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Language (Definition)
complex, dynamic system of conventional symbols used for thought and language
*If it doesn't grow, it dies (new words added)
*Pronunciations change too (ex. when and win were not always pronounced the same)
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Communication (Definition)
transfer of information from sender to receiver to achieve a purpose
*includes facial expressions, body language, etc.
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Speech (Definition)
the articulation, rate of speech sounds, and quality of the individual's voice (verbal)
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Language Disorder (Definition)
- Difficulty understanding or expressing a symbol system
- ex) hearing and not understanding, problem with symbol system - learning rules for forming and understanding speech, sign, or written language
*Receptive Language always come first; must receive to produce
*If receptive problem, probably expressive one too.
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Late Language Emergence (Late Talker)
- use the same sequence and mechanisms at a slower pace
- ex) phonological processes
*treatment methods vary
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Language Difference
- SIMPLY DIFFERENT
- Evident in bi-lingual homes
- - looks like little to no grasp of the second language
- - may not have mastered skills in both languages
- *Do not over/under ID bi-lingual/bi-dialectal
- ex) is the difference caused because of bilingualism, disorder, or both?
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3 Levels of the Speech Chain Model
- 1. The acoustic level of communication function
- 2. The motor system required for communication
- 3. The linguistic component of communication
*The linguistic component is the focus of this book/class
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3 Domains of Language
- Form (Syntax, Morphology, Phonology)
- Content (Semantics)
- Use (Pragmatics)
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Phonology
- Sound system of a language
- Rules that govern sound combos
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Morphology
- The structure of words
- The construction of word forms
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Syntax
- Word order and combo to form sentences
- Relationship among the elements within a system
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Semantics
Meanings of words and sentences
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Pragmatics
Combines form and content in functional and socially appropriate communication
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Level I (Level of Evidence for Scientific Studies)
- Evidence from one well-conducted randomized trial
- Systematic review (look @ data already done and compare) or meta-analysis of high quality randomized, controlled trial
Highest Level, most difficult to obtain
- no disorder is the same, especially client behaviors from day to day
- vast difference of severity fit into one classification
- too many factors (environment, exposure)
- funding
- development might take over and they no longer qualify
- ethics requires us to deliver the best therapy (no placebos)
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Level II (Level of Evidence for Scientific Studies)
Similar finding demonstrated from non-standardized experiments (with good experimental design) from several different researchers
- groups not very large w/ small age range
- not randomly selected
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Level III (Level of Evidence for Scientific Studies)
Well designed non-experimental studies (correlational and case studies)
- non experimental
- describe treatment over time (times vary)
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Level IV (Level of Evidence for Scientific Studies)
- Expert committee report, consensus conference, clinical experience of respected authorities
- Experts look at data and give their opinion
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Internal Evidence
what the client presents (behaviors, case history, etc)
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External Evidence
Research Studies, expert opinion
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Subject selection
find a process that would get the study rated at the highest possible
Avoid Bias
- was the group a god match for the test?
- what could use/cause bias
- can you do a blind study? (subjects do not know treatment specifics)
- Double blind study (subjects and administrator do not know treatment specifics)
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