expressed |
| regulatory genes ____ the expression of genes and ____ how other genes are expressed | supervise, influence |
| Which type of gene may have more of a widespread effect during the development of an embryo | regulatory genes |
| what 2 types of influence can a gene have | direct or indirect |
| down syndrome is an example of what | a direct effect of a gene |
| direct effect is seen when a particular gene causes what? | a disorder or anomaly in an embryo |
| Pierre Robin syndrome is an example of what | an indirect effect of a gene |
| an indirect effect is a problem or abnormality that results from what | secondarily from a genetic error, which results from a cascading effect |
| what is a syndrome | a complex of signs and symptoms resulting from a common etiology or appearing together that represents a clinical picture of a disease or inherited anomaly |
| syndrome is a complex of ____ and ____ resulting from a common etiology | signs; symptoms |
| what is the difference of a sign and a symptom | sign: an objective finding or a disease; symptom: a subjective finding of a disease |
| Mendelian modes of inheritance explains how genes are passed on from ____ to _____ | generation to generation |
| what does mendelian modes of inheritance refer to | how genes are passed on from generation to generation |
| mendelian modes of inheritance includes: | autosomal dominant, autosomal recessive, x-linked inheritance |
| parkinson disease is an example of what | autosomal dominant |
| what is parkinson disease caused by | a mutation, or change, in the alpha synclein gene |
| SNCA | alpha-synclein gene |
| what is the 2 most common neurological disorder next to Alzeimer disease | parkinsons disease |
| parkinson disease is the 2nd most common _____ ____ | neurological disorder |
| parkinson disease affects __% of the population over 50 | ~1% |
| parkinsons causes: | resting tremors, muscular rigidity, slow movement, and possible dementia |
| what does congenital mean | present at birth |
| out of autosomal dominant and autosomal recessive, which one is congenital | autosomal recessive |
| autosomal recessive congenital hearing loss can come from parents that what? | both have normal hearing |
| Autosomal recessive hearing loss: each parents carries a changed (____) copy of a gene that involves _____ | mutated; hearing |
| autosomal recessive hearing loss: each parent has a ____% chance of passing on either the ____ copy of _____ copy | 50; changed; unchanged |
| autosomal recessive hearing loss: children who receive both _____ copies have hearing loss | changed |
| explain a female's sex chromosome | they have to X sex xhromosomes (one X comes from mom and the other one from dad) |
| explain a male's sex chromosome | have one X and one Y |
| where does the X-linked chromosome come from? where does the Y? | X-always the mom; the Y-must always come from the dad |
| XX | femal sex chromosome |
| XY | male sex chromosome |
| what causes X-linked disorders | mutations in the X chromosomes |
| what do mutations in the X chromosomes cause | X-linked disorders |
| X-linked disorders are usually more seen in ___ | males |
| what is usually seen more in males than in females | X-linked disorders |
| explain why females do not suffer as much from X-linked disorders | because with a mutation on one X chromosome, they still ahve another working chromosome that can perform the needed cell functions |
| explain why males more commonly suffer from X-linked disorders | because with a mutation on their only X chromosome, they are often more severly affected by a mutation in an X X-linked gene |
| what is the most common inherited cause of mental retardation | fragile X syndrome |
| fragile X syndrome is the most common cause of ____ ____ | mental retardation |
| what is the ratio of males with mental retardation | 1:3,600 |
| what is the ratio of females with mental disorders | 1:4000-6000 |
| fragile X syndrome can cause: | moderate to severe mental retardation, autistic or autistic like behaviors, and characteristic facial features |
| mild mental retardation in 50% of ____ with the ____ | girls; mutation |
| major causes of illness and death worldwide are ______ | multifactorial |
| non-mendelian inheritance = _____ inheritance | multifactorial |
| True/False of non-mendelian inheritance: No single gene is the cause of the disorder | True |
| Non mendelian inheritance: if a single gene is not the cause of the disorder, what is? | several genes interacting with eachother and with the environment to produce a disorder, birth defect, or syndrome |
| According to studies, what factors could cause cleft lip/palate | a number of genes as well as environmental genes including the following: drugs, infections, maternal illnesses, maternal smoking and alcohol use, and folic acid deficiency |
| anti anti-seizure drugs is an example of what? | a drug that could assist in the cause of a cleft lip/palate |
| how can you typically tell if there is a strong genetic contribution? | if it runs in the family, if multiple family members are affected, if there are multiple birth defects or health problems, or if there are developmental delays |
