Exam 1

Card Set Information

Exam 1
2013-02-10 20:35:39
CMDS 4560

Chapters 1-3
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  1. A language disorder is impaired comprehension and/or use of spoken, written and/or other symbol systems. This disorder may involve 1) the form of language, 2) the content of language, and/or 3) the function of language in communication in any combination
    Language Impairment- ASHA's definition
  2. Heterogenous; but most, importantly, a language disorder is NOT just a difference
    Language Impairment
  3. ______________________ approach is a communication first approach; the goal is better communication that works in the child’s natural communicative contexts
    The functional language
  4. In the past, language intervention has focused mostly on form and content, with little attention paid to ________.
    Typically highly structured and behavioral
    A major problem with this method is the lack of generalization that occurs as a result
  5. Individual or small group setting using artificial situations
    Traditional Model
  6. Isolated linguistic constructs with little attention to the interrelationship of linguistic skills 
    Traditional Model
  7. Individual or large group setting within contextually appropriate setting
    Functional Model
  8. Relationship of aspects of communication stressed through spontaneous conversational paradigm
    Functional Model
  9. Intervention stresses modeling, imitation, practice, and drill
    Traditional Model
  10. Little attention to the use of language as a social tool during intervention sessions
    Traditional Model
  11. Conversational techniques stress message transmission and communication 
    Functional Model
  12. The use of language to communicate is optimized during intervention sessions
    Functional Model
  13. Little chance or opportunity to develop linguistic constructs not targeted for intervention
    Traditional Model
  14. Little chance to verbally interact with others during intervention
    Traditional Model
  15. Increased opportunity to develop a wide range of language structures and communication skills through spontaneous conversation and social interaction
    Functional Model
  16. Increased opportunity to develop communication skills by interacting with a wide variety of partners. 
    Functional Model
  17. ____________ consists of the intentions or communicative goals of each speaker and of the linguistic adjustments made by the speaker for the listener to accomplish these goals; Most features of language are affected by these aspects of the conversational context
  18. Insert picture
    Formalist Model
  19. Insert picture
    Functionalist Model
  20. Language is purposeful and takes place within a dynamic _________. This consists of a complex interaction of the following factors: 
    Context; Purpose, Content, Type of Discourse, Participant characteristics, Setting, Activity, Speech Community, Mode of discourse
  21. The ongoing interactive process of clients and their newly acquired language feature with the communication environment
  22. Occurs when the child with LI induces a language rule from examples and from actual use; affected by the targets chosen for training, such as the use of negatives, and by the specific choice of training items, such as the words and sentences used to train negation
    Content Generalization
  23. Occurs when the client uses the new feature, such as the use of auxiliary verbs in questions, within everyday communication, such as in the classroom, at home, or in play
    Context Generalization
  24. Context generalization is influenced by what two interpersonal variables?
    Situational factors and participant factors 
  25. A type of interpersonal variable that influences context generalizations: Method of training, personnel involved, training cues, reinforcement method, location and time of training, and objects present
    Situational factors
  26. A type of interpersonal variable that influences context generalizations: conversational roles of the participants
    Participant factors
  27. should be selected on the basis of each child’s actual communication needs and abilities, rather than a preconceived agenda; should be functional and useful in the client’s everyday environment
    Training targets
  28. items selected for intervention, such as the specific verbs to be used in training past tense –ed, and the linguistic complexity of these items can influence generalization; would be best coming from a natural environment; individualization is important; train linguistic forms across different functions
    Training items
  29. True or False: training should occur within a conversational context with varying numbers of facilitators, cues, consequences, and locations
  30. “adults who increase the child’s potential for communication success”; parents, teachers, aides, and unit personnel in addition to the SLP; The more communicative partners that can be involved the better the chance for generalization
    Language facilitators
  31. The nature of reinforcement used in therapy is also a strong determiner of _________. 
  32. True or False: Natural consequences are the worst. 
  33. True or False: Verbal responses that combine statement about correctness/incorrectness while adding additional information can be a language-learning opportunity and a communicative turn while maintaining the conversational flow
  34. True or False: The location of training involves only places.
    False, it also involves events 
  35. True or False: Language intervention is best when trained within the daily activities of the client
  36. Substantial limitations in present functioning; Significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive areas: communication, self-care, home; Significant limitations in intellectual functioning
    Intellectual Disability