Chapter 10: The Impact of Environmental Factors on Language Development

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  1. forms of abuse/neglect:
    what are the 3 forms of neglect
    • emotional
    • educational
    • physical
  2. forms of neglect:
    emotional neglect
    • exposure to domestic violence
    • being ignored
    • verbal abuse
  3. forms of neglect:
    educational neglect
    • failure to attend ed events
    • poor attendance
  4. forms of neglect:
    physical neglect
    • lack of:
    •   -food
    •   -shelter
    •   -medical care
    • inappropriate or absence of supervision
  5. forms of abuse/neglect:
    what are the 3 forms of abuse
    • physical
    • emotional
    • sexual
  6. forms of abuse:
    • shaken syndrome, beaten, choked etc
    • can be mild to severe
  7. forms of abuse:
    • pattern of behavior that impairs a child's sense of self worth or emotional development
    •   -threats, insults, criticism
    •   -withholding guidance, love, support
  8. forms of abuse:
    • exploitation
    • assault, incest
    • children with special needs are more at risk of neglect or abuse than typically developing peers
  9. where do you see abuse/neglect mostly?
    • often in families with children with
    •   -low birth weights
    •   -premature birth
    •   -illness during infancy
  10. at what level of ses do you see abuse/neglect
    at all levels although more at low ses
  11. Muchausen by proxy
    • parental illness
    • child illness
    • family dynamics
    • feeling of urgency
    • damage physically and emotionally
  12. what typically happens in munchausen
    • individual, usually mom, deliberately makes another person sick and convinces others the person is sick
    • parent or caregiver misleads others into thinking child has medical problems
    • he or she may exaggerate, fabricate
    • doctors usually order test, try dif types of meds etc
    • person feels satisfied by gaining the attention and sympathy of others or in being able to deceive others
  13. FAS
    Damage to child
    • mr
    • oral facial/cranial deformities
    • small brain
    • low birth weight
    • heart problems
    • delayed motor skills
    • poor swallowing and oral motor skills
    • feeding problems
    • lang problems
  14. lang and behavioral characteristics of children effect by FAS
    • good verbal with poor comprehension
    • adequate concrete reasoning but poor abstract reasoning
    • poor pragmatics
    •   -fewer infant vocalizations
    •   -lack of appropriate use of gestures and words to communicate basic needs
    •   -word retrieval errors
    •   -syntactic issues
    • hyperactivity and attending problems
    •   -impulsivity
    •   -nervousness
  15. how can a child with FAS benefit from services delivery
    • structure and routine
    • consistent therapy with scaffolding
    • involvement of caregiver
  16. what should you consider culturally when working with FAS families
    • alcohol is prevalent in some cultures
    • drugs may be familial 
    • inner city more at risk
  17. a program provided by congress to support low-ses children in public schools in called _________.
    title 1 of elementary and secondary ed act
  18. the failure to provide for a child's basic educational, emotional, or physical needs is called _______.
  19. a child who is fidgety, runs around, moves constantly, talks constantly, and has difficulty remaining seated may be said to have _________
    hyperactive impulse ADHD
  20. The number one cause of preventable mental retardation is _____
    fetal alcohol syndrome
  21. a condition that manifests primarily is the central nervous system and can cause speech and language disabilities as well as neurological problems is called ______
    If a child has hiv/aids, the family is legally mandated to disclose this condition to personnel who work with the child
  23. in a school where there is a number of low ses students, teachers are referring many children to you because of suspected li. what might be appropriate for you to do in this situation
    • work with both teachers and caregivers to help them learn additional methods of oral and literate language stimulation in the classroom and home
    • use processing-dependent measures to assess these children's lang skills because you know that knowledge based measures tend to be biased against low income children
  24. tilden f referred for testing and has experienced neglect and abuse. teacher concerned about language and beharioral skills and wants to know if he needs lang intervention. based on available research, what might you suspect you will find when you conduct an assessment of his lang skills
    • he will be reluctant to volunteer
    • might have a shorter mean length of utterance
    • might have limited ability to use lang to convey abstract concepts
  25. cathy diagnosed with ADHD, moved into your school district with 504 plan from her previous school district. what would you not expect to find on her 504 plan
    cathy will be allowed to use such learning aids as brightly colored highlighter pens and colored pencils
  26. chinh b diagnosed li. you tell parents he needs to fully express his emotions but they say that is inappropriate in their culture. what is the best course of action
    utilize the support of the cultural mediator to help chinh's parents understand that though they are uncomfortable with this recommendation it will ultimately work for chinh's greatest social, linguistic, and academic progress
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Chapter 10: The Impact of Environmental Factors on Language Development
2013-10-13 02:44:43
454 childhood language disorders

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