Gary Adams Final Exam Notes

Language Disorder-ASHA(significant)impairment in comprehension and/or use of a spoken, written, and/or other

symbol system. May involve form, content, function. Processing and Production
-View Disorder-etiology, age, severity, systems, linguistic ability. -Lang Delay-skills acq in typical order, ability<age
-must exist relative to norm referenced expectations AND environmental expectations (family, teachers)
L4L stage: Observing, Interviewing, Role playing, Dynamic (high context) assess, lexicalized(decontexualized) meaning
CLD Standardized testing: test in different lang, interpreter-criteria based, at least 50 local subjects create norm, Parent
Child Comparative Analysis-PCCA look at deviations.
Clinician Directed- drill, drill play, and modeling. New language forms, lower IQ
Client Centered techniques are self-talk and parallel talk, imitation, expansion, extension, build-ups and breakdowns and
recast sentences. Behavior problems, promotes generalization. Contrived (engineered) vs Naturalistic.
Bilingual-reiterate, expand and check vocab, flexible lang enviro, value native lang, encourage code switching, ask ?s
ZPD is the distance between a child's current level of independent functioning and potential level of performance
Levels I a- systematic meta- analysis of well conducted single randomized controlled trials. Ib- a well conducted single
randomized controlled trial. II a- a systematic review of nonrandomized quasi-experimental or single subject studies.
II b- a high quality quasi-experimental, low quality RCT or single subject. III- observational studies with controls. IV-
observational studies without controls V- expert opinion, theoretical knowledge
Intensive therapy-sufficient time, high engagement Remediation- teach skills to get child to appropriate level.
Intervention: 1) intelligible, grammatical, flexible forms of expression for the child’s ideas 2) make communication
effective, efficient and rewarding for normal social interaction 3) provide oral language basis for success in literacy.
Therapy should be: systematic(structured, connected, scaffolded, informative) Intensive, target functional outcomes.
Teach knowledge, skills, strategies. Estab target, target proficiency, generalize, maintain.
Backward Design- start with the end in mind, then focus on lang underpinnings, foundational skill.
P- Patient or Problem I-Intervention being considered C- Comparison treatment O- desired outcome
L2R 1) phonological awareness 2)decoding (alphabetic principles, spelling-sound correspondences) and 3) sight
recognition (of familiar words). 
L4L comprehension skills begin to emerge with focus placed on 1) background knowledge, 2) vocabulary 3) Language
structures 4) Verbal reasoning (inference, metaphor, etc.) 5) Literacy Knowledge

