LSB1 290 study set UPDATED ACTUAL Questions and CORRECT Answers
Working memory (WM) allows a child to plan, sequence, summarize, and consider results/consequences
Short term memory 3-9 elements
Long term memory Stores info for days/weeks/months/years
Executive functioning Allows for self-regulation, ID problems, goal setting, self-monitoring plans
Right hemisphere Controls unsderstanding of sarcasm, humor, etc. Damage impairs
pragmatics/language/nonverbal
Functional analysis How a child adapts behavior to surroundng conditions. Behavior in specifc
settings, tasks, or with specific people
RTI Assessment of achievements as they change in response to interventions
UDL Usable by widest range of capabilities
Task analysis Breaking down and arranging tasks
Phonetics Production of speech/sounds
Semantics Meaning under verbalizations
Pragmatics Everyday practical language (understanding perspective of others)
Syntax Grammar/sentence construction (plurals/possessives)
Acute Immediate and short term
Exogenous factors Factors outside of the person
Language production Quantity/amount of spoken/written language
Verbal LD Disability in reading/spelling/composition. Early indicator- talking/listening
problems
Abstract verbal language Descriptions, more specific
Central auditory processing disorder Listening disorder (sounds, symbols, processing rate)
Language quality Content/structure/pragmatics (everyday) use of language
Decoding Translating letters into sounds. Fluent word recognition
Working memory (WM) allows a child to plan, sequence, summarize, and consider results/consequences
Short term memory 3-9 elements
Long term memory Stores info for days/weeks/months/years
Executive functioning Allows for self-regulation, ID problems, goal setting, self-monitoring plans
Right hemisphere Controls unsderstanding of sarcasm, humor, etc. Damage impairs
pragmatics/language/nonverbal
Functional analysis How a child adapts behavior to surroundng conditions. Behavior in specifc
settings, tasks, or with specific people
RTI Assessment of achievements as they change in response to interventions
UDL Usable by widest range of capabilities
Task analysis Breaking down and arranging tasks
Phonetics Production of speech/sounds
Semantics Meaning under verbalizations
Pragmatics Everyday practical language (understanding perspective of others)
Syntax Grammar/sentence construction (plurals/possessives)
Acute Immediate and short term
Exogenous factors Factors outside of the person
Language production Quantity/amount of spoken/written language
Verbal LD Disability in reading/spelling/composition. Early indicator- talking/listening
problems
Abstract verbal language Descriptions, more specific
Central auditory processing disorder Listening disorder (sounds, symbols, processing rate)
Language quality Content/structure/pragmatics (everyday) use of language
Decoding Translating letters into sounds. Fluent word recognition
