Language Disorders 2
Terms
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- Approaches to teaching literacy
- Skills based, meaning based
- skills based
- an approach to teaching literacy. learn phonics first 60/70's Chall
- Meaning based
- an approach to teaching literacy. Not much emphasis on spelling. people learn to erad from whole struc. and mean extracted from it. good emphasis of lit.
- Successful reader
- letter sound relationships, sight vocab strategies, comprehension strategies.
- Reading skills of 1st grade
- real reading, decodes single words, reading vocab 300-500, self corrects, read single instructions 2-3 words, counts syllables, spells 3-4 letter words, basic punct. capitals/periods/ types of writing
- Dysgraphia
- make inappropriately sized and spaced letters, or write wrong or misspelled words despite thorough instruction. ack basic spelling skills (having difficulties with p,q,b,d), and often will write the wrong word when trying to formulate thoughts (on paper).
- IEP
- Required by IDEA, the academic plan required for all students whoe are in special ed./ related services in the public schools.
- Whole language approach
- a discovery based informal method of integrating cognitive skills, lang. skills, and curricular goals.
- Discourse
- verbal interaction between two/more participants
- Type of discourse
- Conversation, marration, exposition (primarily for presenting)
- Narrative vs. Conversation
- longer utterances, more planning, more organization, more dysfluencies, no questions, speaker controlled
- Conversation vs. narrative
- shorter utterances, less planning, less organization, less dysfluencies, more questions, listener controlled.
- Foundation of conversational skills
- turn taking, topicalization, listening, theory of mind, presupposition, development of deixis.
- Theory of mind
- Foundation of conversational skills, other person perspective
- Presupposition
- Foundation of conversational skills, how much the other person knows
- Development deixis
- Foundation of conversational skills other person perspective
- reasons to assess children's narratives
- Narrative lang. skills is assoc. w/ other lang. skills, narr. occur naturally in many settings ecological validity, assesses content, form, and use, can assess comp & prod. spoken & written, can adjust to child's level and shows how much support the child needs to prod. a narrative.
- T-unit
- one main clause w/ all the sub. clauses and non clausal phrases attached to/or embedded in it.
- narrative production
- Personal, script, fictional
- Personal narrative prod.
- recounts and accounts
- script narrative prod.
- verbal acct. of what usually happens(typically second person you)
- Fictional narrative prod.
- story about animate being
- Applebee's six narrative levels
- used for stories/personal narratives, developed related to cog. stages, processes: centering, chaining.
- Applebee's level one
- Heaps stories 2-3
- Applebee's level 2
- seq. stories 3
- Applebee's level 3
- primitive narrative 4-4.5
- Applebee's level 4
- unfocused chain 4.5-5
- Applebee's level 5
- focused chain
- Applebee's level 6
- true narrative 5-7
- Story grammar
- Setting, initiating event, internal response, plan, attempt, consequence, reaction
- Aphasia
- an impair of lang, acquired comm. disorder that impairs ability to process lang. IQ not effected, diff. reading and writing.
- Types of stroke
- ischemic, occlusion, hemorragic
- Ischemic stroke
- 80% artery blocked, thrombotic, embolic
- Thrombotic Ischemic stroke
- 50% of stroke caused by cerebral thrombosis. large vessel thrombosis 30% small vessel thrombosis 20% Clot
- Thrombotic ischemic embolic
- 30% of strokes caused by cerbral embolism-clot travelled from somewhere else.
- Hermorragic stroke
- 20% bleeding from blood vessel, intracerebral hemorrhage/subarachnoid hemmorrhage, ruptured blood vessel
- Paraphasia
- The unintentional substitution of an incorrect word for an intended word.
- Area's of lang. affected stroke
- Wernicke's-comprehension, Broca's-lang. prod., motor area-artic.
- Neologism
- the uninteded sub of an invented /nonsense word that contains no smilarities to the intended word.
- Anomia
- inability to recall the names of people, common objects, and places.
- Global Aphasia
- most severe, prod. few recog. words, understands little/no spoken lang., neither read/write, immed. post stroke.
