Final 2 (Weeks 4 - 6) Flashcards
(82 cards)
1
Q
Progression of development of the symbolic dimension of play
A
- no manipulation of objects
- manipulation (exploration of toys)
- Functional (conventional use of toys)
- symbolic/pretend play (pretending to do something or be someone)
2
Q
Progression of development of the social dimension of play
A
- isolate (seemingly not aware of others)
- orientation (child looks at peers, turns body towards others)
- parallel play (child plays among other children in the same play space)
- common focus/interactive play (turn-taking, giving, receiving, sharing materials)
3
Q
Where do we start with teaching play and social skill targets?
A
- inventory of preferred items and activities, unique interests
- observation of child’s social and play behaviour
- consider hierarchy of difficulty
- behavioural objectives
4
Q
Do-Watch-Listen-Say: Non-verbal social interaction
A
- social attention
- reciprocal interaction
- social regulation (are they able to point to the thing they want)
- shared attention (idea of “we are both looking at something)
5
Q
Do-Watch-Listen-Say: Imitation
A
- motor
- verbal
6
Q
Do-Watch-Listen-Say: Organization
A
making choices, attending to activity, toys in designated location, recognizes mine/yours, independent with familiar activities
7
Q
Do-Watch-Listen-Say: Social Skills (Play)
A
- solitary (wander from station to station)
- social
8
Q
Do-Watch-Listen-Say: Social Skills (Group Skills)
A
- attending
- waiting
- turn-taking
- following group directions
9
Q
Do-Watch-Listen-Say: Social Skills (Community Social Skills)
A
how to behave in a restaurant, grocery store, hair salon, etc.
10
Q
Do-Watch-Listen-Say: Communication (Communicative Functions)
A
- requesting items/activities
- responding
- commenting
- requesting information
11
Q
Do-Watch-Listen-Say: Communication (Social-Emotional Skills)
A
- express feelings
- pro-social statements
12
Q
Do-Watch-Listen-Say: Communication (Basic Conversational Skills)
A
- verbal
- non-verbal
13
Q
Teaching social skills
A
- complete a task analysis to determine:
- who is involved
- how complex is the play instruction
- how much language is involved
- how much waiting is involved
- how many rules are involved
- how motivating is the activity
- how many materials are involved and who controls them
- how predictable is the interaction
14
Q
Teaching Strategies (Modelling)
A
- video modelling and in Vivo modelling
- reciprocal imitation
15
Q
When should video and/or in Vivo modelling be used?
A
- independent play
- pretend play
- peer play
16
Q
What is reciprocal imitation?
A
clinician imitates the actions of the child
17
Q
Teaching Strategies (Prompting)
A
- scripts
- picture schedules
- Social Stories
18
Q
Are Social Stories meant to change behaviour?
A
No, they help to explain a complex situation or circumstance
19
Q
Teaching Strategies (Shaping)
A
differential reinforcement of closer approximations of target play behaviour
20
Q
Teaching Strategies (Chaining)
A
- backward chaining
- forward chaining
21
Q
Teaching Strategies (Pivotal Response Training)
A
- clear instructions
- child chooses the materials
- intersperse known easy tasks with new (harder) tasks
- reinforcement of attempts
22
Q
Teaching Strategies (Self-Management)
A
teach:
- what desirable behaviour is
- if the behaviour did/did not occur
- use some for of tracking behaviour
- self-administer reinforcement
23
Q
What if…child is only interested in playing with one item?
A
- take note of what is reinforcing
- find something similar
- keep exposing child to other toy, and make reinforcement contingent on engagement with new toy
- stimulus-stimulus pairing: use that singular interest as the reinforcement
24
Q
What if…child is engaging in stereotypy?
A
- interrupt and re-direct: be careful with this as you can create a larger problem for yourself
- use as reinforcement
- work into play action
25
What if...child is not able to play independently?
use visual supports (e.g. visual picture schedule)
26
What if...child only plays with adult play partner?
bring in peers
27
Integrated Play Group Model
- social development
- symbolic development
- social-communication skills
- diversity of play interests
- reciprocal relationships with typical peers
28
Vygotsky’s Zone of Proximal Development
difference between what a learner can do alone vs. with the teacher/communication partner's assistance
29
Mission of Integrated Play Group Model
"to provide a haven for children with diverse abilities to create genuine play worlds together where they may reach their social and imaginative potential, as well as have fun and make friends"
30
Three levels of scaffolding
- modelling play action, physically directing child
- visual cueing and verbal guidance
- minimum support, only stepping in in needed
31
Social communication guidance
- teaching peers what to say/do
| - focus on the participation of the novice user
32
Structure of Integrated Play Group Model
- opening ritual
- play
- closing ritual
33
Integrated Play Group Model Groups
- small groups (3 -5 children)
| - more expert than novice players
34
What if the novice player is engaging in unusual play behaviour?
it is welcomes and incorporated into play
35
Social Pragmatic Approach to MTW
uses everyday interactions between caregivers and children to promote communication
36
Natural Language Paradigm to MTW
arranges the environment to increase the children's opportunities to use language
37
Interactionism with MTW
- language input helps drive language learning process
| - social interaction is key to language learning (social interactionist view)
38
Conceptual Bases of Hanen More Than Words (MTW)
- social pragmatic
- natural language paradigm
- interactionism
39
Core principle of MTW
social interaction
40
Social Interaction in MTW
- parents play critical role in their child’s development
- - focus on teaching parents to become responsive communication partners
- - responding contingently to child’s communicative attempts -- responding to child focus
41
MTW strategies are aimed at
- promoting child initiation
- promoting interaction
- promoting receptive and expressive language
42
The 4 stages of communication
- own agenda
- requester
- early communicator
- partner
43
Own Agenda
pre-intentional communicator
44
Requester
- intentional communication for purpose of requesting
| - use of non-symbolic communication (e.g. hand-leading)
45
Early Communicator
symbolic communication (e.g. gestures, pointing, etc.)