Phonological awareness: ability to hear and manipulate the sounds in spoken words and underpinnings: isolation,
blending, segmenting, and manipulating (sub). Sound, word, syllable, onset/rhyme, awareness.
Phonemic Awareness is the ability to hear and manipulate the sounds in spoken words and the understanding that
spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds.
Activities: should integrate language modalities. Ie: Push the pennies, substitute cat /k/ for /p/
Intervention Log: Referring to glossaries and marginal glosses, Playing with Words, Story Grammar Graphic Organizer,
Semantic Organizer, Guided Spelling and Reading Practice (prefix, suffix on cards, form words), Vocabulary Eliciting
Questioning, Written Response Planning, Phoneme-grapheme correspondence
Vocabulary: the ability to understand and use words to acquire meaning. cohesive ties (reiteration, reference margins),
context, activate BG knowledge (KWL chart), inferenceing. Tier One- (Basic Words) e.g.-baby, cup, play, the Tier Two-
(Rich Words) e.g.-impatient, glorious exhausting Tier Three- (Low-Frequency Words) e.g.- lucid, taxonomy
Differential Diagnosis: Distinguishing difference and disorder. interpretation and analysis of the diagnostic findings
Collaboration: shared creation, complimentary skills. behavior plans, memory strategies, motor planning, social
interaction, community reintegration, results in consistent behavioral expectations, learn more about memory
strategies, empower parents, make everyday activities therapeutic. Keys for effective Collaboration: Communication,
Commitment, Professional competence, Respect, Equality, Advocacy, Trust, Turnbull et al. 2006
Principles of Effective Collaboration (Ehren & Ehren, 2007) Focus on students and student achievement outcomes. Your
goal is to help students, not colleagues. Try first seeking advice on working with a student. Approach a collaborator as a
respected partner. Recognize what you have to learn from others. Avoid coming off as the “expert/savior. Walk a mile in
his moccasins.”  Try to understand the unique challenges of the people with whom you are collaborating. Establish
ground rules. Discuss how you will operate. Honor commitments. Be on time. Do what you say you will do.  Account for
your collaboration time. Plan for it.
TPBA: developmental, holistic, and dynamic assessment. Flexibility in the structure allows content, participants, and
sequences of events to be changed, depending on individual needs. Allows practitioners and others to examine a child’s
developmental skills, learning style, and interaction patterns. Child is observed for an hour to 1 ½ hours during play
activities with a play facilitator. It is a natural functional approach to assessment and intervention. Parents are actively
involved throughout the process. Used to document that the child is not functioning at age level on needs intervention
to improve quality of performance, and can be used as the basis for IEP or IFSP or FSP development. However, it is NOT
intended to respond to all assessment requirements (standardized).
SLP works with classroom teacher to optimize environment: reduce the amount of material a student has to process
and to present in smaller units with extra time allowed for task completion."  getting assignment information from the
teacher ahead. Integrate classroom assignments into intervention goals.
CLD: Each dialect is adequate as a functional and effective variety of American English. communicative and social-
solidarity function. symbolic representation of the geographic, historical, social, and cultural background of its speakers."
Simultaneous Bilinguals refers to a child who has learned two languages before the age of 3 years.
Preschool Successive Bilinguals enter preschool at age 3-4 years speaking the home language.
These bilinguals go through a four step process in acquiring the second language. 1. Home language use with English
Speakers 2. Nonverbal stage of learning the Second Language (aka the Silent Period) In this stage the child typically
communicates but not with words. They realize their home language will not help them communicate so they will stop
talking and this may last up to 8 weeks or longer. 3. Formulaic Language The child now produces telegraphic and
formulaic speech. 4.Productive use of the second language
School-Age Successive Bilinguals enter school after the age of 5 years with no previous exposure to English. The type and
amount of exposure to English 2. Whom the child needs to communicate with 3. Their attitudes toward the new
language 4. Their aptitude to learn a second language 5. Their motivation to learn the new language 6. Their caregivers’
attitude toward maintaining the home language.
strategies for diagnosing language disorders in CLD ()Use authentic assessment, evaluating performance in classroom
setting using portfolios of work completed, essays, stories and other materials. ()Take advantage of curriculum-based
assessment which determines the child's functioning and performance level in the class ()Use dynamic approach to
assessment, evaluating the student’s performance over time. ()Evaluate student's ability to learn language rather than
focusing only on identifying the student’s current level of functioning ()Evaluate communication holistically focusing on
functional aspects of language as the child uses it to communicate meaning and meet demands of various
communication situations ()Collect observational data in a variety of naturalistic contexts i.e. classroom, recess, lunch,
etc. ()Use questionnaires to obtain info from individuals who interact with the student.
Non-dialect specific aspects (universal) of speech and language production. AAE-speaking children acquire the same
semantic and pragmatic categories at the same stages of development and in the same sequence as SAE-speaking
children.
Four stages of development in metalinguistic abilities Stage 1(ages 1 ½ - 2 years) -Distinguishes print from nonprint/
-knows how to interact with books (right side up; page turning from L to R) -Recognizes some printed symbols Stage 2
(ages 2 – 5 ½ or 6 years) -determines word boundaries in spoken sentences -determines word boundaries in printed
sequences -engages in word substitution play -plays with sounds of language -begins to talk about talking -corrects own
speech/ language to help the listener understand the message (spontaneously or in response to listener request) -self
monitors own speech and makes changes to more closely approximate the adult model -believes that a word is an
integral part of the object to which it refers -able to separate words into syllables Stage 3 (6 – 10 years) -begins to take
perspective and use language forms to match -understands verbal humor involving ambiguity -able to resolve ambiguity
-able to understand that words can have 2 meanings, one literal and the other idiomatic (adj used to describe
personality characteristics – hard vs sweet) -able to segment syllables into phonemes -Find it difficult to appreciate
forms other than idioms (metaphors) Stage 4 ( 10 + years) -able to extend language meaning into hypothetical realm
(understand figurative language such as metaphors , similes, analogies -able to manipulate various speech styles to fit a
variety of contexts/listeners
Metalinguistics refers to the ability to use language to communicate, talk about it, and to analyze it. 
Metacognition is the ability to monitor and understand one's own learning capabilities (strengths and needs) and to
analyze the demands of a learning task.
Literacy Case prevent, address reciprocal relationship of language modalities, skills, matthew effect, dialogic
reading(dialogue), extension activates – carry over to recess. Collaborate with teacher to address phonological
awareness and emergent literacy. Give parent research evidence. Screen for phonemic, phonological awareness, or
rhyming problems.

Primary Prevention - elimination & inhibition of onset; ex. good prenatal care    
Secondary Prevention   - early detection & treatment to eliminate complications
Preventive Intervention - treatment to circumvent symptoms stop them from getting worse
Tertiary Prevention - reduce disability by attempting to restore effective functioning applies to trauma-related patients
(ex. TBI, drowning); prevent further loss…

homework- integrate into life, not separate hw time, associate meaning with print signs etc, print orientation, phoneme
grapheme correspondence for frequent language

Reading Comprehension reading comprehension strategies. Key areas: metacognitive, semantic knowledge, word
meanings, use of context clues. Target: use Backward design. strategies, inference, story elements, vocab. Metalinguistic
awareness of purpose of reading. R2L. INTERVENTION LOG. Dismissal Criteria: Spontaneously employs strategies in the
classroom when reading grade level expository texts, demonstrating reading comp skills on grade level with a variety of
texts (narrative and expository texts) She must have a good command of language to understand what she’s reading and
employ strategies to break down language when needed.
Backward design: start with the end in mind. Personal, social, academic, vocational OUTCOMES. Target language
underpinnings. Child need to interact, play, learn, think, work. Target core of the onion.

Recurring Language Issue treated before for language based issues and as academic demands increase they may arise.
Make sure he doesn’t drop out. Language underpinnings. Reassess, collaborate, look at content areas. Functional.
Realistic goals. Meta-Pragmatics (what you’re doing and when you’re doing it), strategies, community involvement, talk
about his future career.

AAC is an effective communication device. Not necessarily high tech picture board,

I do it, we do it, you do it

stages of therapy.
1. Establishment of a target- set goals
2. Target proficiency- must master goals
3. Generalization- to classroom, homes and other settings
4. Maintenance- maintain goals (typically 2-6 months depending)

To assess AAE and other CLD students: The Diagnostic Evaluation of Language Variation- Norm Referenced
(DEVL-NR). Clinician does not need to be trained in native language.

STG: (who) will (do)(criteria)(presentations)(frequency)

The client will accurately produce the /r/ phoneme in final position 80% of 3 consecutive sessions.