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CMDS 612 Chapter 4 Exam Study Guide
EI Assessment - ANSWER The ongoing process of identifying a child's unique needs;
the family's priorities, concerns, and resources; and the nature and extent of the EI services needed by both
Assessment Activities - ANSWER less formal and rely on the use of multiple tools and methods with the close cooperation of families and professionals
Assessment Focus - ANSWER not on what is wrong with a child but on identifying what levels of support are needed for the child and family to be successful.
Normative Testing - ANSWER strong external validity vis-à-vis the age at which certain behaviors can be expected.
Non standardized Approaches - ANSWER Do not compare communication with others; attempt to describe individualistic interactional behavior that by its nature defies standardization.
transdisciplinary model of assessment - ANSWER a way of integrating input and providing a holistic assessment of the child and family.
Transdisciplinary team approach - ANSWER there is a conscious effort
to pool expertise and freely exchange insights and ideas.
Arena assessment - ANSWER parents and professionals observe the entire evaluation and simultaneously assess the child
play-based assessment - ANSWER the assessment with the child is play based rather than test based, and the methods of collecting data are varied
Transdisciplinary Play-Based Assessment (TPBA) - ANSWER a model for assessment with results that highly correlate with more structured measures such as the Bayley Scales of Infant Development, Second Edition
MacArthur-Bates Communicative Development Inventories - ANSWER contain a list of play behaviors that parents can check off
structured play - ANSWER partner attempts through manipulation of the context to
elicit specific behaviors from the child while using a play mode
transdisciplinary play-based arena assessment Advantages - ANSWER Naturalistic, Ecologically Sound, Context Based, Child Centered
Parental Involvement: Assessment - ANSWER an introduction for the family to the early
communication intervention (ECI) process.
Family Members - ANSWER Have unique knowledge of their child's special needs; Know the variety of people, settings, and conditions of their child's interactions; Can suggest alternative ways to elicit behaviors; and Are a wealth of knowledge on their child's developmental history.
Formal Supports - ANSWER Social Service
Informal Supports - ANSWER Generally families, friends, associates, co-workers, etc. They are not organized like the formal systems are, but they can "get together" to help when people need them
communicative intent - ANSWER Motivation to convey a message
More important that intelligence as predictors of later language development in those with ASD - ANSWER attention, imitation skills, and the use of gestures
Nonsymbolic or presymbolic - ANSWER using few or no conventional symbols in the form of words, signs, or picture symbols
prelinguistic communication - ANSWER communication that occurs before children use words; includes gestures and nonword vocalizations
progression for children with communication impairment - ANSWER Non-symbolic; prelinguistic/Symbolic, Lingustic
idiosyncratic - ANSWER Peculiar to one person; highly individualized
Physical or Nonvocal Signals - ANSWER signals may include eye contact, facial expression, communication distance, body movements or contact, gestures, and even aggression to self or others.
Vocal Signals - ANSWER range from soft sounds to screaming and crying.
functional equivalence - ANSWER If two behaviors have the same effect on the environment; produce same outcome
Examples of functional equivalence - ANSWER attention-seeking and escaping
response efficacy - ANSWER relative efficiency of a behavior; Relationship between effort and outcome
Factors determining Efficacy - ANSWER Response effort
Immediacy of outcome
Consistency of outcome
Quality
new one
Coordinated Joint Attention - ANSWER Triadic gaze; alternating looks between objects and adult during nonverbal communication
Joint Attention - ANSWER The ability to coordinate attention between people and objects for social purposes; early infancy to 18 months
Attention Following - ANSWER a child's ability to change the direction of head and eyes in response to adult focus. Early gestures of showing or pointing to an object are ways to draw another's attention or respond to a partner's gaze or point
Joint Attention Behaviors - ANSWER allow children to share, follow, and direct focus of communicative partners, as in following a partner's line of regard, usually a pointing gesture
Attentional Episodes - ANSWER infants learn to use behaviors such as eye gaze, affect
or emotion, and later gestures to respond to, initiate, and maintain shared reference.
protodeclarative gestures - ANSWER Gestures or vocalizations that direct the visual attention of other people to objects of shared interest, such as pointing to a dog; done with the prime purpose of engaging another person in interaction.
motor imitation - ANSWER appears to be a strategy used by infants to acquire and master both new linguistic and new motor behaviors, although the exact nature of this relationship is unknown
Hyper-reactivity - ANSWER a low threshold for physiological stimuli and from emotional reactivity; Flight or fight
Hypo-reactivity - ANSWER high threshold for physiological and emotional reactivity; Under-arousal
Presymbolic Communincation behaviors - ANSWER Include facial expressions, body or limb move-ments, gestures, vocalizations, and sometimes even challenging behaviors, such as aggres-sion, that children use to communicate.
intentional communication - ANSWER any child gesture and/or vocalization that is either
conventional or symbolic in form and produced in combination with a behavior that demonstrates coordinated attention to both an object or event and a person simultaneously.
diectic gestures - ANSWER involve pointing to some object or location while speaking. Usually accompanies words like "this" or "that."
contact gestures - ANSWER require touch of caregiver and child; whether through giving a toy to one hand to the other
distal gestures - ANSWER Require no contact; pointing or reaching
Representational or symbolic gestures - ANSWER object-related gestures that signify some feature of the referent, such as a cupped hand to mouth to represent drinking, or can also be culturally defined, such as waving bye, that represent some action or concept rather than a specific object.
Decontextualization - ANSWER the distancing of thought, language, and behavior from the current situation
behavior regulation gestures - ANSWER include reaching to request an object, pushing an object away, or shaking the head to indicate protest (No!).
Three general purposes of gestures - ANSWER behavior regulation, interaction, and joint attention
Lexical Density - ANSWER the number of different signs and/or words a child uses in a communication sample.
Constructionists - ANSWER word combinations, pivot schemes, and item-based constructions (Seem to follow word order rules. May contain morpho-logical markers.)
EI Evaluation - ANSWER must be conducted to determine a child's eligibility for services; requires identifying a child's level of developmental functioning in a manner that is comprehensive, nondiscriminatory, and conducted by qualified personnel. Traditionally, evaluations are structured and formal and rely on the use of standardized instruments.
Pivot Schemes - ANSWER One word or phrase structures the utterance by determining intent.
Several words may fill the "slot," as in "Want + 'things I want.'"
