Chomsky developed the theory about the LAD Language Acquisition Device 

You have to have input to have output and that is how you acquire your grammatical rules. This happens in the left hemisphere. 

Two specializations that we were born with:

1. Specialiazation for Social Cognition SSC

2. Grammatical Analysis Module

1. Intersubjectivity
2. Vocal Accomidation
3. Referential Looking

Hovered over newborns mirroring different facial expression because of mirror neurons.

Formulaic utterances are stored in both hemispheres.

Example: See you later!

As time goes on you build a large inventory of F.U. and at some point it triggers the Grammatical Analysis Module which is in the Left (dominant) hemisphere. Not acquiring these utterance can delay the trigger of GAM.

The dominant hemisphere (left hemisphere) 

Generates novel utterances using grammatical rules

CELF-P

PLAI 2

Norm Referenced is scored against a population or group.

Criterion is scored individually. 

1. True Positive (Yes disorder, Has disorder)
2. False Positive (Shows a problem, does not really have one)
3. True Negative (No disorder, does not have disorder)
4. False Negative (says no problem, but really has problem)

Descriptive is informal. i.e. Language Samples, TTR, Speech Samples, Data scoring, PCC, MLU

Is the sample I got typlical of my child or have over estimated this child. 

Has the child been truly represented?

Explain figure 4.3 on page 115

Owens downward pointing triangle 

Explain and List 4 parts

The triangle goes from broad to narrow, where you get more and more specific the further you go down.

1. questionaire,interview, referral

2. observation 

3. formal testing 

4. conversational language sample

Asking parents

Informal testing

Pragmatic Protocol by Prutting and Kirchner

Grammatical and Syntax

(Sentence Repitition)

Interview

Hearing Test

Oral Mech

Observation

Language Sample

Formal Test

Look at the TTR - Type Token Ratio

SALT Systematic Analysis of Language Transription

CLAN Child Language Analysis

Mean Length Utterance

Once a child's utterances are 4.0 or over we start using the T-Unit because the child is producing simple and complex sentences. 

This measures vocabulary variation. 

Variation/ Total x 100

That children should have this down by the age of 3. 

Martin Ball is the only person that has written a book on vowel distortions. 

• Pixie like features
• musically inclined
• Cognitively impaired
• Can't talk meaningfully about what they dont understand
• Very Social
• Can imitate

False

Comprehension usually exceeds production

False

The speech of children with Down Syndrome is similar to the speech of typically developing children of a younger age.

In general, children with Down Syndrome produce fewer different words. A measure that would show this is

A. MLU

B. PCC

C. PPVT

D. TTR

D. TTR

Attention

Irratibility

Visual

The functional magnetic resonance imaging

fMRI

Autism

High Functioning Autism

Aspergers Syndrome

Childhood Disintegrative Disorder

Rett Syndrome

Persuasive Developmental Disorder not otherwise specified PDDNOS

Repeating one's own speech, it only happens at the end.

(Differs from stuttering. stuttering only happens at the begining not at the end)

Working memory.

The visiospatial (scratch pad)

Phonological Loop (buffer)

Observe – You see it yourself

Elicited – You set up to try to see if the child performs the behavior

Report – The parent says child does it

1. Picture Vocabulary

2. Relational Vocabulary

3. Oral Vocabulary

4. Sentactic Understanding

5. Sentence Imitation

6. Morphological Completion

7. Word discrimination

8. Phonemic Analysis

9. Word Articulation

Describe the subtest of the TOLD - P4

Picture Vocabulary

Receptive test of comprehension of single words

Ex. Child points to picture 

Describe the subtest of the TOLD - P4

Relational Vocabulary

Measures a child's understanding and ability to orally express the relationships between 2 spoken stimuli words.

Ex. How is the bus like a train?

Describe the subtest of the TOLD - P4

Oral Vocabulary

Measures a child's ability to give oral directions to words that are spoken by the examiner.

