a hypothesis regarding the system of rules used by the speakers/listeners of a language to produce and understand sentences.
The study of how language unit acquire meaning of the speakers/listeners of a language.
Study of speaker-listener intentions and relations and all the elements of the context in which messages occur.
Child’s utterances are contrasted against “expanded” adult model
compares an individual's performance to the performance of a representative sample of his/her peers
a subgroup of individuals chosen to be representative of the normative population of interest
derived scores expressed as the chronological age or grade placement of that group for whom an obtained score was typical.
Age equivalent scores
a general term to transformed or normalized scores used to compare an individual's performance to that of his/her peers standard scores are based on the mean and standard deviations obtained by peers in the standardization sample.
a measure for expressing the amount of dispersion or variability in a set of scores with reference to the mean
The tendency for observations or values to cluster around some value
the extent to which an instrument measures what it claims to measure.
the extent to which results obtained by an instrument with a given subject are similar or consistent
The prevalent rate or frequency at which a specific language behavior occurs prior to intervention (the client’s level of mastery with a given skill before training begins)
The ability of the clinician to adjust the various management factors so as to fine tune the learning experience of the client
The language skill should be specified in such a way that its occurrence or non-occurrence can be easily identified
A structure used correctly in 90% of accuracy of obligatory contexts
Criterion of mastery
Goals based on normal sequence may not represent all children, goals are more functional may be more valuable to indivuals clients to serve their communication needs
Remedial function logic
Goals are derived from normal language development sequences. Children learn structure according to what is easier and more useful
Developmental logic approach
The primary object/event/relationship in whose presence a specific language behavior is the expected response
The primary verbal stimuli presented to evoke a response to the stimulus
Auditory, visual, and or tactile/kinesthetic stimuli provided in addition to the primary stimulus to promote/facilitate/support correct responding by the client.
A procedure in which the clinician provided an auditory stimulus to be imitated by the client. This procedure is typically used in the early phases of training a response that is not client’s repertoire or exists at a very low level of mastery
A response by the client that is relatively immediate reproduction of an auditory stimulus (the model) provided by the clinician
A procedure used by the clinician that may supplement either imitative or spontaneous response by the client
A procedure used by the clinician that involves commenting on the topic of a child’s utterance but not necessarily using the same words
Any event that follows a response and increases its frequency or strength – the probability it will occur again under similar circumstances
Transferring /maintaining the behavior to a variety stimuli settings and audiences
Creating a behavior that is infrequent or nonexistent
I don't have definitions for these, when I find my book, I can put the exact definitions of them.
Systematic programming plan
Expressive language sample