Advanced Language Disorders Exam One

This myth states that growth occurs in spurts,
toughs, plateaus.

This myth states that differences in preferences or
means, goals, and beliefs may be similar.

This myth states that they are not given the
opportunity

This myth states that the problem is in the mind of
the adults. Increase “throw away” population.

This myth states that the problem is a lack of
functional communication assessment.

What Theory?
Genetically predetermined, corresponds to turbulent
transition. "storm and stress"

Implication: sensitive to needs, look at
"readiness” to acquire new behaviors

What Theory?
Culturally determined, gradual growth, phenomena of
Western culture.

Implication: consider the cultural and accommodate
cultural differences

What Theory?
(Looks at adolescence in a time of what they call
“Internalized social anxiety")

Behavior controlled because of fear of punishment

Developmental tasks
-Gender identity

-Emotionally Independent

-Socially responsible behavior

Implication for treatment: Be aware of
differences. NO research on how to
address differences

Attempt to document development in personality and
cognition.

A struggle between the id (biological/instinctive)
and superego (socially oriented).

Implication: talk about and understand adolescent feeling and don't make rules that cause frustration.

Adolescence is a period of transition. Implication: behaviors are learned by watching.

An effort to combine psychoanalytic and behavioral theory. Stresses reliance on environmental events, imitation of peers and teachers.

Biology; some things start to develop first then you
see mastery. Environment can only stimulate, modify, and support growth.

Identity crises and commitment

Very quick change in beliefs,self-esteem

when your belief comes from somebody else and you don't question it

This stage is based on Piaget. Formal operations stage most relevant to adolescents.

Most feared identity crisis: They can't commit to anything. Prerequisite for identity achievement.

“Everybody is watching you”

“I'm not like anyone else, No one has ever been through this”

A human can change, even if they weren't exposed to something at an early age.

How information is received, interpreted, represented, transformed, and used, is which theory?

What are the three views of the Information processing Theory?

An executive control governs how information is
processed and used.

Assumes behavior varies across developmental levels:
Different experiences lead to uneven development.

Looks at metacomponents used in planning, monitoring
decision making.

The Three Stages of Moral Development Theory:

Theory implication states: be sensitive to when someone is ready to learn new concepts or behaviors.

Theory Implication States: culturally determined, more of a multicultural perspective.

Theory implication states: social class differences, social anxiety, but no clear clinical implications.

Theory Implication States: reduce frustrations

Theory Implication States: Look at environmental factors

Theory Implication States: Behaviors learned by watching others-provide role models.

Theory Implication States: be aware of the developmental level, use a developmental hierarchy.

Mitchell’s Stage: Most ego-centric.

Mitchell’s Stage: Neither child nor adult

Mitchell’s Stage: Late or adult adolescence 16-20. Physically and mentally adult. Social roles are adolescent.

How do I feel about myself?

Attributes that individuals believe characterize themselves.

mental organization of experience

application of cognition for purpose

know what you know and what needs to be known to achieve a goal

Changes that occur during Cognitive Development:

The ability to talk about talking

Ability to reason systematically and logically about abstract ideas that have no basis in reality. (to dream, to imagine)

Boys outperform girls on traditional tasks (problem solving,math,science) True or False?

Boys are more likely to apply to interpersonal situations. True or False?

When an individual perceives similarities and differences between objects/events, this is called.

A form of argument that contains two premises and a
conclusion that follows logically from those premises.

What are Bloom’s six major levels within the cognitive domain:

Categorized by characteristics, concrete functions, and abstract functions.

How to evaluate thinking
Purposeful and exact
Disciplined and comprehensive
Relevant, accuracy, precise, clear, etc.

(these are all parts of what?)

Figurative language that has little relationship between the literal and figurative: Ex: Beating around the bush.

Figurative language that is a little more closely related, (skating on thin ice) about to be in trouble (easier to learn).

“Every cloud has a silver lining” is an example of a _____.

Words or unattached fragments that is not essential to the message

Literate verbs

Adverbs of Likelihood and magnitude

The ability to divide perceived words into their smallest grammatical units.

The awareness of differences and similarities between phonemes

The ability to combine sounds into larger units.

The ability to rapidly recognize and retrieve letters and words.

The ability to distinguish and discriminate letter shapes and sizes

The ability to attend to and to simultaneously decode and comprehend the text.

The ability to perceive relationships between words that rhyme.

At this stage, they do not understand that writing represents sound.

At this stage, they can spell only simple sight words.

At this stage, they can spell single syllables, spelling most sight words, invented spellings.

At this stage, they can appreciate the connection between meaning and spelling.

At this stage, they are learning that words with the same derivation share the same spelling pattern.

