SPA2001 EXAM 3 Chapter 4 5 Age gender ethnicity geographical region language background and SES can CHAPTER 4 Assessment and Intervention Differences Dialects Disorders contribute A Communication Continuum o Difference or disorder Does the communicator feel embarrassed or uncomfortable Do listeners react negatively Is the intent of the speaker miscommunicated Dialects Disorders Variations of a language Speech community individuals who use the same dialect Dialects are not substandard or wrong Genderlect Gender based dialect Idiolect individual s unique way of speaking ASHA An impairment in the ability to receive send process and comprehend concepts or verbal nonverbal and graphic symbol systems The person is primary Is there a Problem Referrals o Doctors parents neighbors or friends may express concern o Most often teachers present concerns to SLP and or audiologists in schools o Adults may refer themselves Screening o IDEA mandates all children birth 20 be given opportunity for special services if needed o Neonatal hearing screening o Can use personally developed screening test or commercially available ones Defining the Problem Assessment Goals o Verification of communication problems o Statement of severity o Etiology where did it come from o Treatment plan o Prognosis Assessment Verification of Communication Problems o Sometimes diagnostic therapy is needed Description and Quantification of Deficits and Strengths o Note consistency of problem o Comparison with peers Statement of Severity o Profound severe moderate mild borderline o Published tests often suggest severity ratings Etiology study of cause o Predisposing o Precipitating o Maintaining Perpetuating o Organic Sometogenic Identifiable physical cause o Functional Psychogenic no identifiable physical cause Assessment o The Treatment Plan Frequency of therapy Therapy targets Style of therapy Referrals Individual group therapy Without intervention Factors to consider Nature and severity of the disorder Client s motivation o Prognosis informed prediction of the outcome of a disorder Strengths and weaknesses of client Client s environment Assessment Procedures Evidence Based Practice o Case History o Opening interview o Systematic Observation Sampling o Hearing screening o Structural Functional Examination Peripheral speech mechanism o Standardized testing Norm referenced Criterion referenced o Dynamic assessment o Consolidation of findings making the diagnosis Summarize results and connect the findings o Closing interview o Report writing Intervention Objectives of intervention o Improvement should generalize o What is learned should become automatic o Client must self monitor o Optimum progress in minimum time o Intervention should be sensitive to personal and cultural aspects of client Target Selection o Client needs o How the target will generalize o Ease of mastery o Age appropriateness o OBTAIN BASELINE DATA Behavioral Objectives degree of success o Example Clinical Elements o Direct Teaching o Incidental teaching Follow client s lead o Counseling o What the client is expected to do under what conditions and with what Jon will accurately produce the 1 phoneme in the initial position of one syllable words from clinician model with 90 accuracy Highly structured Behavior modification systematic method of changing behavior Provide a supportive environment o Family and Environmental Involvement Observe participate in treatment Support groups Measuring Effectivness o Posttherapy test o Automaticity and generalization Follow up and maintenance o Ensure progress is not lost Booster treatment Follow up testing CHAPTER 5 Childhood Language Impairment Language Impairment Heterogeneous group Developmental and or acquired disorders and or delays Affects spoken and or written language in comprehension and or production NOT a language difference Involves one or more aspects of language Language Development through the Lifespan Pre language Caregivers talk to infants as if they understand Reciprocal relationship begins early o Eye gaze rituals and game playing by 3 4 months EX peekaboo o Caregiver child interaction can be disrupted can be disrupted by parents who don t have the time to interact postpartum depression Intentionality share goals through gestures o Teaches kids that they can use gestures to get their wants and needs o Phonetically consistent forms o When a child uses it consistently it is effective o Ex when child says Bo bo they know they will get a bottle o Precursors to first words Learning language is strongly related to cognition o Representation o Symbolization o Object permanence child realizes that just because you can t see an object does not mean it does not exist EX if the puppy is outside the child will be able to realize the puppy still exists the puppy did not disappear Toddler Language o Have 50 single words and combine them at 18 months o Single words can have many different meanings o Multi word combination o Use May use a single word for various purposes o Content and form By 2 have an expressive vocabulary of 150 300 words Lexicon personal dictionary Early word combinations follow predictable word order patterns o See textbook page 108 Preschool Language o Expanded conversational skills o Children form hypotheses about language rules Children with ID MR or LD may have difficulty o Use o Content Topic maintenance for 2 3 turns Begin to consider listener Tell simple sequential stories 3 yrs 900 words 4 yrs 1 500 words Fast mapping a cognitive process in which kids are able to extract information about vocabulary in their everyday routines Learning relational words and phases Dramatic change in syntax MLU total of morphemes over the total of sentences typically ages 5 and above and complexity Negative interrogative and imperative sentences o Form Compound sentences some complex Use several bound morphemes School Age and Adolescent Language o Means of communication changes with reading and writing o Metalinguistic skills encompass the ability to make judgments about the correctness of language o Semantic and pragmatic development blossoms o Use Refine conversational skills Narratives gain essential elements Definitions become more dictionary like Understand and use figurative language o Content o Form By age 5 use most verb tenses possessive pronouns and conjunctions Morphology Derivational suffixes and prefixes Syntax Passive sentences reflexive pronouns compound complex sentences Adult Age o