FRIPTY SET 4

It can occur: -parentally by rubella, mumps, etc.-perinatally by a difficult birth.-postnatally by anoxia, accidents or diseasesIt's manifested as hemiplegia, paraplegia (legs, lower trunk), monoplegia, diplegia and quadriplegiaIt is categorized as:ataxic CP: disturbed balance and uncoordinatedathetoid CP: slow and involuntaryspastic CP: spasticity and stiff (most common)

Depends on what they have:Could be hearing loss or ID.Some children have typical language.Dysarthria is common

Lack of response to speechSlower acquisitionEcholaliaPerseverationFaster learning of concrete wordsDeficits in comprehension and figurative languageLack of generalizationPronoun reversalOmission of grammatical featuresDifficulty with joint attentionSocial communication problems

ComprehensionWord retrievalSyntactic problemsPoor academic problems (reading)Turn taking and topic maintenanceDifficulty with attention/focusMemory problemsLack of self awarenessReduced processing speechReasoning

Significant expressive language delay seen around 24-30 monthsThey are less vocal, have smaller consonant/vowel inventories, delays in morphosyntactic development, smaller vocabularyThey should receive monitoring

fetal alcohol effects occurs when there is drinking during pregnancy but not enough to be FASD. May be problems in motor, neurological, behavioral, affective, social attachment, cognitive skills and language learning

Difficulty with social interaction skills, like expressive language, not following instructions, turn taking and interrupting and story telling.

Useful in the initial stages of treatment for teaching a skill. Show the stimulus, ask a question, give the correct response, reinforce child for correct imitation, record, go again.

Expanding on the child's utterance.

Adding more information to what the child said.

Provide stimulus over and over.

Say what the child is doing.

Uses approaches in natural settings. Incidental teaching is where the adult waits for a child to initiate a response.

Routinized, repetitive activities used to stimulate language

Include more exposure to literacy related materials. Target morphological awareness and phonological awareness

Pantomime: gestures to express messageEye-blinkASLLimited manual sign: limited gestures and signs

Picsysms: graphic symbolsPic symbols: white drawings on black backgroundBlissymbols: semi-iconic and abstractSig symbols: based off ASLRebuses: pictures with wordsPremack Type Symbols: plastic shapes associated with wordsPECS

Transactional supports to aid social communication and emotional regulation.

There is an innate, hierachrical order of acquisiton

Vowels firstNasals are usually first consonantsStops before glidesFricatives and liquidsAffricates and clusters latest

It's a bottom up approach. Emphasizes phonetic environment. Begin at syllable level.Begin with nonerror soundsFind a context where misarticulated sound is correct and practicePractice in different contextsGeneralize

It's a bottom up drillIt focuses on auditory discrimination/perceptual training, phonetic placement, drills and practice.For drilling: start in isolation -> syllables -> words -> phrases -> sentences -> reading -> conversatio

You find a common distinctive features among sound errors (all sounds have stridency sub), so you work on/f/ (for example) and hope it transfers to other sounds

ankyloglossia (tongue tie)dental deviations (class 1 is when some teeth are misaligned. class 2 is overbite. class 3 is underbite)orofacial myofunctional disorders (e.g. tongue thrust)

teach sounds developmentally vs teach later developing sounds and the others will come

clinician uses minimal pairs to show that there are semantic and motoric differences.

By age three:-reduplication-weak syllable deletion-prevocalic voicing-velar fronting-FCDPersist:-final consonant-devoicing-CCR-stopping-epenthesis-gliding-depalatization