Unit 1 Review

StudyBlue printing of Unit 1 Review html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } 2-20-12 The Discipline Speech-Language Pathologists and Audiologists address the needs of individuals with communication disorders independent and autonomous health professionals do not need to be authorized by another professional, such as a doctor work with other professionals, or parents teachers counselors, ect Audiologists diagnostic and treatment services to individuals who have hearing and balance problems Services Provided by Audiologists: prevention of hearing loss protection of hearing function identification of dysfunction in hearing, balance, and related systems assessment rehabilitation advocacy consultation education research Speech-Language Pathologists assess and treat articulation, language, cogniive, communication, voice, fluency, and swallowing disorders also conduct research, teach, administer, and design or develop treatment and evaluation materials Services Provided by Speech Language Pathologists prevention and pre-referral for disorders of speech (articulation, fluency, resonance, voice), language, cognition, feeding, and swallowing screening assessment/evaluation consultation diagnosis treatment, intervention, and management counseling collaboration documentation referral Public Laws ADA (Americans with Disabilities Act) civil rights law, prevents discrimination on basis of disability reasonable accommodations must be made remedies consistent with Civil Rights Act of 1964 IDEA (Individuals with Disabilities Act) provides financial assistance to state and local agencies to guarantee special education to children (3-21) with disabilities mental and physical disabilities requires an IEP (individualized Education Program Basis of Communication Model of Communication communication is the transmission and reception of information, feelings, and attitudes sender (encoder) ---> message ----> receiver (decoder) breakdowns can occur at any level Encoder Breakdowns structural changes to the speech mechanism such as embryological accidents or surgical removal of structures disruption of normal performance of the speech mechanism (neurological disease) Decoder Breakdowns medium breakdowns, any noisy or non optimal listening environment, plays havoc with less than optimal speech signal people with hearing disorders in a noisy environment, or bad cell signals Receiver Breakdowns obvious case of hearing impairment receptive aphasia auditory processing problems in children Components of Language language: a conventional system of about the world or communication with other people elements and the relationship between them, for expressing ideas about the world of communication with other people language is conventional? bubbler in wisconsin different languages Language in humans generative: small number of elements and rules that can be creatively applied to generate an infinite number of utterances, words that go together are different dynamic: evolves often reflects complex interactions of genetics and environment characterized by mental representation, powered by a host of psychological processes that create, maintain, and adjust these representations partially localized in the brain, certain regions of the brain are clearly specialized for language production and perception Okay Seriously Components of Language Form: elements and how they are combined phonology: rules governing the speech sound system of a language phonetic inventories what are the sounds of a language phonemes what sounds of a language can, when replaced at the same location within a word, change the meaning phonotactics what sequences of sounds are allowed to form words, which are not english permits this, other languages do not morphology: rules governing changes that modify a words meaning smallest meaningful unit in a language free vs. bound syntax rules governing the ordering of words in sentences where do verbs go? objects? nounds? subject object verb in order Content (meaning): semantics meaning expressed by words and word combinations dialects ect Use (social purposes) pragmatics: rules governing the use of language in context complex culture bound part of language Difference between comprehension and reception comprehension: ability to recieve and understand language production: ability to express language different areas of the brain are responsible for the two skills children can have normal comprehension but impair production, or they can have impair comprehension which usually affects their production skills) comprehension versus production corresponds to the encoding vs. decoding parts of the simple communication Multicultural Assessment of communication problems difference vs. disorders cultural bias in standardized tests