Lang & Lit Test

is a complex and dynamic system of conventional symbols used for thoughts and expression.

is the articulation and the rate of speech sounds and the quality of an individual’s voice.

includes symbolic and non-symbolic information interaction patterns.

is impaired comprehension and/or used of spoken, written and/other symbol systems.

refers to an individual ability to understand and process language

refers to an individual ability to express and communicate meaning with language

mirrors typical development but at a delayed rate of acquisition

Result from a variation of a symbol system used by a group of individual that reflects and is determined by shared regional, social, or cultural/ethnic factors.

is a based model of communication used to explain the processes of communication from the speaker production of words, through transmission of sound to the listeners perception of what has been said.

Syntax (order and combination of words and to form sentences) , Morphology, phonology

semantics: is the system that governs the meaning of words an sentences

Pragmatics (is the system that combines the language components described above in functional and socially appropriate communication)

refers to the process that practitioners use to evaluate whether a clinical practice, a strategy, a program, a curriculum, or an intervention is backed by rigorous evidence of effectiveness and whether a practice is appropriate for a particular individual.

refers to the degree to which an intervention is carries out as describe.

Behaviors following a target behavior that increase the probability that the behavior will reoccur.

is based on the behavioral principle that when a child response is not reinforced, the ignored behavior will decrease or disappear. An example of extinction is ignoring a child negative behavior.

event is a stimulus that precedes a behavior. The child’s behavior (with reinforcement) can be linked to the antecedent event. For example, a child sees a cookie (the antecedent event) and says, “Want cookie”

is a negative response that a child views as undesirable. It follows a behavior that the adult wishes to eliminate. Punishment makes it less likely that the negative behavior will occur; an example of punishment is placing a child in a “time-​out chair” following the child’s misbehavior.

occurs when an activity requires a number of linked steps; a complex behavioral sequence is broken down into smaller units so the child can be trained to complete a multi step task. For example, if a child is being trained to wash his hands, he is first taught to turn on the water, then to use soap and engage in hand washing, then to turn off the water, and then to dry his hands. Individual components are rewarded in successive steps.

A stimulus that increases the frequency of a particular behavior, using pleasant rewards.

An unpleasant stimulus that is removed when the targeted behavior is performed.

Means–end behavior is evidenced when a child demonstrates intention- ality; it occurs when the child identifies a problem and makes a plan to solve the problem. An example of means–end behavior is a child pushing a button or pulling a string to make a toy move. A child calling out “Mama!” and waiting for his mother to appear also demonstrates means–end behavior.

is evidenced when a child uses one object to represent another. For example, a child might tie a towel around his neck and say the towel is a cape and that he is Superman.

A child evidences object permanence during the sensorimotor stage of development when he realizes that an object exists even when he cannot see it.

A Vygotskian term that describes the competence that a child demonstrates with minimal assistance. The ZPD is the area between the zone of competence (what a child can do independently) and the zone of incompetence (what a child is unable to do, even with assistance).

refers to adult support that allows a child to engage in a challenging activity. Scaffolding techniques can include simplifying a task, providing directions and clarifying a task, reducing a child’s frustration, modeling a correct response, and motivating and soliciting a child’s task engagement. When used effectively, scaffolding is faded from levels of high support to no support or independent behavior.

Begins at birth and is observed in children’s pre linguistic communication. Communication Intent:  when they exhibit a collection of behaviors including: A.) producing gestures, vocalization, or eye contact to direct the attention or actions of a communication partner. B.)  exhibiting joint attention, C.)waiting after a communication attempt ( i.e. expecting the partner to respond); or D.) persisting in a communication attempt that is not understood.

is the connected and contingent flow of communication between two or more individuals.

Vocabulary development begins toward the end of the first year of life and continues to develop throughout one’s life. Children’s vocabulary progresses quickly: by 2  they typically have a vocabulary of 200-500 words and understand many more words than they produce.

At 30 months, their vocabulary will consist of 54% nouns, 7% verbs and 5% adjectives.

clinician’s will target early word combinations (subdomain 3)

Clinician’s engage children in early play activities to facilitate multiple word combinations.  A child’s caregiver is also trained to facilitate these semantic combinations.

The emergence of syntax and morphemes occurs between 24-36 months for typically developing children.

A model whereby students who are identified as at risk have their progress monitored and receive increasingly intense, multi-tiered, research-based interventions.

a) there are specific instructional practices (identified in scientific research) linked to academic success that should guide instruction for all children, (b) it is easier and better to prevent academic failure than to wait until a child experiences academic failure, (c) all children should receive Tier 1 instruction at the classroom level, and (d) most children will learn with high-quality Tier 1 instruction.