| What does it mean if something "runs in the family" | if something affects more than one generation of a family |
| developmental delays refers to what | mental retardation |
| what are some questions you ask the family? | 1-is there a history of developmental delays in the family, 2-learning disabilities, 3-people were slow or in special ed, 4-classes or did not finish school, 5-has any1 in the family had a history of hearing or vision problems |
| what about the head do you examine? | size, shape, symmetry, age (gestational or phonological) |
| size of the head may indicate what? | the size of the brain |
| small head= | microcephaly |
| large head= | macrocephaly |
| what is hydrocephaly | enlarged skull |
| abnormal accumalation of CSF= | enlarged skull |
| when there are genetic abnormalties that affect the brain, it is likely that ____ will also have abnormalties | face |
| what face structures do you typically examine? | forehead, mandible, orbits, nasal bones, facial cleft |
| the term used for small eyes | microphthalmia |
| the term used for abnormally large eyes | exorbitism |
| an example of exorbitism | crouzon syndrome |
| what can be both a diagnostics and indicative of possible cognative problems caused by brain abnormalities | the size of the eyes |
| other then eye size, what other eye characteristics do you examine | position of the eyes, symmetry, orientation and functioning of the eyes |
| what about the ears do you examine | size, structure, position and orientation |
| abnormal size, too few or too many teeth, eruption all fall under the catagory of what | dental condition |
| what about their dental condition do you examine | abnormal size, too few or too many teeth, eruptions |
| what contains the 23 sets of chromosomes | DNA |
| compare/relate structural genes and regulatory genes | structural genes are the kinds of tissue or metabolic functions & regulatory genes are how genes are expressed |
| making sure we have all the proper bones is an example of _____ ____ | structural genes |
| 2 eyes & eye color is an example of what kind of gene | structural |
| gene 23 | down syndrome |
| webbed hands and feet is an example of what? | a direct effect/influence if a gene |
| facial defects is an example of ___ ____ | direct effect |
| what is the difference between a direct effect and an indirect influence of a gene | direct: when a particular gene causes a disorder or anomoly in an embryo; indirect: a problem or abnormalty resulting secondarily from a genetic disorder |
| cascading from Pierre Robin, one would have what certain features? | a protruding tongue, malformed teeth, and always open mouth |
| what appears together that represents a clinical picture or inherited anomaly | syndromes |
| sign is ____ characteristics evident in particular syndromes | physical |
| reoccuring ear infections can be an example of what | a symptom of down syndrome |
| a sign of down syndrome | the facial characteristics |
| signs and symptoms appear ____ or in a ____ | together; sequence |
| what was the purpose of the human genome project | to ID each chromosome and tell what growth and developmental syndromes were associated with each |
| what did the human genome project do to each chromosome | ID each |
| why did the human genome project ID each chromosome | to tell what growth and developmental syndromes were associated with each of those chromosomes |
| cerebral spinal fluid causes a ____ head size | large head size |
| how does cerebral spinal fluid influence head size? | it causes pressure within the skull and the brain swells |
| what can head size be refered to | genetic counseling/testing since we dont diagnose medical conditions |
| when do we observe the face | when there are genetic abnormalties that affect the brain |
| turner syndrome has some of these abnormalities | nasal bones (missing or malformed) |
| orbits refer to | eye sockets |
| what do you examine about the mandible? facial cleft? | position or retraced; lack of fusion with skull bones |
| what is associated with bones of hard palate | cleft lip |
| the size of the eyes is both ____ and ____ of possible developmental and cogntivie problems caused by brain abnormalities | diagnostic; indicative |
| what is eruption? | knowing how many teeth a child should have at certain ages |
| ASHA promotes EBP as what? | a vital part of providing the best service possible to clients and caregivers |
| EBP | evidence based practice |
| what factors may affect the use of EBP | workplace factors, SLP's knowledge about EBP, and perceptions about rewards/consequences of using EBP as vital parts of their jobs |
| the trilateral model of EBP relates what 3 factors | current best evidence, clinical expertise, and client value |
| EBP is an approach in wich current, high quality research ____ is integrated with practitioner ___ & client preferences and ___ into the process of making clinical decisions | evidence, expertise, values |
| define evidence based practice | an approach in with current, high quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions |
| EBP is centered around who? | the client and their family |
| clinically relevent research | best research evidence |
| what does best research evidence examine? | the precision and accuracy of diagnostic tests and the efficacy of treatment and its application to everyday practices |
