462 exam 1

  1. Content
    semantics- word meaning, figurative speech
  2. Use
    Pragmatics- social, choosing conversation topics, conversational space, contributing to conversations
  3. Form
    • Phonology- phonemes, phonological rules
    • Morphosyntax- morphemes, syntactic rules
  4. Normative position
    • When a language disorder affects the child's social and academic functioning (does the child have a disorder judging based on everyday life and functioning?)
    • Problem: subjective judgment 
  5. Neutralist position
    • The child scores significantly below expectations on a normative test
    • Problems with assessment instruments, what is significantly below varies by institution
  6. Categorical (etiological) model
    • Problem is an underlying disorder in the child, which prevents/impedes the child learning
    • trisomy 21 (down syndrome)
    • hearing loss
    • autism
    • fetal alcohol syndrome disorder (FASD)
  7. Categorical model locus of problem
    results from some specific underlying disorder within the child or in the environments within which the child lives
  8. Categorical assessment should..
    be structured to determine what the underlying disorder is - ie, to determine the etiological reasons for the child's difficulties
  9. Categorical intervention should..
    use knowledge about the disorder category during goal setting - what is the core deficit here that needs to be remediated?
  10. Developmental descriptive model
    issue is child's functional skill level, irrespective of etiology
Card Set
462 exam 1
CSD 462