IF IT FITS

ABCDE

RAP-Q

ASK 5W 1H Answer

STOP

SCAN

Conversations, narrations, expository language, persuasion, and negotiations are all types of:

Propositions (idea units) composed of a predicate and related arguments

The Speakers Intentions

The Listener’s Interpretations

What are the series of moves for Conversation:

What are the Four Fundamental Rules of Conversation:

Between oral and literate language

Personal experience narrative (tell about how something happens)

Extended monologues (bring up subject of politics-you may hear a 10 min lecture)

Longer, more elaborate than conversation

"Story Markers" like an introduction and closing

Listener is passive (not a lot of verbal comments)

Speaker needs to be organized, coherent, interesting

MLU is longer than in conversation

In this type of story, whatever has the client's attention: they tell about whatever catches their attention.

In this type of story, characters, objects, events go together because of a perceived relationship, not chronological order.

In this type of story, first use of inference, logical order: (I saw DOG, the dog was brown)

In this type of story, there is no theme or plot.

In this type of story, there is logical, cause-effect, plot.

This type of discourse includes Comparisons, explanations, and Purpose is to instruct.

What is the biggest difference between narratives and expository language?

This type of Discourse includes:
Argument
Polite/bargain (what if we did this, and then we could do that)
Take the listener's perspective (they learn to figure out what the parent wants)
Can refuse it of others

This type of Discourse includes:
Even older students don't master
Older students are more aware of others wants and needs
Look at long term consequences
More interested in conflict resolution

Nonverbal Purposes

Nonverbal Components

What are the two components of Reading?

Stage I of reading: Grades 1-2: Phonological Analysis

Stage II of reading: Grades 2-4: Fluency in reading

Stage III of reading: Grades 4-8: Adolescents; having to do a lot more reading; better comp.

Stage IV of reading: Grades 8-12: inferences; requires them to look at diff views

Stage V of reading: College/Post High School

The ability to attend to and to simultaneously decode and comprehend text

The ability to understand relationships between complex spoken sentences

The ability to understand the meanings of language

The ability to access stored lexical knowledge

The ability to envision the scene described by the author

The ability to quickly identify the topic/situations of the paragraph

The ability to find evidence in a passage to support logical generalizations and conclusions

What are the Processes of Writing?

A specific second language error is firmly entrenched in the second language

A process wherein a language behavior from the first language is carried over to the second language

Alternating between two languages based on the situation

As they learn to speak a second language consistently, they lose their first language.

Grammatical Contrasts of _______:
Triple negatives (Don't hardly have none)
Double modals (might could)
Habitual state (be verb) (continuous action)

Grammatical Contrasts of ______.

Omitted: articles, subject pronouns

No before verb, "no" used for "don't"

No noun-verb inversion in questions

Grammatical Contrasts of _______.
omitted/uninflected; "to be"
Preposition-misuse or omitted
Auxiliary- omitted or uninflected
Articles- omitted or overgeneralized
Conjunctions-omitted
different word orders
confusion: subjective/objective, demonstratives
Double marking of negation

Semantic
-Whole Concept rather than linear
-Move from whole to parts
-No words for time
- No future Tense verbs

Pragmatic
-Bragging is rude
-Give advice or information only when asked
-Avoid eye-contact to show respect
-Polite to have a time lapse between asking a question and answering

SEMANTIC
-Lexical differences-some coming into mainstream

PRAGMATIC
-Indirect eye contact when listening, direct when speaking
-Direct questions are harassment
-Personal questions are improper and intrusive
-Competitive participation in conversation

SEMANTIC
-Number, color and letter words have less emphasis
-Names and labels are emphasized, especially of relative (family)

PRAGMATICS
-Hiss to get attention
-Direct eye contact is a challenge
-Business conversations are preceded by lengthy unrelated conversations

SEMANTICS
-Literal translations from native language
-Difficulty with idioms and colloquialisms

PRAGMATICS
-Interrupting is impolite
-Kinship terms are very important
-Public affection is not acceptable

-Lookat the role of speaking the socialization of children
-Concernfor Sociocultural context of language use
-Aware of typical development in children from diverse cultures

What are the Purposes we have for Intervention with Older Students?

What are the three parts of the “Class Meeting”?

This Intervention Approach involves teaching something that is close to their achievement level.

This Intervention Approach involves instruction in academic content areas.

This Intervention Approach involves focusing on equipping students to function in society.

This Intervention Approach involves techniques, principles, or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings. (most appropriate)

Applying a strategy from one situation to another.

A human comes between the stimulus and the organism/response.

In secondary classes the main activity is this, which is why heavy emphasis should be placed on this ability.
A. Speaking
B. Writing
C. Listening
D. Reading

Prelistening Strategies

Listening Strategies

Post Listening Strategies

Enhance Reading Strategies