| the evidence is to be considered in the context of what? | the clinician's own expertise and the client's expressed wishes and values |
| ASHA has a ____ ____ on EBP | advisory committee |
| ASHA: establish a set of ____ and __ related to EBP for consistent use throughout ASHA | terminology; definitions |
| ASHA: _____ & _____ clinical questions | identify; prioritize |
| ASHA convenes panels of independant knowledgeable reviewers to what? | conduct evidence review on clinical questions |
| what does ASHA establish processes for | the conduct and dissemination of evidence reviews |
| what does ASHA advise the national office staff | on members' needs in the area of EBP |
| what is intrinsically futuristic | research |
| research is _____ futuristic | intrinsically |
| how is research intrinsically futuristic? | it is always directed to the next experiment, theoretical advance |
| explain how research is challanging to our profession | because communication sciences and disorders constitutes a field of broad and expanding horizons |
| Piklke and Byerly, 1998 | "science policy implements a social contract" |
| what are subject to the major forces of social policy | all areas of research |
| all areas of research are subject to what? | social policy |
| how will the future of science be defined | by the social contract through which society provides the resources for science, and in turn, reaps the benefits of scientific achievements |
| the future of ____ will be defined by the social contract through which society provides the _____ for science, and in turn reaps the benefit of scientific ______ | science; resources; achievements |
| whose obligation is it to inform the public and policy makers about what kind s of scientific advances are likely and at what costs | scientists |
| what are scientists obligated to inform the public and policy makers | about what kinds of scientific advances are likely and at what cost |
| what is the purpose of research | 1-discovery 2-accurate/effective dissemination of new knowledge |
| research gives new knowledge for who | other researchers, clinical practitioners, and to the public |
| what does research in clinical fields control | the general problem of demonstrating desired outcome at an affordable cost |
| an observed consequences is known as what? | an outcome |
| what is an outcome? | an observed consequence, usually an observation made at one point in time compared to an observation made later |
| an outcome does not index ______ or _____ | efficacy or effectiveness |
| what are two types of outcomes | clinical and functional |
| define clinical outcome | is the effect of a treatment or intervention |
| clinical outcome is the effect of a ____ or ____ | treatment; intervention |
| define functional outcome | effects that pertain to the basic demensions of life |
| activities of daily living is an example of what type of outcome | functional |
| efficacy is the comparison of what | 2 or more treatments |
| define efficacy | the comparison of 2 or more treatments when performed by competent specialists under ideal conditions |
| what tells us which of 2 procedures is better or more successful | eficacy |
| eficacy tells us which of 2 procedures is ____ or more _____ | better; successful |
| define effectiveness | the outcome of intervention when it is conducted under conditions available in the community |
| effectiveness is the relationship between what? | the benefit of an intervention and the cost of its deliveray |
| efficacy is the probability of benefit to ____ in a ______population from a procedure applied for a given disorder in _____ conditions | individuals; defined; ideal |
| effectiveness is the probablilty of benefit of a ____procedure in the _____ population of individuals with a given disorder under ____ conditions | given; general; average |
| how is effectiveness and efficacy ideally related | effectiveness studies would be conducted after efficacy has already been demonstrated |
| ideally, effectiveness studies would be conducted after what? | after efficacy has already been demonstrated |
| what can not be determined based on single-subject studies | efficacy |
| efficacy cannot be determined based on what? | single-subject studies |
| functional benefits can be measured for activies that are part of what 3 factors? | daily living, educational achievement, occupational performance or placement |
| daily living, educational achievement, and performance/placement are activities that can measure ____ _____ | functional benefits |
| True/False: it is not sufficient to demonstrate that a client or patient improves to some degree on a test developed for a specific kind of purpose | True |
| it is not suffiecient to demonstrate that a client or patient improves to some degree based on what | a test developed for a specific kind of performance |
| evidence based practice is the logical result of demands for what | scientific documentation of clinical practice |
| evidence based practice is vital for what? | providing optimal clinical services |
| what is vital for providing optimal clinical services | evidence based practice |