46
Partner
- simple conversations
| - echolalia, scripting, Theory of Mind issues
47
Hanen It Takes Two to Talk (ITTT)
- what a parent does and says makes a different
- increase parents’ awareness of their own interaction style and roles
- increase parents' awareness of child's communication
- child-centred approach
48
Goal of ITTT
responsive partner that is tuned-in to the child
49
Parent interaction styles/roles
- director
- entertainer
- tester
- helper
- mover
- watcher
50
Stages of communication development
- discoverer
- communicator
- first words user
- combiner
51
Discoverer
- pre-intentional
- facial expressions
- moving to things they like
- some sounds
- some imitations
- no/limited verbal comprehension
52
Communicator
- intentional
- pointing to desired items
- combining eye gaze/vocal/gestures
- some words or word approximations
53
First Words User
use of single words and two (or more) word combinations
54
Combiner
combining words into sentences
55
Hanen Talkability
for children ages 3-6 with social communication difficulties
56
Medical Model of Hearing Loss
- hearing impaired
- deaf
- disabled
57
Social Model of Hearing Loss
- hard of hearing
- deaf/deafened
- people with hearing loss
58
Cultural Model of Hearing Loss
- Deaf
| - Deaf-gain
59
1-3-6 Rule (Infant Hearing Screening)
- 1 month: initial hearing screening
- 3 months: confirmation of hearing loss
- 6 months: early intervention
60
Implications of hearing loss
- language development
- speech production
- academic skills (reading and writing)
- social-emotional development
- cognitive development
61
Language Learning Approaches
- sign language
- simultaneous communication
- spoken language
62
Sign Language
- manual language
- language development within the family or vis special programs
- input: visual
63
Simultaneous Language
- sign systems (e.g. signed English) represents spoken language
- bi-modal communication
- input: visual and auditory
64
Spoken Language
- oral language
- teaching listening and speech-language production
- input: auditory
65
Goals of Spoken Language Approach
- provide sound
| - teach listening
66
4 stages of listening
- detection
- discrimination
- identification
- comprehension
67
Variable that impact success of implants/devices
- age at diagnosis
- age at implant/hearing aid fitting (child’s listening age) - hearing aid correctly fitted
- how much is hearing aid worn, implant used
- maintenance of hearing aids
- co-morbidities
- insufficient parent involvement or buy-in
- poor listening conditions in the home (signal/noise ratio)
68
10 Principles of LSLS - AVT
1. Early diagnosis
2. Hearing technology (auditory stimulation)
3. Parent training: Hearing as primary modality
4. Parents as primary change agents
5. Parents create opportunities within daily activities
6. Parents learn to integrate listening and speaking in all aspects of child’s life
7. Parents follow natural developmental milestones (audition, speech, language, cognition, communication)
8. Parent help their child develop self-monitoring
9. Ongoing formal and informal assessments
10. Promote education in regular schools
69
10 Principles of LSLS - AVEd
1. Early diagnosis
2. Hearing technology (auditory stimulation)
3. Ensure acoustic environment is set up so listening and talking is supported
4. Parents as important supporters and facilitators
5. Teaching in different settings: schools, homes, hospitals
6. Individualized instruction for, maximizing speaking and listening
7. Collaborate with parents and other professionals
8. Promote self-monitoring spoken language through listening
9. Ongoing assessments to monitor progress and evaluate teaching
10. Promote education in regular schools
70
Techniques used in AVT
- acoustic highlighting
- asking “what did you hear?”
- pausing
- repeating
- waiting
- rephrasing
- providing a visual clue and putting the stimulus back into hearing
- moving closer to child
- direct the child to listen closely
71
Why are hearing aids/cochlear implants not enough?
- to compensate for lost time and reduced access
| - to develop auditory dominance
72
What does the saying "eyes open, ears on" mean?
the child should be wearing their hearing aids at all waking hours
73
What does an AVT session look like?
- auditory-based activities
- play-based activities
- parent involvement in activities
74
What are the Ling 6 sounds?
- mm
- ah
- oo
- eee
- sh
- sss
75
Ling 6 Detection
- detection
| - play
76
Ling 6 Identification
- selection
| - imitation
77
Detection
the ability to respond to the presence or absence of sound
78
Discrimination
the ability to perceive similarities and differences between two or more speech stimuli
79
Identification
the ability to label by repeating, pointing to, or writing the speech stimulus heard
80
Comprehension
the ability to understand the meaning of speech by answering questions, following an instruction, paraphrasing, or participating in a conversation
81
Acoustic Highlighting
techniques used to enhance the audibility of a spoken message
82
What is listening age determined?
the age at which the child receives their cochlear implant(s) and/or hearing aid(s)