- Broca's aphasia
- speech output severely reduced, short utter less than four words, limited vocab, sounds clumsy and labored, may understand speech, limit read/write, halting/efforful quality.
- Wernicke's aphasia
- fluent aphasia, speech fluent, word retrival diff., artic and prosody intact, empty meaningless, verbal paraphasias, lteral paraphasias poor auditory comp.
- Verbal paraphasia
- unintended word sub for another
- literal papaphasia
- phonemic errors.
- Mixed non-fluent apashia
- sparse and effortful, limited comp of speech, reading/writing limited to elementary level.
- Learning disability
- any one of a heterogeneous set of learning probs. that affect the acquisition and used off listening, spaking, writing, reading, math, and reasoning.
- Causes of ADHD
- underactivity in frontal lobe, limited blood flow to certain parts of brain. Heredity-most common cause-more likely to have a bio relative.
- Inattention in ADHD
- fails to give close attn. to details/makes careless mistakes, diff sustain. attn for play, does not seem to listen when spoken to direct., does not follow through on instructions, fails to finish school tasks, diff. organizing, avoids dislikes/reluctant to do taks that require sustained mental effort, loses things, easily distracted, forgetful daily.
- Hyperactivity/impulsivity ADHD
- fidgets, leaves seat often, runs and climbs when inappropriate, diff. palying in leisure activities, "on the go", interupts/intrudes
- Areas of internal control impact ADHD
- Focal control, mental effort control, associatevie control, appetite control, behavior control, affective control, quality control
- Focal control
- the ability to focus on what is important
- mental effort control
- the energy and concentration needed to maintain focal control.
- Associative control
- the ability to state issues that are releveant to a designated topic w/o the use of tagential remarks
- appetite control
- the ability to delay gratification
- behavior control
- related to add, the disorgantization of the CNS that results in an inabiltity to control impulsivity
- affective control
- the ability to control emotions, partic. w/ regards to laughing and crying
- quality control
- the ability to explain and account for a person's own actions.
- Selective attention
- the ability to select and focus on what's important
- focused attn
- the attn required to recall info needed to complete an activity, usually under a time constraint
- sustained attn.
- the attn needed to stay on task until its completion.
- Types of medication
-
stimulants-ridalin, hypertension-chlonodine
antidepressent - suggestions for manage ADHD
- academic, behavior, medical, social
- Academic manage of ADHD
- understand child's learning style, break assignment into smaller units, break down instructions into smaller units.
- Behavior manage of ADHD
- consistent routines, prepare child for changes, strengthen strengths as much as addressing weaknesses, max. function and circumevent/minimize weakness, makes sure child is held accountable for own actions
- social manage of ADHD
- taught deal w/ emotions appro., behavior therapy, positive reinforcement and timing is important, so freq use immediately.
- Spontaneous recovery
- recover occurs during first 6 months, but can take 2 years. Aphasia can evolve from one type to another, auditory comp shoes the quickest and most dramatic improve, restitituion of function: reovery is a physiological process.
- Characteristics of ADHD
- probs w/ control and reg. of attn, impulsivity, hyperactivity
- Control and reg. of attn. adhd
- probs. w/ controlling attn. and paying attn. inability to stay on task, or even to be attn to know task., lose interest faster than other kids
- classroom lack of attn. adhd
- cannot determine important facts, answer questions w/ unexpected responses, do not follow rules for turn taking and other pragmatics.
- impulsivity adhd
- inabiltity to sustain inhibition. behaviors just happen
- classroom impulsivity
- disorganized, act inappropriately when losing affect interaction w/ peers
- hyperactivity
- fidgety, run around, shift in seat
- Heaps level of applebee
- all simple sentences
- Sequence level applebee
- Central theme, character, or setting
- Primitive narrative applebee
- central person, object, and event
- Unfocused chain
- No central theme or character, no plot or story theme Lack of evidence of complete understanding of reciprocal nature of characters and events
- Focused chain
-
Organized with both a center and a sequence
Actual chaining of events that connect the elements - True narrative
- at least five story grammar elements.