| explain best evidence | applying criteria to determine the credibility of a research study or a group of studies under review |
| best evidence is applying ___ ____ to determine the ___ of a research study or group of studies under review | specific criteria; credibility |
| what is important to be guided by the least biased sources | our diagnostic and treatment decisions |
| it is important that our diagnostic and treatment decisions are guided by what? | the least biased sources |
| what are key features of evidence based practice | systematic reviews and rankings of the evidence |
| what are typically graded in some manner | ranking systems for the strength of the recommendations |
| how are the ranking systems for the strength of the recommendations graded? | Grade A: 1 or more randomized control trials Grade D: recommendations are supported by expert opinion without explicit appraisal |
| Grade A is one ore more _____ _____ trials | randomized controlled |
| Grade D is recommendations are supported by expert _____ without explicit appraisal | opinion |
| the _____ the ranking, the more ______ the evidence | higher; credible |
| what effect does higher ranking have on evidence? | it makes it more credible |
| True/False: less credible sources are bogus | False |
| what could it mean if a source has less credibility | that the evidence available has not yet been tested on the level of scrutiny of higher ranking evidence |
| what is the purpose of systematic review | to look for converging evidence from multiple, credible studies |
| what do systematic reviews sometimes reveal | conflicting findings in the literature |
| systematic reviews can refer to close _____ of the controls imposed and ____ of study | examination; design |
| define meta-analysis | a statistical method for combining data from two or more published studies |
| meta-analysis is a statistical method for combining what? | data from 2 or more published studies |
| how does meta-analysis usually intend to examine the effect of a given procedure or treatment area? | by applying statistical methods to combine the results from a group of studies examing the same or similar questions/hypotheses |
| what kind of experiment involves selecting groups without any random preselection groups/control group | quasi-experiment |
| explain what quasi-experiment involves | selecting groups, upon which a variable is tested, without any random preselection processes and there is no control group |
| consensus conference is a group judgement process for what? | the synthesis and evaluation of scientific data |
| what brings together a group of acknowledged experts who typically have dissimilar opinions on some or all aspects of a problem | consensus conference |
| True/False: consensus conference brings together knowledgable experts how have similar opinions on a problem | False |
| list the 5 levels of evidence for studies of efficacy | 1a, 1b, lia, lib, III, IV |
| explain 1a | well-designed meta analysis of > 1RCT |
| what is the difference between 1b and lia? | 1b is well-designed randomised control study and lia is well-designed controlled study without randomization |
| what is the main factor the differentiates 1b and lia | randomization |
| what is the difference between lib and III | lib: well designed quasi-experiment study & III is well designed nonexperimental studies |
| correlational and case studies refers to what level of evidence | III |
| what is the description of IV | expert committee report, consensus conference, clinical experience or respected authorities |
| "Do the right ___ things for the right ____ reasons" | clinical; theoretical |
| what does the practice of evidence-based medicine mean? | integrating individual clinical expertise with the best available external clinical evidence from systematic research |
| the practice of evidence based medicine means integrating what 2 factors | individual clinical expertise and best available external clinical evidence from systematic research |
| what enables clinicians to determine which of the available clinical methods are likely to be most effective in a specific situation | the use of EBP |
| what does the use of evidence based practice enable clinicians to determine | which of the available clinical methods are likely to be most effective in a specific situation |
| what should EBP be a template for | professional practice |
| what is another term related to EBP | data based decision making |
| data based ___ ___ is another term related to EBP | decision making |
| list 3 other terminologies for EBP | reliance on hard data, analytical process, focus on what works |
| list the steps in the process of EBP | step 1: framing the clinical question, step 2: finding the evidence, step 3: assessing the evidence, step 4: making the decision |
| Step 1: what is the most widely used approach? | PICO-population, intervention, comparison, outcome |
| explain what step:2 means by finding the evidence | seek out scientific evidence to help inform the treatment decision |
| what types of evidence is used in step:2? | systematic reviews, individual studies |
| what are 2 important factors in assessing the individual | relevance of the review to your specific clinical question, consider who wrote or published the review |
