lang dis part 3: assessment and tx of emerging lang

Question 1

first priority of assessment

Answer 1

joint attention, turn-taking, and other back-and-forth activities

early social communication scales

Question 2

2nd priority

Answer 2

functional and symbolic play

-symbolic play assessment (normative play assessment)

Question 3

assessing intentional communication

Answer 3

-look for range of communication functions
-use communicative temptations (goal is to get child to communicate)
-requests and protests/rejections, comments, higher level discourse functions

Question 4

assessment of lang. comprehension

Answer 4

phase 1: single nouns, verbs
phase 2: 2-3 word instructions (agent-action instructions)
phase 3: words including agent-action-object combos

Question 5

assessment of expressive vocab

Answer 5

-do prelinguistic vocalizations have consonants
-use parent report vocabulary checklists
-use parent report of general communication skills

Question 6

assessing semantic-synctactic production

Answer 6

-assess relative frequency of word combinations vs. single word production from communication sample
-examine range of semantic relations expresses in multiword utterances

Question 7

prelingustic milieu teaching

Answer 7

hybrid tx ideal for increasing intentional communicative behaviors

Question 8

steps for prelingustic milieu teaching

Answer 8

-use communicative temptations and arrange the environment to create oppurtunities for naturalistic communication
-follow the childs lead
-build social routines
-target specific behaviors/lingustic structures
-treat all acts as communicative
-train parents to use these techniques
-also effective for helping children produce vocalization with consonants

Question 9

hanen programs

Answer 9

-parents are primary agents of intervention
-tx targets prelingustic communicative acts, vocabulary growth, and early word combos
-4 core strategies: child-centered, responsivity, model target communication, focused stimulation

Question 10

hanen programs: requirements and schedule

Answer 10

-training, 8 families per program, 12 weeks per program
-1 orientation, 1 introductory session w/ assessment, 8 group sessions, 3 video feedback sessions
-30 hour time commitment for parent
-120 hour time commitment for slp
-assessment and decision making - initial assessment, video feedback sessions

Question 11

hanen: it takes two to talk

Answer 11

-target population: toddlers 18-48 months, with expressive lang delays
-evidence suggests this program supports improved caregiver interactions and growth of expressive lang
-goals: team-based goal setting, implementation of four core strategies by parents: postive interactions, responsive language input, and focused stimulation

Question 12

hanen: more than words

Answer 12

target population: toddlers 15-48 months, with ASD or suspected ASD

evidence suggests this program supports improved caregiver (nonverbal) responsivity; children increase in vocab, social interactions, and initiation

goals: team-based goal setting, implementation of four core strategies by parents

build social routines, develop joint attention, expectant waiting

Question 13

evaluation and assessment AVT

Answer 13

eval: normal referenced tests, screenings, and observations of interactions with parents, siblings, and play

integrated scales of development from Listen, Learn, and Talk (cochlear)
-determine developmental level

Question 14

4 levels of auditory skills

Answer 14

-detection - basic hearing
-discrimination - distinguishing between different sounds
-identification - identifying a sound
-comprehension - linguistic comprehension, use of hearing for communication

Question 15

tx avt

Answer 15

initial fitting
-take 5: first thing in the morning check your childs device, get your childs hearing devices on their ears as soon as they are awake, do a quick listening check

Question 16

ling six sound test

Answer 16

m, u, a, i, sh, s

Question 17

tell me about it avt

Answer 17

name and comment on everything, incidental learning

Question 18

reading aloud avt

Answer 18

-read familiar stories, choose a book related to your childs recent experiences
-choose books with detailed illustrations which are great for expanding vocabulary
-read a story using a different voice for each character
-read books with flaps

Question 19

language rich preschool: circle time

Answer 19

calendars and books

-other kids help reinforce circle time rules

Question 20

lrp: snack time

Answer 20

pragmatics, asking for things appropriately

lang, 3rd person singular -s

Question 21

lrp: multi-day project

Answer 21

no other info just need to know its a thing i guess

Question 22

lrp: free play

Answer 22

free chance to roam around, play routines

Question 23

ibr: print concepts

Answer 23

basic aspects of how literacy works
-reading conventions like holding books, reading L to R, word
-increase knowledge of metalinguistic terms such as word, letter, and sound
-recognize print in the environment
-point out words that appear multiple times on a page, correspond to a picture

Question 24

ibr: alphabet knowledge

Answer 24

-recognize own name in print and the letters in it
-sing the alphabet song, rehearse the alphabet
-sort upper- and lower-case letters
-identify sound that corresponds to a letter

Question 25

ibr: phonological awareness

Answer 25

-point out rhyming words
-blending and segmentation are the most critical skills for decoding and spelling

Question 26

child-centered strategies to use during book reading

Answer 26

-pointing based on the child’s interest; label what the child is interested in
-acting on the pictures, for example, petting the cat on the page
-recasts, extensions, and semantic elaboration, parallel talk, use the cloze procedure (pause and let the client finish_

Question 27

hybrid strategies to use during book reading

Answer 27

-multiple re-readings
-expectant pausing/cloze procedure
-plan for target goals in advance of reading
-focused stimulation and book choice