CDO 340 1 Exam Review Ch 1

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CDO 340 1 Exam Review Ch 1
2012-10-20 18:25:53
Exam review

Exam Review Ch 1
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  1. Language is
    • a social tool
    • dynamic process
  2. decrsibe the focus of the functional language approach
    • intervention needs to move beyond language itself to include better communication
    • no longer view chid as solely the problem
  3. Traditional characteristics
    • tigh structure
    • trainer oriented
    • child as passive learner
    • uses stimulus - response reinforcement model
    • problems with generalization
    • often forgets pragmatics
  4. functional approach
    • child has more control
    • decreases structure
    • attempts to mirror language-learning environment of typically developing children
    • better overall results
    • longer mean length of utterance
    • better behavior
  5. IN funcational approach, how are training targets and items selected?
    • they are based on needs and interests of each child within environments that are meaningful, authentis, motivating, and interesting
    • goal is to increase effectiveness of child-initiated com
    • must be functional and useful to child
    • must relate to child's prior knowledge
  6. Pragmatics
    • relationship between communicative partner and form and meaning of language being used
    • services as the organizing framework of language
  7. when we consider pragmatics...
    • focus shifts from treatment of symptoms tot he process of communication
    • we move from the entity pproach (discrete bits) to systems/holistic approach (famr toys) and think about all the aspects
  8. generalization
    ongoing interactive process od clients and of their newly acquired language feature with the communication environment
  9. content generalization
    • child with LI induces language rule from examples and actual use
    • affected by targets choosen for training and by specific training items
    • "what" aspects of language we are working on
  10. context generalization
    • child uses new feature within everyday communication
    • facilitated when training and natural environments are similar
    • "where" we are working on language
  11. considerations for context generalization
    • language facilitators
    • training cues
    • consequences
    • location of training
  12. maximizing generalization
    • best generalization - consequences related directly to language utterance and communication function of child
    • avoid empty priase
    • use response modes that demonstrate acceptance and redirection of child's utterace and maintain conversational flow
    • use daily activities as your frame
  13. incidental teaching approach
    training in environments where the language is used
  14. social reinforcement
    when we congratulate them in a real way that celebrates their communication
  15. How might structured, direct instructional approaches be used together with a more conversational approach?
    • direct instructions may be helpful for a time (briefly) early on, but it is not good for pragmatics and semantics.
    • It does work for syntax and morphology.
    • You must have an action plan for generalization if you decide to use this method.