| explain study quality | the extent to which a study was designed and implemented appropriately |
| study quality is done under which step? | step 3: assessing the evidence |
| what do you typically combine to make a specific clinical decision with a specific patient | clinical expertise, the patient's perspective, and the available scientific evidence |
| if there are guidelines available, you must make sure that they are ___ and ____ to your client | relevent and appropriate |
| define language | a system of codes and symbols used in communication; a form of social behavior shaped and maintained by a verbal community |
| define culture | the totality of socially transmitted behaior patterns, arts, beliefs, institutions, and all other products of human work and thought |
| culture is the predominating ____ & ____ that characterize the functioning of a group or organization | attitutes and behavior |
| what is a biological subspecies, or a variety of a species | race |
| what does a race consist of | a more or less distinct population with anatomical traits that distinguish it clearly from other races |
| what does ethnicity refer to | a selected cultural and sometimes physical characteristics used to classify people into groups or catagories considered to be significantly different from others |
| what is language an important aspect of | the total cultural practices of a society |
| why is language sometimes refered to as a vehicle? | because it transmits cultural practices from one generation to the next |
| what part of language varies within cultures and between cultures? | language context and use |
| what is important for SLP and Audiologists to understand | the various social uses of language and their influences on communication |
| how do children initially acquire their language? | within their family context |
| later, children elaborate their aqcuired language in broader ____ & ___ contexts | social and educational |
| sequently list how children aquire their language | first, within their family context; later, in broader social and educational context |
| what do the broader social and educational contexts help expand | the cultural influences on communication |
| True/false: family context help expand the cultural influences on communication | false |
| some societies are more ____ in cultural practices than others | homogenous |
| true/false: most countries of the world are multicultural | true |
| explain how most countries of the world are multicultural | there is a mixture of varied cultural practices, different religions, races, & ethnicities contribute to this diversity |
| what factors contribute to countries diversity | different religions, races, and ethnicities |
| what has been increasing rapidly in the U.S. | the diversity |
| multiculturalism and ____ go together | multilingual |
| are most countries multilingual? | yes |
| what does unilingual mean | the use of a single language |
| what term is given to one who speaks 2 languages | bilingual |
| what is another name for multilingual | polygot |
| what does multilingual mean? | when one speaks more than two languages |
| multicultural is a country or society or different ____ _____ | cultural practices |
| what does multicultural mean | a country or society of different cultural practices |
| true/false: language is spoken the same way by all members of that particular language community | false |
| language use varies across ____ and ____ locations | people; geographic |
| what is a dialect? | variations of a specific language |
| a dialect refers to ____ of a specific language | variations |
| what term is used for people who speak languages other than english | linguistic minority |
| linguistic minority: people who speak languages other than what? | english |
| has there been a steady number, increasing, or decreasing number to the people belonging to linguistic minority groups | steady increase |
| true/false: people living in different geographic regions tend to speak different dialects of the same language | true |
| people speaking the same language can speak with different _____ in different _____ | dialects; geographic regions |
| what does each dialect have | a characteristic sound pattern including accents and typical expressions |
| societies that have marked socioeconomic classes show significant ____ ___ accross those classes | dialectal variations |
| give an example of influence that socioeconomical levels have on dialect | Britain compared to U.S. |
| what are socioeconomic classes also related to | economic, geographic, and educational level of speakers |
| define registers | variation in language use that depend on the speaking situations |
| motherese is an example of ____ | register |
| motherese is speech directed to who? | young children by there mothers |
| explain how the speaking situation influences a dialect | factors such as: the listener, topic, the relation between the speaker and listener along with other factors vary and can alter the form of language |
| teenletcs is an example of ____ | peer-group |
| genderlect compares what? | males vs. females |
