Dr Page

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  1. When is a chronic disability manifested
    Before age 22
  2. What is a chronic disability
    limits 3 or more areas of major life activity
  3. 1900s-1970s
    • Period of institutionalization
    • Started off doing treatment but turned into warehouses
  4. How Did Change Begin to  Happen ?
    • In the 1950’s and 60’s: parent groups, research and training, increased public awareness
    • In the 70's- right to education cases (parents suing for childrens rights)
  5. PL 94-142
    • žAll children guaranteed Free appropriate education
    • IEP
    • Zero reject
    • Confidentiality
  6. What was section 504 for?
    Serves those who are NOT eligible under the stricter diagnostic categories of IDEA (only if their disability substantially limits educational performance)
  7. What is not being able to walk an example of?
    Functional limitation
  8. What is not able to go to the store an example of?
  9. What is "muscle tone problems" an example of?
  10. What would Cerebral Palsy an example of?
  11. What is a pediatric communication disorder?
    Abnormal/atypical acquisition, comprehension, or use of communication and/or language.
  12. Write a brief definition of Communication
    • Message must be sent
    • Must have intent
    • and must be received
  13. Provide a synonym for expressive
  14. provide a synonym for receptive
  15. Which area, receptive or expressive, is typically stronger and develops first?
  16. Semantics
    Define- meaning, content (vocabulary)
  17. Word retrieval problems may be due to a _____________ deficit
  18. Poor word association skills may be due to a ___________ deficit
  19. Difficulty with figurative language would be an example of a __________ deficit.
  20. Morphology
    the smallest unit of meaning
  21. Inflection or marker errors would be an example of a _________ deficit.
  22. He walk home last night-- is what type of error
  23. Syntax
    How sentences are ordered and structured.
  24. Word order errors would be an example of a ___________ deficit
  25. Pragmatics
    knowing what to do with what you've got
  26. What is known as the "boy scout rules of language"
  27. Difficulty with turn taking would be an example of a __________ deficit.
  28. Reduced communicative intent is an example of a _________ deficit.
  29. Error in the acquisition or use of sounds of speech
    articulation disorder
  30. ____________ disorders are more motor-based in origin
  31. Disorders that are language based and follow rules or processes that result in errors
    phonological disorders
  32. What causes speech disorders?
    • Either a physiological problem/disorder
    • OR
    • a speech/language specific disorder
  33. Age for Early Intervention Programs
    0-3 years
  34. Age for Early Childhood Programs
    3-5 years
  35. Characteristics of Early Intervention Programs
    • IFSP (individualized family service plan)
    • Family centered services
    • Team approach
    • Provided in natural family environment
    • Activity-based

    Part C of IDEA
  36. Characteristics of Early Childhood Programs
    • IEP (individualized education plan)
    • Service delivered in the school
    • "early start"
    • Less family input
  37. How do we assess an infant?
    Watching the child play- do not give them an assessment
  38. Receiving a message + sensory input + processing=
    development of cognition, play, communication, social/emotional attachment

    (creates a need to communicate)
  39. When is the best time for baby to receive input?
    • when the baby is quiet alert
    • can also receive when active alert- but may be distracted
  40. When does baby Attend to human voice, looks at speaker
    1 month
  41. When does baby localize sound
    3 months
  42. When a baby begins to connect sensory to the meaning
  43. to name or environmental sounds
    Response (4-6 months)
  44. When does a baby attach meaning to sounds
    5 months
  45. When does baby attach meaning to words
    6 months
  46. When does baby have single word understanding
    8 months
  47. Comprehension of words with cues and routines
    • -Bye bye
    • -9 to 11 months
  48. Comprehension of words without cues
    • Body parts
    • simple directions
    • 12 months
  49. When does a child pat pictures in a book
    14 months
  50. When does a child point to common object when named
    15 months
  51. when does child Follow one-stage command
    18-24 months
  52. 4 body parts
    in vs out
    point to 5+ pictures
    24 months
  53. Perlocution
    • Interpretation
    • 0-8 months
  54. Illocution
    • Non-standard (non-verbal) but intentional and meaningful
    • 9-12 months
  55. Locution
    • Formalized language (words)
    • 12 months+
  56. Developmental intervention
    based on a normal developmental sequence; activity-based; occurring in the natural environment-preferred mode of intervention
  57. Non-developmental intervention
    • —based on selection of specific targets taught in a structured stimulus-response mode
    • using behavioral approaches (limited generalization, but may be of use in
    • specific cases)
  58. Receptive Targets
    • Awareness and response
    • Engagement
    • Anticipation
    • Response to words
  59. Expressive targets
    • Develop intent
    • Express intent (illocutaion)
    • Use of single words and combinations (locution)
  60. Joint Attention
    • Engagement
    • FAce-to-face
    • directing babys gaze
  61. Inadequate portions
    Dont get enough, need to ask for more
  62. sabotage
    give child something enticing with screwed bowl
  63. silly situation
    broken toy
  64. violate routine
    forget to do something
  65. misuse objects
    stir with your shoe
  66. Imitation
    goal is to model language
  67. Self talk
    goal is to model language
  68. Expansion
    clinician expands child's utterance to make it gramatically and semantically correct
  69. Extension
    increase sentence length
  70. 5 tools for parents
    • 1. talk to your child
    • 2. tempt your child to communicate
    • 3. play with your child
    • 4. read with your child
    • 5. respond to your child
  71. When are simple one step commands developed
    15+ mo
  72. When are One step commands involving more
    vocabulary developed
    2 years
  73. When are two item commands developed
    24+ mo
  74. What is: Go get you coat and put it on; Get Mommy’s coat and put it on the chair
    2 parts command related
  75. What is: Put the ball in the box and give me the shoe
    2 part command unrelated
  76. What is:  Get the big, blue ball
    one part command with 2 or more critical elements
  77. What is: Get the big, blue ball beside the red chair
    multiple critical elements
  78. what is: Put the ball in the cup, touch your shoe, and jump up
    3 step command unrealted
  79. What is: First touch the picture of the ball, then the car; Touch the picture of the hat,
    after I touch the elephant; Touch only the hats that are red; The man under the
    tree is sitting down.
    Syntactiacally complex command
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Dr Page
exam 3
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