Ex. Point to the last person in line.

Describe the subtest of the TOLD - P4

Syntactic Understanding

Measures the child's ability to comprehend the meaning of sentences

Ex. A: She has the ball

C: She gots it

Describe the subtest of the TOLD - P4

Sentence Imitation

Measures a child's ability to imitate English sentences. 

Describe the subtest of the TOLD - P4

Morphological Completion

Measures a child's ability to recognize understand and use common English morphological forms.

Ex. cat vs cats

Test of Morphology

Wug vs Wugs

Describe the subtest of the TOLD - P4

Word Discrimination

Measures a child's ability to recognize the differences in significant speech sounds. 

Rake

Wake 

Lake

Auditory Discrimination

WAKE LAKE RAKE

Describe the subtest of the TOLD - P4

Phonemic Analysis

MEasures a child's ability to segment words into smaller phonemic units.

Ex Cat, Hat, Hit,Hop

There are 3 blocks the each has its own individual letter.

The child can flip the card and can make Cat into Hat then Hat into Hit and Hit into Kit.

Describe the subtest of the TOLD - P4

Word Articulation

80

Age of onset is 3 to 6 years

Can result in permanent Aphasia

(seizures)

1. Matching Perception

2. Selective Analysis of Perception

3. Reporting Perception

4. Reasoning about Perception

Describe Level I of the PLAI

Matching Perception

Ex. Say the word "dog"

"When I show you the next page I want you to point to the dog"

Describe Level II of the PLAI

Selective Analysis of Perception

Ex. Show me what we use for cooking 

(child points to oven)

This is giving the task a function or finding differences within the object

Describe Level III of the PLAI

Reporting Perception

Ex. The juice wont stay in this cup (the bottom of the cup is missing) 

Which one of these bottoms wil fit the cup?

The child will reason and describe similarities between objects. 

Describe Level IV of the PLAI

Reasoning about Perception

Ex. If this bowl were filled all the way with sand could we pour in these marbles. (sand and marbles are not present in the bowl)

00                                                                       Predicting outcomes and classifying. (The answer will never be visible)

The PLAI can be scored ________.

(4 types)

quantitatively

FA -Fully Acceptable

AC- Acceptable

AM - AMbiguous

IA - Inadequate

overresponsive

underresponsive

1. PL 94-142

2. PL 99-457

Individualized Education Plan

IEP

Least restrictive envrionment children 

3 to 21

schools are obligated to provide speech services to those children ranging from 3 yrs to 21

Extended the range of all handicap chilren to include ages 0 to 3

IFSP 

Individualized Family Service Plan

EAR means they have been identified as already having the problem.

AR means they potentially will have problem.

Est. AR is a child with chromosomal genetic disorders, neurological sdisorders (TBI), congenital malformations (micro cephaly), inborn metabolc errors (PKU)

AR - premature labor, low birth weight, physica abuse, severe chronic child illness, lack of or limited prenatal care, care giver mental illness

False

Occurs at birth and does not worsen.

Spastic

Athetoid

Ataxic

Caused by bilateral damaged and there is too much muscle tone. 

Speech is slow and impercise

Problems with the basal ganglia 

involuntary movement

Cerebellum damaged

Staggering gait

intoxicated and slurred speech that is impercise

gesturing

grabbing food

pointing

tracking

Give a semantic category example of:

Existence

Give a semantic category example of:

Give a semantic category example of:

Give a semantic category example of:

Give a semantic category example of:

Tell baby jump

Tell baby sit down

Tell baby walk

Give a semantic category example of:

Give a semantic category example of:

where are your shoes.....here

(no action involved)

Give a semantic category example of:

Give a semantic category example of:

Give a semantic category example of:

Your here is mine there

(this depends on perspective)

An example of a semantic relation:

Cow Jumped

An example of a semantic relation:

Move Ball

An example of a semantic relation:

My Car

An example of a semantic relation:

Black Cow