Efficacy is measured by studies that determine the extent to which a specific intervention, procedure, or service produces a beneficial result under ideal conditions (e.g., in a very controlled clinical study when it is administered by highly trained interventionists).

is determined in studies that examine the extent to which a specific intervention results in a positive outcome when it is used in routine practice (e.g., in a school setting administered by regular SLPs

are based on observable phenomena (e.g., ratings scales, behavioral/classroom observations, test scores).

represent an individual’s opinion. A family’s belief about a child’s communication disorder is subjective; however, this information must be included as part of the decision-making process

scope of information also provides the rationale for completing classroom observations and working closely with classroom teachers.

was used to qualify children as having a learning disability. The discrepancy model required that a child demonstrate a significant difference between IQ (i.e., overall cognitive ability) and school achievement in order to qualify for educational services. Use of the discrepancy model often resulted in delaying intervention until the student’s achievement had fallen significantly below that of his or her peers.

A rubric is a set of criteria and standards used to assess an individual’s performance on a specific task

A preventive approach provides instruction or modifies an individual’s environment before a deficit is observed

Progress-monitoring measures are considered dynamic assessments because they measure student communication or reading development in response to systematic instruction.

The potential to develop a disorder based on specific biological, environmental, or behavioral factors

The elimination or inhibition of the onset and development of a communication disorder by altering susceptibility or reducing exposure for susceptible persons. Use of Tier 1 instruction in the response to intervention (RTI) model is an example of primary prevention.

The early detection and treatment of communication disorders. Early detection and treatment may lead to the elimination of a disorder or the retardation of the disorder’s progress, thereby preventing further complications. Screening is an example of secondary

The reduction of a disability by attempting to restore effective functioning. I will present a number of intervention approaches in this text as examples of tertiary prevention

Individuals with Disabilities Education Act (IDEA); this policy was reauthorized in 2004’; the latest revision took effect in October 2006. IDEA 2004 ensures that all eligible children with disabilities have a right to a free, appropriate public education (FAPE) in the least restrictive environment (LRE) and that the rights of children and parents are protected. IDEA mandates that schools provide special education for children from age 3 through age 21 and ensures the effectiveness of these services.

focuses on services for infants and toddlers (birth to age 3) with disabilities; it is a federal grant program that helps states provide early intervention services for children and families

in which students with disabilities spend a portion of their school day in the general education program and a portion in a separate special education program. The term inclusion is the preferred term; professionals avoid the use of the older term, mainstreaming

inclusion, requires children to be educated in the LRE. Inclusion means that children with disabilities are educated in the same context as non-disabled peers

change and adaptation motivates a practitioner to focus on communication behaviors most likely to impact an individual’s everyday interactions. advocates that the practitioner first consider the desired results for a particular student. Then, after clearly outlining the ultimate goal, the practitioner identifies interventions needed to equip students to achieve the goal.

Differentiated instruction increases the likelihood that each student will learn as much as possible, as efficiently as possible

o pose questions to family members to (a) assess a child’s developmental and communication status, (b) gain information about day-to-day life, and (c) tune in to a family’s feelings about their child. The goal is to gather a sense of the family’s most important concerns in order to prioritize intervention goals

When a practitioner considers the complex interactions of a family system, she is basing her thinking on the

of service delivery, a special educator or an SLP works with an individual or a small group of children in an area outside the class- room

service delivery model can be implemented in several ways; the approaches are typically categorized into indirect and direct approaches. In the indirect service classroom-based approach, an SLP or a special educator serves as a consultant to the general education teacher.

provides data about a student’s communication progress during intervention and guides decisions and programmatic changes

qualitative data to document progress. Qualitative data are words or labels describing observed attributes or properties

are numbers expressing quantity, amount, or range of a targeted behavior.

(a) an individual’s communication disorder no longer negatively affects health status or social, emotional, or vocational performance; (b) there is no longer any measurable progress; (c) the individual’s goal and objectives have been met; or (d) the individual has obtained the desired level of enhanced communication

Dynamic

norm referenced

criterion referenced

criterion

Mean length utterance

100

Dynamic

Validity

Raw score

age equivalent score

Basal

Reliability

Norm reference and/or criterion reference

all of the above

Microanalysis

Conversational discourse

Macroanalysis

Declaration

percentile rank

content validity

fast mapping