CD 482

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  1. What is the order of communication processing?
    Concept, Linguistic Encoding, Transmission, Linguistic decoding, concept
  2. 3 steps to the intervention process
    • 1. Concern--> Screen (if pass, stop)
    • 2. Evaluation (if pass stop)
    • 3. Assessment/Intervention are used together
  3. 7 Items in checklist for Planning intervention
    • 1. Identify language targets
    • 2. Identify evidence-based intervention strategy
    • 3. Select training materials/items
    • 4. Identify training cues
    • 5. Select contingencies/correction procedures
    • 6. Language facilitator (who is involved)
    • 7. Location
  4. 5 steps to identify intervention targets
    • 1.Language evolves from nonverbal communication means.
    • 2.Social and cognitive prerequisites are
    • necessary to use language in certain ways.
    • 3.Simple rules acquired first.
    • 4.Developmental variation
    • 5.Different actions at different developmental stages.
  5. 5 types of intentions
    • •Calling for Attention and Requests for Action follow under which domain of language?
    • •Requests for Information
    • •Requests for Action/Objects
    • •Responding to Requests 
    • •Statements
  6. Fast mapping
    one quick meaning for a word
  7. gradual refinement
    Knowing all of the different things the word can mean/stand for
  8. Temporal
  9. spatial
  10. value
    relative worth
  11. stative descriptive
    physical description
  12. functional descriptive
  13. causal
    cause and effect
  14. class membership
  15. equivalence
  16. What is the first step in the planning process?
    Identify targets
  17. At which stage of the clinical process drives intervention?
  18. Which stage of the clinical process drives intervention?
  19. Which component of language drives all of the components?
  20. Asking a child to identify antonyms for a given word taps which component of language?
    semantics (word relations)
  21. Why might a child that lives in Maine be unable to write a story describing a day at the beach? and What intervention strategy would this problem violate?
    • -Lack practical and world knowledge
    • -Selecting training materials/items
  22. A child is working on using adjectives.  While observing a therapy session, you notice that he has two opportunities to use an adjective during the session.  Which rule of material selection was violated?
    Number of opportunities
  23. Mom: “what do you want for dinner?”
    Child: “pizza” 
    Mom:  “what type?”

    What are the antecedent, bx, consequence
    • What is antecedent: Asking"What do you want for dinner?"
    • Behavior: child response: "pizza"
    • Consequence: mother’s response "what type"
  24. Why are phrases such as “good talking” and “very good” inadequate for providing feedback?
    It is not specific enough on what is getting the positive feedback. We want more specific feedback (whether it is correction feedback or praise feedback
  25. T/F the SLP’s job is correct a communication deficit and the parent’s job is to help the child generalize the skill to daily life
  26. Child: “I want a cookie.” The child’s utterance illustrates which type of communication intention?
    Request for an object
  27. Child: “I like ice cream.”  The child’s utterance illustrates which type of communication intention?
  28. What is cohesion
    words or phrases that show how thoughts stick together ACROSS sentences (pronouns and articles)
  29. Child: I like peanut butter
    Adult: you like peanut butter?

    What is the Turnabout strategy
  30. Child: did you see the spider man movie?
    Adult: I did not, did you?

    What is the turnabout strategy?
  31. How many times must an LI child be exposed to a word in order to affect comprehension?
  32. Adult: bring that to me

    What is the communication breakdown?
    content inadequacy
  33. Child: I don’t hear you because the TV was too
    loud. What did you say?

    What is the Communication Breakdown
    Signal inadequacy
  34. What two pieces of information must you encode in order to learn a word?
    semantics and phonological properties
  35. What are the three tenets of vocabulary instruction that should be followed when inadequate vocabulary is a problem?
    • 1. Meaningful context
    • 2. Multiple Exposures
    • 3. Multiple strategies
  36. a phrase rising in tonation to signal question, or is an actual question.
  37. expand on topic and what the child has said.
  38. giving you a reason to turn it back around and talk to me.
  39. pragmatics
    context and meaning
  40. syntax
    how sentences are structured
  41. semantics
  42. morphology
    rules, grammar
  43. phonology
    sounds in languages
Card Set:
CD 482
2013-03-04 14:04:14

Dr. Lowman
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