| what are some subgroup memberships that can influence dialects | elderly, peer-group, genderlect |
| list the following aspects that can influence a dialect | geographic regions, socioeconomic levels, speaking situations, subgroup membership |
| what do SLPs have to sort out | individuals who do not speak english from those who have a disorder of communication in the native language, english, or both |
| true/false: SLPs are not required to always consider dialects, just in certain cases | false |
| what kind of unique characteristics may each dialect have | phonological, semantic, morphological, syntactic, and pragmatic |
| english is spoken around the world as a ___ dialect and a ____ dialect | primary; secondary |
| true/false: the way english is spoken around the world also varies | true |
| what is the different between a primary and a secondary dialect | primary-only speak one language; secondary-dialects of english that are learned and used as a second language |
| what is the largest group of secondary dialect | spanish=hispanics |
| what is AAE | a native english dialect but may have been influenced by african descendants |
| AAE is a product of ____, ____ and ____ forces | historical, social, cultural |
| true/false: AAE is just just used among african americans | false |
| who uses AAE/aspects of AAE | african americans and people of other races |
| AAE variations are not haphazard mistakes, but are instead considered what? | systematic and patterned behaviors |
| the 2nd most common language spoken in U.s. | spanish |
| 3 major dialects that are spoken most often in u.s. | mexican, cuban, puerto rican, |
| spanish-influence english is the term given to children who speak what? | spanish as their primary language at home and learn to speak emglish as 2nd language |
| many asian countries are ____ | multilingual |
| what system of most asian languages varies from the english language | the phonetic system |
| the native language influences what about the second lanuage? | the acquisition and production |
| which patterns will the 2nd language have of the native languange | the sound and linguistic stress |
| define code switching | when bilingual speakers, while in the company of similar bilingual speakers, switch back and fourth from their 1st to 2nd language |
| give examples of mixed languages | spanglish, texmex |
| what does simultaneous bilingualism mean | when a child can zcquire 2 languages at the same time |
| how does sequential bilingualism differ from simultaneous bilingualism | when a childe acquires two languages one after the other |
| what effect does the child have if both parents talk exclusively in their own language | the child learns the 2 languages somewhat faster |
| the child will mix languages when the parents ___ or ____ languages | switch or mix |
| up to age ___, bilingual children will have only 1 word of either language for each object or event | 2 yrs old |
| another name for sequential bilingualism | successive |
| successive bilingualism refers to what | a child that has been monolingual for some time and begins to learn a 2nd language after their 3rd bday |
| under what age can children successfully and rapidly learn a 2nd language in their natural environment | under age 7 |
| True/false: variations of language are deviations | false |
| describe asha's position of dialects | dialectal variations are not disorders of communication |
| if individuals are limited in both languages, how should they be assessed | assessed in both languages |
| who describes 8 distinctive parameters of a culture | richard brislin |
| list the 8 parameters that characterize a culture | the collectivist-individualist deminsion, views of time and space, language and communication style, roles, importance of work, class and status, rituals and superstitions, beliefs and values |
| cultural competence= | our knowledge, skills, and attitudes |
| what is best considered a developments process | cultural competence |
| knowledge refers to what | the information or content that we need to know in order to become culturally competent |
| Skills refer to what | what we should be able to do with our knowledge and how we should apply it in our practice of the professions |
| attitudes refer to what | focusing on the kind of profession we wish to be and the values we wish to embrace as we strive for cultural competence |
| what is the frame work of the stages of cultural competence | three overlapping stages of: awareness, application, advocacy |
| why is awareness important | clinicians must first be able to understand their own beliefs, values, and stereotypes in order to better understand culture and its multiple parameters |
| the application stage emphasizes translating knoweldge about cultural and linguistic diveristy into what | approproate skills and practices that impact service delivery to diverse clients |
| explain the advocacy stage | using the knowledge and skill to collectivley champoin culturally competent practice of the profession |
| which stage actively promotes diversity | advocacy stage |
| summarize cultural competence | a life long committment to being teachable, remain flexible in assessing clients, present recommendations to achieve successful outcomes |
Created by:
deborahpuckett