SPHS-S 108 Study Guide - Midterm Guide: Paraphasia, Pragmatics, Low Frequency

• School: IU
• Department: Speech & Hearing Sciences
• Course: SPHS-S 108
• Professor: Leah Factor

Document Summary

Chapter 10: language use pragmatics, language form phonology, morphology, syntax, language content semantics, syntax: can also be a part of form. **re(cid:448)ie(cid:449) the t(cid:455)pi(cid:272)al de(cid:448)elop(cid:373)e(cid:374)t of la(cid:374)guage (cid:373)ilesto(cid:374)es: (cid:862)o(cid:448)er(cid:448)ie(cid:449) i(cid:374) childhood la(cid:374)guage. Disorders part o(cid:374)e (cid:894)(cid:1007)/(cid:1006)(cid:1007)(cid:895)(cid:863) a(cid:374)d (cid:862)co(cid:373)(cid:373)u(cid:374)i(cid:272)atio(cid:374) a(cid:272)ross life pa(cid:374)(cid:863) In common: both have limitations in language form, content, and/or use that interfere with participation in social or academic activities, judged to be at risk for social, academic, or vocational problems. Infants/toddlers: low frequency of vocalization, lack of syllable productions in babbling, extensive use of gestures in the absence of vocalizations, preschoolers. Immature of disordered phonology: grammatical morphology errors, o(cid:373)issio(cid:374) or i(cid:374)(cid:272)orre(cid:272)t use of (cid:862)(cid:271)e(cid:863) (cid:448)er(cid:271) for(cid:373)s. Infants/toddlers: lack of intentionality (after 6 months of age, restricted range of communication functions (verbal and non-verbal, preschoolers, limited assertiveness and/or responsiveness, difficulty initiating and maintain topics. Intervention activities are clinician-driven: clincian responses are formulated to emphasize intervention targets. *look at table in book and know the difference between all of these.