Final exam module 9 Flashcards
(30 cards)
Emerging language
- period in which conventional words are beginning to appear as viable forms of communication
- Think “Toddlers”! (18-36 months)
- But children with DD may transition into this period at any age (may be quite a bit older)
Late language emergence
- delayed language onset but no other diagnosed disabilities or developmental delays
- Often called “late talkers”
- Slow to start talking but have otherwise typical development
- most children catch up
LLE risk factors
- Low birth weight/ prematurity
-Males ~3x more likely than
females
- Delayed motor development not associated with another disorder or syndrome
- family history of LLE
- Lower maternal education and lower SES of the family
- Late talkers are more likely to have siblings
3 questions for LLE
- play skills
- prelinguistic skills
- receptive language skills
PART-C Children can receive services from birth-3 years of age under two premises:
- documented disability
- delay established through evaluation
Child Outcome Summary (COS)
Purpose: The COS process is used to measure the progress children make in early intervention and early childhood special education programs.
3 areas of COS
- Positive social-emotional skills (including social relationships)
- Acquisition and use of knowledge and skills (including early language/communication)
- Use of appropriate behaviors to meet their needs.
Screening tools for emergent language
- ESP 2: (0-6:11) (screens cog, lang, motor, self help, social)
- Batelle Developmental Inventory 2 (birth- 7:11) (screens cog, lang, motor, adaptive, social-emotional)
Transdisciplinary play-based assessment
- Play skills are associated with cognitive function in young children.
- Informal, play based assessment is a valid option for young children
- Observing a child’s performance in her or her natural environment offers authentic information that is much more descriptive
Play Assessment in emerging language
- Play serves both as a means of expression and as a means of interpretation for children
- Children with language disorders often exhibit the same developmental play sequences as typically developing children with qualitative and quantitative differences.
Assessment of gestures
deictic: showing, giving, pointing
symbolic: gestures w/ object (banana for phone)
Representational: without objects (pretend phone)
Assessing comprehension
- Comprehension is predictive of later expressive and receptive language
-can be difficult to assess
- Parents tend to over report on interviews/checklists
- Standardized norm-referenced assessments are often limited to single word vocabulary
Areas to assess in comprehension
- Single word receptive vocabulary
- Look across contexts and routines
- Function of objects (the action-object relationship)
- Examine probable location and probable event understanding (e.g., Mommy feeds the baby/baby feeds the mommy)
Assessing production
- Semantic-syntactic production
- lexical production
- semantic relations
Transdisciplinary Assessment
Team members from different fields work closely together.
Team members share roles and skills.
No one person knows everything, so everyone helps.
It gives a full picture of the child, which is especially helpful for kids with many needs.
hollistic approach
play and gesture intervention
play follows a developmental sequence
Indirect language stimulation
A way to help young children (18–36 months) learn language.
Good for late talkers who don’t have other disabilities.
We talk about what the child is doing during play.
We use simple words and sentences to match their actions.
This makes it more likely the child will copy what we say.
Expressive language intervention
Add more consonant sounds (following normal development order).
Grow the types of syllables the child can say.
Praise any word attempts — don’t correct them.
Focus is on getting more speech, not fixing articulation errors yet.
It’s normal for young kids to still simplify words when they talk.
Receptive language intervention
We change how we talk to make it easier for the child to understand.
We connect words to real things the child can see or experience.
This shows them how language works.
It’s especially helpful for late talkers.
first words should
Be easy to combine into short two-word phrases.
Help the child meet their social needs (like asking for things or getting attention).
Match the child’s interests (based on how they play).
Use sounds and syllable patterns the child can already say.
First words: Hybrid approach
natural play with objects/activities that represent the target words
Strategies:
Milieu teaching (environmental arrangement, communication temptations)
- Focused stimulation
- Scripts (routines-based therapy, violate routines)
Clinical populations:.
- Young children with a range of disabilities
First words: Child centered approach
natural play with objects/activities that represent the target words
strategies: Language Facilitation/Structured Language
Population: LLE but no other DD
First words: Clinician directed approach
structured trials
Strategies: drill/drill play
Population: minimal verbal/low IQs, older children stuck at emerging level, children with DLD
word combinations: expansion
Play with the child and follow their lead.
When the child says one word, add another word to make it a short phrase with the same meaning.
Don’t force them to copy you.
If they do imitate, praise them and say it again!
