Term
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Definition
| characterized by behaviors that persist over time, are intense, and impair a child's ability to funtion in society |
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Term
| characteristics of emotional disturbance |
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Definition
| inability to learn or maintain interpersonal relationships, pervasive mood of depression, fears/anxiety, schizophrenia |
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Term
| externalized behaviors and examples |
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Definition
| behaviors that are expressed outwardly, such as agression, hyperactivity, irritating behaviors, hitting, cursing, cruelty to animals |
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Term
| internalized behaviors and examples |
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Definition
| behaviors that are expressed inwardly, such as social withdrawal, depression, fears, self-mutilation, eating disorders |
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Term
| what does the degree of emotional disturbance determine? |
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Definition
| the type and degree of interventions and services required; and what the least restrictive environment is |
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Term
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Definition
| an interaction of cognitive competence, social knowledge, and language competence |
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Term
| what does communication competence determine? |
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Definition
| any communication problems that impact the student's ability to interact with others |
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Term
| what are the five components of language? |
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Definition
| phonology, morphology, syntax, semantics, and pragmatics |
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Term
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Definition
| the system of rules about sounds and sound combinations |
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Term
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Definition
| the smallest unit of sound that combines with other sounds to make words |
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Term
| manifestations of problems with phonology |
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Definition
| trouble with sounds, consonants, and interpretation of words |
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Term
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Definition
| the smallest units of language that convey meaning |
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Term
| manifestation of problems with morphemes |
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Definition
| lack of inflectual endings and tenses |
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Term
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Definition
| governs how morphemes and words are correctly combined |
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Term
| from what ages do the six stages of syntax acquisition range? |
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Definition
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Term
| syntax acquisition from birth to 2 years old |
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Definition
| child is learning the semantic system |
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Term
| syntax acquisition from age 2 to 3 |
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Definition
| child forms simple senteces that contain a subject and a predicate |
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Term
| syntax acquisition from age 2.5 to 4 |
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Definition
| child begins adding question words and rearranging sentences to ask questions; and simple sentences are combined with "and." |
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Term
| syntax acquisition from age 3.5 to 7 |
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Definition
| the child forms complete sentences with appropriate words within the correct gramatical class and tense |
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Term
| syntax acquisition from age 8 to 20 |
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Definition
| the child learns complex sentences and develops an understanding of subtlties |
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Term
| indication of deficiets in syntax acquisition |
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Definition
| lack of sentence lentgh or complexity, confused structue |
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Term
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Definition
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Term
| from what ages do the three stages of semantic acquisition range? |
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Definition
| from birth to 12 years old |
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Term
| semantic development from birth to 2years old |
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Definition
| one word sentences develop, but with multiple meanings for the same word |
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Term
| semantic development from age 2 to 8 |
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Definition
| objects are defined in terms of visible actions, but the child begins to respond to prompts and understand opposites |
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Term
| semantic development from age 8 to 12 |
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Definition
| for the child, word meaning and vocabulary relates directly to experiences. The child begins to give dictionary definitions. |
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Term
| manifestation of semantic problems |
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Definition
| limited vocabulary; literal interpretations or figurative language or idioms; failure to realize changes in word meaning from context to context; misuse of transitional words; mininterpretation of words |
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Term
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Definition
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Term
| manifestations of pratmatic problems |
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Definition
| trouble reading cues; inappropriate social behavior dealing with language (interrupting, monopolizing conversations); immature speech; improper responses |
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Term
| signs of language development problems in preschool and kindergarten |
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Definition
| immature speech; unable to follow simple directions; cannot name days of the week or colors; cannot associate sounds with letters; sound substitution; withdrawn from peers |
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Term
| signs of language development problems in elementary school |
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Definition
| problems with sound discrimitation and temporal/spatial concepts; problems transitioning from narrative to expository writing; slow speech; trouble sounding out words; confusion about multiple word meanings; failure to interpret social clues and adjust language |
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Term
| signs of language development problems in middle and high school |
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Definition
| lack of understanding of grade-appropriate syntax, semantics, and pragmatics; short-term memory problems; cannot organize/categorize information; inattentive, withdrawn, or frustrated due to pragmatic difficulties |
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Term
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Definition
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Term
| concrete operational thought |
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Definition
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Term
| manifestations of cognitive difficulties in adolescence |
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Definition
| inability to think abstractly; lack of logical reasoning; inability to consider point of view; difficulty debating ideas or expressing opinions |
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